DOCUMENT RESUME

ED 125 492 HP 008 085

AUTHOR Molek, Frank J., Ed. The Admission and Academic Placement of Students from Selected'Arab Countries. A Workshop Report. INSTITUTION American-Association of Collegiate Registrars and Admissions Officers, Washington, D.C.; National Association for Foreign Student Affairs, Washington, D.C. PUB LATE Nov 75 NOTE 109p.

EDRS PRICE MF-$0.83 HC-$6.01 Plus Postage. DESCRIPTORS Administration; *Admission (School); Bibliographies; *Comparative ; Educational History; Elementary Education; *Foreign Countries; *Foreign Students; Guidelines; *Higher Education; Organization; Post Secondary Educaticn; Secondary Educatidb; *Student Placement; Tables (Data); Vocational Education IDENTIFIERS *Arab Countries; ; ; ;

ABSTRACT A group of 25 members of the higher education community of North America visited the Middle East for the purposeof improving admissions Criteria and academic placement of Arab students. Group findings and the consensus of recommendations are reported. Countries studied were: Egypt, Kuwait, Jordan, andSaudi Arabia. Examined were each country's people, its educational history, structure, and administration, and its primary, secondary,technical, vocational, and higher educational institutions. Also included is a list of special services and a bibliography. (Author/KE)

***********************************4*********************************** * Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERICmakes every effort * * to obtain the best copy available. Nevertheless,items of marginal * * reproducibility are often encountered andthis affects the quality * * of the microfiche and hardcopy reproductions ERICmakes available * * via the ERIC Document Reproduction Service (EDRS). EDRSis not * * responsible for the quality of the originaldocument. Reproductions * * supplied by EDRS are the best that can be made fromthe original. * *********************************************************************** THE ADMISSION AND ACADEMIC '.

4 PLACEMENT OF STUDENTS FROM SELECTED ARAB COUNTRIES A Workshop Report

EGYPT

JORDAN KUWAIT

SAUDI ARABIA

Report Editor Frank J. Molek Associate Director of Admissions Georgetown Washington, D.C.

THE JOINT COMMITTEE ON WORKSHOPS The National Association for Foreign Student Affairs The American Association of Collegiate Registrars and Admissions Officers

U

z; Reprinted by permission of Ciannom Post

if 3 TABLE OF CONTENTS

Preface

Acknowledgements rt./

Introduction viii

EGYPT

Map x American Team, Egyptian Resource People 1-3 'Chart of Educational System 4 'The Country and Its People 5

education - A History . . . 5-8 'Education - The Structure and Administration 8-9

'Primary and Secondary Education . 9-11 'Technical and Vocational Education 11-15 Higher Institutes 15 - History and Development . 15 - University. 15-17 ' - Admission Requ -ments At National Universities . 18-1198 19-20 - Grading System . - SummarN and Descriptionion of All Institutions 20 - University 20 - University 20 - Asciut University 20 - University 20 - 20 - Mansura University 20 - University 20 - University 23 University and St howl System 23 American University in Cairo 23-24

Placement Recommendations 25 'Spet ial Services Available 25 Bibliograpli% 25-26 JORDAN Map 28 Introduction 29 American Team, Jordanian Resource People 29,31 'Chart of Educational System . 30 'The Country and Its People 31 32-33 *EducationA History . 'Primary and Secondary Education 33-35 `Vocational - Technical Education 35 Commerual Schools 36 'industrial Schools 36 'Agricultural Schools 37 'Teat her Education 37 Higher Education 38 - [he University ofJordan 38-41 41 - [he Universityof Yarmouk 41 -West Bank Plat ement Recommendations 42

111 KUW AIT 'Map 44 'American "learn, Kuwait Resourte People 45-47 'Chart of Educational System 46 The Country and Its People 47 'The CountryA History 47 "EducationA History 47-48 EducationKindergarten through Secondary 48-51 'Secondary Vocational Technical Education 51 'Private Schools 51-52 'Religious Institute . 52

'Special Guidelines for Admissions Officers . .52-54 'Higher Education 53 'Kuwait University 53-56 'Post-Secondary Technical Schools .... 56 'Teacher Training Institutes ..... 58 'Other Schools 58 'Placement Recommendations 58 'Bibliography 59

SAUDI ARABIA

Map . 60 'American Team, Saudi Resource People . 61-62,64 'Chart of Educational System 63 'The Country and Its People 64 'The CountryA History . . 64-65

'Primary, Intermediate, Secondary, Technical Education An Overview...... 65-70

'Teacher Education . 71.73

'Higher Education . . . . 73-74 'Summary of UniversitiesTheir Faculties and Degrees

-Islamic University . 74-75 -Islamic University of Imam Muhammad Ihn Sa'ud 75-76

-King Ahdulaziz University . . 76-77 -King Faisal University 77 -University of Petroleum and Minerals 78 -University of Riyadh 78-81 -Other Institutions 81 'Placement Recommendations 86 'Special Services Available 87 'Bibliography 87

COMSEC 'Reflections Lee Thompson .88-94 Bibliography .94-95

APPENDICES 'Workshop Staff and Participants 97 'Country Visits 98-99 'Workshop Presentations 99400

lt, 5 PREFACE

Today. more than ever, the influence of the Middle East material already outdated. In spite of this inevitability, it az, one of the cradles of civilization ofthe Western world is is the purpose of this task force to providetheir colleagues felt by many Its economic, social and political influence with as timely, accurate, substantial and helpful a piece of crosses virtually every part of our daily livesToday, we research material as is possible. find not only many people from the Arab world in the As with the workshops on Scandinavia (September studying or maintaining professional careers, 1973), the group was divided into four (4) country teams. but we also find ourselves vastly influenced in our own Originally, wan ,vone of the countries to be in- lifesty les by their culture Additionally, more and more of cluded. Extensive planning by the team and in-country ad- us from North America areccikerned with educational ministrators promised a full country stayHowever, the deselopment in this region of the world We find an in- political/military situation of the summer of 1975 con- creasing number of students from theMiddle East tinued through the fallprohibiting such a visit, and studyinginNorth Americaninstitutionsof higher JCOW was required to postpone the in -countryresearch 'Lebanese team educath And in fact, their influence has had a major on Lebanon. Much to the credit of the impac t upon their North American counterparts members and the good services of the American Friends of In October and November 1975, 25 members of the the Middle East in Beirut and Amman, the *gram in- community of higher education of North Americavisited volving the educational system ofJordan was designed and the Middle East for the purpose of improving the process planned We are particularly grateful to the many people by which admissions and academic placement of Arab in Amman, to the government of Jordan, as well as to the students cakes place This report attempts to catalog the United States Mission for their support, candor and help, findings of this group and to portray the consensu, of fulness in light of the situation. We will see the section on re«unmendations that were Identified by the group As Jordan as a part of the general report Additionally, it is has been statedint he prefacc of previous workshop important to know that as soon as it ispossible, a small reports, admissions officers and foreignstudent advisors group of the Lebanese experts will make arrangements to will find that th(report suggests qualita,ive and quan- complete their task to publish a supplementary document coat ise,considerations that should be madebefore c run al under separate cover educ Atli nal del isions arc made The format of the workshop followed closely that of the Thisas the tenth in -a series of workshopssponsored by Scandinavia workshop Following a three-day orientation the JoinCommittee on Workshops ()COW)Earlier in Cairo, the teams spent the following tendays in their worksho s were sponsored by the National Association of respective countries The entire group then reassembled at Foreign Student Affairs (NAFSA) JCOW was created in the end of this time to write its report, make its recom- 1969 when theAmericanAssociationofCollegiate mendations and present those recommendations for final Registrars and Admissions Officers (AACRAO) and the approval We all found the format to be particularly help- College Entrance Examination Board (CEEB) joined NAF- fulThe opportunity for extended in-country stays to SA inthe sponsorship ofprojects Since1965three gather necessary research information was imperative. workshops have been held at the East-West Center in Many also felt thatis was quite necessary to have ad- Honolulu, two in Puerto Rico, and one each in Bad- ditional time at the end of the workshop to allow for im- Goodesberg, West , Santo Domingo, Dominican mediate rewrite and update of the reports Republic, West Africa, and Scandinavia We suggest that you refer to the reports of the previous The 25 participunts in this workshop were selected from nine workshops (listed on the back of thisdocument) over 100 applicants Their diversity inbackground and ex- They vary in style, content, and format, but allwill pertise was shown through the variety of institutionsthey provide the admissions and placement officers with in- represented However, the majority were administrators sights concerning the background and rationale for selec- who work in the admission and placement of international tion placement decisions students at the professional and level. Vir- In this workshop we were fortunate to have as an ob- tually all of them came from admissions backgroundsIt server the President-Elect of the CommunitySection should he pointed out that all participants joined in the (COMSEC) of NAFSA, Lee Thompson She has included planning of the workshop itineraryHowever, primary her observations as part of the final section of this report. responsibility was held by the team coordinators who were We feel that her findings will round out your information changing deeplyinvolvedintheplanning of thein- country on the educational systems within a rapidly arrangements with the in-country host(s) sot iety It is important to state here that the countries involved We hope that in some small rneasuie our enthusiasm for what we have learned and what we now share with you will arein a state of constant fluxeducationallyAs this document comes off the press,itwill find some of its continue to bring even more closely togetherstudents from 6 the Middle East and those here, and that our relationship and grateful ttiat if it were not for the support of the with the Arab world will continue to grow even stronger Admissions Office, I would have In acknowledging the assistance of the many who sup- been unable to honor Bob Hefling's request that I assume ported this effort I was particularly fortunate to have had the Editorship of this report four weeks beforethe Ann Epstein design theover of this document and workshop.I owe my colleagues at Georgetown and my produce much of the graphic art work associated with the wife (and co-echtoril Juliana my thanks manuscript The experience of working with a group of 25 professionals in a vibrant part of the world was one of the Frank Molck most exciting things I have done. However. I am aware Editor

/ 7 ACKNOWLEDGEMENTS

The 23 days spentinthe Middle Eastwas the Counselor of the Arab Republic of Egypt, Mr. Saud Al- culmination of more than two years of effort on the part of Gharabally_and Mr. Yusuf Al Badr, Cultural Attaches of many people To identify all of the peoplewho played a the State of Kuwait, and Mr. Wham Salman, Cultural significant role in the formation and success of this en- Counselor of Lebanon, devoted many hours to first, the deavor would be an insurmountable task In chronological seeking of in-country financial support, second, in helping order I do wish to recognize groups as well as individuals toidentifyandobtainreferences,andthird,in without whose able assistance this workshop would never establishing schedules for the participants. have materialized I wish to express very special thanks to Dr. and Mrs. Members of the Joint Committee on Workshops William Polk and their children, who so graciously opened (JCOW) as well as the staffs of the central offices of the their Cairo home to thethirty-six members of the National Association for Foreign Student Affairs (NAF- workshopgroupforanunforgettableeveningof SA), The American Association of Collegiate Registrars hospitality and conversation. Dr. Polk as well as other and Admissions Officers (AACRAO)theAmerican distinguished guests of that evening provided a unique Friends of the Middle East (AFME) were involved in the in- orientation and introduction to the Arab World. itial planning Their wise counsel and cooperation con- To Mrs. Amany EI-Diffrawy and her able assistant, Mrs. tinued throughout the total planning and implementa- Cheridan Abdul Kader of the Cairo AFME office the par- tion period ticipants and I owe a great deal. As director of the Cairo of- Financial support for the workshop was provided in part fice, Amany assigned Cheridan to our workshop full time. by the governments of Kuwait, the Arab Republic of However, she and the other members of her staff were also Egypt, and Saudi Arabia. (Lebanon had agreed to provide available whenever we needed assistance. The efficient in-country logistical support; however, we wereunable to help of that office that was so generously given made our take advantage of that offer.) In addition, the Lilly En- stay in Cairo an unforgettable experience. dowment, the Arab American Oil Company, the Kuwait To my assistant, Bob Hannigan, I am deeply indebted Oil Company, the International Education Research Foun- for the many, many details he handled so well, and to dation, the College Entrance Examination Board, the Frank Molek, who stepped in at the last minute to assume Bureau of Cultural and Educational Affairs of the United the tiring and endless tasks of the report editor I am also States Department of State, the Agency for International most grateful. Development,and Trans-WorldAirlines,allmade The team chairpersons and the participants are really the generous contributions in support of the workshop sum and substance of any workshopand its subsequent While in the throes of planning and fund-raising, Virgil report. In the case of the Middle East Workshop par- Crippin, President of AFME, and Hugh Jenkins, Executive ticipants, I was impressed with their diligence, with their Vice President of NAFSA, were particularly helpful to me. pre-departure preparation, with their ability to cope with Their moral support as well as support of a substantive the unexpected, with their dedication to their assignment, nature encouraged me to proceed with anoptimistic ap- and most of all, with their humanness. Their joys, their proach when the prospects appeared the most grim. disappointments, their ill health and their camaraderie, all The participants have recognized a number ofofficials helped to strengthen the group effort and made my part in the four countries who wereparticularly helpful. most pleasant. However, representatives of these countries serving in the United States were a continual source of support to me. Robert J. Hefling, Director Specifically, Mr Ghazi Abdul Jawad of the Saudi Arabian Middle East Workshop Educational Mission. Dr. Ahmed Azzam, Cultural Affairs October-November, 1975

8 lid INTRODUCTION

The Middle East in ludes a number of countries, and that number will vary with the orientation of the individual iden- tifying the areaDuring the planning stages for this workshop, the members of the Joint Committee on Workshops con- sidered only the countries of the Arab Peninsula and the eastern Arab countries of North Africa The Arab Republic of Egypt, Kuwait, Lebanon, and the Kingdom of Saudi Arabia were selected for study, as those countries have the largest number of students studying in the United States.

"I he civil strife in Lebanon was a concern to all of us during the final planning stages The Assistant Workshop Director had visited that country in July and, with the able help of Orin Parker of AFME, planned an excellent program for the par- ticipants going to Lebanon. At the very last minute, (in fact, after I arrived in Cairo on October 14) we had to cancel the Lebanon visit due to the acceleration of the civil war and the general insecure situation that existed there. The Lebanese team had been alerted to this possibility and Jordan had been selected as an alternate country; however, an alternate program had not been developed for that country, nor had accommodations been reserved for the team. In spite of the last minute change, the lack of prior planning, and the lack of adequate accommodations, the participants going to Lebanon proceeded to Jordan and did an outstanding job of reporting on that country, as is shown by their report included in this text

This workshop was extremely fortunate in having four well-qualified observers accompanying the group Although they were nut funded by the workshop budget, each observer accepted the responsibility of being a regular participant, and responded accordingly The section of this report entitled, "Middle East Mosiac," was the result of the work of one observer and constitutes a new dimension not found in the previous reports of this nature That commentary should he of particular interest to all professionals and volunteers who work with foreign students. lhe participants found that the numbers of students coming to this country to further their education will continue to in- crease The current information included here is presented in order to better consider, evaluate, place, and advise these students in order that they return toz their-homes to apply their increased knowledge and skills so desperately needed in the manpower development of their country By careful study of this report this dissemination of knowledge and skills can be facilitated with the greatest benefit to all concerned

Robert) Hefting Marc h,1976

'Mrs Thompson was the Chairman-elect of the Community Section of NAFSA at the time of the Workshop. She was in- vited by the Workshop Director to participate as an observer and to prepare a commentary on the social-cultural background of the students coming from the countries being studied. She did spend approximately two weeks in Egypt and was a member of the team that went to Saudi Arabia for eight days. In addition to participating in the interviews and visits of the other participants, Mrs Thompson took advantage of every opportunity to explore her interests with numerous people outside of the academic spectrum This section of the report is the result of her keen obsevations and insights.

1X EGYPT

SYRIA Mediterranean Sea

Alexandri ortaid L c El JORDAN

SAUDI ARABIA

Red Sea

il

x i 0 THE ARAB REPUBLIC OF Prof Dr Mohamed Mors' Ahmed Secretary General EGYPT Association of Arab Universities

Mr. Shafik Ana COUNTRY TEAM Director General of Preparatory Education Ministry of Education Charrperson: Mrs. C San Halasz, Director Graduate Admissions Prof Dr. Shafik I. Balbaa University of California, Los Angeles Secretary General Supreme Council of Universities Dr. George H Brooks, Director Member of the National Council for Education, International Education Scientific Research & Technology University of Northern Colorado Prof. Dr. Mahmoud Darwish Richard N Elkins, Director of Admissions Vice President for Student Affairs Kansas State University

Dr Fouad El Bahey Josephine Leo. Director Undersecretary, NationalCentelfor Educational Research International Education Services Ministry of Education University of Maryland

Mrs. Nadia El Emary James R. Remillard, Assistant Director Dean of Higher Institute for Physical Education Foreign Admissions State University of New York at Buffalo Prof. Dr. Hassan El Feky Diane Wood, Admissions Counselor Dean of Faculty of Education Office of Admissions University of Michigan Mr H. El Harras Hattie Jarmon, Observer Director General of Primary Teachers Edut anon Education Specialist Ministry of Education Office of International Training Agency for International Development Mrs. Mona Kamal Director of First Undersecretary Office Ministry of Education

Mr Mahmoud El Komi i Director General for Examination Affairs IN-COUNTRY RESOURCES Ministry of Education

Lifted below are the individualf who contributed to or par Prof Dr. Engineer Abdel A. E1Mandi tic:rated in various phases of the workshop planning and Head, Elealical & Electronics Elepartment program. Helwan University, Technical Higher Institute, Shoubra

Mrs Amami El-Difrawy, Director Dr Mustafa El Marashly Amefican Friends of the Middle East. Inc Dean of the Higher Institute of Technology Cairo, Arab Republic of Egypt Ifelwan University

Mrs Cheridan Abdel Kader Prof Dr. Ahmed El Moghazy Program Offices American Friends of the Middle East.Inc Dean of Faculty of Pharmacy Assiut University Arab Republic of Egypt

Prof Dr El-Nadi Affifi His Excellency Prof Dr Hamdi El Nashar Dean of Faculty of Education President Assiut University it Mr. Hassan ElSAWI Mr. Abdel Rahman Mahmoud In charge of Curriculum Mims Director General for Secondary Education Ministry of Education Prof. Dr. Mohamed L El Sayed Vice Dean and Head of Electrical Department Dr Ezzat Abdcl Mawgood Hclwan University,HigherInstitutefor Technology, Lecturer of Education Hclwan Ain Shams University

Prof. pr. Ahmed Fat hi El Za,,, at Dr Nabih Mohsen Vice President, Student Affairs Undersecretary for Technical Education A l-Azhar University Ministry of Education

Mr Abou El Encin Fahmy Mr Hussein Abdcl Moncim Director General of Foreign Cultural Relations Director General for Primary Education Ministry of Higher Education Ministry of Education

His Excellency Prof Dr Ahdel Razek Abdcl Ptof. Dr. Abdcl Aal Hassan Moubasher President Dean of Faculty of Science Hclwan University Assiut University

Mr A bdel Aziz Habib Mr Hassan Mustafa First Undersecretary for Administration & I man( la! Affairs Foicner Undersecretary Ministry of Education Ministry of Education Member of the National Council for Education, Scientific Research & Technology His Excellency Prof Dr Mustafa Kamal Helms Minister of Education Prof Dr. Ibrahim Naga Vice President, Graduate Studies & Research Dr Solimen Hossein Al-Azhar University Former President National Specialized Council Prof. Dr. Abd El Megeed Osman Vice President, Student Affairs Mr. Mansour Hussein Assiut University First Undersecretary for Planning and Manpower Ministry of Education Dr Mahmoud Radwan First Undersecretary for Primary and Teachers Education Mrs Magida Ibrahium Ministry of Education Undersecretary for Preparatory and Secondary Education Ministry of Education Dr Hussein Sadek Vice President for Graduate Studies & Research Prof Dr Ali Abdel Kader Professor of Political Theory Cairo University Mr Ismael Safwat Director of Admissions & Registration Prof Dr Ahmed Kama! American University of Cairo Dean of Higher Institute for Social Work Prof. Dr. Hussein Said Prof Dr Abdcl Moncim Hassan Kamcl Former Minister of Higher Education Vice President, Graduate Studies and Research Member of National Council for Education, Assiut University Scientific Research & Technology

Miss Mary Salama Prof Dr. Salah Kotb Director Director of Science Education Center Port Said School, Zamalck Am Shams University Prof Dr Ahmed Abdcl Ghafar Salch His Excellency Prof Dr Nag' El Mahalawi Former Vice President of the American University President Member of the National Council for Education, Am Shams University Scientific Research & Technology 2 1 '2 -Mr Carl Schieren Prof Dr Mahmoud Shoukry Direitor of External Relations Dean, Faculty of Languages American University of Cairo Al-Azhar University

Engineer Mohamed Seoudy Dr Ahmed Soudem Director'General, Industrial Secondary School., Assistant Professor, Organic Chemistry Ministry of Education Assiut University

Mr. Mohey El Dine Abou Shady His Excellency Prof. Dr Soufi Abou Taleb First Undersecretary for Foreign CUltureRelations and President Central Services Cairo University Ministry of Education

Prof Di Fatchy Sherief Dean of Faculty of Technology

Heiwan University, Matareya ,

ir

3 3 EDUCATION LADDER ARAB REPUBLIC OF EGYPT

6 12 13 14 15 16 17 18 19 202122 23 1ft z c./ 0/ `j c7/ Faculty or Arts J 11- -0-Faculty of law Faculty of Economic and Political Sciences W-- 2 0. Faculty of Science Isa-a9 ":2j0-- ;acuity of 19 20 0--D-2123 Faculty el Dentistry E)---{.a Faculty el Pharmacy

1 2 Teacher Training Schools el Education 3 7- Faculty of VeterinaryaaiDia.D: Medicine Faculty of Dar El Ulum ( Islamic Studies) 3 a- e-70R AD Women's Faculty

General Preparatory Secondary Faculty el ArchaeMOIN Education Education 0-1.4 3 R -- Faculty of Mass Communication Primary 2 4 Technical Faculty (Higher Institute for) (Women Only) J- -0---73-TG, Tech Secondary Faculty I Agriculture

Faculty I Commerce jji /:11i: Faculty el

Vocational/Technics chools Faculty of Fine Arts 70-4-2.1 Faculty of Applied Arts KEY TO SYMBOLS Faculty of TechnoIeflf A Universini faculties a ;Al B Helwan University (formerly Faculty f Commercial Science and business Administration Higher Institutes) P Preliminary yair Faculty of Agricultural Sciences PR Preparatory year in religious studies 2 R Research Faculty el Pottal Studies Tit 0- gkil2.1-41j4 Faculty of Tourism and Hotel a Pra ork 1.0 Selective admission Faculty of Social Work Primary school teacher's certificate Preparatory Education Certificate Faculty of Physical Education for Men Technical Secondary School Certificate fl General Secondary Certificate Faculty of Physical Education for Women Bachelor's degree ; can be general Faculty of Music Education or special O Master's dowse Faculty of Art Education Faculty of Cotton Sciences Admission for Bachelor's degree holders EIEl13 from Fin.vItiee of Engineering and Commerce Faculty of Monroe arfr3 Al Tebbin Metallurgical Institute for Higher Studies C:1-a, DID (Faculties Since 1E111

Al-Ashar University All Faculties) -2.1 - Primary Preparatory Secondary School School School Section 4 Section of Section of of Al Asher Al Ather AI Atha, it THE COUNTRY AND understood by the majority of the literate population. 40% of the population is In fact literate

ITS PEOPLE Characteristics ()jibe People As in most Arab families traditional familial attitudes It would be presumptuous in a report of this nature for remain strong. The family is a closely knit unit in which theauthorstoenterinto adiscussionof Egypt's the members receive much psychological support from one magnificent ancient civilization, for much has been writ- another When children reach adulthood, they continue to ten on the subject Therefore, the information presented live at home until they marry, although hints of change are here will concentrate on the other influences upon the arising. Grandparents, aunts, uncles, and sometimes in- educational system developing in Egypt laws often live together, each playing an important role in the life of the family. The Egyptian family is patriarchal Geography and cultural tradition favors the male. However, during The country occupies an area slightly larger than Califor- the past generation, women have been making strides nia, Its dominant Nevada, and Arizona combined towards political and social equality, although the law still physical features are deserts to the cast and the west of the favors the male in cases of inheritance. River, the second longest river in the world The countryisstill 70% ruralHence, agriculture Government generates a large portion of the national income, with On June 18, 1953, Egypt was officially declared a major crops of cotton, wheat, rice, and corn At the end of republic. In 1958, Egypt and formed a union, ter- the 1960's, the government concentrated on increasing minated in 1961, called the United Arab Republic (UAR). productivity in every branch of industry even though oil However, Egypt retained the name United Arab Republic h::c1 become the country's most important mineral resour- until 1971, when it then assumed its present name, the ce However, electric power supplied by the Aswan High Arab Republic of Egypt (ARE). Under the Permanent Dam has reduced the role of oil and natural gas as major Constitutionproclaimed onSeptember 11, 1971, sources of fuel for both industrial and urban domestic pur- executive autorityis vested in the President (Chief of poses State) He is popularly elected to a six year term and must receive an absolute majority of the votescast. The Demography President appoints the Vice Presidents, the Prime Minister Egypt, with a population of approximately 40 million, is (Head of Government), and the Council of Ministers the most populous country in the Arab World and the (Cabinet)The unicameral People's Assembly has 360 second most populous country on the continent of Africa members, ten are appointed by the President The term of The capital city of Cairo, with a population of eight an assembly member is five years The highest court is the million, is the largest city on the continentAlexandria, Court of Cassation whose judges are appointed by the nit cc( ond largest r Ity in Egypt, with a population of 2 5 PresidentThe 25 political units into which Egyptis million, writinues to retain its importance as a northern dividedare called governorates (provinces),each ad- seaportNearly the entire population (96%) lives along ministered by a governor appointed by the president the Nile River Vallcy although itis less than 4% of the (outlay's arearhos the density of the area, more than 2.500 persons per square mile, is one of the highe:t in the THE BASIC EDUCATIONAL world Egyptians are of Ham is -ingin However, there is some SYSTEM influence in the northern population by the peoples from the Mediterranean areas and the southern population by History the Nubian peoples fromblackAfrica Indigenous Egypt's educational system has a considerable history minorities include more than three million Coptic, who From earliest times all activity including education cen- have retainedtheir historicChristianaffiliation,the tered in the mosque, thus, the mosque became the earliest 50.000 Bedouins, who arenowintheprocessof school Students learned to read and recite the Koran, and assimilation into permanent settlement, and the Nubians hear lectures on such subjects as the Koran, law, tradition, of the south who originally came to the Nile Valley from Arabic philosophy, history, and medicine. This religious In 1964, many of the Nubians resettled on the cast system, represented later by the University of Al-Azhar side of the Nile and are a chief source of labor in the delta and its associated schools, dates back to the eighth century. region citiesGreeks, Italians, Maltese, and a few Ar- The modern Egyptian educational system originated with menians, comprise the foreign minority groups, located the ascendance to power of Mohammed Allin the primarily in Cairo and Alexandria, who have retained their nineteenth century when a new educational system own language, religion and social customs developed along pragmatic, secular lines, co-existing with Egypt, whose state religion is Islam and official language the traditional religious system As Mohammed Ali iden- is Arabic, is 90% Sunni Moslem However, English and tified his needs in maintaining political control in Egypt, French are both important commercial languages and are he turned to education as the means for achieving his 5 1J goals He sect .tudenis to Europe, chiefly to Frame, for schools were established in Egypt Among them were the scientific, technical, Arid military training Between 1816 missionary schoolsthe ecoleshbrer gra:us:es et unmet-- and 1831, he opened schools to train personnel in military cedes, nondenominational institutions sponsored by the fields as well as in auxiliary services required by a modern French who were living in Egypt (admission was open to military organizationThese schools included medicine, Egyptian and international students), and the "minority pharmacy, veterinary medicine,engineering,com- school," organized and administered by the local Greek, munications. and music for training buglers and trum- Italian,orArmeniancommunity Theyproduced peters To further develop an administrative structure, he graduateswho were highly westernized, entered established aschoolof accountancyaswellasad- professional, business, and governmental service careers. ministration To provide manpower for Egypt's industrial The graduates of the modern schools established by and agricultural enterprises, he established an industrial Mohammed Ali prospered and achieved a social status that school, a school of irrigation, and a school of agriculture was quite elite. Also, there existed a growing awareness by Thus, Mohammed Ali established an intensive network many reformers that education had to serve as a basis for of higher technical schools, each designed to provide the development of Egypt and therefore the achievement trained manpower for a specific field. This early attempt at of economic independence. Thus, a growing demand for relating education to the manpower needs of the society educational development emerged among the people. The served to emphasize the need for coordinated educational latter half of the nineteenth century brought the in- planning among the sectors of an educational system and troduction of numerous reforms calling for a to identify the complex problems involved in attempting reorganization of the educational structure. They were toestablishmoderneducationalinstitutionsin a never fully implemented because of administrative and traditional setting. Mohammed Ali's attempts at mo- financial difficulties as well as due to the domination by dernizing education were thwarted by numerous problems the British. As a result, a keen sense of awareness of the such asfinding knowledgeableinstructors,qualified country's educational problems had been created among students, (no modern schools existed at the lower levels), many people The continuing efforts of the reformers to as well as suitable instructional materials. To help assuage promote a more viable educational system and to improve this latter difficulty, in 1835 he estallished a school of the quality of the teachers as well as the administrative translation which had. bureau of translation. By 1848, the stucture in general had begun to produce significant bureau produced over 2,000 documents which were trans- results lations of European texts. This influx of printed material Egypt in 1922 established a monarchy and proclaimed a from Europe represented a major channel for the introduc- new constitutionArticle 19 of this new constitution tion of new ideas and thus fostered the growth of an provided for compulsory free elementary education, nor- Egyptian national consciousness. mally terminal education for the masses Primary schools, Mohammed Ali found it was necessary to coordinate which led to an academically-oriented higher education, and diversify the educational system that had developed remained available on a tuition basis The structure and By the 18YO's. the modern educational institution con- philosophy of secondary education however, remained sisted of primary schools in every province and a large substantively the same number of specialized colleges with but one preparatory Higher education, connoting post-secondary education school between the higher and lower levels To remedy the today, is only a recent development in Egypt Prior to the inadequate preparation of the pupils, a special two year nineteenth century there were no institutions of higher preparatory course was introduced education with the exception of Al-Azi:ar University, The prim pies of theeducationalsystemduring primarily an institution 'where students receisz,! Mohammed Ali's reign and the characteristics of the old training in Islamic subjects. Al-jami-ah Al-Ahliyah schools developed during this brief period, forced the was established in 1908 as an independent university Egyptian educational system into a unique format that was financed by public donations and essentially free of state to endure for many decadesFor example, 1) the control. Egyptian University, the first official, national educational system became centralized,2) higher in- university was formallyestablishedin1925.Itin- stitutions were designed specifically as a place to train of- corporated Al-jami-ah Al-Ahlyah as the college of arts, ficials and officers Thus, the educational system provided whereasthe otherexistinghigherinstitutions,law, a pipeline into government service Such training entitled medicine,engineering,agriculture,andcommerce, an individual togovernmentalandadministrative becameitsothercolleges The Egyptian University positions.i) the modern system was strongly elitistin changed its name to Fouad I University in 1936, and then characterThe result was that the traditional schools to the University of Cairo in 1953. A second university was remained the only source of education available to the founded in Alexandria in 1942, and in 1950, Ain Shams masses 'Thus,two separate andparallelsystems of University was founded Throughout this period of ex- education, the modern and the traditional, emerged pansion access to government employment was through within the wuntry, each committed to radically different higher education However, the number of employment values positions available for graduates steadily declinedin busing thisperiod,VArIOUS types of international relation to the number of applicants 6 lb I he Revolution of 1952 biought forth Egypt as a tree education through grade nine The success the Egyptians and independent nation under Piesident Gamal Abdul haveineducatingtheirfemalechildrenwillhave Nasser The revolutionary government since 1952 has at- significant repercussions for all levels of education and tempted to restru,ture the educational ssstem to bring it manpower development into turmoils with its political, social, and economic goals Admtnntratton Changes occurred in structure and curriculum in grades The Ministry of Education is responsible for all public higher 1 through 12 Changes and expansion occurred at and private primary,preparatory, and secondaryin- lesels stitutions,includingthoseofferingprimaryteacher By virtue of thelaw of Al-Azhar Development, trainingandtechnical-vocationaleducation Italso colleges of modern sciences had been established in 1961, prescribes the curriculum, appoints teachers, administers along withthe originalcolleges of Islamictheology, examinations, and provides a system of inspection for sub- jurisprudence and ArabiclanugageIn1957,Assiut jectsatalllevels Foreign (international) schools are University was founded, followed by Mansura and Tanta responsible to the Ministry of Education, but supported Universities in1972, and in 1974 privately Helwan Unisersity, Egypt's newest university, was The Ministry of Higher Education is responsible for all established in 1975 aspects of education pertaining to all universities and other The rapid increase in the number of students entering institutions of higher learning, with the exception of the higher education placed a tremendous burden on existing University of Al-Azharin this case the Ministry of Al- human and physical resources like the pressures earlier at Azhar Affairs is responsible for all aspects of education as the elementary and secondary levelThe government they pertain to the University of Al-Azhar as well as the resorted to two measures in an effort to accommodate the ancient Muslim system of education that exists in the growing number of young people interested in pursuing primary through secondary schools throughout the nation higher education The fast, established in 1953, created There are other ministries outside of the jurisdiction of the the system of external studentsThese were students Ministry of Education which maintain apprenticeship barred from attending classes However, since the colleges training centers at the secondary school level and also of arts. commerce, have no attendance requirements, the provide accelerated training for adults and skilled workers these Thesecond. studentsjoined threefaculties Some examples of these other ministries arc: 1)the established in 1957, provided a number of higher in- Ministry of Industry, 2) the Ministry of Agriculture, and 3) stitutes to train students in various professional fields in- the Ministry of Public Health cluding fine arts, music, agriculture, commerce, and in: There exists under the Ministry of Education, the dustry Department of Foreign Cultural Relations and Central Ser- Shortly after the Revolution, the government initiated a vicesIn the area of foreign cultural relations this depart- national plan for priority projects The first five-year plan, ment oversees1) Egyptians teaching in Arab and African proposed for 1955-1960, included the following countries, 2) students from Arab countries coming to the educationalprojects 1)universal primary enrollment ARE, and 3) educational bilateral agreements with other within ten years, 2) diversification and upgrading post- countriesIn the area of central services, the department primary education with an emphasis upon technical and oversees. 1) generalexaminations, 2) freeprivate vocational education, and 3) qualitative improvements in education;3)audio-visualeducation,4)educational such arias as curriculum development, teacher training, programs via radio and television; 5) in-service training for and educational administration Although other five-year teachers, 6) physical education and social education, and plans had been proposed, the country lacked the financial 7) libraries resources with which to implement many of the projects A powerful body in higher education is the Supreme However, since the middle of the 1950's, matters other Council of Universities, a government organ which is the than education had had a higher priority in Egypt, and supreme council for governing the Egyptian universitiesIt therefore educational development had suffered Today, is composed of thirty-three members. The most senior only 3 7% of the national income is spent on education university president, who thereby sits in the cabinet of the However, those involved in forming national policy main- Ministry of Higher Education, serving as a link between tain hope in improving conditions as they relate to 1) the the government and the universities chairs the council. high illiteracy, 2) curriculum development, 3) The members irAlude: 1) presidents examinations4) extension of compulsory education to egyptian universities; 2) deputy presidents of the univer- grade nine. 5) teacher training, 6) shortages in staff and sities,3) one delegate from each unversity chosen by physitalfacilities,and7)increaseddevelopmentof members of each University Council for a term of one year, tic hnic al and voi atonal edui at ion 4) five individuals chosen for their experience in university Enrolling ruralchildren incompulsoryprimary education and public affairs for a renewable term of two education remains a priority The ratty of males to females years and appointed by a decree issued by the Minister of

for grades 1 through 12 is 2 1 This reflects strong cultural Higher Education, and 5) the Secretary General of the influences lessened perhaps by extension of compulsory Council. The functions of the Council are1) to formulate 7 the gc ital polls tit mot( isitt education and reseal( h In D Not animal rl et hnit Ian Ironinggrades 10-1 order to meet 1ln needs of the (0111111S, 2) to toordinat R' I et Inmal Institutesgrades 1 i-11 undergraduate and postgraduate studies throughout the V I ligher Institutes-- mmrporated into the universal i) entourage cooperation at the fatultN and st stem department l('tcl among the unlsc rsincs 1)to submit VI Unnersitirs proposalstotilegoternment«((t rulingthe annual certificates, diplomasind degrees are described under budget5) to tonsidcr all matters related to education at the pert mem set t ions. anous letels, .111(1(r)to organize tommittees tom- posed of members ofthe( members ofthe Linguage of Intim Iron tea, lung staff, Hid experts to study matters requiring Arabi( is the language of instrut non in grades 1 through 12 with the extption of some private st hootsIt is also the derailed weld( Another highlt set« t goternment organ Is the National medium of instruttion at postsecondary st hoots, colleges, Spetialized (-mouth founded mimic: 19-', as a mnsulting universities, and former higher institutes* The exception body ro the President of Fp pt The Count!! was treated to where English is used is primarily in engineering and the allow for (OtIONWIS in dmational planning and polit stiemes from We second and third years of one'sstudy regardless of changes in the offi«. of prime minister through completionAll years of study in medicine and medical related fields utilize EnglishAt the American Although h(' INthe titular head of the Countrl, the President appoints one member to serveas tharrrnan University in Cairo, English is the medium of instruction. whose responsihilit is to submit to him the resolutions Of In spite of the fat tthat some disuplines and some in- the ( omit iI stitutions use English as the ,medium of instruction, student's proficiency in English may fall short of the level I he National Spet ialued Count itis to be tomposed of required for study in the U S four subwum 1) the Count ii on Fdmation, Stientifii Research, and le( hnologt, 2) the Comm] on Etonomi( s .1c.hiemic Client/Jr and Produt tsi) the Count!! on Serviccs (PubIR Health). The sthool year talendar the system usually begins the and 0 the ( (runt 11 on Culture and the Arts Howetr, third week in September and ends in either May or June, ((n15 thefirst ttso exist turrentl During its first sear, the normally with a two week midyear break However, the torkins of the ( (Ruud on Fdtu anon, Sc. lentifitResearth beginning date is sometimes affected by the month long andI echnologt were higherdut anon , general fast of Ramadan For example, in 1975, Ramadan ended manpower, i) religious edut anon, suentifit researth, on Ottober 8 Classes began for grades 1 through 12 on Ilterat and 6) adult dination 0( tuber 11 and for higher edutation on Ottoher 18 Due Fglpt is.1 number of the Assm Limon of Arab Uniscr- to this delay, the midyear break may last only one week sitiesi nongoternmental asso( iation whosemembership and the (losing date may be extended another week includes the presidents of all Arab universitiesIt meets mut annuallt to dist us,1) standards Itl edutation in all Grdtbrg Vyctem Arab ((amines 2)writingsofthedeans,and') I he grading stale in grades 1 through 12 is represented arrangements for ex( lunge of fat tilt% and students Present- by a pertentage figure (0-100 %), with 100 representing

IN the Association Is attemptingto(()ordinatethe superior performante and 50 representing the minimum

programs of stuckcourse-hours, en. . ul the fatuities of passing grade In higher edutation, the following grading agmulture and Nl lent e. throughout the Arab universities staleis generally used85-100, Extellent75-84, Very 1 he Assoc Litton publishes book in Araburni the Good, 65-74, Good, 50-64, Pass or Fair, 15-49, Weak: 0- equitalem les of carried unitcrsuN degrees throughout the i i, Very Weak The latter two grades are failing marks Arab world (Further information is provided under "Universities')

/ e,g,z/ Ravi Strict tun. 1 he edut animal system in the ARE remains highly cen- 'thedit at lona'strut WIC pR'sCIIIIStonsistsofthe tralized All policy is prest robed by law An example of this ttillON mg is noted in Artitle 19 of the first Egyptian Constitutionof Primary c anon grades 1-6 192i provides for tornpulsory free elementary education II Preparatory e due anongrades --9 In July 1%2, all public ethic anon from grade 1 through III ccondar edinationgrades 10-12 in 10-I the dottorate was made free A General Set - grades 10-12 1 hereis one law whith governs admission to post- lAteraIS (Arts) branch sewndar studies Admission to universities is determined certificate 2St icnt di( bran( h bytheresultsofthesetondarysthool BI ohm( .11 5t ond,ll grad(10-12 examination and by a quota SVSteill established by eat h

1 ( 0111111CRIA1 hranc h Iht Ilightr Institut( of thtitibrA, found( 41 in 19(11used English 45 its 2 Industrial branch rni &urn itt ntiont 1101' until Put- It, hodi, 1011nzn

Agruultoral branch .111t1 0411111,1.1) iotnIcntt, had to initodi.0lasscs inI tigkh and

f IIc Mem ar I ear her I raininggrades 10-14 Atalni 8 tci ) fa( ilk I. 'swill% !hos(students cs uh the highest scores Pnmdry Filuiation enroll in the fa( Ulf NT of then choice, those with lower scores I he different tpes of primary schools have been united In the second (hone and so onthe quota scstem has in accordance with the reforms of 1956 the primary' level been severely (rani/ed. for it heightens the importance of of education has become compulsory and coeducational examinations and selects out mans who might develop for all children from the ages of six through twelveI chalk later in then academic areas1 urthermore, there is often des eloped examinations are administered after the second link' relationship hem mil a student's field of interest and and fourth sears of primary school If a student tails one of the fat tilts to who h he or she is assignedI his is eSpet.lally these examinations, or the sixth year final examination, true when the student is unable toenroll in his preferred the year may be repeatedI 1 the student fails the secondary area of interest examinations a second time, the student is promoted to In accordance with the law, every university graduate is the next sear despite the failure since education at this guaratneed a lob However, at times the job May have lit- stage is compulsory When a child reaches the age of 14 tle or no relationship to the education and training which but has not successfully completed primary education, the the student has received Ministry of Education is no longer responsible for the student's educationAs a consequence, the maximum amount of time that can be spent at this level of education PRIMARY, PREPARATORY, is eight years. It may be noted that children have three op- portunities to repeat year upon failure of second. fourth, AND and sixth year examinations, but cannot in fact repeat SECONDARY EDUCATION more than two of these three years since a third repetition would have to he made at age 15 The curriculumisdesignedtogive childrenbasic Prior to its reform in 1956, the educational system in literacy, preparation for the next stage of education, and Egypt had two directional aims First, to provide education some technical skills to assistinlife adjustment., The to the elite and the civil servants from primaryschool following curriculum chart provides a weekly timetable of through university, second, to render basic education to the total number of 45 minute periods devoted to each the rest of the population in the elementary schools There subject were, however, five coexisting formsof educationI) the PRIMARY EDUCATION traditionalkuttdb andAl-Azhar University,2) the Years primary, secondary. and higher schools which charged Subjects 1 2 3 4 5 6 tuition fees, taught foreign languages,and led to the Religion 3 3 3 3 3 3 academic secondary schools and universities (adopted from Arabic and Penmanship10 10 10 10 9 9 Europe at the beginning of the 19th century), 3) the Arithmetic and elementary, post elementary, and elementary teacher Geometry 6 6 6 6 6 6 training schools which were established by theBritish and Science and Hygiene 1' 2 2 3 4 4 neither charged tuition nor offered foreign languages. 4) Social Sciences the free, compulsory schools which were established by the (Geography, History, government of Egypt in1925 and were similar to the and Egyptian Society)0 1* 3 3 3 3 elementary schools, 5) the foreign (international) schools Technical Education which were introduced to Egypt by foreign secular and (Handicrafts and Arts)2 2 2 2 2 2 religious groups and offered Imported curricula. The Agriculture (boys)/ tuition-free elementary schools were for the majority of the Home Economics childrert However, graduates of these schools were not (girls) 0 0 1 1 2 2 allowed to continue their studies at academic secondary Physical Education 3 3 3 2 2 2 schools. They were permitted to enter only the religious Music 1 1 1 1 1 1 secondary schools, leading to the University of Al-Azhar, TOTAL 2628 31 31 32 32 or they could continue their studies at vocationaland 'one hour observations elementary teat her training st hoolsSeveral steps were The differences between the spoken and written forms taken to unify the differing educational systems, and in of Arabic require that a proportionately large amount of 1944 primary school tuition was abolished time be allotted to the subject. - The educational system for grades Ithrough 12 was In the 1974-75 school year, 85% of all six year olds reorganized by virtue of the low of 1956, to allow three (750,000 children) were enrolled. The year 1980 is the forms of primary, preparatory. and secondary education target date for enrolling 100% of the children reaching the Students could complete this stage of education by at- minimum age. Enrollments in all grades of the 10,140 tending public, private or AI-Azhar schools. (The M- primary schools totalled 4,074,893 for the academic year Azhar system is described under the University of Al- 1974-75 In the same year 90% of the children completing Azhar, and private schools are discussed below.) the sixth grade passed the final examination, standardized 9 19 at the governorate level, and were awarded the Pnrwary Locally dcvclopcd cxaminations arc administered in May Cenficate, allowing them to continue to the preparatory at thc close of thc first and sccond ycars of prcparatory stage school Students who fail thrcc subjccts, must rcpcat the acadcmic ycar. Studcnts who fail two subjccts may rctakc Post-Pnmary Education examinations in thosc subjects in August. If onc fails schoolsystemunderwentseveral Thesecondary again, thc acadcmic ycar must bc repeated Studcnts who modifications prior to the 1956 law. The length of sewn complctcthcprescribedcurriculumandpassthc dary school varicd bctwccn thrcc, four, and fivc ycars, with Prcparatory Examination, dcvclopcd at thc govcrnoratc the fifth ycar providing specialization in literary, scicntific, Icycl and administcrcd by cach govcrnoratc in June, or mathcmatics branches. Normally, a studcnt entered at receive the Preparatory Certificate. Students who fail this the age of twelve. With the passage of the Act of 1953, the cxamination arc not ablc to rctakc subjcct cxaminations, prcparatory school merged to rcplacc the last two ycars of but rathcr must rcpcat thc acadcmic ycar. thc primary and first two ycars of sccondary school in- In thc 1974-75 school ycar, 75% of thosc cnrollcd struction. passed thc Preparatory Examination. Ccrtificatc holdcrs Thc lawof1956dividcdthcsccondaryschool with high marks may proceed to gcncral academic sccon curriculum into two levels: thrcc ycars of prcparatory and dary schools, tcchnical sccondary schools or primary tcachcr thrcc ycars of sccondary. Presently, there arc thrcc typcs of training institutcs. Thosc who pass with lowcr marks arc gcncral,tcchnical, and cicmcntary secondary schools: directed into the technical secondary schools, primary tcachcr training. (A fourth option for postprcparatory tcachcr training institutions or vocational/technician in- Icycl education is through the relatively new stitutions. Enrollmcnt in 1974-75 at thc 410 gcncral sccon- vocational/ tcchnician schools that offer terminal dary schools and the 205 sccondary scctions affiliated with programs.) Gcncral sccondary education is dividcd into prcparatory schools was 340,000 (225,000 malt and two scctions: literary and scicntific. Tcchnical sccondary 115,000 fcmalc). Enrollmcnt in1974-75at thc 513 isdividcd into thrcc branchcs:industrial, cducation tcchnical sccondary schools was 333,113, at thc 66 cicmcn- agricultural,andcommcrcial (Tcchnicalsccondary tary tcachcr-training institutcs it was 33,275, and at the 4 cducationisdcscribcd undcr "Sccondary Education, tcchnician schools thc cnrollmilt was 2,825. Thus, a total Tcchnical Studics. ') of 709,213 studcnts wcrc enrol cd at the secondary school Preparatory Education Icvel. Under current policy, preparatory cducation providcs a Secondary Education, General Studies thrcc ycar curriculum in gcncral acadcmic subjccts which The Education Act of 1953 reorganizing the gcncral prcparcs graduatcs for varicd sccondary school programs of secondarycducationprovidcsa gcncralacadcmic education. All former technical prcparatory schools which curriculum of thrcc years. Students takc gcncral courscs offered prograrps in industrial, agricultural, and com- thc first ycar, but during tic last two ycars thcy spccializc mcrcial studics havc now bccn converted into secondary cithcr in thc scicntific or litcrary (arts) scction. level institutionsTotal enrollment in 2,663 prcparatory Studcntsattcnd36classperiodsper wcckThc schoolsin1974-75was 1,199,554.Thcfollowing curriculum for thc first ycar includcs rcligion, Arabic, two curriculum chart providcs a wcckly timetable of thc total Europcan languagcs (English, Frcnch, and/or Gcrman), 45 minute periods dcvotcd to cach subjcct. socialstudics(history,- geography, Egyptiansocicty), mathcmatics (algcbra and trigonomctry), scicncc (physics, PREPARATORY EDUCATION chcmistry,biology),handicraftsandarts,physical cducation, and youth organization. With thc division of Years the curriculuminthe' sccond ycar,Arabic rcligion, Subjects 1 2 3 Religion 2 2 2 Europcan languagcs, and Egyptian socicty continue to bc Arabic 6 6 6 courscs common to both sections. Studcnts in thc litcrary English (French in 10% of section begin the study of philosophy and continuc with Schools) 5(6) 5(6) 5(6; social studics which arc cxpandcd to include cconomics Arithmetic and 4 4 4 and sociology, but climinatc all scicncc and mathematics Science and Hygiene 4 4 4 Social Sciences courscs for thc final two ycars. Studcnts in thc scicntific Geography 1 1 1 section continuc with mathcmatics and sciences at an ad- History 1 1 1 vanccd Icycl and climinatc all social studics and han- Egyptian Society 1 1 1 dicrafts and art courscs. Technical Education Studcrits takc locally dcvclopcd cxaminations at thc (Handicrafts and Arts) 2 2 2 Agriculture (boys)/ conclusion of the first and second ycars of sccondary Home Economics (girls) 2 2 2 school. In thc nationally administcrcd Gcncral Sccondary Physical Education 2 2 2 Education Ccrtificatc Examination, studcnts of each sec- Music 1 1 1 tion arc tcstcd in appropriatc subjccts and may takc onc or TOTAL 31 31 32 two ofthcfollowing optionaladvnccd Icycl 10 '4 0 examinations Arabic or a European language, edtu anon at the level of the engineer or technologist mathematics or bioiogy Extra points earned in passing the According to the outcome of the General Conference of advanced level examinations are added to the initial total UNESCO atits Twelfth Session, December, 1962 the with no corresponding change in the initial maximum definitians are as follows: 1) the term "skilled worker" ap- points, thus giving some students the opportunity to score plies to persons who have received a broad education and in excess of 100% and thereby enhancing their chances for training in the exercise of a trade or craft in aparticular university admission If students choose to be examined in field, 2) the term "technician" applies to persons working two subjects, itis mandatory for one to be Arabic or a in the occupations requiring aknowledge .of technology Europeanlanguage However,theadvancedlevel and related sciences between that of a skilled worker and examinations are in no way mandatory and can be regar- that of an engineer or technologist; 3) the term "engineer ded as indices of scholarship rather than mastery of ad- or technologist" applies to persons working inoccupations ditional course material by the student. Students who fail for which the need of education in appropriate sciences in the examination may repeat it only once after a minimum universities or equivalent institutions of higher education of one year Those who pass the final examination receive is officially oF traditionally recognized; occupations at this the General Secondary Education Certificate designated in level include such activities as research, development, either the literary or scientific sectionThey are then organization, planning, and production. eligible to apply to a university for admission ApplyingthesedefinitionstoEgypt'ssystemof (See chart on following page) technical and vocational education, education at the level Private Schools of the skilled worker takes place in the secondary technical Private schools are owned and operated by Egyptians schools as well as the apprenticeship training centers direc- end/or foreigners and may be secular or have religious af- ted by the Ministry of Industry. The latter is a combination filiations. These schools accommodate 5% of all primary of schoolinstruction andin-plantpracticaltraining schOol children as well as 17-19% of all preparatory and organized in one of the trades. Education at the level of secondary school childrenIt is necessary for private as well technician takes place at technician schools and at the as public education in grades 1.12 tofollow a curriculum technical institutes. prescribed by the Ministry of Education However, in ad- Education at the level of engineer or technologist takes ditiontothestandard,governorateandnational place at the universities and the higher institutes. The examinations at appropriate transition points,the private university prepares the academic engineer and thehigher schools administer their own promotional examinations. institute, the technologist.' Among the 103 private schools, the I9 language schools Secondary Education. Technical Studies play a significant role in the educational system These The technical secondary schools offer secondary school schools offeanglish, French or German as the medium of level education along w,,, the general secondary schools. instruction for most coursesArabic, then,is not the The requirement for admission is the Preparatory School primary language of instruction, although by national fiat Certificate as is the case with the general secondary schools. it must be the ,nstructional mediumfor the subjects of Students who have completed the prescribeg curriculum religion, Arabic, and Egyptian society. For those who can and passed the nationally administered examination are afford them, language schools are in great demand for awarded theTechnical Secondary School Certificate. several reasonsFirst, there is a strong interest among Although designed to prepare skilled workers in industry, Egyptians in becoming proficient in foreign languages agriculture and commerce, the three year technical secon- Second, not only are classes smaller but also good teachers dary school programs afford graduates access to higher those offered in public are attracted by higher salaries than educationArticle 75 of the Educational Law stipulates schoolsFinal,ly, students are generally of a higher social that Technical Secondary School Certificate holders are ac- home learning en- status and enjoy a more favorable ceptedintothecorrespondinguniversityfaculties. vironment Graduates, then, in the industrial section are accepted in the faculty of engineering, agriculture section graduates in TECHNICAL AND the faculty of agriculture, and graduates of the commercial section in the faculty of commerce. To beconsidered com- VOCATIONAL EDUCATION petitive, students should have obtained a minimum of AND TRAINING 70% on their certificate examinationThey are also required to take a special entrance examination. However, Technical and vocational education is defined as the estimates are that only one to 5% of the graduates of the form of education provided in educational institutions in technical secondary schools are admitted to university order to prepare persons for occupations in such fields as faculties, as was the case with the former higher institutes industry and commerce Occupations in these fields ate In the standard three year technical secondary programs, arrangedincategoriesaccordingtothreelevelsof core courses are offered each year ingeneral education as education, namely. 1) education at the level of the skilled well as in the three areas of specialization: industry, worker, 2) education at the level of the technician; 3) agriculture, and commerce each devoting an equal amount 11 2 1 EXAMPLE OF ACTUAL. EXAMINATION CERTIFICATE OF GENERAL SECONDARY EDUCATION

UNITED ARAB REPUBLIC , fy MINISTRY OF EDUCATION Public Examination. Department

Statement of Marks

With reference to the register, the following was found recorded opposite the name of the candidate Mr. ,t 4 11111111111,t in the General Secondary Education Certificate Examination, 19

bench number : 7 t 11 Page: (Scientific Section ) School ( New Regulation ) from :

Subjects Max. Mm. Candle's Mark

25 Arabic Language 5o 3Lt1

16 I First Foreign Language and Translation 40 1 is 1

3o 12 L Second Foreign Language 2 i..

Mathematics 120 48 ? F.;

i 2o J ) Physics 50 1.

Chernistr) 40 16 2 ;

Natural flistors 40 16 , /

i 1 20 8 Arab society `i

Total 390 16: 2 1 :1

Order of merit: Estimate: This statement is to be submitted t Id.

at the request of Mr. --4= .7A1. .4)-(5

after pa merit of the registered fee. The authoestirs concerned should ascertain that the bear, rr,f this starrni, nt15 the same person whose name is stated therein.

Potatie Ilettutoo Deportment Stgastaree. Director ral 1 lizoatiotioo tal

,,,,1. j v 1 I 2.. 12 22 of theoretical and practical application to the field of celeratedtraining and Upgrading of workers by the specialization The curriculum in the industrial branch in- Ministry of Agriculture, and vocational schools for training cludes courses such AsArabic language and religion, in other practical activities are offered by various ministries foreign language, social studies, physics and mathematics, and industrial organizations. mechanical drawing and mechanical training, industrial Trade schools also provide vocational training. Holders hygiene, workshops, estimating jobs, business dealings, of the Primary School Certificate are considered admissible physical education, and military training Curriculum in to these programs. Courses in Arabic, English, arithmetic, the agricultural branch includes courses in Arabic language algebra, science, geometry, and mechanical drawing are and religion, foreign language, animal husbandry, milk offered. Practical work in the shop comprises nearly 75% production and uses, silkworm breeding, rural economy, of the time spent in the schools. Graduates are well- biology, physics, agricultural chemistry, animal products, trained technicians who become foremen, managers, or plantprotection,foodindustry,beekeeping,social owners of their shops. The vocational training schools for studies, cooperative and farm administration, machine women providetrainingintechnicalandpractical repair, public health, physical education, and military vocational fields such as salesmanship and cashiering, training. The curriculum in the commercial branch in- home economics, metalwork (mechanical and decorative), cludes courses in Arabic language and religion, two foreign leather work, laboratory assistance,agricultural work, languages, economic history and geography, bookkeeping, needlework and dressmaking, nursing,secretarial and labor relations, social insurance, business management, typing, and (pottery and toys). financial and statistical the Arab community, Private Post Secondary Technical Schools mathematics, typing and art, hygiene and public health, Private institutes offer two and four year programs in a physical education, and military training. variety of technical and vocational fields. Holders of the Rapid and significant developments, particularly in in- General Secondary School Certificateareconsidered dustry and commerce, arc best illustrated by the following eligible for admission. Intermediate diplomas are awarded comparative enrollment figures: industrial branch at the end of the two year program, and thebachelor enrollment increased from 75,007 in 1970-71, to 83,475 in degree is awarded at the end of the four year program. 1974-75, whereas commercial branch enrollment increased However, neither the two nor the four year institutes are from 157,179 in 1970-71 to 213,209 in 1974-75; while recognized by the government. Graduates of these in- agricultural branch enrollment increased from 36,429 to stitutes are considered for university admission only on the 38,429 during the same period. Finally, it should be noted basis of their secondary school certificate. (A list of all Post that the number of technical secondary schools increased Secondary schools appears on the Post Secondary Chart.) from 277 in 1971 to 505 in 1975 Secondary Education, Vocational/ Technician Studies A 1( hoot to train lower level technicians was established TEACHER EDUCATION five years ago The students arc prepared for a period of five years after completion of preparatory school Holders Teacher education in the Arab Republic of Egypt is of the Technical Secondary School Certificate in either se( - available in a variety of programs. Prospective teachers may thefourthyear lionareconsideredadmissibleto enter programs in primary, preparatory, secondary, or Education of this type is considered terminal Currently. technical teaching fields, or they may enter in-service there are four schools with a total enrollment of 2,825. training. However, in 1975 only one of the schools had graduated its first( lass and awarded the Von/how/ Dip/oma The Primary School Teacher Training Ministry of Education hopes that schools of this type can Teachers at the primary school level begin their teacher be increased within the near future education program after they have completed preparatory school (six years primary and three years preparatory). Post Secondary Technical Studies They enter neither secondary school nor a bachelor degree The government established postsecondary institutions program as one would in the United States. The five year cor general secondary school graduates offering a two year primary teacher training programs are provided at the curriculum for developing trained technicians specialized schools located throughout the country. There The Ministry of Higher Education is responsible for the are at least two in each governorate for a total of 66. Most institutes, whose enrollment is 27,218 students, of- of them are not coeducational. The teaching staff is fering technical education in the fields of commerce and generally required to possess either the Special Diploma in industryUnder the Ministry of Health post-secondary Educationor aMaster of Arts inEducation. During the education is offered at five health technical institutes first three years of the five year program, the curriculum is Technical and Vocational Training parallel in subject matter to that of the general secondary There are many opportunities for graduates of the school. During the final two years, special courses in sci- primary and preparatory schools as well as adults to obtain ence,mathematics, domesticscience(forgirls),and practical, informal training. Apprenticeship training, ac- agriculture (for boys), Arabic, geography, and history, 13 23 music. art, physical education, kindergarten (girls only) bachelor degree program. The teacher receives theGeneral are studiedIn addition to the specialized subjects above. Diploma after the firrt year, whereas at the end of the courses in the methods of teaching and primary school second year,the, Special Diplomais awarded, These curriculum are included in the fourth and fifth years along diplomas are not to be confused with the with student teaching practicum. The students are given degree. They arc not considered equivalent, but are never- experience as classroom and subject matter teachers. Every theless regarded as postgraduate work. teacher training school has a primary school (demon- Although preparatory and-secondary school teachers are stration school) associated with it The students gain "ob- usually prepared in a four year bachelor degree program in servation" experience beginning in the first year During the Faculty of Education, graduates from the Faculty of the third year, a full "observation" program with some Arts or Faculty of Science may enroll in the Faculty of practice teaching and critique is included. By the time the Education fora one year professional course. Upon com- students have reached the fourth year, they are practice pletion of thisyear,students awarded theGeneral teaching without continuous supervision. At the end of Diploma and are prepared to teach at the preparatory or the fourth and fifth school years, students spend three secondary school level. weeks teaching full time in the first four grades in Technical Secondary School Teacher Training (Practical primary school. TheElementary Teacher Certif.:eweis Subjects) *awarded upon completion of the five year program and Those who will teach only the practical subjects in the passing the final examination. Certificate holders may industrial branch of the teehnical secondary school will work as classroom teachers in the first four years of the complete a two year supplementary instructor training primary school as Well as scibject matter teachers in the program after their secondary industrial eduCation. This fifth and sixth years Students who pass the examination training is offered in such schools as the Matareya Faculty with a mark of 75% or better may apply for admission to a of Technology and Education, a technical teacher training university faculty of education They would enter then at institute. Graduates of this two year program arc qualified the second year levelStudents who complete a bachelor to teach only in the industrial education departments of degree program would probably go into preparatory or tee hnical secondary schools. secondary school teaching and thus would no longer con- tinue at the primary school level, where the greatest shoa- Teacher Training at Higher In rntute age of teachers exists The government is making an effort Teachers of the five year vocational/ technician schools to increase the number of teachers in training by 500each are trained at the Faculty of Technology and Education, year. An indication of the total magnitude of the problem Matareya. Usually they enter the faculty from the secon- is reflected in the number of students per teacher. there dary technical school. Then, upon completion of their five are 1 2 teachers for every class of 36-40 students. Current- year program, they arc awarded the ly,thereare 98,000classeswith108,000teachers qt, ilifiying them asteachersin vocational/technician One of the primary teacher training schools in Aboassia- schools or in technical secondary schools. Cairo, includes a program for teachers of the handicapped Teachers of art, physical education, music, and domestic in Egypt as well as other Arab countries Thi, one-year science are also trained in specialized higher institutes. training program, which may be taken after regular These institutes also offer four year programs leading to teaching experience. includes training in the teaching of the degree. For example, thf Faculty of the deaf, visually handicapped, and mentally retarded Physical Education for Women in Cairo prepares women to teach in primary, preparatory, and secondary schools as Preparatory and Secondary School Teacher Training well as to conduct recreation programsmin factories, sports The preparatory and secondary teachers are trained in clubs, and other youth programs. Graduation from A the faculties of education at the universities and higher in- secondary school with theSecondary School Certificateis stitutes. The curriculum is identical for both programs of required to be considered for admission to one of these preparatory and secondary teacher education. Further specialized institutes. more, the curriculum for the first three years of the four year program is similar in structure to that of the general In-Service Training Programs secondary school. However, it is at an advanced level The In-service training is offered as a form of continuing first two years a teaching candidate enrolls in one of the education for teachers. In- service training is also available following six departments: Arabic, language, physical to those who have not been prepared for the profession, chemistry, mathematics, natural history, or social science. but were appointed by the government to teach to The third and fourth year courses consists of professional alleviate the teacher shortage. Those appointed on this courses added to the academic curriculum (for example. "emergency" basis complete a one yru'diploma program educationmethods,curriculumfoundations,mental in professional subjects in the Faculty of Education hygiene, and educational psychology )Graduates are A number of possibilities for in-service training exist for awarded either the Bachelor of Arts or Bachelor of Science teachers in the field. Degree holders from a faculty other degree upon completion of the four year program than the Faculty of Education may enroll in a one year The additional years of study are available following the General Diploma program qualifying them as secondary 14 As Egyptian universities became morecrowded, the school teacher's They can then riter asecond year post government's plan for developing a strongscientific, prac- graduate program offering theSpecial Diploma. Neither be tical and technological componentin the educational one of these programshowever,is considered to system became less andless a realityIt became apparent equivalent to a Master Of Arts degree advance the credibility of these isthe that considerable effort to A new developmentforin-servicetraining given institutes was needed.Some institutes were therefore Teachers Education Center atAin Shams University The authority by the Ministry of HigherEducation to grant first UNESCO, the National ScienceFoun- center, funded by degrees (BA, BS, etc.) in appliedfields of study. Other in- dation and the University,offers as primary emphasis universities as new depart- curriculum planning for scent eand mathematics, the stitutes were incorporated with ments or faculties,thus being assured ofcontinued writing of textbooks, and hedevelopment of audio-visual existence In 1961-62, thereexisted nine higher institutes materials Each year nearly 40tead.ccrs are invited to the enrolling 6,474 students. Thenumber of institutes had Center for a on: year program incurriculum development grown to 13 by 1969.70enrolling 32,159 students. Hence, The Center is currently usingthe facilities of the Faculty it became apparent that successand stability for this form of Science at Ain ShamsUniversity The primary effort is as ofadvanced technical education wasachieved. centered on science educationof the secondary -chool student PallS for th: futureinclude program expansion to Heltran Untveruty include e'ementary ar,.1 preparatorycurriculum develop- Governmental decree, in July 1975,incotporated the into a single university ment. majority of the higher institutes This effort was regarded as amajor development in Egyp- tian higher education, Thecreation of two branches of in- HIGHER INSTITUTES Helwan University, alongwith the four remaining stitutes being placed under the auspicesof the existing History and Der,e4mrnt the major administrative f 102, higher education in universities completed Following the Kevolutton University was officially plans. reorganization. Helwan Egypt was carefullyre-evaluated with long-range degree granting institution had been restricted ex- recognized as an autonomous, Historically, higher education All former higher institutesbecame The task of the universityhad on October 2, 1975 clusively to the univeriity faculties of the Universities atHelwan. Assiut and Tanta. :arovide the country withleadership traditionally h'-en t. The Higher Institute of PhysicalTherapy maintained that trained in traditional academic programsThe demand for title and was placed underthe Facults of Medicine at Cairo the relatively few positions inthe entering classes had completed prior to October 1975, intense c ompet it ion University. Education always been high, thus c rem mg an the higher institute systemEducation of making postsecondary was done under However, the new philosophy completed after that date is tobe considered under the the masses was an outgrowth education more available to UniversityIt is important to note, nerd for technically trained auspices of Helwan of the revolution Similarly, a that Egyptian educationallaw assures that of performing at the middlelevels in however, manpower capable higher degrees offered incolleges and higher in- government and private enterprisehad arisenIt was Ministry stitutes belonging orused to be belonging to the therefore decided that a numberof "Higher Institutes" equivalent to the correspon- throughout Egypt em- of Higher Education are the would have to be established ding degrees offered at theEgyptian universities (Article phasizing the programs necessaryfor implementing the i, Law 70, 1975) forward tow-rd its ultimategoal of modern- new policy Finally, it has been statedthat all institutes of higher uation of the country under the administration Institutes" began in the education including those now The deyeloprnent of "Higher of Helwan University are tocontinue to offer programs ex- institutespresented"professional" Furthermore, they have lateI950's These clusively of a technological nature fields of R.( hnologv, commerce,fine art, programs in the been directed to not create newprograms or alterexisting home economics, hotel physical education, social work, curricula in a manner whichwould duplicate theoretical management and tourism,and petroleum technology the universities. Themission of higher institutes was programs offered at Administrative responsibility for the technical education at thehigher level in Egypt has of Higher Education in placed in the hands of the Ministry therefore been clearly defined. this administrative assignment, 1961 However, with Helwan University-- SummaryData he raised about the relative merits questions continued to Number of higher institutesincorporated the higher institutes Some of education as it existed in (1975) 2 considered the distinctionbetween the higher institute Number of faculties 15 (3 atSuer) while others were adamant and the university as minimal Number of departments. i8 Egs plan against dilutingthe standards of traditional 'Iota! enrollment 7 1,298* form of practical trainingThe higher education with this Degrees offered Bachelorof Arts, Master of University brought the debate to ahalt creation of Helwaa th( Suprt nit (ruin IIofrum votic.,q,r( ury t Ittollnu iig.1%( 1.1% have now become fullmembers of the as these schools (,t tit ral Mu( unisersits structure 15 L

11111111111111111

16 Gv L, Arts, and Doctor of Philosphy will be expanded shortly and an autonomous University of Suez willbe Degree lengths established Bachelor of ArtsFive (5)yearsin Faculties of Technology (Engineering), Fine Grading scale. Art, and Applied Art, four (4) ),ears in all 85-100 = Distinguished other faculties(Architecture is offeredin 75-84= Very Good both the Fact' lty of 1 ethnology /Engineer- 65-74= Good ing and in the Faculty of Fine Arts) 50-64= Fair/or Pass 50-63= Failing ;Ilastert Two years plus -(maximum 5 34-49 = inadequate years for completion) 0 -33= Fail are upon Must hold Masters 'Percentagegrades available request Degree and complete degree within 10 years of earning bachelor degree Language of instructionAll instruction is I ength of instruction(undergraduate). inArabicOccasionaluse of technical Thirty weeks per year, 30-36 hours of in- English is made struction per week.

Facultyqualifications:Candidates must Al Tabbin Metallurgical Institue for Higher Studies, Cairo have earned Ph13 In order to gain ap- Al Tabbin Metallurgical Institute for 'Higher Studies, pointment (after 9/75) All incumbents not established through a cooperative agreement between the holding Ph.D have seven years to upgrade USSR and Egypt, trains practitioners for the iron and steel qualifications to Ph D level industry.Itiscoeducational, offering only graduate Undergraduate admission Consideration is programs Formerly under the Ministryof Industry, the In- based on results of General Secondary stitute was transferred to the Ministryof Higher Education Examination,curriculumdesired,and in 1974 geographic residenceTechnical secondary school graduates are required to take ad- Admissionrequirement.Graduates of ditionalentranceexaminationsui the facultiesof Engineering,Science, or mathematics. physics,chemistry,and Commerce who have had two years practical enghsh (99% of entering students have experience in the metallurgical industry and studied inliterary or scientific secondary who are nominated by a company or govern- school tract) ment agency may be considered for ad- Graduate admisLon An overall grade of mission "GOOD" with an average of "VERY GOOD" in the mann field is necessary for promotion to postgraduate studies within Degrees awarded The Master of Arts degree t Institutewasgiven Helwan University awardedbythe recognitionbytheMinistryof Higher Physical expansion. Most faculties will be Education in 1974 as the equivalent of a located on a single campus in Heliopolis by Master of Arts degree awarded by other 1980 The Faculties of At and Fine Art will Egyptianuniversities Outstanding occupy new facilities near Cairo University graduatesoftheInstitute maybe There is special concern that no branch of nominated for further research study. Upon specialization be repeated within the Cairo successful completion of this research (not areaSpecial efforts are being made to ex- less than three years and no more than pand in the fields of building (construction) four), the candidate may register with the sciences and technology, electronics, Moscow Institute fof Steel and Alloys for and chemicalengineering,economics, possible award of its "Candidate" degree, agriculture consideredtheequivalent of aPhil Foreign itudentt The institutes have ac- United States admissions officers are ad- cepted 2765 students from 30 countries vised to require that the student submit of- during the last five years ficial transcriptsshowingachievement Suez BranchItis strongly suspected that toward the first university degree (BS, BA) the three faculties of Helwan now existing as well as post-graduvework completed at in the Suez Branch of Helwan University Al Tabbin 17 2 UNIVERSITIES Zagazig, and one private university, the American Un- viersity in Cairo Some of the universities have faculties The existing pressure on the ur .ties has grown and branches established in different locations, set apart from the main university location, that may form the during this decadeFour new uty ies have been established since 1972Yet the de. ,d for available nuclei of future autonomous universities places continues University degrees are required for govern- General Admission Requirements for National Univer- ment positions 2S well as for posts in private industry sities (Excluding Al-Azhar University) The white collar iob..even though it may not bring the University admission is highly centralized. Secondary monetary advantages of the earnings of the skilled laborer school graduates who possess the General Secondary or or technician does carry a certain amount of social prestige Technical Secondary School Certificatemust complete a Approximately 10% of the 18-22 group attend the univer- standardized application form for university entrance com- sity The government is making a concerted effort to find a petition Theapplicationincludes,inadditionto solution to thexoblem One of the consequences of this statistical and previous educational data, space where a effort iste establishment of the Helwan University (men- student lists priorities regarding choice of university and tioned c flier) faculty within the university. All applications are processed Thegovernmentprovidesoverseas research op- at, and applicants placed by, the Central Coordinating portunitiesforuniversityteachingstaff and seeks Bureau in Cairo. postgraduate, placement for master degree holders at At the suggestion of the university and the faculty coun- universities AbroadThe Mkssion Department of the cils,the Supreme Council of Universities specifies the Ministry of Higher Education, as well as the universities number of places available for the first year class L,t each selects and approves the candidates to take 1 dvange of university and each faculty within the university (Articles these opportunities. 74 and 75). The Articles further stipulate that placement The general policy for education and scientific research should be determined according to: (1) the total number at the universities is established by the Supreme Council of of grades achieved on the secondary school examination; Universities. The national universities are governed by (2) the student's domicile; (3) the places available as university councils ThePreridentis the executive head of specified by the Supreme Council of Universities. Students the university with duties that includt managing the with the Technical Secondary School Certificates are educational: administrative, and financial affairs of the eligible for consideration for admission in the correspon- university in accordance with policies laid down by the ding facultiesIn all cases, the students should obtain an Supreme Council of UniversitiesHe presides over the average of 70% on the examination to be a viable can- university council as its president and submits an annual didate However the minimum grade requirement for 'ad- report to the council at the end of the academic year mission to the university faculties varies yearly as a func- There aretwo Vice Presidents(also known AS Deputy tion of the places available. Furthermore. graduates of Presidents). One :s responsible for undergraduate studies military academies are considered for university admission and student affairs, the other for postgraduate studies and on the basis of secondary school preparation. research The latter also serves as liaison to other univer- Admission requirements to the university faculties are as sities And research centers TheSecretary Generalon the follows. other hand,isresponsibleforthe day by day ad- ministration of the university The faculties are responsible General Secondary School Cer- to deans Each faculty has afaculty councilwhich has con- tificate Literary Division siderable administrative autonomy within the limits of the This certificate is required for consideration budget assigned to it The president of the university, the to the faculties of arts, law, Dar El Ulum vice presidents, deans of faculties, the secretary general, (Arabicand. IslamicStudies),andarts and four additional members experienced in university departments in the faculties of education education, comprise and the me hers of the university and in the University College for Women, iouncil,whereas thefaculty councilmembers are the dean, Cairo University who serves as chairman, the assistant deans, the heads of General Secondary School Cer- each department within the faculty, and three other mem- tificateScient4fic Division bers. Universities arc divided into faculties,institutes,and This certificate is required for consideration centers The faculties and institutes correspond to the U S to the faculties of science, engineering, the Colleges of Arts and Sciences, etc ,and are divided in- medicine, agriculture, dentistry, pharmacy, to departmentsThe centers usually provide the op- nursing, and science departments in the portunity for scientific research faculties of education and in the University At the present time university education is provided by College for Women. nine national universities- Ain Shams. Al-Azhar, Alexan- General Secondary School Cer- dria,Assiut,Cairo,Helwan,Mansura.Tanta,and tificateLiterary or Scientific Division 18 Gd r.

Eithercertificateisrequiredforcon- mission to a master program. In some sideration to the faculties of commerce, ar- faculties it is possible to obtain the mister chaeology, mass communications, degree by writing and defending a thesis without completion of course work. , languages, and economics and political Doctorate: This degree requires completion of the master degree. It normally extends Degrees astd-Diplornas Awarded two to three years beyond the Saaster driest chictoral With few exceptions, bachelor, master, and and consists of original research and the. degrees may be earned in all faculties of the national writing of a dissertation, withot Without an universities. In addition, diplomas are awarded in certain oral examination. Admission is limited *ids fields. Requirements for the degrees and diplomas are selection of candidates madenormallyby basically uniform among all national universities. the faculty according to space available. Bachelor of Arts/ Science,. etc.degree: This degree represents four years of study; with External Stridents There are two types of external studerns: 1) these 111110 the exception of pharmacy, . engineering; adhere to the faculty rules but do not attend appliedarts,and veterinary finearts, only for the final examinations; 2) those ithit' Medicine (all five years) and medicine (six whose chancels expired to repeat the acadentievatit Years) year, but who are nonetheless permitted to sit for %Diploma:" This document represents ad- examinations. External degrees are vowed the low ditional (one or two years) work in certain recognition as those earned through regular chwrooa fields beyond the bachelor degree. The iendance. diploma does not require a thesis, but vinl sists of specialized course work' tOstreng&en Faculty Qrsalifications professors, and professors must the student in a professional area and is not Lecturers,assistant considered the equivalent of a higher possess a Ph.D degree. degree. It is hot part of the master or a doc- Demonstrators and Assi cram Lecturers toral program and is considered only as ad- Demonstrators are students with outstanding records ditional study. The only exception is in the who are working on a master degree. Assistant lecturers faculty of law where two diplomas are con- possess the master degree and areselected on the basis of sidered the equivalent of a Master of Arts, their academic work. The functions of the demonstrators etc. degree. and assistant lecturers are comparable to thework of Master of Arts /Science, etc. degree: This graduate teaching assistants in United States universities., degree requires two to three years of study Grading System beyond the bachelor degree. Generally, the first year is devoted to course .work and the The university grading system is standardized and used second year to the writing and defense of a at all nine national universities.While the equivalency of thesis. A n overall grade of GOOD for the Egyptian to American grades is difficult to measure, the bachelor degree is generally required for ad- following table is offered as a tentative guide. .:, % co)ABE . Suggested Definition- Students American, Equivalent of ARE Receiving Grade ARE Grade ARE Grade % Grade This Grade A+ toA Excellent or 85 to 100% Outstanding, 0 to 5% Distinguished Highly Commend- able A.tdS Very Good 75 to 84% Commendable, 6 to 20% Above Average B. to C Good 65 to 74% Satisfactory, 21 to 50% Average C.toD Pass orfair 50to 64% Passing, Barely 6 to 20% Acceptable F Weak or Poor* 35 to 49% Inadequate, Not 0 to 5% Acceptable F. Very Poor Oto 34% Highly Inadequate or Very Weak' 'Students may repeat each of the four yews. Mental students may repeatthe !turd yew WIC,. However. those students who won the academicow.can waive no higher than a grade F PASS, regardless ofproficiency. 19 29 The final year of the_ bachelor degree is the most years. Students in these majors study the first three years in significant in judging the student for graduation. The the sections of botany, zoology, and entomology, then final year's work and the grades in the final examinations they continue their studies in the Faculty of Medicine for of this year are regarded as the culmination of the total two years. four years of study, Thus, a bachelor degree with the final Note for Admissions Officers: Syllabii are available grade of VERY GOOD represents the level of work for that and can be obtained from the faculties upon request year, rather than an average of the individual's entire un- through the Cultural Attache of the Arab Republic of dergraduate record. Degrees with HONOR however, Egypt in Washington. Transcripwmay be issued,eidter by represent recognition of a distinguished undergraduate the University or directly by the faculties. record for the full course of study. Honors are awarded as follows : First Class HonorsA final year record of CAIRO UNIVERSITY ExcHIFIvr, with an average of VERY Cairo University established in 1908 as a ptivate in, GOOD for each preceding year. stitution, became the first national university in, 1921 and was named the Egyptian University. It was renamed, Second Class Honors --A final year record of 1. VERY GOOD, with an average of GOOD I University and finally given its bresent name if Cairo for each preceding year. University in 1953. The coeducational university bitsover (see dOCIONCIfirON following pages.) 75,000 students enrolled. The University coma*, of the Faculties pf Arts, Law; Commerce, Economics and Political AIN SHAMS UNIVERSITY Science, Dar El-Ulum .(Arabic Language and Islamic Studies),Science, Medicine,Dentistry,Iliarrnacy. Ain Shams University, so bellied in 1954, was founded Engineering,Agriculture,VeterinaryMedicine,Ar- in 1950 as Ibrahim Pasha University. There are over 60,000 chaeology, Mass Communication, and the Higher Institute in its student body. This coeducational university consists of Nursing for Women. Graduate Institutei of Cancer, of the Faculties of Arts,Law, Commerce, Science, African Studies, and Statistics arctIlso located at the Cairo Medicine, Engineering, Agriculture, Education, as well as campus.Facililies of Arts, Law, and Commerce also exist at a University College for Women. The University also has the Khartoum Branch in the Sudan. faculty branches in Shebin El-Korn. Note for Admissions Officers: A special program is availableinnursing trainingfor physicaltherapists.. ALEXANDRIA UNIVERSITY Preparatory school graduates are ad mitted to the Faculty of Medicine and receive a Certificate when the three year Alexandria University, developed from three faculties of study is completed. However, Certificate holders are not Cairo University, was established in Alexandria in 1938. In admitted into the Faculty of Nursing. 1943, these faculties became autonomous as Farouk i University, but were renamed Alexandria University in 1953.Coeducational and enrollingnearling 60,000 HF,LWAN UNIVERSITY students, ithe University consists of the Faculties of Arts, Commerce. Law, Science, Medicine, Dentistry, Pharmacy, Helwan University, established in 1975, combined all of Engineering, Agriculture. Education, and the Higher In- the higher institutes into one administrative unit. For stitute for Nursing. detailed information, see "Higher Institutes.' ASS UT UNIVERSITY MANSURA UNIVERSITY Established originally as branch faculties of Cairo Located 200 miles south of Cairo in the city of University, Mansura University became an autonomous firstprovincial Assiut. AssiutUniversitywasthe institution in 1972, known briefly as East Delta Universi- univetsity established in Egypt. Opened in 1957 with the ty. It has been renamed for the city in which it is located. faculties of science and engineering, this coeducational Coeducational and enrolling over 16,000 students, the institution currently has neatly 30,000 students. Branches University consists of the Faculties of Law, Commerce,' in Aswan, Kena,' Minia, and Suhak, all consist of the Silence, Medicine, Pharmacy, Engineering, Agriculture? Faculties of Commerce, Science, Medicine, Pharmacy, and Education. Engineering,Agriculture,VeterinaryMedicine.and Education In the Faculty of Science, Bachelor of Science degrees are offeredinmathematics. physics. chemistry, geology: Tanta University became an autonomous institution in 'botany, zoology, entomology or anatomy, and physiology. 1972, developing from branch/faculties' of 'Alexandria The period Of study for the BSc degree is four years, with University. It was briefly known as Central Delta Univer- the exception of anatomy and physiology, which are five sity, but has been renamed for the lower delta city in

20 ' ' 3 0 CERTIFICATEOFTYPICAL TRANSCRIPT OF GRADES ALEXANDRIA UNIVERSITY z MIANDRIA UNIVERSITY FAWLT OP C1 II CONCERN This is to certify that Mr !has, obtained Civil Engineering (Municipal Eng Gect.)04ith grade' (VERYGOOR,Art;J The following are thedegree ho had obtaindd in the differ,it:OVI Preparatory 14110 1967 lie,. IteleilitiveGeometry Distinction ',%sgineering Draw Distinction Mathematics iir thtliesdies Very Good CheMistry I.P1:- Workshops Good Arabic Society irks Ehropean language Good TinaCl'o....ERY DGOO lantlemizimale _ Strength of Materials DistinctionCivil Construction Very Clio& Descriptive Geometry Distinction----Survoying Pass Mechanics Distinction 23rd. July Revolution Very Good Theoryof Structures Distinction Mathematics Distinction Physics Distinction Final Credit: MY GOOD SecondYEprsJuno 1969 Mathematics Distinction Geology Pass Thoory of Structures DistinctionMech. & ElectEng. Good. CivfkConstruction Very Good Surveying Good- Strength of Materials -- Very Good Hydraulics Very Good IrrigationEng. & Agricul Good Lay and Economics Pass Socialism Pass Final Creditk VEHrGOOD ThirdYears June Theory of Structures Very Good Soil Hoch. & Foundation Good Civil Engineering\ Very Good Meta llic ConstructionPass rrigation Design Very Good Municipal Engineering Pass Reinforced concrete Good Surveying Pass Hydraulics Good National Course Pass 0001. Fourth Year: Juno 3971 Reinforced Concrete & BridgesGood 'IrrigatidiaDesign Distinction Steel Construction & BridgesGood Road Engilsoering Pass Railway Engineering Peas Naval Works Good Qaantities & Spetification Pass Water Purification Distinction-- Sewage Treatment Very Good Sanitary Micrebo.logy Distinction Project Distinction minCRED Y GOOD 1).t(REGISTRAR

Mo

21 31 CERTIFICATE BACHELOR DEGREE AWARDED CAIRO UNIVERSITY.

0

FACULTY CIF _1424$0.4

CEItTIFIOATE

This is to certify thtt

obtained the Degree of 8!....W in__Id_II -70 ! with Naar PHYSICS GE01;OGT

Karts out et Total 500- ).

111148 sertilieste is issues d at bisown uest. .16414. Mr; a 71C11

4.4.tie

Vs.t, Appri

AtAuto--. ri'vf

22 32 which it is located. Also coeducational and enrolling over religious studies before they are permitted to begin their 17,000 students, theUniversity consists ofthe first year curriculum in these faculties. Faculties of Commerce, Science, Medicine, Dentistry, Along with the traditional faculties, Arabic Language, Pharmacy, Education, and Agriculture (at Islamic Theology, Islamic Jurisprudence and Law, and the and Shebin El-Kom). Higher institute for Islamic and Arabic Studies whieit are not open to students educated in secularschools, the faculties established for men since 1961 are: Commerce, ZAGAZIG UNIVERSITY Engineering, Medicine, Agriculture, Education, Science, Dentistry,Pharmacy(affiliated with_theFacultrof Zagazig University is one of the newest autonomous Medicine), arc_t1 bcInstimitaLanguages and institutions, created in 1974from formerfaculties of A The University also offers admission to women in Shams University. Located north of Cairo- itrifiCisiOwn of the Islamic Faculty for Women. This Faculty is divided in- Zagazig, this coeducational institution of nearly 12,000 to departmentsoffering the.same disciplines noted:above agriculture and studentsconsistsoftheFacultiesof Commerce, exceptfor pharmacy, dentistry, Science, Agriculture, Veterinary Medicine, and Education. engineering. The University hasbranchesin Assiut in the Faculties of Theology, Jurisprudence and Law, and Arabic Language. AL-AZHAR UNIVERSITY Admission-requirements for the men's AND THE AL-AZHAR faculties are as follows: General Secondary School Certificate SCHOOL SYSTEM Literary Division Thiscertificate is required for admission to The AI-Azhar school system differs froM the secular the Faculty of EducationArt. school system and follows the ancient religious cur- General Secondary School Certificate riculum. The MinistryofAl-AzharAffairs is Scientific Division (responsible for all aspects of education in collaboration This certificate is required for admission to with the Ministries of Education and Higher Education.-- medicine, dentistry, pharmacy, agriculture, School System.Children who enter the Al-Azhar science, commerce, engineering, Faculty of system are required to study oneadditional year at the EducationScience. - secondary school level. The additional year is necessary Admission requirements for the Islamic because of time devoted to the study of theKoranand Faculty for Women are asfollows: Islamic religion. Thus, the educational system consists of sixyears primary,three years preparatory, and four General Secondary School Certificate years secondary education. Literary Division Nearly 57,00%.4 approximately 15,000 girls and 0,000 This certificate is required for admission to boys) are enrolled in the 245 primary schools. Nearly Islamic Studies, Arabic Studies, 27,000 students are enrolled at the 90 preparatoryschools, sociology, and psychology. and 21,000 students (3,000 girls and 18,000 boys are General Secondary School Certificate enrolled:at the 64 secondary schools). At the IWQ teacher's Scientific DIVISION institutes, 471 boys are enrolled in 12 classes. This certificate is required for admission to Al-Azhar Universityis the oldest university in the medicine, science, commerce. world. Founded in 970 A.D. as a (enter for Islamic learn- Degree requirements are the same as the other national ing, it continues to draw students from all over the Islamic universities. An average of GOOD is required in all sub- world today Until 1961 the University offered programs in jectsfor advanced 'degreeprograms. Admission is depen- the traditional faculties of Islamic Theology, Jurisprudence, and Arabic Language. In 1961, programs in dent upon the number of positions available and the modern sciences were established in several new faculties, academic record of the applicant. in full collaboration with the Ministry of Higher Educa- tion. Enrollment currently is over 40,000 with approx- imately 10% of the student body from outside Egypt. AMERICAN UNIVERSITY IN Graduates of the Al-Azhar school system areadmitted into the tradi- CAIRO to the University of Al-Azhar, either ses tional faculties or into the new faculties. Graduates from the secular educational system are not allowed to enter the The American University in diko (A.U.C.) is a private, traditional faculties. They may, on the other hand, be ad- coeducational, liberal arts institution founded in 1920. Its mitted to the faculties, established since 1961. However, curriculum structure is patterned after that of its U.S. they must complete an additional preparatory year in counterpart with English as the language of instruction 23 3 The majority of its students are Egyptian, although more Diploma or Certificate Requirements: than sixty nations are represented in the student body. The University offers several special cer- A.U.C. degrees areauthenticated by the Board of tificate and diploma programs for which the Education, Washington, D.C., where the University is in- Bachelor of Arts or Bachelor of Science corporated. In 1974-75 enrollment was 948 degrees and a high grade point average are Admission Requirements Un- normally prerequisites, but for which in- dergriduate: To be consideredforad- dividual maturity, in-service training or ex- mission to the Undergraduate Faculty, the periencemay - provideanevenmore applicant must present a satisfactory secon- valuable badcground. dary school academic record and demon- Onlyapplicantsholding BA or BS strate proficiency in the English language. degrees may be acceptedfor diploma In addition, the applicant may be required programs. Other exceptional candidates of- Ifered admission for a program despite this totake placement,aptitude, and , achievement examinations. Fina) offer of academic deficiency may be awarded a cer- admission is further dependent upon the tificate in lieu of a diploma. overall merit of the applicant's academic Grading System: record and the number of places available in The following system is currently in effect the degree programs. Priority for admission at A.U.C.: , will be given to the highest ranking ap- plicants, taking into consideration Secon- A Outstanding 4 grade points per credit dary School Certificate averages and scores hour on the English Language Examination. B Very Good 3 grade points per credit hour Admission RequirementsGraduate: C Average 2 grade points per credit Applicants must possess a bachelor degree hour with an overall grade point average of 2.75 D Conditionally 1 grade point per credit or its equivalent, and 3.00 or its equivalent Passing hour in the majorfield. An Entrance (D is not applicable to the grading examination may also be required by certain scale for graduate students- ) departments. F Failing Any graduate student who receives Degree RequirementsUndergraduate: an F in a course is not permitted to For the Bachelor of Arts degree a candidate continue at the University. must (omplete and pass minimum of 120 S Satisfactory credit hours and earn an overall grade point U Unsatisfactory average of C (2.00) or more. The Bachelor PassUsed in all general requirement of Science degree requires a candidate to courses complete and pass a minimum of 130-162 Fail Used in all general reqUirement credit hours and earn an overall grade point courses average of C (2.00) or more. X Incomplete. Indicates a studentwas unable to complete a course by exami- Degree RequirementsGraduate: Can- nation date but has the permission of didates for either the Master of Arts or the University to continue work in degree must meet the that course. The course must be com- followinggeneralrequirements: 1) A pleted within one month after the be- minimum of 24 credit hours in residence ginning of the next academic 'session. and an acceptable thesis (written in English under the guidancef an academic advisor). Normal completion time is a minimum of programs are offered in an- two years of full time academic work. 2) thropology, Arabic Studies, chemistry, economics, English and Satisfactoryperformanceon a com- comparativeliterature, masscommunication, prehensive examination, taken by the can- materials engineering, mathematics, Middle East Studies, didate after completing the 24 credit hours physics, political science, psychology, and sociology. or while taking the final six credit hours. 3) Graduate degree and diploma programs are offered in In addition to the general requirement, the Arabic Studies,economics,Englishliterature, student must also satisfy all departmental management, masscommunication, sociology- provisions relating to master candidates. anthropology, solid state science, teaching Arabic as a 24 34 foreign language, and wattling English asa foreign C. Graduates of the Police College with final results langauge. of no less than Very Good may be considered for Note for Admissions Officers. Catalogs are available admissiontoundergraduateorprofessional upon request. programs such as law enforcement andrelated programs in social science fields withtransfer credit on a course iv course basis. EGYPT PLACEMENT V. Graduate Admission A. Graduates of the Higher Institutes, now under RECOMMENDATIONS ' ale administration of Helwan University who present final results of Excellent or Very Good I. English Proficiency Recqmmendation may be considered for admission tograduate It is strongly recommended that all applicants from programs. Undergraduate admissionis recom- Egypt present proof of adequate proficiency in mended when the candidate's achievement has English based upon acceptable standardized tests been superior but the previous curriculum is inap- such as TOEFL. propriate to the intended program. II. Primary. Preparatory, and Secondary School Ad- B. Graduatei of the National Universities with the mission exception of Helwan University who present final It is recommended that students at this level be ad- results of no less than Very Good may be con- mittedtotheircorrespondinggrade level. sidered for graduate admission. Evaluation of subject deficiencies should be deter- C. The Master's degree awarded on the basis of at mined in accordance with the individual U.Sin- least one year's course work and thesis may be stitution's curriculum. considered comparable to a U.S. Master's degree. III. Freshman Admission D. Allgraduatestudents who have completed A. StudentspresentingtheGeneralSecondary graduate courses, whether for a Diploma or Education Certificate with grades of 75 (Very toward the Master's degree, may be considered Good) or better in either Literary or Scientific for admission to a beginning graduate program branch may be considered for freshman admission with transfer credit in accordance with the ad- with no advanced standing in a field appropriate mitting institution's policy. to their background. E. Graduates of the American University of Cairo B. StudentspresentingtheSecondaryCom- may be considered for graduate admissionin the mercial/Industrial/ /AgriculturalEducation same manner as graduates of U.S.institutions. Diploma with grades of 75 (Very Good) or better may be considered for freshmanadmissicen in specialized technical fields of study appropriate to SPECIAL SERVICES theirbackground.Admissiontotraditional academic programs is not recommended. AVAILABLE C. Military Academics and Post-Secondary Private American Friends of the Middle East, Inc. Institutes: Graduates of the Military Academies 2 Midan Kasr el Dobara and Post-Secondary Private Institutes may be con- Garden City, Cairo, Arab Republic of Egypt sidered for freshman admission on the basis of their General Secondary Education Certificate. No transfer credit is recommended for course Dr. Gamil Zakareya, Director General work completed at the Academies and the Post- Mission Department Secondary Private Institutes. Ministry of Higher Education IV. Undergraduate Advanced Standing and Transfer Mogammah Building, Cairo, Arab Republic of Egypt Credit A. Students presenting the five year Primary School Teacher's Certificate who have achieved final results of no less than Very Good may be con- BIBLIOGRAPHY sideredforfreshmanadmissionwiththe possibility of advanced standing not to exceed 30 Arab Republic of Egypt. Ministry of Inhation. State semester hours in professional education courses. Information Service. 1974. "A Reader's Guide to B Students who complete university level studies Egypt" and achieve at least an average grade of Good on the yearly examinations may be considered for Borutn, Joan L. (ed.). Higher -1974. transfer admission on a course by course basis. Washington: AFME, Inc., 1975. 25 3J _ - Dekmejian, R. Hrair. Egypt Under Naser: A Study in LIFE. (Ed) The World's Greatest Religions. New York: Political Dynamics.Albany:State University of Simon and Schuster, 1958. New York Press, 1971. Matthews, Roderic D. and Akawi, Matta. Education in Patterns of Political Leadership: Arab Countries of the Near East. Menasha, Wiscon- Egypt,,Lebanon.Albany:State University sin: George Banta Publishing Company., 1949. of New York Press, 1974. Ministry of Higher Education, Information Department, El Said, El Said Mostafa. "United Arab Republic Cairo, 1963. (Egypt)" in Access to Higher Education, Vol.II, : UNESCO, 1965. Siliba, 1:1jemil and Tomeh, George. "Islam," in Educa- tion and Philosophy, The Year Book of Education, "EgyptBackgroundNotes!'Department ofState, 1957, Bereday, G. and Lauwreys, J. (ed.). Yonkers on Washington, D.C. July 1973. Hudson: World Book Company, 1957.

Guadefroy-Demonlynes, Maurice. *slim Institutions. Smith, Harvey et al. Area Handbook for the United Arab : George Allen and Unwin, Ltd., 1950. Republic (Egypt).* Washington: Superintendent of Documents, U.S. Government Printing Office, 1970. Ha*rby, Mohammed Khayri, and El-HadiAffifi,M. Education in Modern Egypt. Department of Public Stewart, Desmond. Cities of the World, No. 1, "Cairo." Relations, ARE.1958 *London: J.M. Dent, Sons, 1965.

, EI-Sayed Kohammed El- Szyliowicz, Joseph S. Education and Modernization in the Azzawi. Education Middle fist. Itaca: Press, 1973. in Egypt (UAR) in the 20th Century. Government Printing Office, 1960. Tibawi, A.L. Islamic Education. London: Luzar & Com- pany Ltd., 1972. Heyworth-Dunne, J. An Introduction to the History of Education in Modern Egypt. London: Luzac & UAR Information Administration. The Egyptian Revolu- Company tion, 1952-1955.

Hourani, Albert. Arabic Thought in the Liberal Age. UAR Information Center, Embassy of the United Arab London:Oxford University Press, 1962. Republic,Washington, D. C."Facts About the UAR." Jacqz, Jane W. Guidelines for the Admission and Place- ment of Students From the Middle East and North UAR Publication. Technical and Vocational Education. Africa, 1966. SponsoredbytheInstituteof International Education. UNESCO. World Survey of Education, III, Secondary Education. New York:International Documents Kinany, A. Kh. "Islamic School and Universities" in Service, a division of Columbia University Press, 1966. Education and Philosophy,theYear Book of Education and Philosophy, the Year Book of Educa- UNESCO. World Survey of Education, IV, Higher Educa- tion,1957. Bereday, G. and Laurwreys, J.(eds.) tion. New York: International Documents Service, Yonkers on Hudson: World Book Company, 1957. a division of Columbia University Press. 1966.

Kotb, Yusel Salah EI-Din. Education and Modernization UNESCO. World Survey of Education, V, Path 1971. in Egypt. Selections from Seminars Organized by Ain Shams University,Cairo,for the Americin Wagner, Elmer. The United Arab Republic. American Association of Colleges for Teacher Education (1972 Association of Collegiate Registrars and Admissions and 1973) Ain Shams University Press Officers, 1970.

26 3 6 r

JORDAN

i

*,

28. 37 Claudine Fisher, Observer THE. HASHEMITE KINGDOM Colorado State Fort Collins, Colorado

INTRODUCTION IN COUNTRY RESOURCES The team who 'prepared this report on Jordan was originally scheduled to visit Lebanon and much research Listed below are the individuals who contributed to or had been undertaken and information collated on that participated in various phases of the Workshop planning educational system. Regretfully, we were unable to make and program. the proposed visit because of the tragic situation in Lebanon at that time. Some day, we hope there may be an opportunity to complete production of such a study. No PRIMARY JORDANIAN ADMINISTRATOR research had been done before our stay in Jordan and data was collected in a period of three days.Much of our in- formation was garnered in interviews with the Ministry of Emil Koro, Director, American Friends of the Middle East, Education and UNRWA officials and to them we extend Amman our real gratitude. Althoughincomplete to some degree, we hope what is contained in thefollowing report will be of hafp to those users of it who are working with the evaluation of records from Jordan. CONSULTANTS IN JORDAN AND EGYPT

Mrs. Nadia Helou, Acting Director, AFME,Lebanon Mr. Orin Parker, Vice-President for Overseas Operations, JORDAN AFME

COUNTRY TEAM Chairperson: Alison M Birrell, Wayne State University Detroit, Michigan MINISTRY OF EDUCATION OF JORDAN

Dona G. Bretherick Mr. A. Atwaft, Head, Industrial Education Section University of California, Berkeley Dr. M. Khatvaldeh, Head, Educational Publications Sec- Berkeley, California tion Mr. A. Naidawi, He- 1, Eximination Section Lynne 0. Camp Mr. A. Ruwaili, Director of Public Relations Department Rutgeri University Mr. M. Shawter, Head, Compulsory Education, Secondary New Brunswick, New Jersey and Academic Sections. Pete C. Deluca Trinidad State Junior College Trinidad, Colorado UNITED NATIONS RELIEF AND WORKS AGENCY Max H. Laone University of 25 at Austin Unviersity Station, Texas Dr.Adwia Alami,D1 ector, -UNRWA Educational Development Center, Amman Maria Simpson Mr. Annab, Mr. Y. Dajani, and Mr. A. KanaanSection Iowa State University Heads, UNRWA Educational Development Center, Am- Ames, Iowa man Mrs. Inam Mufti, Principal, UNRWA. AmmanTraining Frank J. Molek, Observer Center, Amman Georgetown University Mr. Younes Souqi,Principal, Wadi Seer UNRWA Washington, D.C. Training Center, Amman 29 58 774.5 6 - 7 9 == 10 lor - -a4=:=15-7.16- 17 IS -19- 20 21 .STAT T --v v AND-OVER ; v v v . -I-EA CI-4ER TRAINING 7-EDUCATION AL SYSTEM . IN -JORDAN - SEC. COMMERCIAL. 11ElO El El HIGHER COMMERCIAL SEC INDUSTRIAL "L" 0 El ENGINEERINGJUNIOR COLLEGE. WORKS - SMC. AGRICULTURALSEC em4rie.4.1- LB lgIAH SOCIAL- WORK ILO CARE le- N OWHIGHER I P-ER A.GR I CU LTLJ12.6.1-7 rn U El El 'NURSING COL-LEG= t EGAR.T PRI MARY PREPARATORY 9 LITERARY _COLA-EOMU=CR- El L--0E- E.GE ^JR TS El El SC1= NI C.= U El U ETSIIC.. EPREP 171/4JC.:::CE12-1- 11:DUC. -CERTI1r.10ATE 11r1C ATE ___ . . SC.IENT I plc --COLL MGMUcout;Eciar- _or-El Isn KO1O or:commeRc I'VE 7. El El OF ISLAMIC LAW'GI cent.= micS IF MI P LOMA - um iNt en erne wo.c.riEt.olk acp. a MASTER -:-,-, SAC. -; 45 ISoktyr /qui:rams1E al [F2 .SCHOOL -cor-zamw f] -Or MUM SING, UNIVERSITY OF JORDAN The Jordan Valley, ten thousand years ago, was the locale of one of the first settlements known to man. Over Dr. Abdul Salam Al Majah. President the centuries many nations, Including the Egyptians, Per- br Ahmad Khader Abu H11131. Acting Dean and Head of sians, Romans and Crusaders, have fought for the control Department of Education of this area. Old Testament Prophets and Christ lived and Dr.Albert Bums; Dean of Research and Graduate taught here; Islam spread here in the 7th century A.D.; Scodic the Crusaders' marched in1099. In 1187, Salah Al-Din Mr. , Director of Public Relatibns (Saladin). an Ayyubite, became ruler but soon thereafter Mr. Ism 7.ahidah, Head. Reference Division, University of the Mamelukes overthrew the Ayyubites and governed Jor- Jordan Library dan and Syria until 1516 when the Ottomans expanded their empire to include this region. Their domination lasted until the end of the First World War, In 1914, Sherif Hussein of Mecca, whose son Emir Ab- dullah became King of Jordan, evolved as the leader of the Arab national movement against theOttoman Turks and OTHERS in 1916 the Arab revolt erupted. In 1918 the Britishand Mr. James Callahan, Cultural Affairs Officer, American French were, given mandates over the Arab world, Emir Center (USIS) Abdullah grew to be the leading Hashemite figure and was Mr. John Edensword, Consul General, U S. Embassy. Am- made Emir of Transiordan in 1921. The Emirate, which lay man East of the Jordan River, was recognized is an independent Mrs. Amany El Difrawy:Ditector, AFME, Egypt state in 1923 and as a Kingdom in 1946under King Ab- Sister Ildifonce, Principal, Rosary College, Shmaisani dullah. Ties with Britain were maintained and during Ambassador T.R. Pickering:U.S. Embassy, Amman World War 11, Jordan fought with the Allies. In 1947 the Mr. Gordon Pierson, Program Officer, Agency forIn- new constitution created twolegislative bodies, the House ternational Development, Amman Of Representatives and the Senate with executive authority Mr. Peter Salah, Director of Press Publications, Ministry of being the Monarch's. After World War 1 Palestine also Information, Amman came under British mandate.The terms of the mandate Mr Roscoe Sudduth, Deputy Chief of Mission, U.S.Em- included provisions for establishing a national ho-me for bassy, Amman the Jews, and Jewish immigrants settled in Palestine in Mr Georg Thompson, Public Affairs Officer. American great numbers between 1918 and 1947, whenby action of Center (USIS) the United Nations, Palestine was partitioned. Many Palestinians left that part of the country which became Israel. Conflict broke out between the and Israel and was 'ended by the Jordanian-Israeli Armistice agreement of 1949. As a result, the Eastand West Banks of THE COUNTRY AND the River Jordan were united under King Abdullah. ITS PEOPLE In 1952, Prince Hussein, at the age of seventeen, was proclaimed King of Jordan. King Hussein's policy has The Hashemite Kingdom of Jordan is situated offthe been to ensure Jordanian overeignty by seeking closecties southeastern shore of the Mediterranean Sea. 'Bordered by with other Arab states as well as non-Arab countries. The Syria on the north, on the east. Saudi Arabia on the Anglo-Jordanian Treaty of 1948 was terminated and Jor- east and south and the West Bank(Pakstine) on the west, danians assumed responsikility for the governing of their it extends towards the Arabian Desert in the eastJordan's own nation as the Britishwithdrew. Economically and only outlet to the sea is at Aqaba and consists of a 40 politically Jordan made great strides during the period kilometer stretch of the Red Sea coast. prior to 1967, when the June war interrupted everyday Jordan is an arid country consisting of rwo main parts, a routine. At the end of this Arab-Israeli war, the West Bank mountainous region in the west and a flat desert plateau in was occupied by Israel and the HolyCity of Jerusalem. the east. Altitudes vary from 300 meters below sea-level to -sacred to Christians, Jews and Muslims, no longer was ac- 1,000metersabove.Irrigationsystemshave made cessible to the Arabs. cultivable thousands of acres and the Jordanvalley The loss of the West Bank was a great blow to the Jordan produces enough crops for home consumption and some economy, affecting agriccJture and tourismand resulting export The mineral wealth ofJordan consists of potash in many refugees seeking homes onthe East Bank. Dif- and phosphates, the latter -being an Important export. ferences between the Palestine Liberation Organization Other industries are being developed with the expectation and the Jordanians in 1970 lcd to severe internal distur- of increasing Jordan's self-sufficiency. The population in bances. As a result relations with other Arab nations 1972, was estimated at 2,467,000, including thoseliving on became strained. Once more in 1973, conflict between Israel on the one hand and Egypt, Jordan and,Syria on the the West Bank 31 40 f o

other erupted and the cooperation of the Arab countries The General Law of Education (1955) ensured that all used tension between them and led /to a resumption of schools, government, private and UNRWA, followed the diplomatic relations with and same curricula, administered the same cyclical The Arab Summit Conference, which was convened ii examinations and tried to maintain uniform standards Algeria later in 1973, brought an even closer measure of The passing of this law made it very apparent just how im- unity among Arab states Economic aid was reinstated for portant the provision of educational opportunities was, Jordan and development plans have been implemented in and still is, to the Jordanian people Jordan since that year to help in the stimulation of the The Six Day War in 196-7 caused a change in'the contact economic and social progress of the country. the Ministry of Education had with educationalin- stitutions on the West Bank Direct communication was ended However, schools on the West Bank still follow the THE EDUCATIC NAL SYSTEM Jordanian pattern of educatidn, administer the same public examinations and award the same certificates. Ad- History ditionalnumbersofrefugees movedtoJordan, When Transjordanwasestablishedin1921,the necessitatingtheestablishmentof /noteeducational educational system was the traditional Ottoman one, facilities. . . which consisted of several primary schools offering three The final educational authority in Jordan is the Ministry years of study and four elementary schools providing six of Education, whichrecruitspublic schOO1teachers, years Muslim "Kuitabs" and Christian missionary schools organizes public examinations, distributes textbooks and provided secondary education. After the establishment of oversees educational radio and television programs. Jordan - ;he Emirate, an expansion program increased the number is presently divided into ten educational district's, each of of government schools in 1922 to 44 and after the foun- which has a director who has a certain degree of autonomy. ding of thefirstEducation Council,curricula were The Ministry of Education itself is composed)f twelve regulated in those schools. Later, the government also directorates- administration, academic education, cultural regulated the duties of school principals, the examination relations, vocational education, personnel, educa.ional system and the enrollment and promotion of pupils. planning, examinations, Curricula, teacher training and, By 1930-31, 6.3% of the government budget (6.8% in certification, educational technology, West Bank 1975) was invested in the expansion A education. Two in- educationalaffairsandWorldBank-Projects .Im- termediatesecondarySchoolsbecamefullsecondary plementation unit schools and the present Industrial Secondary School in Amman was established as a trade school, which accepted Usually children begin their schooling at the age of students who could not attend secondary schools When seven. They follow a six year elementary program followed the first Ministry o.' Educatir was established in 1940, it by a preparatory cycle of three years at the end of which organized an educa,,-)nal stcture consisting of a seven- they sit for the General Preparatory Education Certificate year elementary cycle and a four-year secondary one There examination Education is free and compulsory to this was also a two year trades and agricultural cycle. At the end point. Secondary education is also free, but not com- of each cycle a government examination was administered. pulsory, and is provided by academic or vocational schools Education in Palestine between 1919 and 1950 had a Pupils from both types of schools sit for the General Secon- different history Approximately 500 primary schools, run daryEducationCertificateorVocationalSecondary by private and foreign church organizations, were in Education Certificate examination. Higher education is of- existence in 1914 but only one school existed which offered fered by the University of Jordan as well as other post- secondary education and two which offered intermediate. secondary institutes. So great is the demand for higher When the Ottoman rule ended in1918 and British education that many students go abroad to Ztudy More military occupation began, some elementary and secon- detailed information about these cycles is given in the ap- dary schools were established and with the end of the propriate sections UNRWA schools follow the same pat- British Manslate in1948, there were 250 elementary tern of education schools, 20 intermediate and four secondary ones offering In November of 1965 a nine-month literacy campaign both academic, vocational and technical subjects. was begun. Because it proved to be a success, a permanent The Ministry of Education in Amman became respon- drive was inaugurated to try to eradicate illiteracy. In 1961 sible for administering education on both Banks when the literacy rate was estimated to be 32.5% (50% male, they were unified in 1950. Each Bank was divided into 15% female), in 1972,59% (75% male, 43% female) and three education districts At this time education had to be in 1975it was approximately 70% (no breakdown is provided for many refugee childrenThis responsibility known). Literacy centers have been established and have was taken over by the-United Nations Relief and Works shown convincing results. In the tables below are shown Agency (UNRWA) but the education provided had to the percentages of students in each level of education and comply with the minimum standards and curricula laid under which type of education authority in the year 1974- down by the Ministry of Education 75 32 %WA/ 4?"16 (4141 ePe#114.0. Mb" "ai AtAl &oval Pereastist Of StudentsFrom The Grand Total Ily Cris. PRIMARY AND SECONDARY EDUCATION 4A;1 I JP 1 tPstl/ 1 JoAl % Female % Male % Total Cycles , Pre-School Education Kindergartens are provided only by private agencies, ... both national and foreign. Children sun tse41 are accepted if they 44.1 551 100 Grand TOW are over four years of age. In 1974-75, there were 160 kin- . , dergartens enrolling 15,107 students J411 %emu 12 1.6 21 Kindergarten Elementary Education(Grades one through six) loPAel In 1974-79, there were 371,631 students and10,418 317 37.2 661 Elementary teachers in 1132 elementary schools. Almost 34%were co- oitast educational. Starting from the fifth grade, all children 7.7 101 in 111.6 Preparatory public schools study English for six periodsa week; the majority of private schools begin English 21 tisa' instruction in 10 71 Secondary grade one. During thefirstthreeyears of school, v114 promotion is automatic regardless of the students'grades. 0.6 1.1 1.7 Higher Preparatory Education(Grades seven, eight, and nine) dotowtss illsaro 0.0 0.1 0.1 H. D. & Orph. The majority of sixth grade studentsare promoted to the seventh grade. Education through grade nineis com- pulsory and free. In 1974-75, therewere 100,678 students 4110,#.11 OILJI t I as 4.41.11 ard 9a0 and 4,663 teachers in 717 preparatory schools.11% were renews* Of 00041214 From The Grand Total co-educational. If a student in grades four through nine By ControWei Antbor4041. fails more than three subjects, he will be requiredto repeat the entire year. A given year Controlling may only_be repeated-twice, % Female % Mate % Total Authonty as long as the student is under 18 years of age. Makeup exams are allowed if only one or two subjects are failed. MS' i10 t. rsli At the -end of grade nine,a national examination is 44 1 Grand Total given for the General Preparatory Education Certificate(al Aadadiya)According to the Education Act of 1964,those ke.,J1.,1.,, who 313 311 48 0 Mon of do not pass the examinationare not entitled to fur- Education ther education inschools run by the Ministryof Education J.", I y.1 Secondary Education(Grades ten, eleven, and twelve) 03 01 OA Other Govt. AuthonUes Depending upon their grades andages,students holding the General Preparatory Education Certificate - ...1. palUS, continue their education in either the academic (general), 93 101 30.1 U NAWA or vocational secondary stream. In 1974-75, therewere 42,648 students enrolled in 199 schools; the number of i..1.0 ,0-:,'4' teachers was 2.004. Only 4% of the schoolswere co- 4 I 40 '101 rent* Schlott educational(Schoolsatthislevelareoftencalled "college. ") Students May repeat failed subjects, andthe . 3..01 7....t.n final grade only will be recordedon the transcript with the 8.3 0.1 ea mem i trargerwey -notation that it was a make-up examination The academic Stream is divided into science and literary sections, after grade ten. Both sections follow a fairlynor- mal college preparatory pattern. At the end of hr the Law of Education of 1Q64 establisheda School academic program,, students sit for the examination for the nealth Division. which supervises all health activities in General Secondary Education Certificate(Tawiihiya)In public AO private schools and whose responsibilityis to. 1971-72, 14,766 studenq sat for the examination improve both and health and hygieneinallfacer* of 9.,743were successful. This successful group represented click at ion 25 % bf the:number that beg= the first gradein 1960-61. Education is financed by public and private sources, the The vocational secondary stream is comprised offour bulk of its revenue coming from the national budget. sectionsagricultural, commercial, industrial, and nursing To the Jordanian people, education is a vital element in (All sections have three yearprograms Therz is also a two their country's development year program in the industrial stream and plans fora two 33 4G At the end of grade twelve in B. Preparatory Cycle: year program in agriculture ) 7th 8th 9th the vocational stream, students sit forthe Vocational Subject GradeGrade Grade GeneralSecondaryCertificateexamination(Shadat 1. Islamic Education 3 3 3 Alderasa Athnatvia). The certificate willindicate the name 2. Arabic Language 7 7 7 of the particular section 6 6 6 to switch streamsfrom 3. English Language Students are not allowed 5 5 6 oracademictovocational. 4. Mathematics vocationaltoacademic 3 3 4 vocational studies 5. Social Sciences However, if a student has completed his 4 4 4 and wishes to sit for the academic examination,he may do 6. Physical Sciences 7. Vocational Training: 3 3 3 so only after independentstudy. In addition to the academic andvocational secondary a. Home Science (for Girls). streams, two comprehensiveschools began operation in 1975. The programs of studycombine vocational and b. Agricultural, Technical, and academic subjects. A special version of the GeneralSecon- Commercial Train- dary Education Certificate (Tawfihiya) willbe given, and successful students will be eligible to apply to theUniver- ing (for Boys). 8. Art Education 2 2 2 sity of Jordan. Table I shows the periods of instrixtion perweek for (for Boys and Girls). 2 2 2 elementary, preparatory, and academicsecondary school. 9. Physical Education Total 35 35 37 In its academic emphasis, the curriculumreflects both a British and U.S. influence. C. Secondary Cycle: Grade 10 Grade 11 Grade 12 Other Academic Certificates 1st 2nd 3rd The British Council offers the CambridgeUniversity SecondarySecondary Secondary Scien Liter- HigherSchoolCertificate Subject Scien Liter. SchoolCertificateand talc ary talc ary hoofs that offer preparation examinations twice a year. 3 3 3 3 3 English courses in the first Islamic Education for the examinations beg 5 5 5 + 2 5 5 + 2 for the twelfth Arabic Language primary grade, and provide the opportunity 5 5 5 + 2 5 5 + 2 English. Pre- English Language grade curriculum to be taught entirely in 5 5 2 6 2 preparation are Mathematics sently, the private schools offering such (Gen (Gen Bishops Schools,Ahliyah Schools, and Dc La Salle Math.) Math.) Schools. Sciences: The French Council offers a French languagecertificate Physical Sciences 5 (Certificate Elementaire) which is usually takenafter grade (Physics, Chemistry, followed by the Brevet, an examination six or earlier. It is Geology, Astronomy) of language instruction, taken after three additional years Biology 2 3 3 plus literature. Students holding boththe Brevet and the Physics 5 4 Tawfihrya are considered for freshman admission toFrench Chemistry 3 3 universities. General Sciences 2 2 TABLE: DISTRIBUTION OF PERIOD Social Sciences: PER WEEK History 2 3 3 A. Elementary Cycle: Geography 2 2 2 Grade Subject Arab Society 1 1 1st 2nd 3rd4th5th6th Palestine Problem 1 1 1. Islamic Art Education 1 1 1 1 1 Education 2 3 4 4 4 4 Physical Education 2. Arabic Hygiene & Civil Language 12 10 10 10 8 8 Defence 2 2 2 2 2 3. English 6 6 Vocational Education Language 2 2 2 2 2 4 5 5 5 5 5 for boys OR 4. Mathematics Home Science for 2 3 3 3 3 3 5. Social Sciences girls 6. Elements of 2 3 4 4 3 3 Intensive Military Sciences Training during 7. Art Education 3 3 3 3 3 3 the Summer 8. Physical Education 3 3 3 3 3 3 Total 34 34 31 3633 Total 28 30 32 32 35 35 34 EDUCATIONAL PROGRAM Grading Scale for Academic Secondary Stream Excellent i..- 90 -100 FOR Good = 70-89 PALESTINIAN REFUGEES: Fair = 56-69 Passable = 50-59 UNRWA SCHOOL SYSTEM Failure= 0-49

UNRWA is an acronym for United Nations Relief and This scale is for yearly grade reports. The minimum Works Agency. It was created in 1950 to replace the passing grade for the General Secondary Education Cer- emergency services of the United Nations Relief for tificate is 40%, except for Arabic, which is 50%. Palestine Refugees, formed in 1948 with the creation of Israel. The UNRWA definition of a refugee is a person whose normal residence was Palestine for a minimum of VOCATIONAL-TECHNICAL two years preceeding the 1948 conflict and who lost both his home and means of livelihood. Of the 1,583,646 EDUCATION refugees, 34.4% were eligible for UNRWA's educational and health services. Prior to 1952, secondary education in Jordan was strictly By August,1949,the United Nations Relief for academic. The Ministry of Education was well aware of the Palestine Refugees had established thirty-nine primary need for providing a diversified secondary education but schools enrolling more than 21,000 students. UNRWA did not have the financial resources to adopt such a then continued to expand the educational services and program. A few commercial or industrial classes were contracted with the United Nations Educational, Scien- established in existing schools to serve local needs. tific,andCulturalOrganization (UNESCO)for As a solution to this problem, the Ministry decided to professional and technical help. Expansion of the system establishinitssix-year plan six secondary industrial was veryrapid. The UNRWA programin Jordan, schools. Prior to 1960 only one had been established Lebanon, and Syria, between 1950 and 1954, increased in located in Amman. In 1975 Jordan had three secondary in- enrollment from 35,700 to 154,735, and the number of dustrialschools;sixindustrialtraining centers; one teachers tripled from 700 to 2,167. By 1973, elementary polytechnical institute; five commercial secondary schools; enrollment had risen to 201,852. three agricultural secondary schools; one agricultural It soon became apparent that UNRWA would need to training institute; and two nursing schools. In addition, establish a preparatory level program because of the -,industrialndustrial secondary school will be open in 1976. A limited number of government and private schools at that second polytechnical institute is scheduled to open by level. By 1973, over 58,000 were enrolled in UNRWA 1980, and five industrial training centers are scheduled to preparatory programs. open in the next two years. Although UNRWA bega'n an academic program at the Practical industrial, agricultural or commercial courses secondary level in 1953, it was soon forced to terminate are offered as pan of the general education of all students due to financial problems. However, there is currently a at the preparatory level (junior high). Each of the boys vocational training program at the secondary level. The preparatory schools contain one of the three vocational program includes academic subjects as well as practical courses and every boy is required to take the courses of- training. fered in his school for the three years of preparatory Education at the post-secondary level consists of two education. Home economicsisofferedinthegirls teacher training institutes and one vocational/ technical preparatory schools. training center. The admission requirement is the General At the secondary level male students have a choice of the Secondary Examination(Tawfihtya)or its equivalent. The industrial, agricultural or commercial programs. Female teacher training programs are two years (nine months per students may enroll in either the commercial or nursing year)inlength;both the pre-service and in-service program. The ministry also provides a two year post- programs are operated the same as the programs sponsored preparatory dressmaking course for females. bytheMinistryof Education.Vocational/technical In the 1974-1975 school year 5,494 students were programs are also two years in length (ten and one-half enrolled in vocational-technical programs. Enrollment in months per year); academic subjects are also included in secondary vocational schools in 1975-1976 represented 10- the curriculum. 11% of the total secondary enrollment. The Ministry of In 1974-75, Jordan enrolled 108,639 students in its 101 Education hopes to increase enrollment to 30% in 1978 UNRWA schools. This, number represented 20.1% of all and to 50% by 1980. The average class size was 28 and the students in Jordan. UNRWA schools follow the curriculum student-teacher ratio was 16.4 to 1. and use the textbooks prescribed by the Ministry of The major aim of secondary vocational education is to Education UNRWA students sit for the standard state prepare students to take up middle-level positions in Jor- examinations at the end of grade nine (preparatory level) danian society. 35 44 o, COMMERCIAL SECONDARY Military Training 4 Students completing this curriculum received the SCHOOLS Commercial General Secondary Cart; ficate issued the Ministry of Education. Commercial Secondary Schools are located in Amman, Zarga, Salt, Irbid and Kerak. Students of Commerce share with other students most of the general educational cour- INDUSTRAL SECONDARY ses. In addition they also study secretarial work and public administration, accounting and bookkeeping, commercial SCHOOLS arithmetic, commercial correspondence, the economics and society of Jordan, typing in Arabic and English and Jordanian Industrial Secondary Education is divided in- shorthand. In 1975 a new program in post office seryce to two streams: a three year stream and a two year stream. administration was added to the curriculum. For the past five years the three year stream has offered both academic and vocational courses and leads to an In- CURRICULUM FOR THE COMMERCIAL dustrial General Secondary Certificate. Students must SECONDARY SCHOOLS ...1973174 have passed the General Preparatory Education Certificate PERIODS PER WEEK, BY YEAR in order to be accepted into the Industrial Secondary 1st 2nd 3rd Schools. Subject SecondarySecondary Secondary All students receive one year of general vocational orien- Areas 10th grade11th grade12th grade tad* 'being placed in an area of specialization. The Religion student spends equal time in the theoretical and practical Islam 3 3 3 aspects. Language Arabic 5 5 5 English 7 6 6 SECONDARY INDUSTRIAL CURRICULUM . Studies 1973174 PERIODS PER WEEK BY YEAR Arab World 3 1st 2nd 3rd Social Studies 4 Subject Secondary Secondary Secondary Arab History and Areas 10th grade11th grade12th grade Palestine Issue 2 Religion Arab Geography 2 Islam 1 1 Business Language Accounting, Arabic 1 2 Bookkeeping Foreign and Business Language 1 + 3 1 + 2 Arithmetic 4 4 MathematicsAnd Sciences General Math 2 1 1 Physics 3 Secretary and Chemistry 2 1 Business Mathematics 3 Administration 9 3 Physics and Secretary Works 9 Mechanics 3 Business Arithetic 1 Mathematics and Accounting and ook- Mechanics 3 keeping 3 Industrial Business (Corres- Mathematics 2 pondence (English) 2 Technical _Company Law 2 Technical 4 Economics and Law 4 Drawing 4 4 Principles of Econ- Trade Tech- omics 2 nology 3 4 Typing (Arabic, English) 5 Safety and Industrial Others Hygiene 1 Women's Education 2 2 Workshop 21 24 27 Physical Training 1 1 Practice General Health, Workshop Nursing, Management 1 and Civil Defense 1 Students completing this curriculum receive the Nursing and Civil Industrial General Secondary Certificate issued Defense 1 1 by the Ministry of Education. 36 Industrial Secondary Schools are located in Amman, Ir- area and 20% on theory. StUdents completing the two.year bid, and Zarcia. stream receive a certificate from the center they attended. Industrial training centers offer the two year stream of The trades taught include: radio and television, auto industrial education with more emphasis placed on prac- .mechanics, electrical work, welding and forging, machine tical training. The student spends 80% of the time in this shop (turning, smoothing, and lathing), central heating and pipefitting, air-conditioning and building trades. a CURRICULUM FOR THE AGRICULTURAL SECONDARY SCHOOLS ...1973174 PERIODS PER WEEK BY YEAR AGRICULTURAL

. 1st 2nd 3rd SECONDARY SCHOOLS Subject SecondarySecondarySecondary' During the 1961/62 school year only 52 students were Areas 10th grade11th grade12th grade enrolled in the two secondary agricultural schools. Ten Religion years later 274 students were enrolled and in the 1973/74 Islam 1 1 1 school year 438 attend classes. The three year program of- Language fers both academic and agriculture related courses. Arabic 2 2 2 English 2 2 2 Social POST-SECONDARY Studies Arab World 1 1 1 There have been two receni developments in vocational in Jordan, with the opening of the polytechnical and,Science institute and an agricultural institute. The polytechnical Mathematics 4 Chemistry 2 2 institute offers two years of training beyond high school, Physics 1 1 while the agricultural institute has a three year program.. Biology 3 2 Students from the science and industrial sections are ad- Agriculture mitted to the polytechnical institute 'here they are offered Animal Hus- coursesthatinclude:civilengineering,mechanical bandry 2 2 engineering, , chemical engineering Agriculture and laboratory technician. Workshop and Farm machinery 1 TEACHER EDUCATI9N Agricultural Processing The preparation of teachers has been one of the enor- and Dairy 2 2 mous problems with which the Ministry of Education has Bee Keeping 1 had to cope in the development of the educational system Horticulture 3 3 4 in Jordan. This has been one of the areas of education Industrial which has received a great deal of attention since Trans- Agriculture jordan became a Kingdom in 1946. Many educational Projects Irrigation and features reflect local needs, but the British and United States influences have been strong.Since most academic Drainage 1 Field Crops 3 2 institutions and resources were located in the West Bank Forestry and area, the 6-day war in 1967 caused additional problems for Flowers 1 the educational system. The demand for teachers was so Farm Man- great that the Ministry of Education resorted to the em- agement 2 ployment of untrained teachers as a stop-gap method of Mechanics 2 obtaining a sufficient number of teachers. Poultry Hus- Present regulations require all teachers to have a univers- bandry 3 1 1 ity degree or a Teacher Training Diploma. Institutes have Plant Protec- been established to provide for pre-service training of tion. 1 teachers; other institutes have been established to provide Soil and Fer- tilizers 2 in-service training for the uncertified teachers who were Surveying 2 teaching prior to the adoption of this regulation. Agriculture Tht Teacher TrainingInstitutesareadministered Practice 16 20 24 variously by the government, the United Nations Relief Students completing this curriculum receive the and Works Agency (UNRWA), and private authorities. Agricultural General Secondary Certificate issued All of these Institutes are under the supervision of the by the Ministry of Education. Ministry of Education. Including those in occupied Jor- 37 4 ti dan, there ire nine 2-year institutions which offer 2 years Upon completion of four semesters of training during the of post-secondary workinvariousprofessional and regular school year, plus three special 4-week periods vocational areas. Of these, 6 are public, 2 are UNWRA during the summers, the unqualified teachers can earn the sponsored, and 1 is private. All of these 2-year institutions Diploma The trainees meet once eache week in the have teacher training programs. The six public institutions OM during the normal school year, and must attend the arc: Men's Training Institute at Amman, Men's Teacher intensive 4-week training period for three summers. In the Training Institute at Howara/lrbid, Teacher Training Sec- academic year 1975-76, there were 1,000 trainees enrolled' tion in Hussein Institute, Teacher Training Section in Belt in the in-service teacher training program. This program Haniba Commercial Administration Institute, Women's will be terminated by 1980. Ministry of Educatioafficials Teacher Training Institute at Ramallah, and Women's estimate that by that time all teachers in Jordan will have Teacher Training InstituteatAjloun. Two UNWRA qualified for the Diploma ofEducation. Teacher Training Institutes are located at Ramallah, one for men and one forewomen. The Janah Teacher Training Institute located at 'Nablus is private. HIGHER EDUCATION Teacher-training students are admitted to .a Teacher Higher educational institutions in Jordan (including Training Institute only after receiving the General Secon- teacher training institutes) enrolled 9,302 students in dary Education Certificate. In the academic year 1973-74, 1974-75. Of those 9,302, 4,805 were enrolled at the the total enrollment in all teacher training institutes was University of Jordan. Jordan itself, however, can handle 1,828, comparectto 1,535 in 1965-66, and 245 in 1956-57. onlyaportion of thosestudentspursuinghigher The Teacher Training Institutes have uniform curricula education.Approximately .26,616Jordanianswere for the prime purpose of preparing teachers for service in studying abroad in 1974-75 and the majority of these were the compulsory school cycle. The students study on a studying in Syria, Lebanon and Egypt. semester basis and earn a minimum of 80 credit hours for their certificates THE UNIVERSITY OF The teacher training program is closely supervised by the Ministry of Education. The program consists of two years JORDAN (4 semesters) of training in which the students earn 20 credit hours each semester, and culminates in the award of The University of Jordan is the major institution of a certificate, the . The curriculum higher education. It was established in 1962 and enjoys consistsof general educationstudies,onefieldof autonomous status. It is governed by a Board of Trustees specialization, and professional education courses. The which is in charge of all matters pertaining to finance and theoretical courses include investment of revenues. (The University administers its Philosophy of Education own funds which come from the following sources: a Measurement and Evaluation national university tax which goes directly to the Univer- Educational Psychology sity; student fees; revenue from university investments; Introduction to Education private sources of funds.) There is also a University Council Methods of Learning chaired by the President of the University and including Curriculum and Instruction the Deans of the nine faculties plus an elected professor Each student chooses one field of specialization from the who servesa one year term. The University Council following: legislates the bylaws for the University. The execution of Science, Arabic, Social Studies, English Language, Arts. the University bylaws is then carried out by a separate and Physical Education. Dean's Council. issimilar td a comparable The academic program The University operates on a semester system. There are program in United States institutions. Graduates of the two Sixteen week semesters per year plus a nine week sum- Teacher Training Institutes have been accepted for upper mer session (which is optional). The credit hour system is division work at the of Beirut without used and a minimum of 132 credit hours is required for entrance examination. award of a Bachelor's degree (with some faculties requiring For teachers who have been teaching in the compulsory a higher number of credit hours) Most courses offered are school cycle without diplomas, the Ministry of Education worth three credit hours. has established aCertificationforIn-service Teacher Training Institute (cirri). There is one CITTI with five Admustons Requirements branches. These centers were established for the training of Jordanian students can only be admitted to the Univer- unqualified teachers; e.g,teachers who have a Secondary sity on the basis of the Jordanian General Secondary School Certificate but do not have a teaching certificate Education Cedificate. Students from other Arab countries (Diploma of Education). can be admitted on the basis of national secondary cer- The curriculum in the CITTI is similar to that for the tificates awarded by their governments. The University pre-service training in the Teacher Training Institutes. also recognizes the General Certificate of Education of 38 4'i London, Oxford or Cambridge if the student has two For overallcumulativeaverages,thehonor-point passes at the Advanced Level and at least three passes at average was calculated as follows: Ordinary Level. Other national secondary certificates are Point Average Rating also recognized if they are accepted by the University Com- 4.4 - 5 Excellent mittee on Certificates to be the equivalent of theJordanian 3 6 - 3.3 Very Good General Secondary EdUcation Certificate. 2.8 - 3 5 Good Admission is very competitive and varies by faculty. In 2.0 - 2.7 Satisfactory general, however, the number of available spaces is set for Below 2.0 Weak each faculty by the University Council and students are Under the above grading system an overall average of selected on the basis of their scores on the General Secon- 2.0 was required for graduation. dary Education Certificate until all the slots are filled. The ctt-off mark varies by faculty, but for the 1975-76 Programs of Study The University of Jordan includes the following nine academic year, the cut-off mark for the,Faculty of Science faculties: Arts, Economics and Commerce, Education and was 86% and for Engineering 89%. There are exceptions Shari'a,Science,Agriculture,Nursing, to the general admissions procedure, however.The most Psychology, important exceptions are Ministry of Education Scholar- Medicine, and Engineering. By lat, the language of instruction at the University is ship students. These students are chosen by the Ministry of caninstitute the use of Education and are accepted by the University regardless of Arabic, but the University Council another language in any of the faculties. As of the 1975-76 cut-off marks. (For the 1975-76 academic year, there was a academic year, thelanguage ofinstruction was Arabic for high number of Ministry of Education Scholarship studen- the faculties of Arts, Economics and Commerce, Education ts; 852 out of a total of 1,600 students acceptedfor that and Psychology and Shari'a. The language of instruction year.) was English for the facultiesof Science, Agriculture, Nur- Grading System sing, Engineering and Medicine. The following grading system is 'presently (1975-76) Each student, regardless of the faculty he or she is en- being used at the University ofJordan: tering must pass an examination in English and Arabic. Individual Subject Scale The passing grade for the examinations is 50% and thole- 90% to 100% Excellent who do not pass an examination must pass a three credit 80% to 89% Very Good course in English and/or Arabic. (If thestudent passes 70% to 79% Good both exam'dri ations, he or she receives an automatic 6 hours 60% to 69% Acceptable of credit, hich is shown on the transcript.) 50% to 59% Poor There are two types of program emphases in the Univer- Less than 50%Failure sityas a whole:a program with a singlesubject Four Year Cumulative Average specializationora program with a major subjectplus a . 85% to 100%Excellent minor subject. 76% to 84% Very Good Forexample,with a singlespecialization, the 68% to 75% Good distribution of credit hour requirements would be as 60% to 67% Acceptable followsforthe faculties of Arts, Economics and Com- Below 60% Failure merce, Education and Psychology andShari'a: No. of Credit Hours The minimum passing grade for an individual course is 50% while the minimum passing cumulative average is University requirements: 18 60%. For graduate students, the minimum passing grade (every student must do 9 compulsory is 70%. plus 9 elective) The University did use an 'A' through 'F' grading Faculty requirements: 18-21 system along with an honor point scale for one term (as (set by faculty) shown in the 1972-73 catalog of the University), but then Department requirements: 54-60 returned to the former percentage system which is still (set by individual department) 27-30 being used. (There are some indications, however, that the Department electives: University may return to the 'A' /'F' system in the near Free electives: 6 future.) If letter grades appear on a transcript, they can be Total 132 For the same faculties, the distribution of credits would interpreted as follows: be as follows with a major plus a minor subject: Symbol Rating Honor Point Score No. of Credit Hours Excellent (90-100 % ) 5 A University requirements: 18 B Very Good (80-89%) 4 Faculty requirements: 21 C Good (70-79%) 3 Department requirements. 39 Satisfactory (60-69%) 2 Department electives: 21 Minor subject. 27 E Poor (50-59%) 1 Free electives: 6 0 F Failing (below 50%) Total 17! 39 48 Faculty of Arts centration, but the minor in Education will show on a The Faculty of Arts was the first faculty established. It student's transcript. A student with a minor in Education opened in 1962 with 167 students and was the only faculty can go back later to study for a Diploma in Education and in the University until 1965 The Faculty of Arts has five have some of the credits received for the minor in departments. English Language and Literature; Arabic Education applied towards the Diploma inNEducation. LanguageandLiterature;HistoryandArcheology; (Most of the courses required for the minor in Education Geography; Sociology and Philosophy. The B.A. degree is and the Diploma in Education are not common, however.) awarded after four years with 132 credit hours required for AllMinistryof EducationScholarshipstudentsare graduation(There are actually nine programs of study requiredilifelow a minor in Education. available as a student can major in English Language or The Faculty of Education and Psychology also offers the English Literature, for example.) M.A. degree in the following four areas: Educational After the first year in the Faculty of Arts, students must Guidance, Educational Administration and Supervision, apply to a specific department or program of study and Educational Psychology, General Education. As with other perhaps 300 out of 350 will want English Language and graduate programs, 36 semester hours including a thesis Literature which is the most competitive department in the are required for the M.A. in Education. There is great Faculty of Arts. Only about one third of those who warn competition for a limited number of spaces for the this department can be accepted into it. graduate programs. In 1975-76, 110 people applied for 17 In addition to the four-year Bachelor's degree program, spaces. theFaculty of Artsoffers M.A. degrees in Arabic Faculty of Shan'a Language, Arabic Literature, History and Archeology. The The Faculty of Shari'a offers a four year B.A. program in M.Ais a 36 credit program with 21-30 hours of course Islamic law which requires 132 credit hours for graduation. work plus 6-15 hours for a thesis. The exact distribution of Formerly an independent institution known as the College course work and thesis study is determined by the in- of Shari'a, this faculty was incorporated into the University dividual department. The University is considering of- of Jordan in 1971. Essentially one academic department,' fering a M A program in English Language, but this is not the faculty produces the equivalent of ministers and judges available as of this writing in religious courses as well as teachers of Arabic and Faculty of Economics and Commerce religion in secondary schools. The Faculty of Economics and Commerce requires 132 Faculty of Science credit Furs for graduation and offers B.A. degrees in the The Faculty of Science requires 138 credit hours for a following fieldsPolitical Science, Public Administration, Bachelor's degree and offers the B.Sc. In the following Economics, Statistics, Business 'Administration and Ac- fields: Mathematics, Physics, Chemistry, Biology, countancy. No graduate degrees are offered as of this Geology. It also has a joint program with the Faculty of writing, but a graduate program in Economics is under Medicine to train laboratory and hospital technicians. This consideration. is a two year programro produce technical personnel which Faculty of Education and Psychology leads to a Diploma in Medical Science. The Faculty Of Education and Psychology offers a B.Sc. Like the Faculty of Arts, students in the Faculty of Scien- in Elementary Education and requires 132 credits for ce complete one year before applying to specific programs graduation Degrees arealso offeredin Educational or departments. Biology is the most popular department, Psychology as well as pure Psychology. (There is some particularly with women students. debate at the present time as to whether the Psychology In addition to the undergraduate programs, the Faculty programs should be placed within the Faculty of Science. of Science offers M.Sc. degrees in Physics, Chemistry, These programs were originally placed in the Faculty of Mathematics, and Biology. (The M.Sc. programs are Education for administrative convenience.) similar to the M.A. programs in regard to course work and The Faculty of Education and Psychology also offers a thesis requirements.) Diploma in Education as well as a minor emphasis in EducationThe Diploma in Education consists of 33 Faculty of Agnculture creditsIncludingstudentteaching.Actualstudent The Faculty of AgricultureOffeta B.Sc. in Agriculture teaching encompasses one semester and students spend and requires 154 credit hours for graduation. Students another semester observing and preparing for their student spend their first year in the Faculty of Science and then teaching assignments. The Diploma in Education is the spend three years plus two summers in the Faculty of teaching credential for secondary school teachers in Jordan. Agriculture. The two summers are spent on University- It is often obtained after a student has received a B A. or related projects such as working on University farms. B.Sc. in a major field of study although it can be done con- Although students spend one year in the Faculty of Scien- currently with the B.A. or B.Sc degree program ce, they are initially identified as Faculty of Agriculture A minor in Education consists of 27 credits only. No students when they apply to the University. Diploma in Educationisawarded for a minor con- The Faculty of Agriculture has four departments. There 40 49 arc two degree-granting departments and two service the Faculty of Science. The programs to be offered include departments (offering courses which can be applied towar- specializations in the following areas: Civil Engineering, ds degrees). The degree-granting departments arc: (1) Electrical Engineering, , Chemical Animal Production and Protection and (2) Plant Produc- Engineering, Architectural Engineering. The curriculum is tion and Protection The two service departments are: (1) very structured and does not use the credit hour system. Agricultural Economics and Extension and (2) Soils and Graduate Education Irrigation The various M.A. and M.Sc. degrees offered by the The Faculty of Agriculture is planning to offer graduate Faculty of Arts, the Faculty of Science and the Facultyof programs as soon asitawards itsfirst and Psychology have been mentioned-above. At degree(The Faculty of Agriculture was established in this point in time, the University of Jordan does not offer 1972.) The graduate program will be oriented toward any Ph.D. programs. All graduate studyis coordinated by problem-solvingresearch,particularlytowardsolving a Dean of Research andGraduate Studies. The Dean of problems of Jordan itself. Research and Graduate Studies administers research grants throughout the University as well as setting up rules and Faculty of Nurung regulations for graduate study. This office oversees .all The Faculty of Nursing awards a B.Sc. degree in Nur- graduateprogramsand makessurethatdegree sing The program is a four year program with/he first year requirements have been met. The office ako plays an ac- spent in the Faculty of Science. The cut-off mark for ac- tive role in initiating new graduate programs, but the ac- ceptance into this faculty has been somewhat lower thaapin tual day" to day administration of a particular graduate other faculties due to the image of the nursing profession program is in the hands of the individualdepartment. in Jordan. Since nursing has b.ern regarded as a menial At present (1975-76) the University of Jordan claim}} a profession,ithas been difficult to attract superior ap- total of 631 graduate students. Of the 631,453 arcin 4he plicants. This situation is improving, however, and a larger Diploma of Education course. These students are con- group of applicants was attracted during the past year sidered graduate students since they have their B.A. Students with secondary nursing vocational certificates degree, but it should be pointed out that all courses are not eligible for admission to the Facultyof Nursing. required for the Diploma of Education are at the un- Students accepted into this faculty must have the academic dergraduate level. In addition to these 453 students, the General Secondary SchoolCertificateinthe science breakdown of other graduate students would be as follows: of Science, stream During their first year in the Faculty M.A.(Arts) 70,M.Sc.(Science) 47,M.A. pre-Nursing students attend the same beginning science (Education) 61. classes as pre-Medical students Faculty of-Mee/wine ,,UNIVERSITY OF YARMOUK The Faculty of Medicine is the most competitive faculty at the University of Jordan Students arc notadmitted A new universityis being planned in Jordan. This directly into the Faculty of Medicine, however, but arc ad- university will be located in the northern area of Jordan, mitted to the Faculty of Science where they spend two close to the Syrian border, and will be known as the years After two years, perhaps 200 studentswill apply to University of Yarmouk. This university is scheduled to the Foculty of Medicine for only about 40 spaces The open in October of 1976. The orientation of theUniversity M D degree is awarded after a total of seven years (2 years of Yarmouk will be towards science and technology spent in the Faculty of Science plus five years spent in the initially, but all faculties will be included eventually,. A master plan is being prepared for the next ten tofifteen Faculty of Medicine) There are five departments in the Faculty of Medicine years and the ultimate objective of the University of Yar- mouk is to enroll 15,p00 to 20,000 students The official BasicMedical Sciences.Pathology,Medical Sciences, Surgery. Preventive Medicine The curriculum is a very language of instruction may be English, but as of this structured one and the credit hour systemot used in writing, no firm decision has yet been made regarding addition to the seven year program, an additional year is this. The university will be coeducational. usually spent as an intern attached to one of the teaching Although no physical facilities will be ready by October hospitals of the University or to other hospital units in Jor- 1976, the first facultythe Faculty of Arts and Scien- ceswill begin classes with 480 students in a former secon- dan dary school building. The following disciplines will be Faculty of Engineenng availableinitially:Mathematics,Physics,Chemistry, The Faculty of Engineering was established in 1975 with Biology, Arabic, English. The second faculty which will be 100 students and as of this writing still has no building or establishedinseveralyearswillbetheFaculty of permanent teaching staffEngineering students spend Engineering. their first year in the Faculty of Science although they arc identifird,init tally as Faculty of Engineering students. The total program consists of five years as students spend four WEST BANK years in the Faculty of Engineering after the initial year to Two institutions of higher learning are the University of 41 Bethlehem and Biwa College The former is recently B Students presenting the. Vocational Secondary established and is administered by the Dc la Salk religious Education Certificate with grades of 70% or bet- order. Local Arab inhabitants attend both institutions. ter may IN considered in specialized technical The fordanianGeneral Secondary Edkcation Certificate fields of study appropriate to their background. is the basis for consideration for admisssion rather than Admission to traditional academic programs is theBaqrutAdditional information is unavailable not mommended.

IV Undergraduate Advanced Standing and Transfer Credit: JORDAN PLACEMENT A. Students who complete studies at the Unviersity of Jordan and achieve at least an average grade RECOMMENDATIONS of Good may be considered for admission and allowed transfer credit on a course-by-course I. English Proficiency k'cornmendation basis. It is strongly recommended that all applicants from B. Students presenting a two -year, Jordan present proof of adequate proficiency in post- secondary Diploma from a teacher training in- English based upon acceptable standardized tests stitute may be considered for freshman admis- such as TOEFL . w' sion. II. Primary, PreparatoryandSecondary School . V. Graduate Admission: Students. A Graduates withbachelor's degrees from the Itis recommended that these students be admitted University of Jordan, who present final results to their corresponding grade levelEvaluation of of no less than Very Good may be considered for subject deficiencies should be determined in ac- graduate admission. cordance with theindividual U.S.institution's curriculum. B. Post graduate work at the above institution may III.Freshman Admission: be considered for advanced credit according to the A. StudentspresentingtheGeneralSecondary admitting institution's policy. Education Certificate with grades of 70% or bet- C. The Master's degree awarded on the basis of ter may be considered for admission at beginning coursework and thesis may be considered com- freshman level parable to a U.S. Master's degree.

42 5i. KUWAIT

44 Hassan Al Ebraheem KUWAIT COUNTRY Dean, Faculty of Commerce, Economic and Political Science TEAM Ministry of Education CharrpenonRonald E Thomas Kurktit University Director of Foreign Admissions Mansour Gloum Southern Illinois University at Carbondale Ins -ctor of Mathematics Ministry of Education Caroline Aldrich Associate Director of Admissions Sulaiman M. Kalander California State University at Chico Director, Libraries Department Kuwait University Dorothy De Miller Foreign Admissions Officer Salway Abu Khadra University of Arizona Head Mistress, DAR AL-HANAN Private School Walter Dowdy Assistant Director of Admissions and Financial Aid Ezzat Mohammad Khairy Kalamazoo Valley Community College Dean, faculty of Science Kuwait University Robert Hannigan Dew of Student Services Bader Mahroosal University of Arkansas Kuwait Technical College

Abdul Rahman Al Moudahka Assistant Secretary General

Reyadh Al Nageeb Dean, Faculty of Engineering IN-COUNTRY Kuwait University RESOURCES Baheer Ahmed Nasser Listed below are the individuals who contributed to or Planning Specialist participated in various phases of the workshop plann- ,Ministry of Education ing and programs. Anwar Al Nouri Elsaid Abdulghon Secretary General Technical Education Department. Kuwait University Ministry of Education Abdullatif Rawaished Fadhel S. Al -Agee) Cultural Foreign Relations Deputy Manager of the Planning Ministry of Education and In-Service Training Department Ministry of Education Abdul Mohsein Abdul Razzak Dean, Faculty of Medicine Abdulla M. Ali Kuwait University Director, The Arab Planning Institute Mohamad J wad Redah Mansour Bandar Husain Dean, Facty of Arts and Education Registrar, Kuwai(Universitv KuwaitUnversity

Ali Behbehani Sa'ad Mo ammad Al Sa'ad Kuwait University Computer Center Assistant Secretary General

Abdulwahab Al Borolossy Abdul Aziz Shahine Rector, Kuwait University Direitor of Institute of Special Education 45 53 ,

KUWAITI EDUCATIONAL SYSTEM

cc ic W w >- 6.2 U.S.A ..J KUWAIT ic o 0 x

GRADUATE G 23 18 AND -..-...- PROFES, , 22 17 2 SIONAL KUWAIT : 21 16 UNIVERSITY

20 15 .. POST SECON- 19 COMMERCI L 1. 14 TEACHER DARY . TRAINING OR 18 13. HEALTH INSTITUTE

17 12 . SECONDARY

WI% 16 11 SECON TECHNICAL DARY EDUCATION 15 10 LITERARY OR SCIENTIFIC SCHOOL , RELIGIOUS 14

13 INSTITUTE INTERMEDIATE 12 7

11 6 . (COMPULSORY)

10 ELEMEN- 5 `1 TARY 9 SCHOOL PRIMARY 8

7 2 (COMPULSORY)

6 1

PRE. KINDERGARTEN PRIMARY CO-EDUCATIONAL NON-COMPULSORY

STUDENTS COMPLETING THE RELIGIOUS INSTITUTE ARE ONLY ELIGIBLE FOR POST SECONDARY STUDY IN ISLAMIC JURISPRUDENCE AND LAW, ARABIC LITERATURE AND LANGUAGE, AND COMMERCE, ECONOMICS, AND POLITICAL SCIENCE AT KUWAIT UNIVERSITY

46 .R.)r t Add Shchab treaty was abrogated in 1961, and in that same year, Head, Secondary Section-Examinations Kuwatt was welcomed to the Arab LeagueLater.in Department of Examinations and Student Affairs 1963, Kuwait joined the United Nations. Ministry of Education During the period 1921-1950, the foundation for the oil industry was laid By 1934, the Kuwait Oil C6mpany Halimah Kharmah Tabbaa was formed as a joint Brillish-American venture At the Head Mistress epd of World War II,after a temporary cessation in Nuzhah Secondary School the Acyclopment of oil, output increased, and Kuwait became the third largest producer of oil in the Middle Naim Abu Wardch , East Siteaftersitewas activatedby oilmen from Researcher, Planning Department , , Great Britain, the United States, and other Ministry of Education couritrics The discovery and development of oil caused such a rapid transformation that only a few remnants of the old city of Kuwait remain. A large and affluent, modern urban center now stands where the inhabitants of old THE COUNTRY AND ITS Kuwaitcityoncebade 'farewelltofishermenand pearldivers. PEOPLE Oil has provided Kuwaitis with one of the highest per capita income in the 'World. They enjoy free education, 'free telephone services,as wellasfree medicalser- LOCATION, Eastern Coast of the Arabian peninsula at vicesincludingsurgeons,hospitals,physicians,den- the northwest corner of the Arabian Gulf. bordered on the tal care and pharmaceutical supplies. north and west by Iraq and on the south by Saudi Arabia. In the midst of this abundance of wealth, Kuwait in SIZEApproximately7,780 squaremiles,slightly 1966 established the Kuwait Fund for Arab Economic smaller than NewJersey. . Development (KFAED) to provide economic assistance OFFICIAL LANGUAGE:ArabicHowever,English toallher developing Arab neighbors. The original widely spoken. capital grant of 50 million KD (Kuwaiti dinars or POPULATION- 925,000 (1974 estimate) $150 million) sostnereised in May 1974 to one billion PEOPLE: 40-45% Kuwaiti,theremainder arenon- KD ($3 billion). Arabs and Arabs. Other economic aid included Kuwaiti contributions to LITERACY RATE 60% (1975 estimate) the General Authority for South Arabia ,nd the Ara- RELIGION. 99% Islam bian Gulf States, the Arab-African Bank and the Arab NATURAL RESOURCES Petroleum, fish, Fund for Social and Economic DevelopmentKuwait's shrimp continuing generosity in assisting other needy Arab na- INDUSTRY Petroleum, private Lisiness, government tions has bee:, acknowledged by agencies throughout the employs most of the labor force of which 75% are world non-Kuwaiti AGRICULTURE Cultivated land less than 1%. EDUCATION HISTORY

THE COUNTRY HISTORY Formal Education in Kuwait began in 1912 when the firstpublicschoolwas founded.Until1927,girls The Arab State of Kuwait was originally settled in the received no opportunity for education. In that year the 1700's by Bedouins from the barren Nejd Arabian desert, first school was established, designed to provide girls with lookingfor a less difficultplacetolive. These education in Arabic, the Koran and domestic science nomadic tribes were the progenitors' of today's ruling (home economics) familythe Al-Sarbas Under the leadership of this It was not until 1936, with the establishment of the family, Kuwait prospered as a trading, pearling, and Department of Education,that education began to shipbuilding center Kuwait experienced many periods of develop. During this time teachers from the other Arab belligerency Consequently, in 1899, in order to protect States (primarily Egypt) were recruited to teach in the herself,she signed a treaty with Great BritainThis Kuwaiti schools The discovery of oil in the late 1930's and its growing 'Islands belonging to Kuwait are Buhivan. Sulu. Kato. Miskan importance following World War ll caused a great ex- Kubhar. Um-A lmaradem Un- Alnamel. Oahah. Watbah. Kubah. and pansion and philosophical change in the education of Faslaka the most populousThe Neutral Zone shared with Saud: Arabia adds another i(00 square miles to Kuwait proper itspeople.In1956 the "4-4-4- educationalstruc- 47 to

ture was adopted on the advice of experts from Egypt eight yearsIt can be seen as follows and IraqFol lowly this, the Departmen ducation 4 years-Primary School was formalized into a ministry in 1964 S4icWorld 4 years-Intermediate School War IF specialeducationinstitutes,telc4Crtfining 4 years-Secondary School schools and technicalschools have been cleat dIn In the past Kuwait has recruited teachers from other 1966 Kuwait University was founded During the 975-76 Arab countries and will probably continue to do so As a school year government sOlools including Kindearten result of the high salaries for teachers, over 98% of the enrolled 182,778 students Table 1 illustrates the increase secondaryschoolteachershavefour-yearuniversity in the number of schools, students and teachers since degrees Teachers in the secondary school' usually teach 1916 between 16 and 20 periods per week. The remai .Jer of their time is devoted to individual preparation, with in- service training available to themIn each secondary school, departmental heads work with the individual teachersinplanningtheir TABLE I courseofinstruction. Specializedteaching occurs THE NUMBER OF SCHOOLS, STUDENTS, atthe primary andin- teiP4ediate levels where special subject-oriented teachers AND TEACHERS IN KUWAIT SINCE 1936 Scholastic Number of offer the course of instruction. Moreover, teaching per- formance is evaluated annually by an inspector, who is a Year Schdols Students Teachers specialist in a particular academic field. 1936-37 . 2 600 26 The Ministry of Education has devoted itself, to im- 1960-61 109 44,474 2,267 proving the entire educational system. Classroom size 1964-65 148 79,307 4,218 remains low. Curriculum development, secondary school 1967.70 195 129,750 8,219 counselors, and grouping students according to ability has 1970-71 203 138,747 9,085 been introduced. For the future, the Ministry is also c 1971-72 221 150,675 10,413 sidcring adopting compulsory education through gra 1972-73 243 160,231 11,505 twelve for all students. 1973-74 260 169,417 12,607 1974-75 308 182,778 14,213 Pre-Primary Education Kindergarten education began in 1954 as a one or two year optional prograth for four and five year old children. This option continues today. There are public and private kin4oartens. The ob- EDUCATION-KINDERGAR- jectives of these inctitutions arc: to 7:10Vidc a healthy educational atmosphere, to promote good health habits TEN THROUGH SECON- and to facilitate transition from home to school. However, DARY many parents send their children to kindergarten because both parents work and babysitting service is almost non- existent. Pre-primary classes are the only ones where boys The EducattonaPSystem-- An overview and girls are found together in the same classrooms. The Ministry of Education directly .1i/rain/tier,the schools and all educational institutions The Minister is Primary Education assistedby theUnder-Secretary who supervisesfive This four year segment of the'educational system is com- divisions, each headed by an Assistant Under-Secretary. pulsory, for all 'boys and girls aged 6-9. The student must The five divisions are be 6 years old to begin. Technical Affairs, Cultural and Social Affairs, Financial There are presently 112 primary schools; 60 for boys and Affairs, Curricula and Planning, Administrative Affairs. 52 for girls. Ninety-thousand students are enrolled in the Finance)for educationareprovided throughthe four year program. In 1975 approximately 20,000 students Ministry-of Education, as part of the national budget The entered the first grade. 6,000 came from kindergartens budget must be approved by the National Assembly. In and 14,000 without prior education. The average class size 1973-74 about 54.488,000 K D ($150 million) were is 33. allocated to educationAs a result of the large revenue from oil, education is comely free to all Kuwaiti citizens Intermediate Education The Government not only provides school and teachers, The intermediate segment consists of four years of com- but also provides clothing. transportation, food and books pulsory education for students aged 10,13There are for its pupils presently 98 schools; 52 for boys and 46 for girls The Jtructure of Kuwaitipre-university education In the first year (5th grade) English is introduced as the follows 1 4-4-4 pattern and is compulsory through the first first foreign language. In 1975, 61,567 students were 4R

5 ki enrolled at the intermediate level The average class size analytical geometry. The fourth year sciencesection was 30 pupils per class mathematics offeredis similar to at least introductory The General Intermediate Examination is given at the calculus. end of the fourth year of this segment (8th grade) Stu- The biology, chemistry, and physics courses studied dents are permitted to continue their optional education by a student in the literary section are general and do not involve laboratory work. The same courses in the scien- based upon the results of this examination. ce section arc studied for an additional two years, and do Secondary Education include laboratory work. The weekly class periods of scien- The secondary cycle consists of four years of education cecoursesincludelectureandlaboratoryperiods. for students age 14-17 Students who have attained the In- termediate Examination Certificate are eligible to con- However, the laboratory periods are not regularly schedul- ed.' tinue their education in one of the following programs: French and English are the only two foreign languages academic, technical, or commercial he choice of pro-,, taught atthislevel.Englishisthe second language gram is left entirely to the student Mwever, for exam -, forthe majority of students.Althoughinstruction plc, the final score in any technical subject of the In- begins in the first year of the Intermediate cycle and termediate Examination is a strong factor influencing a continues throughtheSecondarycycle,English is decision to enter the technical program. Completion of taught as . a foreign language, by non-native English any of the three programs leads to a certificate which speakers. Frenchisoffered only in the literarysec- qualifies the recipient for consideration to a higher level of tion during the 3rd and 4th years. study Promotion of students is based upon the end-of-year Attendance .^ this cycle is currently not compulsory, examination given in all schools in May and June. The but serious consideration is being given to extend com- student must achieve the minimum passing score in all pulsory education to include this cycle. subjects of the examination to obtain an overall "pass." If The Academic program consists of general education a student fails to earn the minimum scorein up to two courses for the first two years.Specialization in the examinations, another chance is given in later last two years allows for a choice between the science Isubjecti exam session in September to pass subject(s) in question. If and literary(sometimes referredtoas"arts")sec- more than two subject examinations are failed, the entire tions. The certificate awarded upon graduation is the year must be repeated. General Secondary Education Certificate. The fourth and final year is the most importantyear of The program of study for each year and section has the four-yearcycle.Graduation from the secondary not changed significantly from the schedules listed on schooldepends entirely onpassingthefinalyear pages 24 and 25 of the 1974 World Education Series. examination in all subjects. Marks obtained in previous The Coastal Countries of the Arabian Peninsula. years are not given consideration. The marks recorded on The changes that have occurred include the cancellation the fourth year 'transcript are the scores earned by the of "Human Culture" in the 3rd year program, and student in the final examination in each subject. If a "Arab Society"inthe 4th year program. Both of student fails to achieve the minimum passing mark in up these courses were cancelledinthe1975-76 school to three subjects, he/she is given an opportunity to retake year The mathematics syllabus for the 3rd and 4th years of only those examinations failed in the later session in Sep- the science section are being amended since the con- tember. If more than three subject examinations are failed ventional mathematics course(algebra,trigonometry, in the first session in May/June, the entire year must be geometry, calculus) is being phased out in the 1975-76 repeated. school year so that only the modern mathematic's syllabus The final year examination is standardized and ad- will be followed Currently, both syllabti are listed on the ministered to all four-year students. It is given only twice a science section transcript. year in May/June and September. The questions for each Since admission requirements to some colleges and subject examinations are prepared by a committee com- departments of North Americaninstitutionsrequire posed of two Inspectors from one discipline and one completion of specified levels of mathematics, a syllabus of University of Kuwait faculty member who teaches in that the mathematics program was obtained. From this source, discipline. Each subject then has its own committee com- an evaluation was made in terms of U S high school units posing questions. The following conclusion can be drawn: at the end of the At any time during the secondary cycle, a student may second year all students in the academic program will have change to another stream, for example, from literary (arts) complete mathematics comparable to1-1/2 units of to science or from academic to technical or commercial. algebra, 1/2 unit of trigonometry, and Iunit of plane However, the student must then complete the entire cycle geometryIn the literary section, the only additional of that stream without transfer of credit or subject matter course in mathematics taught is introduction to statistics based on the previous study program. In the science section, the content of the third year- Table II shows the distribution of grades by percentages mathematits course is similar to .at least on-half unit of World Education SeriesThe Coattal Coltrane: of the Arabian J(Ivanced algebra, and atleast one unit of plane and Peninsula.p 25 49 5i CERTIFICATE OF FINAL YEAR EXAMINATION RESULTS

z.v....-..,I 1,,1'vr/r STATE OF KUWAIT MINISTRY OF EDUCATION

Department of Examinations4(Students' Affairs Academic Year 19 -- '19

Student's Name . ... Fourth Secondary : School (Literary Section)

Mark Obtained Subjects Max. Min. 1stSession 2w1 Samba' Islamic Education7 20 10 Ara b 1 c Language 60 30

first Europ Language SO 20

Second Europ Language 40 16 ( )

History 40 16

Geography 40 16

ElementaryPhilosophy,Morals, Logic and Psychology 40 16'.

Gvolosy 20 8

_ Arab Society 20 8

Final Total 330 140

REMARKS : Student passed and receised C^neral Secondary Education Certificate in ( Date ) lie ranked out of ... Successful candidates.

Under Secretary Mini:try of E4cation

SO for all those who passed the final year examination in the matics taught is equivalent to two yearsof algebra, one- two academic secondary programs. half year of trigonometry, one year plane geometry and introductory calculus.

a The Secondary Commercial School for Boys TABLE II This school was established in the academic year 1963- SECONDARY ACADEMIC FINAL YEAR 64 for the specific purpose of preparing students in EXAMINATION RESULTS, 1974.1975 clerical, secretarial and accounting skills. The Secondary Technical School for Girls Literary Examination This school prepares girls for careers as laboratory aides, Percentage secretaries, commercial clerks, social work aides, and aides in in school nutrition programs. Presently thschool enrolls BoysGirls Total percentile about 500 students. 90-100% Students completing the Technical College for Boys and 80-89.9% 4 4 00.03 the Secondary Technical School for Girls receive the 70-79.9% 13 48 61 04.73 Technical Secondary Certificate 60-69.9% 57 160 217 16.92 Those students holding the Commercial Secondary Cer- 50-59.9% 205 321 526 40.82 tificate may qualify to be considered for admission to the 40-49.9% 254 226 480 37.50 Faculty of Commerce, Economics and Political Scienceat Kuwait University accordittg to stringent requirements of Science Examination the university (sec section on Kuwait University, Un- 90-100% 3 2 5 00.04 dergraduate Admission). 80-89.9% 25 31 56 05.00 New students were notenrolledinthe1975-76 70-79.9% 60 66 126 11.20 academic year In the three vocational/technical schools in 60-69.9% 115 114 229 20.40 anticipation of a change which willconsolidate the schools. 50-59.9% 247 169 416 37.00 The Ministry of Education is completing plans to integrate 40-49.9% 217 79 296 26.36 the schools togcthei with the academic secondary schools, to he known as "the comprehensiveschool Present plans call for placing the vocational/technical schools in the established academic secondary cycle and adding a third sectin, vocation-al/technical specialization; in the vocational/technical departments in the third and fourth SECONDARY VOCATIONAL ),ears (as is the case in the literary andscientific sections)It is hoped this change will further promotetechnical educa- TECHNICAL EDUCATION tion, and make the field of ,cducation more attractive to the Kuwaiti. One of the fundamental aims of education in Kuwait is to respond to the needs of vocational technicaleducation, PRIVATE SCHOOLS andthereforeprepare askilled,well-trainedlabor forceStudents holding the Intermediate School Cer Private schools in4

5 regulations were enacted which standardize the curricula in both government (public) and private schools. Thus, SPECIAL GUIDELINESFOR Ministry of Education inspectors check all phases of the ADMISSIONS OFFICERS academicprogram,alongwithstaffqualifications, facilities, and provisions for health and hygiene. Credentials Private schools exist primarily at'.the r- pre-primary and For completion of secondary education several creden- mary level. Many are established for children of Anglo- rican and Indian-Pakistani professionals, whereas tials can be obtained. A separate record for each of the four years of the secondary stage is available. These records, re operated by oil companies. In 1075, an influx of Leban c students, as result of the conflict in Lebanon, translated into English, should be received from the taxed th capacity of these schools. Cultural Division, Embassy of the State of Kuwait, Washington, D.C. A stamp and signature from that office Privatecondary schools which have been approved by will be shown on the reverse side of each sheet of the the Ministry f Education are: ap- plicant's record. Ordinarily if a student is'being considered Al Arshed Al Islami Al Jhemcel for a Kuwait government scholarship, verification of his Al Peel at Thedid provisional admission is requested before an awardcan be made. If on the basis of the applicant's academic records, Al Omanae the student is admissible, but satisfactory proof of English Dar Al Hanan proficiency is missing, it is strongly recommended that ad- Fejher Al Sabah mission be provisional, subject to attainment of Al Manhel a satisfac- tory level of English proficiency. Al Naja'h ,AI Ikhlos Interpretation Om Al Korah Al Jafriyeh al Islamiah The heading of each sheet will note the academicyear (Gregorian' calendar) and the specific year of the cycle the International private schools have also been established. These schools need not rneet Ministry of Education applicant is in. The fact that a student enrolled in the literary or science section in the third and fourth regulations However, they must secure the Ministry's years will ap- be stated on the record. The subjects listed comprise the provalto followadifferent curriculum from those prescribed by the Ministry, and to use a language other curriculum followed by each student, regardless of the government (public) school attended. than Arabic as the language,of instruction. Schools of this type at the secondary level are: The column headed "Max" states the highest points The American School obtainable in each subject, whereas the lowest points for The Iranian School passing are stated under "Min" (see example Certificate). The Indian School The grades achieved by the applicant in each subjectare The New English School recorded under "Score Obtained." The closer the "Score Carmel School Obtained" is to the "Max" the higher the grade; whereas New School the closer to the "Min" the lower the grade. Noentry in , Jana'h Pakistani the column "Retake Score" indicates that the student Pakistani School in Rumith lab passed in the first attempt for all examinations. This situation is further verified by the date of completion Pakistani School in Fahahil located in the lower part of the yearly record under "Remarks." The first attempt of the examinationis usually during thelnonths of May or June. If the student fails any of the examinations, the score earned in the second examination in September will be recorded in the RELIGIOUS INSTITUTE "Retake" column. The date of graduation will then read the month of Septembei. Division of the "score ob- The Religious Institut of Kuwait City was establishedin tained" by the "max" gives the percentile standingon the 1947.48, and comprised three educational stages, primary, student's overall record. The same principle applieson a intermediate and secondaryRecently however, the In- subject-by-subject basis. stitute cancelled the primary stage of education. The The "rank-in-class" recorded on the lower portion of 'curriculum includes specialized subjects as wellas science the fourth year record indicates the student's standing in and mathematics. the group of those students who successfully passed the, Students completing the secondary stage receive the final examination in either the first attempt in Mayor in Religious Secondary Certificateand may enter post- the second attempt in September. If the letter "R" follows secondary study in Islamic Jurisprudence and Law, Arabic the student's rank, it means that that rank is shared with Literature and Language, as well as Commerce, Economics another. However, as of May/June 1974, "rank-in-class" and Political Science at Kuwait University. no longer appears on the final year record and is no longer 52 60 available after that date In 1966, Kuwait University enrolled its first class of 418 If the final total "score obtained" column shows two students, taught by a staff of thirty. The campus then oc- totals, the student has been exempted frOm one subject cupied several locations in Kuwait City. A single cam- examination. The first total is the sum of the scores ob- pusmodern and spaciousis currently being designed tained The second. total is the adjusted figure which com- for occupation in 1981. A 19'5-76 listing of the Univer- pensates for the score of the subject in which the student sity'sfacultiesincludes a Facultyof Commerce, was exemptedIn such cases itis the second total that Economics, and Political Science,aFaculty of Engineering, should be used in computing a total percentage and a Faculty of Law and Shari'a, in addition to those If a subject score obtained is below the minimum for listed above. It is predicted that by 1976-77 the Faculty of that subject,it will be encircled in red The retake ex- Medicine will open. Progressive growth of the University is amination, regardless of the score, can never increase the indicated on the following table. total of allscores obtained on the studert" srecord. However,ifastudentisabsent from the \subject examination in the first sitting, his total of scores obtained may be increased by the retake score. TABLE III ENROLLMENT AT KUWAIT UNIVERSITY FROM 1966-1974 HIGHER EDUCATION Year Men Women Total 1974-75 3,396 4,856 8,252 Holders of theGeneral,Technical,orCommercial 1973-74 1,596 2,240 3,836 Secondary Education Certificatein Kuwait are eligible to 1972-73 1,430 1,857 3,287 apply for admission to-institutions of higher education. In 1971.72 1,113 1,340 2,453 Kuwait, these include Kuwait University, the Teacher 1970-71. 956 1,032 1,988 Training Institute, the Commercial Training Institutes, 1g6-9-70 875 838 1,713 and the Health Institute for Girls. 1968-69 '709 628 1,337 There is no charge for post-secondary study in Kuwait 1967-68 467 407 874- In its quest to motivate students to seek higher education, 1966.67 243 175 418 Kuwait University provides incentive awards to entering freshman students who achieve 80% or above on the General Secondary Education Examination.Because there are critical manpower shortages in the State, other Elan- ial awards are given to encourage Kuwaiti students to en- ter vocational, technical, commercial education, as well as allied health fields at both secondary and post-secondary The official primarily responsible foradministrationof levels the University is the Minister of Education. However, daily administrative and academic matters are actually directed by the Rector. The Rector operates in concert with the KUWAIT UNIVERSITY University Council, composed of the Secretary General, the deans of the University's five faculties, the permanent Prior to 1960, all graduates of secondary scientific and Under-secretary of the Ministry of Education,three literary streams pursued advanced study at institutions Kuwaiti government representatives, and three Kuwaitis outside of Kuwait, primarilyin the Arab Republic of from private enterprise. Each faculty is chaired by a dean, Egypt, the , and the United States. Plans who is appointed by the Rector in consultation with the for an institution of higher education in Kuwait were first University Council. discussed in 1960 by a group of experts from other coun- Kuwait University offersregular four-year bachelor tries. Their plan) were implemented when, in 1963, the degree programs in each of its five faculties. Two-year government mandated formation of a post- programs (science, commerce, law, consisting of two collegesone for men and one for and education), two-year master degree programs, and. women (thelacierreferredto asthe"University various doctoral programs have been offered in the Univer- College"), To spearhead the University's development sity's brief history. With the exception'of theDiploma in and to meet the State's increasing need for trained teachers Education,all graduate programs were discontinued in and educational specialists, two faculties were initially 1973, and are currently undergoing're-evaluation. Begin- recommendedthe Faculty of Science, and the Faculty of ning with the 1973-74 year, no additional students were Arts and Letters (also referred to as the Faculty of Arts and admitted to postgraduate study with the exception of the Education)Both colleges were to have access to these Diploma programs in Education. However, enrollees in faculties. any of these discontinued graduate programs are being

Usuallythis would involve exemption from the Islam EducAtion permitted to complete their studies, and will be awarded eurninAlion for ( hristirn students the post-graduate degree if they qualify for it. 53 61 r curricular t hinges have been implemented in spaces in the University, graduates of secondary schools 4jvMall undergraduate requirements for all faculties of the must present a score of 55% or above on the General niversity. As of this acadenlic year, university scholars Secondary Education Examination. Graduates come from must meet general education requirements. They are also any public or private school approved by the Ministry of able to choose a certain number general electives, and Education, or from the Religious Institute. However, may pursue a minor subject over desired. Students are students from the Religious Institute are not allowed to also 'requitedtofulfill a o-semesterlanguage matriculate in the Faculties of Science and Engineering. requirement in either English or tench Moreover, score of 55% does not mean that the applicant The undergraduate curricul of the individual faculties automatically is accepted for admission to the preferred offering departmental majo have also undergone ex- faculty. When demand for a specific faculty exceeds sup- sive revision both in stcture and content during the ply, each faculty's allotted spaces are filled according to 197 .6 academic year previous academic achievement. Applicants are ranked ac- Traditi cause of, the University's Egyptian and cording to previous grades, and only the outstanding British heritage, the lectges method has prevailed, with academic students can expect admittance. The Faculty of student input in the cldssroom in the form of direct Engineering has established a more competitive selection response to instructor's question's'. With curricular reform score (60%) because of the higher number of applicants to stressing a basic general education for all, it is felt that a that field of study. Alternate admission can be granted to change in the teaching/learning process will occur. Under the student's second or third choice faculty, but only to its new philosophy, the University is urging each faculty to students scoring 55% on the General Secondary Education develop and implement a committment to a student ad- Certificate examination, and only as space allows. visory process where faculty members are accessible and ac- Applicants with theTechnical Secondaty School Cer- countable to the student. There isan.. attempt to per- tificateare not eligible to enter the University. Those with sonalize classroom instruction by limiting class size to 25 theCommercial Secondaty School Certificateare rarely students. The curricular revisions became effective in eligible for admission. They can be admitted to the Faculty 1975.76 with students being encouraged to choose elective of Commerce, Economics, and Political Science, but only courses broadly. Thus, itis expected that increasing use ifthey pass an extremelydifficult-pre-requisite will be made of inter-faculty course offerings examination. Undergraduate and graduate degree programs in effect Transfer students from the Teacher Training Institutes, prior to the University's curricular reorganization in 1975, with an overall grade of "Good" or better on the Teacher are described in detail by Dean 0. Clark and Robert An- Training Certificate, may be admitted to the University in ton Mertzin The Coastal Countries of the Arabian Penin- an education program (Faculty of Arts or Faculty of Sci- sula. ence) in the subject area studied at the Institute. These The Intensive English Centerwas established on the students when admitted, are allowed up to 30 hours of Kuwait University campus during the 1974-75 school year, transfer credit by the University in the previously selected but was not fully operational until 1975-76. This (enter of- subject area. fers a non-credit program in which the objective is to raise Prior so 1973, admissions requirements for the various the level of English proficiency in University student so post-graduate programs were as follows: that they are able to pass the foreign language requirement .for graduation. As of the 1975-76 academic yearall Diploma: For theGeneral Diploma,the Bachelor students must successfully complete rigorous English. or Degree with a grade of "Good." For the Frenchcourserequirementstofulfillthelanguage, Diploma in Education,the Bachelor Degree requirement for graduation. Mauer with a grade of "Good." The Academic Calendar,prior to 1975, consisted of one Degree. An overall grade of "Good" for Bac- academic term per year lasting 30 weeks. In fall 1975, (and calaurate study is required for admission in- as an experiment in the Faculty of Commerce, Economics to all Master programs. and Political Science beginning in the fall of 1973), the academic year was divided into two semesters, each con- Doctorate: The basic requirement for admission to a sisting of 16 weeks. Classes were held five days a week ex- Doctoral Program was the Master Degree. cluding Thursday and Friday (the Moslem Sabbath). Letters of recommendation were required of Admissionto the University is the responsibility of the students applying who had not previously Registr? of Kuwait University. Applicants preferentially attended Kuwait Lhiversity. list the *acuities in which they wish to study. The number As of 1973,these programs (exceptDiplomas in of students admitted to the University is determined by Education)were discontinued and no admissions/selection the University Council, alloting an admissions quota to criteria have yet been established for the future. each faculty per semester. To be eligible for one of the In 1975-76 the University adopted a newGrading 'Clark, Dean 0 and Mertz, Robert Anton Coastal Coalmines of the System.Implementation of a letter grade system and Arabutx Pentsmila World Education Series 1974, A ACRAO, pp 28.48 "credit units" were substituted for the existing symbols. 54

6 (The Faculty of Commerce, Economics, and Political I (Incomplete) Make-up is permis- Science, began with this system as an experiment in 1973 sible only with- in the next se- The reported unit of credit is the "credit hour," con- mester of resi- sidered comparable to the semester unit of credit in the dent study. An- United States. Incomplete Prior to September 1975 (prior to 1973 for the Facultyof'- mark not made Commerce), the following grading system existed: up within this period becomes (or Excellent) 90-100% Dirtmction an F. with 1st ClassHonorsif grade of "Dis- tinction" in final year, and no yearly grade Grade determination is based fifty percent (50%) on the below "Very Good." semester's work and classroom performance, andfifty per- if grade of with2nd Class Honors cent (50%) on thefinal examination. "Distinction" in final year and no yearly Computation of aCumulative Grade Point Average grade below "Good." each semester replaces the former yearly General Grade. 80-89% Very Good Honors Designationfor students is awarded to any With2nd Class Honorsif grade of "Very student with a cumulative grade point average of 8.0(A-) Good" in final year and no yearly grade or above, provided hc completeseight semesters in suc- below "Good." cession all at Kuwait University. Each semester, aDean's 70-79% Good Listis also published. To qualify, a student musthave Pass 60-69% completed no fewer than 15 credit hours, with a 7.0 (B + ) Below 60% Farling(Previously, "Weak") semester's grade point average or better, Students whose final year results are a marked im- Academic course schedulesin the Ficuhies of Science provement of "Distinction" over apreviously marginal and Engineering typically are 18 credit units per semester. performance may qualify for 2nd Class Honors. With permission, a student may take up to 21 credit units. AGeneral Gradewas reported at the end of each Students in the other faculties take 15 credit hours, and up academic year. To determine this, an average of all the to 18 with permission. percentile grades reported by the instructor was computed. Yearly Promotion,under the old system, was approved ThisGeneral Gradeis never indicated numerically on tran- for University students who had passed anexamination in scripts, like other numerical grades.It is reported only in eachsubjectstudied.These examinations were ad- descriptive phrases (i.e. Good, Very Goodeetc.)However, ministered in May at the end of the academic year. the final grade for the degree is the grade alsoearned in Examinations failed may have been repeated in October, the student's fourth year of study. before the beginning of the following academic year. A Transcript Informationis presented through the use of a student who failed one or more examinations the second single, comprehensive transcript available only for tthe time was required to repeat the entire academic year. student who has graduated with the baccalaureate degree. In 1975 the promotion system no longer wasin effect. Results for a student not graduated are submitted inthe Required courses failed may be repeated in afuture form of a yearly reportone for each year completed. semester, while the student may progressin other areas. Beginning September 1975 (beginning September 1973 Requirements for a baccalaureate degree,beginningin for the Faculty of Commerce), the following grading 1975, were a minimum of 120 credit hoursfor the bac- system existed: calaureate degree. In addition, all students beginning in 1975 must complete: 1. general education requirements. Grade Grade Points 2. two semesters of a foreign language(English or Fren- A (Excellent) 9 Grade Points ch). A-(Excellent) 8 Grade Points A cumulative grade point average of 3.00 (C) mustbe B + (Very Good) 7 Grade Points maintained, with a 3.00 (C) average in the student's major 6 Grade Points B (Very Good) area. No grade less than a"C" is acceptable in any course B-(Very Good) 5 Grade Points required for the major academic area. C + (Good) 4 Grade Points C (Good) 3 Grade Points Profiles on the University's Faculties. D+ (Passing) 2 Grade Points The Faculty of Arts and Letters(also referred to as Arts D (Passing) 1 Grade Point and Education) includes Departments of ArabicLanguage F (Failure) Zero and Literature, English Language and Literature,History, Units are counted P (Passed) Geography, Philosophy, Sociology and Social Services, as ungraded. Units are counted Psychology, and Education. NP (Not Passed) hours as ungraded. To attain the Bachelor of Arts Degree, 120 credit 55 6J are required The following degrees arc currently offered: Pass, Weak, Very Weak 35% Bachelor of Artsin each of the above The Faculty of Commerce, Economics, and Political areas Science includes the Departments of Commerce, Business Bachelor of Arts in Education--in each of Administration,Accounting,Statistics and Inference, the aboveThis degree is a combination Economics, and Political Scienic. degree with other departments of this To attain the Bachelor of Commerce degree, :20 credit facultyThe firsttwo years are general hours are required to attain the following degrees arc of- education, whereas during the last two, fered: education courses are introduced. Bachelor of Commerce General Diploma in Educationa two- Bachelor of Economics year post-graduateprograinforB.A. Bachelor of Political Science holders who have not studied education or The Faculty of Engineering includes the Deparments of teaching methods is required in order to Civil Engineering, Elertncal Engineering, and Mechanical teach.Credits earnedare onthe un Engineering. dergraduatelevel(similar to the"fifth To attain the Degree 144 credit year" in the United States) hours are required. The following degrees are offered: Special Diploma of Educationa two-year Bachelor's in Civil Engineering postgraduate program.Applicants must Bachelor's in Electrical Engineering haveearnedtheGeneralDiplomain Bachelor's in Mechanical Engineering Education of the B.A./B.Sc. in a faculty Special Note: combined withEducation.12 semester The Faculty of Engineering opened in the 1975-76 units 5 or 6 courses are required; credits ear- academic year. A total of 100 students enrolled; 88 males ned are considered to be at the graduate and 12 females. The first semester curriculum is a required level. preparatory semester consisting of 15units intensive Grade Distribution for those who passed in 1974-75. English, 3 unitsscienceorientation,and4units 3% Excel lent engineering orientation. However, these 22 units do not Very Good 143% carry degree credit. The first two years arc general science Good 355% and engineering courses common toallengineering Pass 472% majors. Whereas the third year students choose an area of Faculty of Science includes the Departments of Botany, specializationNormally, the curriculum is five years in Chemistry, Geology, Mathematics, Microbiology, length. Biochemistry Physics, and Zoology The Faculty of Law and Islamic Doctrine (Shan'a) in- To attain the Bachelor of Science degree 137 credit cludes the Departments of Shari'a and Islamic Studies, hours are required Private Law, Public Law, Penal Law, and International The following degrees are commonly offered: Law. Bachelor of ScienceGeneral is awarded in each of the To attain the and Islamic , above, and in Mathematical Statistics, Pure Mathematics, 120 credit hours are required. Applied Mathematics Bachelor of ScienceSpecial is awarded in sarne fields as the B.Sc.General whenstudentsspecializemore narrowly. To qualify, a student in first two years must score "Very Good" in the area of specialization, and a "Good" overall The student must earn at least "good" in his third year, and atleast "pass" in his fourth to receive the Special degree Otherwise, he receives the General degree Bachelor of Science and Education in Pure and Applied Mathematics, Physics and Chemistry, Botany and Zoology, Chemistry and Geologyare acombinationdegree possibiliteis with these departments and the Department of Education in the Faculty of Arts. The first two years con- sist of general education with the last two introducing education courses. Approximate Grade distribution for those who passed in 1974-75 Excellent 5% Very Good 10% Good 50% 56 6t TABLE IV KUWAIT UNIVERSITY ENROLLMENT

Faculty and 1976-1977 1974-1975 1973.1974 Class Level Males Females Total Males FemalesTotpl Males Females Total Science 779 1,055 1,04 335 278 613 First Year 430 654 1,084 96 116 212 Second Year 333 545 878 52 70 122 Third Year 261 388 649 35 39 74 Fourth Year 20 21 41 14 17 31 'Masters 20 3 23 19 3 22 Diploma 4 2 6 5 2 7 (Ph.D.) 1,847 2,668 4,515 556 , 525 1,081 Arts and Education First Year 206 529 735 140 471 611 Second Year 115 351 466 98 273 371 Third Year 95 285 380 71 204 275 Fourth Year 66 191 257 42 168 210 Masters 78 54 132 55 26 81 Diploma 152 64 216 146 48 194 (Ph.D.) 7 2 9 9 4 13 Law and Shari'a 709 1,476 2,185 561 194 1,755 First Year Second Year 62 36 98 65 33 98 Third Year 40 18 58 23 29 52 Fourth Year 25 30 55 32 32 64 Masters 34 29 63 29 14 43 Diploma - (Ph.D.) 61 13 74 .87 10 97 Commerce 223 126 349 237 118 355 First Year Second Year 178 195 373 380 330 710 Third Year 174 164 338 380 330 710 Fourth Year 126 122 248 90 93 183 Masters 105 101 206 108 90 198 Diploma 21 4 25 7 - 7 (Ph.D.) 13 13 54 3 57 Engineering . First Year 88 12 100 617 586 1,203 639 516 1,155

60 57 physiotherapy, physical fitness and other facilities to meet POST-SECONDARY the needs of the handicapped including the blind, the TECHNICAL SCHOOLS deaf, the hard- of hearing, the mentally or emotionally retarded, or the paralytic. The institute follows the day school system, with local residents provided free daily tran- Students holding theTechnical Secondary Certificateor sportation. Full integration of these pupils is a distinct may enter one of theCommercial Secondary Certificate possibility as the best of the blind students, equipped with the following programs. tape recorders and braille writers, are able to attend the The Health Institue for Girlswas established to alleviate regular elementary, intermediate, and secondary schools the professional nursing shortage in Kuwait. Students together with sighted pupils. A successful job placement completing this program are prepared as mid-level nurses bureau exists whereby allgraduates of the1971-72 Graduates from this Institute receive a diploma and are vocational rehabilitation institute were fully employed employed in their professional nursing specialization. with the government. The Kuwait Commercial Instituteconsists of two dis- The Arab Planning Institute,originally called the tinct institutes in Kuwait, one for girls and one for boys. Kuwait Planning Institute, was established in January Students specialize in such areas as computer program- 1966 by the government of Kuwait with assistance from ming, accounting, clerical, secretarial, banking and in- the United Nations Development Program. At present the surance Graduates from the institute receive a diploma Arab Planning Institute is financially supported by the andare employedin theirrespectivecommercial governments of the Arab States. The Institute provides specialization. training for specialists and officials in government agencies The Kuwait Applied Technology Instituteis a two-year and institutions responsiblefor economic and social Institute scheduled to open during the academic year developmental planning. Students are, eligible to attend 1976-77 Male students preenting theSecondary Cer theninemonthcourseprovided they have a four year tificateare eligible for advanced study in electronics and university degree and are presently working in industry or chemicalengineering, civil electrical engineering, government. HOWCIT shorter certificate programs are also engineering.and mechanical engineeringGraduates availabletomid-levelmanagementpersonnel.Ap- receive a diploma proximately 40 students v,ere enrolled in the diploma program in 1975. TEACHER TRAINING INSTITUTES KUWAIT PLACEMENT

There are two post - secondary teacher training institues, RECOMMENDATIONS one for girls and one for boys. Since 1973 all students en- tering the Teacher Training Institutes must hold Kuwaiti I. English Proficiency Recommendation citizenship, obtain a score of 55 % on theGeneral Secon- It is strongly recommended that all applicants from dary Education Certificateand pass a personal interview. Kuwait present proof of adequate proficiency in Students completing the two year program are eligible to English- based upon acceptable standardized tests teach at the primary school level. such as TOEFL. II. Primary, Intermediate, and Secondary School Ad. OTHER TYPES OF SCHOOLS MiLflOn It is recommended that students at this level be ad- level. Other Institutes in Kuwait have been developed by in- mitted to theircorresponding grade Evaluation of subject deficiencies should be deter- dustry and the Ministries to train their employees. Among mined in accordance with the individual U.S. in- theseInstitutes are The PolytechnicInstitute, Water Resources Institute, and Tele-Communications Institute, stitutions' curriculum. and the Agriculture Institute. In Freshman Admission Upon completion of the training period students are Students who have been awarded theGeneral Secon- awarded a certificate. dary Education Certificate,with a grade of 60% Special Educationwas implemented in Kuwait in 1955 either in the literary or the scientific section, may be At that time 36 boys were enrolled. By 1973-74 the considered for freshman admission in a field ap- enrollment was 1,964. including 470 students from other propriate to their background. Arab countries. The institute provides education for all Students who have been awarded theReligious handicapped children beginning at age 5, and assists them Secondary Certificatewith a grade of at least 60% in reaching "a full realizaton of their capabilities." The may be considered for freshman admission in a field Collective Institute for Special Education isone large com- appropriate to their background. plex with current equipment for vocational training, Students who have earned theTechnicalor Com- 58 6 menial Secondary Certificate with a grade of "Very program with the possiblity of transfer creditbeing Good" may be considered for freshman admission awardedinaccordance withthe admitting in- in specialized technical fields of study appropriate to stitution's policy. their background. Consideration for admission to VI Arallilanning Institute (formerly Kuwait Planning traditional academic programs is not recommended Institute) Students who have earned a grade of "Very Students who completed work at the Arab Planning Good" on the Diploma from the secondary-level Institute and who are seeking admission toa Teachers Training Institute, prior to 1972 may be graduate program in the United States should be considered for freshman admission ina related considered on the basis of performance in their un- education program of study dergraduate degree program. Itis therefore sug- gested that graduate level transfer credit for courses IV. Undergraduate AdmissionAdvanced Stand- or work completed at A.P.I.awarded on course-by- ing/Transfer Credit . Under the old system prior to 1975 (prior to 1973 for course basis in accordance withthe admitting in- the Faculty of Commerce, Economics, and Political stitution's policy. Science). students at Kuwait -University who have earned a yearly general grade of "Good" may be VII.Other specialized schools is recommended that students completing a considered for admission and may be granted trans- It program at a specialized institute notunder the fer credit on a course-by-course basis. jurisdiction of the Ministry of Education should not Under the new system, students from Kuwait be considered for freshman, admission noreligible University who have earned a cumulative average of for transfer credit. 4 00 (C+ on a 9.0 scale) may be considered for ad- mission and may be awarded transfer credit on a course-by-course basis. Students who have received the Diploma from the post-secondary Kuwait Commercial Institutes may be considered for admission to an undergraduate BIBLIOGRAPHY program in a related field, providedthey have an Clark, Dcan 0. and Robert Anton Mertz. CoastalCoun- overall grade of "Very Good," with the possibility tries of the Arab Penninsula. World EducationSeries. to validate any credit according tothe receiving in- Washington D.C.: American Association of Collegiate stitution's policy. Registrars and Admissions Officers, 1974 Students under the new system (after 1972), who have received the Diploma from the post-secondary Mallakh El, Ragaei. Economic Development a--/ Regional Teachers' Training Institutes with an overall gradeof Cooperation. Chicago, Illinois: Center for Middleastern "Good" may be considered for admission And Un vStuches,iersity of Chicago, 1970 awarded up to 30 semester units of transfer credit t on a course-by-course-basis Polk, William R The United States and The Arab World (revised edition) Cambridge. Harvard University Press, V Graduate Admiicion 1969 Students with a Bachelor of Arts/Science degree from Kuwait University who have obtained a degree Trevelyan, HumphreyThe Middle East Revelation. grade of "Very Good" may be considered for' ad- Boston, Massachusetts: Gambit, Inc , 1970 mission to programs at the graduate level It is recommended that all students fromKuwait Yale,William TheNear East-AModern History University who have completed graduate courses be (Revised) Ann Arbor, Michigan: University of Michigan considered for admission to a beginning graduate Press, 1968

59 6 i rrq

SAUDI ARABIA

6. Med. YRIA Sea

IRAN

,..

Persian AR Gulf

TRUCIAL STAT S

,

60 . 6 3 , I H.R. H. Prince Paisal ibn Abdulaziz ibn Faisal, SAUDI ARABIA Director General for External Relations and Missions Abroad COUNTRY TEAM H R. H Prince Mohammad Al-Abdalla Al-Faisal Assistant Deputy Minister for Administrative Affairs Chairperson: Johnny K. Johnson Director, Graduate Admissions Dr. Ibrahim Abbas Natto University of Kentucky Director of Center for Statistical Data and Educational Documentation, Ministry of EducatiOn

Kathleen Brusick .. International Student Counselor Mr Saad Abu-Muti, Montgomery Community College Director General, Elementary Education Ministry of Education Eunice Hoffman Student Admissions Examiner H Mr. Othman AI -Ahmad University of Wisconsin-Madison Director General of Examinations Ministry of Education Gary W. Hopkins International Student Admissions Officer Mr. Mohammad Al-Ameel, University of Delaware Director General Intermediate Education, Ministry of Education Marguerite Marks Admissions OfficerForeign Students H.E. Dr. Abdulaziz Al-Fadda Portland State University Rector, University of Riyadh

Duchess Mills Ms Saud AI -Fatih Foreign Student Advisor Dean, Girls' College of Education, Riyadh Midlands Technical College Dr. All Al-Khalaf Inez Sepmeyer, Observer Dean of Graduate College Administrative Services Officer, Admissions Office University of Petroleum and Minerals, Dhahran University of California at Los Angeles H E. Dr Abdullah Al-Nafic, Vice-Rector, University of Riyadh Lee Thompson, Observer NAFSA Community Section Chairperson-Elect Mr. Qascm A. Alority Boulder, Colorado Assistant to Supervisor of Vocational Training Center, Dammam

Ms Fadia Al-Salch Principal of Administration IN-COUNTRY RESOURCES Girls' College of Education, Riyadh

Listed below are the individuals who not only hosted us Mr Youscf Salch Al-Saif most graciously during our stay in the Kingdom but also Advisor for Educational Planning without whose knowledge and candor in providing us with Ministry of Education complete and current information, the task of completing this document would have been impossible(John Dr Mohammad Al-Tawail Johnson, Chairman) "Director General .., Executive Development Programs and Acting Director, Pre-service H E Dr Abdulaziz Al-Khuwaitet Training Programs, Institue of Minister of Education Public Administration

H R H Prince Khalid ibn Fand :bn Khalid Mr Abdulrahman Al-Tunsi Deputy Minister of Education for Director General Educational and Administrative Affairs Al-Thaght Model Schools, Jeddah 61 6 3 Mr Abdalla Al-Zamil Dr Montazer Hakim Director General Registrar, King Abdulaziz University, Jeddah Vocational Education, Ministry of Education Mrs SehamHassoun Mr Faud Angawi Supervisor, General Directorate of Girls Education Director, Public Relations King Abdulaziz University in Jeddah Ms Madam Hatlani Registrar, Girls College of Education, Riyadh Dr Saleh A Athol, Acting Dean, College of Engineering Mt. Norman K. Hester University of Riyadh Registrar, University of Petroleum and Minerals, Dhahran

Dr. Hamoud Al-Badr Dr. Saleh T. Izmirily Registrar, University of Riyadh Dean, College of Education I' University of Riyadh H E Dr Bakr Abdullah Bakr Rector, Unviersity of Petroleum and Dr. Saud Al-Jammaz Minerals in'Dhahran Director General, Curriculum and Itc search of Educational Media and Mr Salch Bawazeer Acting Director General, Secondary Assistant Cultural Attache, Education, Ministry of Education Saudi Arabian Educational Mission Houston, Texas Mr. Ahmed Al-kahaili, Director, Budgeting and Planning Acting Director Organization and Management Unit Mr C Edward Bernier Ministry of Education Cultural Affairs Officer and Director English Language Center, Riyadh Mr :Khalid Kremly, Director General, Teacher Training Mr. Jawad Bukimnan Ministry of Education Director of Public Relations . University of Petroleum and Minerals, Dhahran Dr Saleh Al-Malek Islamic University of Imam Dr Fand Al-Dakhil Muhammad Ibn Sa'ud, Riyadh Dean of Engineering University of Petroleum and Minerals Mr. Abdulrahman Mazi , Head of Department of Statistical Data Dr Robert L Darscv, Data Center, Ministry of Education Manpower and Education Programs U S -Saudi Arabian Joint Commission Dr. Mohammad Mutabagani on Economic Cooperation, Riyadh Director General, Technical Education Ministry of Education Mr Abdulaziz Al-Dokhi Director of External Relations Department Dr Mohammad Zaiyan Omar Ministry of Education Dean of Faculty of Arts and Humanities King Abdulaziz University, Jeddah Mr. Abdulaziz Al-Ghaith Head of Statistical Research Section, Data Center Mr Abdullah Rady-Al-Deligan Ministry of Education Supervisor of Vocational Training Center, Dammam

Dr Abdulaziz Al-Gwaiz Mr. Rashi Ali Al-Rukaiba Dean of Sciences Acting Headmaster University of Petroleum and Minerals, Dhahran Dammam Secondary School

Mr. Mohammad Abdul Hadi Dr. Khalid Al-Saif As-astinr Director of Education Supervisor of Academic Affairs Dammam Educational District King Faisal University 62 70 ;SAUDI ARABIAN EDUCATIONAL SYSTEM AGE26 GRADE 21 232425 201819 HIGHER EDUCATION GRADUATE 2122 1617 HIGHER EDUCATION HIGH E 201819 131514 UNDERGRADUATE TEACHER PRE-SERVICE/IN-SERVICE TECHNICALINSTITUTE 1617 1112 SECONDARYRELIGIOUS SECONDARY GENERAL TRAINING PROGRAMS ELEMENTARYSECONDARY TEACHER INSTITUTE INDUSTRIALSECONDARY COMMERCIALSECONDARY AGRICULTURALSECONDARYINSTITUTES 131415 10 89 INTERMEDIATE RELIGIOUSINSTITUTE LEVEL TRAINING GENERAL INTERMEDIATE LEVEL INSTITUTES INSTITUTES (OPEN TO ALL) 101112 567 INSTITUTES 897 423 GENERAL PRIMARY LEVEL 56 1 KINDERGARTEN Mr SA leh AlBaker mmonts of about 100,000, mostly in the Eastern (al -Hasa) Director General. Assima Model Shim!. Riyadh province

Mr Abdulaziz Taher Eihnte ComPoititon The great majority of the Saudis Supervisor of English (about 90%1 are descendants of the Arabian tribes which Ministry of Education, Eastern Zone Offi«. occupied the peninsula in ancient times However. more than two million non-Saudis arc living in the country Mr Mustafa Taysseer Educational Technical Center HISTORY OF EDUCATION King Abdulaziz University Formal education in the area. now comprising Saudi H E Dr Abdul la Al.Turki Arabia, was for centuries conducted entirely auording to Vice Rector IslamictraditionInstruction was receivedin kuttabs Islamic University of Imam (Islamic elementary schools) which were located in or near Muhammad Ibn Sa'ud, Riyadh the Mosque The local :man (religious leader) was the teacher and children memorized the Koran and were Mr Faisal Zedan taught Islamic traditions and elementary reading and Director of Admissions and Assistant Registrar writing. Education beyond the elementary level in the King Abdulam University. Jeddah earliest times, was available to only a small percentage of the male population. H E Dr Mohammad Omar Zubair Modern elementary schools were introduced in 1926, Vice Rector and Acting Rector when King Abdul Aziz Ibn Saud united the former desert King Abdulaziz University, Jeddah sheikdoms and warring tribes into thsKingdom of Saudi Finally, a special note of thanks is extended to Mr Ab- Arabia(so named in1932) King Abdul Aziz, saw dulaziz Mangour, Cultural Attache, and Mr Ghazi Ab- education as having a high priority. However, given the dul-Jawad,Assistant Cultural Attache, Saudi Arabian nomadic character of the people, the Whahbbi Islamic Educational Mission, Houston. Texas, who served as our movement with its puritanical thrust, as well as the for- liaison prior to departure They assisted us by obtaining bidding geographic nature of the land, change Lame copies of dissertations and publications on Saudi Arabia, slowly.. and were consulted upon our return to assist in clarifying There were still only 38,000 students enrolled at the our sometimes conflicting notes elementary level, .1200 in secondary schools, and a few hundred receiving higher education abroad by 1952. Gradually, however, the oil industry expanded, providing thenecessarymonetarybase upon which apublic education system could be established. The Ministry of THE COUNTRY AND ITS Education was established in 1953 and education at all PEOPLE levels was declared free and open to all. However, women did' nothaveaccesstopublic Location. The Kingdom of Saudi Arabia comprises a large education beyond the elementary level until 1960. It was portion of the Arabian peninsula in southwest AsiaIt is in that year that the Directorate General of Girls' Schools _bordered on the north by Jordan lid Iraq, on the nor- was established under the Grand Mufti, who was the theast by Kuwait; on the cast by the Arabian/Persian gulf, leader of the ulema (body of Islamic scholars) and chief and the Arab Emirates, on the south by the judge of the country. Girls' public eduCation has ex- Sultanate of Oman and the People's Republic of South panded rapidly since 1960. The fact that there arc often Ycmcn; on the southwest by Ycmcn; and on the west by three times as many applicants as available positions, the Red Sea and the Gulf of Aqaba The southern and illustrates the need for even further expansion in this area,. southeastern frontiers of "Saudi Arabia ate not precisely Even withthe advent of the pre-fabricatedschool defined, whereas two neutral zones on the northeast bor- building, a labor shortage still makes it difficult to keep up der arc administered jointly with Iraq and Kuwait with the immense demand for educational space. Size. 865,000 square miles The first use of television in Saudi Arabia was seen in Official Language: Arabic 1960 Despite the age-old Islamic prohibition of presen- Major Subdtvtlions. 5 provinces tation of the human or any living form, televisionis Population 7 million (official government figure) utilized in a widespread fashion for the dissemination of Reltgtons The overwhelming majority of the population public information and the eradication of illiteracy. Over arc Sunni Muslims The dominant sectis Wahhabism, the objections of the religious conservatives, women an- which is a puritanical Islamic reform movement In ad- nouncers arc being employed. dition to the orthodox Muslims, there is a small Shia The Ministry of Education's first Five Year Plan (1970- 64 7 2 74) proposed411( I1 iittreasing aci essibility of education to one secondary); and an evaluation of the kindergarten all groups, (2) combating the htgh failure rate ,at all levels system. by improving the curricula and teacher preparation, (3) "Non-education"projectsincludenotonlythe removing illiteracy over a 20 year period; and, (4) making establishment of new and the expansion of existing full use of radio and television in the areas of education museums in the Kingdom, but also the provision of all and information dissemination. elementaryschoolchildrenwithahot noon meal These objective's were to be realized at the primary level (estimated cost is $'70 million per year). by (1) increasing the male student enrollment by 55% and Adult education is extremely popular for its intrinsic the female enrollment by 95%; (2) absorbing no less than value. However, an additional extrinsic incentive etists 90% of the total six year old age group (both girls and that pays 500 Saudi Riyals (about ;165) to each person boys) into the primary schools; (3) increasing primary who completes high school. school construction by 11%, and, (4) developing the Although change came slowly in Saudi Arabia, one can school nutrition program (free meals and health care for all only marvel at the accomplishments of the Saudi govern- students) ment and its people in the last 20 years. As will be seen in At the intermediate level, plans called for absorbing no the other sections of this report, the movement continues, less than 55% of the students successfully completing their not without keeping in mind, however., its unique position primary education and extending the intermediate of- as the seat of Islam: "Members of the Islamic c)mmunity ferings to include vocational training. do not separate the spiritual from the temporal; everything The secondary level plans called for absorbing 50% of itsociety is believed to part' ke of the religious essence, those who successfully completed theirintermediate and all elements of society are part of the collectivity of education, and "endeavoring to establish a correspon- Islam." dence between the number of graduates of secondary schools and that of The possible admission of the univer- sities and institutes of higher learning OVERVIEW OF PRIMARY, IN- Specific sections of the first Five Year Plan (1970-74) were also devoted to teacher training and technical TERMEDIATE, SECONDARY, education Finally, particular attention was given to the in- AND TECHNICAL surance of qualityeducationthroughloweringthe student-teacher ratio and through improving audio-visual EDUCATION aids, curriculum development and teacher preparation. The reliance on foreign nationals to fill manpower needs Education in Saudi Arabia is available to all who wish to at all levels will decline as trained Saudis enter the labor attend, but is not compulsory at any levelIt consists of six force years of primary education, three years of intermediate Space does not permit an in-depth evaluation of the first education, and three years of secondary education. Educa- Five Year Plan, but suffice it to say that many of the goals tion for males and females is completely-separate in its ad- have been achieved ahead of schedule while others have ministration,facilities,and instruction. However, the been refined and are part of the second Five Year Plan curriculum and textbooks,prescribed by the central (1975-79) authoritiesatalllevelsfor both sexes,are uniform Thirty-seven major educational programs are to be im- throughout the Kingdom. Textbooks and other school plemented by the end of the second Five Year Plan. materials are also provided to students free of charge. These programsincludethefollowing:curricular Students at certain levels also receive monthly stipends to changes at all levels, increased utilization of audio-visual encourage them to persue an education. aids in teaching Arabic and other languages; changes in The Ministry of Education supervises education for theexaminationsystem(withemphasis ondecen- males,whiletheGeneralPresidencyfor Women's tralization, quizzes,takehomeexams,objective Education, previously known as the Directorate of Girls' testing); teacher training and upgrading; educational ad- Education, administers education for females. Inspectors ministrator training programs; adoption of the credit in each district maintain the quality of instruction and ad- hour/unit system; the establishment of over 500 English ministration via personal visits to the schools, language laboratories; a pilot comprehensive secondary During the academic year 1974-7), it was estimated that school; an evaluation of the lower vocational system; a 73% of all school age males were attending primary study of non-enrolled (external) students; programs for through secondary level (academic stream) schools. For slow learners and drop outs, the establishment of three ex- that year it was further estimated that 80% of the total perimental schools (one elementary, one intermediate, population of boys aged six and seven were enrolled in primary school. In planning new facilities the major focus has been on enrolling children at the ages of six and seven. Espectally critical is the shortage of qualified Saudi teachers only one- half of the elementary and one quarter of the intermediate and secondary teachen are Saudi national Walpole. p 106 65 7 d The following infornution is taken from an 'article en- In the sections that follow, education for males and titled, "Saudi Arabia's Second Five-Year Plan Highlights females at the primary, intermediate and secondary school of the Plan" published in the Saudi Economic Survey, levels will be discussed separately September 17, 1975 PrimaryEducation for Boys The impressive development of edui anon in The six year primary cycle is offered for boys aged six the Kingdom during the first plan period can through twelve. During the academic wear 1974-75,' be measured mainly in quantitative terms as 411,174 boys were enrolled at the primary level, in public expansion of the school system reduced the and private schools. A majority of the children receive no backlog of demands for education. The stage is education beyond the primary level because of a coin- nowsettoachieveuniversalelementary mime examination system and limited educational education for,boys and for as many girls as can facilities. A massive building program which opened 400 be reached through the girls school system. new schools in the school year 1975-76. The enrollment of boys in general elementary The curriculumconsistsof thefollowing:Arabic schools is forecast at 677,500 in 1400 (1980), language, Islamic studies, history, geography, science, compared with 401,300.at the end of the first mathematics, art, and physical education. In the model plan The enrollment of girls will be 353,400 schools. English is introduced either at the first or the compared with 214,000 fourth year depending on the school. However, in the ma- A program of continued expansion at the jority of the schools, there is no English instruction at the post-elementary level will assure opportunities primary level. for all students to continue their education Students in grades 'one and two meet 32 periods per through the secondary level. Planned week, for 45 minutes per pciod. Students in grades three enrollments in general post-elementary will in- through six meet 35 class periods per week. The'S day crease from 99,300 at the first plail to 179,200 in 1400 (1980) for boys and from 46,200 to school week observes Thursday and Friday as the days of 100,700 for girls. Planned developments for rest and prayer.

general,highereducationwillcoverall There are final examinations during the last three weeks qualified secondary-school graduates. At this of each academic year, even in the earliest grades. The level,the number of students c..roiledis student must pass thesetestsinallsubjectsbefore forecast at 31,900 in 1400 (19bu), compared promotion to the next grade can be achieved. If a student with 11,900 at the beginning of the plan. fails a subject, a "re-test" of the entire examination is per- mitted at the end of the summer vacation. If at that time The educational system from primary through secondary the student fails a subject again, the entire year must be school is highly elitist During the academic year 1974-75, repeated. A "pass" in the final examination at the end of enrollment at the primary level in all schools, public and the sixth year, normally,at the age of twelve or thirteen, private and for both boys and girls, represented 78% of compleserthe requirements for theGeneral Elementary the total school enrollment of grades one through twelve. School-Certificate.During the academic year 1974-75, ap- The enrollment at the4ntermediate level represented 20% proximately 85% of those .idents taking the sixth year of the total for both boys and girls whereas the enrollment examination passed and therefore were eligible to continue at the secondary lei,e1 represented 2% of the total. The to the Intermediate phase. graphic illustrations below show this data. The data for "males only" versus "females only," for public schools, is Intermediate Education for Boys also shown. Consideration for admission to the three year in- . MALES & FEMALES MALES ONLY FEMALES ONLY ° PUBLIC & PRIVATE SCHOOLS PUBLIC SCHOOLS PUBLIC SCHOOLS

SECONDARY SECONDARY SECONDARY 66 74 termcdi.,tc phase is 11111111'd to slildellIS 1010 possess tile educational system Therefore, low scores earned in such General Flernntan W,00l l et-P/1(db. and who are the examinations by Saudi students may not indicate lackof betterqualified students as determined be the academic ability but rather may reflect lack of experience examination scores at the end of the sixth year of the with themFinally, it should be ieinembered that Saudi pr mere cycl During the academic sear 1974--5, 80.71' secondary students, male and female are an academically boyswereenrolledtopublicintermediate sc pools elite pimp Enrollmentinboth public and private intermediate However, acwrding to the most recent Bi-Annual schools represents 18% at the final school enroillment for Report of the Ministry of Education at the end of the boys in grades one through twelve The intermediate cycle Dieihoryah (12th year) cxamination,\89 7 % of students preparesstudentsto continuforgeneralsecondary of the literary stream passed and 77 5% of those in the educ anon, teacher training, and technical education scientific stream passed The curriculumconsists of the following subjects Arabic language,!shrillsstudies,Englishlanguage, GRADES OF THOSE WHO PASSED' (at 50 percent or mathematics, history and geography, general science, in- higher) dustrial arts, and physical education There are 36 class periods per week, each 5 minutes in length The school 5% received "xcellent" 90.100% rear, i8 weeks long. offers final examinations attheend of 35% received "Very Good'' 80-89% each sear Those who pass the examination at the end of 40% received "Good" 70-79% the ninth year are awarded the intermediate School Cer 20% received "'Pass" 50-69% fifitate Education for Girls Secondary Wu, Joon /or 110)1 There was no public education for girls in the Kingdom Students who wish to continue their education have the prior to1960. Only private schools add tutors were option of entering a teacher- training institute, (discussed available for the daughters of the wealthy Many Saudis biter), a general secondary school, or an institute in the opPiiSed 'King Faisal's plans for female education, fearing . area of technical education that it would disrupt the traditional Saydi way of life. The most acaderm;alls -qualified students go to the Female education has become an enormous success, general secondary school Since the Intermediate School viewed now as a vital government service Examinations are .so selective 5% of all male students in Education for females is organized on the same "6-3-3" the Kingdom were enrolled in secondary schools in the basis as education for boys. Although the curriculitcnis academic year 1974-75 Teaching in these schools is by the similar, schools are strictly segregated by sex. All female leucite/ recitation method and competition among secon- schools are surrounded by high walls to prevent males from dary students is very keen entering. Free school bus transportation is alsoprovided In the first sear of secondary school all students have a for females, who wear traditional vels to and from school «minion curriculumit consists of Arabic, Islamic studies, once they come of age. English, geography and history, mathematics (algebra and In the elementary schools, subjects and length of study geometry) and physical education are the sime as for boys, as is the case at theintermediate At the end of the first year of the secondary school, level At the secondary level on the other hand, females do students are di% tiled into the scientific and literary streams not have physical education, but do have home economics, A student coring 60% on allfirst-year subjects may including needlework and child care. Females also have choose either the scientific or the literary stream. However. the same yearly examinations allowing them the same op- students storing less than 60% have only the literary portunity to earn the elementary, intermediate, and secon- stream as an option dary certificates. Students in the second and third years of the literary In the 1974-75 school year, 223,304 girls were enrolled stream study the following subjects.Arabic,Islamic in public primary schools, 38,514 at theintermediate studies, English, geography and history, sociology and level, and 10,206 at the secondary level. This "pyramid ef- psychology. Those in the scientific stream study Arabic, fect" is causedbyseveralreasonstherestrictive Islamic studies. English, algebra, statistics, plane and solid examination system, which requires thatthe student geometry, analytical geometry. physics, chemistry,and qualify by examination to enter the next level; the biology traditional early age of marriage, (14 years of age, married females arc allowed to continue but many choose to drop The end of the third year presents students with the op- out of school); and, the fact that professionalemployment portunity to sit for the national secondary examination, for women in Saudi Arabia is largely limited to teaching in the results of which count 70% toward the General Secon- a female school or college, or to entering themedical daryCertificate The other i0% isdetermined by profession classroom performance Allexaminations arc comprisedofsubstantive discussion questions Saudi students are not accustomed to 'information on total number or relative percentage of populationwho objectivetests suchasthose usedinthe American failed, unavailable 67 7J EXAMPLE OF ACTUAL ,GENERAL SECONDARY EDUCATION CERTIFICATE EXAMINATION (LITERARY SECTION)

Kingdom of Saudi Arabia MINISTRY OF EDUCATION Directorate General of Examinations GEITRAL SECOND:.2Y EDUCATION CERTIFICATE EXAMNATIO/ ti%, LITERARY SECTION 1393/1394 A.H. - 1973/1974 aZ.

MO1101111111114INHM komasomewas

1. Student's Name: 2. Name of the Secondary School: AL MBAR SHCONDART SCHOOL 3, Nationality: SAUDI 4, Date & Place of Birth: 12/2/13761. (1956) AL JEBAIL $, Date of Success in Intermediate Education Certificate Examination: 1390 /1391 A.H. Corresponding to 1970 /1971 A.D.

Marks Remarks Subjects Max. Min. Obtained 411P411. 411MW.111.1.10,110. Religion 100 50 051 Arabic Language .Composition 100 50 661 z o . Reading 100 50 H 80 S4 . Literature & Texts 100 50 671 -4 Criticism & Rhetoric 100 50 831 . Grammar 100 50 I 57 Social Studies History 100 50 781 i . Geography 100 50 70

.. Psychology 100 50 791 w Sociology 0100 50 671 English Language (§; 100 50 691 Total 1100 550 raj cti Physical Education 100 Conduct 15 Attendance 15

Grand Total 1230 550

Entered by: (Signed) Dictated by: (Signed) Revised by: (Signed) He'd of Control Committee: (Signed) .1M04.11. *g.B. The Translation Dept. is responsible only for the translation.

/ Director of Statistics, Research & Director of Educational Documents Unit Examinations N.1.1-

Deputy Minister of Education for jbrahim A. Natto Educational & Aclmiaistrative Affairs. mechanics, Private Education fabrication, carpentry, automotive Privateeducation, pre - primary through secondary, refrigeration, general mechanics, electronics, radio and operates under the direct supervision of the PrivateSchool television, printing, hair dressing, tailoring, and con- Education Department of the Ministry of Education for struction.Upon completion of the eighteen month and males, andtheGeneralPresidencyforWomen's program, comprised of 25% theoretical instruction Education for females. The majority of kindergartens in 75% practical instruction, the students engage in atleast practical training the Kingdom are privateMonetary and other assistance is six months of evaluative on-the-job provided to the private schools by the public sector The before the Vocational Training Center Certificate is awAr- curriculum must conform to the prescribed curriculum of- ded Graduates are absorbed quickly into the labor market fered in the public schools However, additional subjects and are highly paid. may also be offered In order to be admitted to a Vocational Training Center There are several international schools, some following the student must: 1) be between 18 and 30 years of age; 2) five doe American curriculum. Only non-Islamic students may be a Saudi citizen; 3) have completed a minimum of awritten attend due to the fact that no instruction in Islamic studies tosixyears of primary school;4)pass is offered. Coeducation exists at theAmerican schools in examination; 5) have a personal interview; and, 6) submit Riyadh, Dhahran, and Jeddah. a medical form. Upon completionof the eighteen-month training period, a few excellent students are selected to at- tend the TrainingCenter for Supervisors. Upon com- pletion, they can be sent to the United States, Great Special Education Britain or Germany for further training, and subsequently Special educationis concerned with thewelfare of school-aged handicapped citizens who are deaf, blind, or return to Saudi Arabia as first-classinstructors. The United Training mentally retardedThere are separate institutions for States has a contract pending with the Vocational males and females which provide educational services at Centers to assist in an advisory capacity. The contract in- the elementary through secondary levels,along with cludes the installation of closed-circuit televisions as an in- rehabilitation and social welfare services. In the academic structional tool. year 1974-75 there were 243females and 1541 males enrolled in special education schools Industrial Training Institutes Industrial Training Institutes at the secondary level provide preparation of technicians for various mechanical and electrical vocations. Institutes are located at Hofuf, Adult Education , Riyadh, and Jeddah, with four new centers Literacy programs for adults are conducted for both men opened at Abha, Taif, Onaza, and Dammam, in the Fall and women under the supervision of theMinistry of Classes are separate by sex with classes for of 1975. Education The instruction at the institutes is 34% theoretical, in- females held in the afternoon while classes for males are cluding math, physics, chemistry, Arabic and English; held in the evening. During the academic year 1974-75, 66% of the instruction is practical. There are three areas of 24,622 females and 75,051 males were enrolled inadult specializationthe Mechanics Department, including education programsIt is possible for the adult to earn metalmechanics and machinetoolmechanics;the primary, intermediate, and secondarycertificates through AutomotiveDepartment, includingautomotive full use of this alternative system Students whocomplete mechanics and automotive electricity;theElectricity the primary certificate are awarded 500Riyals ($165) Department, including electrical installations and electro- Regular public school facilities are used for these classes \ mechanics. 'and adult education instructors are paid extrasalary for their work After the first two years in a secondary Industrial Training Institute a few of the better students are selected 1 \Technical Education to continue for two extra years ofpreparation during which is practical. The objective of education in the vocational training 66% of the instruction is theoretical and 34% The final two years of the cycle is known as theTechnical center is to produce a workerwho knows how to "work with his hands In the Fall of 1975 there were nine Institute. nearly vocational training centers located in Riyadh,Jeddah, Upon completion lf thethreeyearcycle, Ministry of Dammam, AI-Jawf, Abha, Qasiar, Medina, Hail, and 90% of the graduates are employed by the Ahsa They are under the supervision of the Ministryof Defense. Labor The centers have a campus and include numerous Students who complete the four year cycle and graduate from a Technical Institute are eligible to continue on to a large shop facilities stocked with modern equipment. Fifteen programs of eighteen months each areoffered Higher Technical Teacher Training Institute or they may tocolleges of applied New programs are announced every three months.The be consideredforadmission programs include welding,plumbing. electriciansin- engineering such as the University of Petroleum and stallationoption.electricians--repairoption,metal Minerals 69 7i ...... i Commerce Instituter There is the possibility for graduates of these Institutes to The objective of education at the three year secondary continue to Higher Education. During the academic year Commerce Institutes is to prepare students to fill the 1974-75 the enrollment was 1,170 students. The Com- financial, commercial, and clerical manpower needs of merce Institutes arc under the supervision of the Ministry various government ministries, other organizations and of Education. There is also a Higher Institute for Financial companies, and banks. In the academic year 1974-75 there and Commercial Sciences which was set up in Riyadh in were eight Commerce Institutes, including five day com- the 1975-76 academic year. merce secondary schools at Jeddah, Riyadh, and Dam- Agricultural Institutes mam The program offered includes the general subjects Three Agricultu Istitutesat the three-year secondary of Arabic,English,and Economic Geography. The level arc planned at Abha, Jayzan and Hofuf. Bids have technical commercial subjects include Accounting and beeninvitedfortileestablishmentofatechnical Bookkeeping, Business and Secretarial Studies, Financial agricultural institute in Buraydah. andCommercial Mathematicss,Correspondence in Agricultural programs arc still in the planning stage. English, Economics, plus Arabic and English Typewriting However, the first program is to open in the Fall of 1976 at The instruction is 83% theoretical and 17% practical: Ho fu f.

ENROLLMENT DATA PUBLIC GOVERNMENT SCHOOLS 1974.75 SCHOOL YEAR'

Type of Education Male Female Total Kindergarten 1,102 1,102 Primary 391,405' 223,304 614,709 Intermediate 80,717 38,514 119,231 Secondary 22,606 10,206 32,806 Industrial Training Institutes 2,133 2,133 (Higher) Technical Institutes 105 105 Commerce Institutes 1,170 1,170 Agricultural Institutes Planned to open Fall, 1976 Special Education for the Blind, Deaf, and Mentally Retarded 1,541 243 1,784 Adult Education 75,051 24,622 99,673 Teacher Training at Secondary Level for Primary Teachers 10,654 Other Programs and Institutes in the area of Teacher Training a. Elementary Teachers 8,629 b. Post-Secondary Level for Elementary Teachers 504 c. Upgrading Institutes 1,032 d. Physical Education for Primary Level Teachers 228 e. Art Education for Primary Level Teachers 261

tEnroflment Data provided by Dr Ibrahim Natto 2Since the establishment of public kindergartents has lust begun, there are 7,962 children still enrolled in private kindergartens. Prsvate school enrollment for boys at the primary level is 19,769

70 6 ternoons are devoted to taking classes in the areaof TEACHER EDUCATION FOR academic specialization. Courses in methods of teaching are taken during the first trimester,audio-visual aids are MEN emphasized during the second trimester, and the third trimester is devoted to courses in the use of tests and Elementary Teacher Training the main measurements for evaluation. Graduates of these programs The Elementary Islamic Institutes provide are permitted to teach at the primaryschool level. During the Kingdom. These in- source of elementary teachers in the 1975-76 year, there were 400 students enrolled in pre- stitutes are secondiry-level schools which are open tothose service training programs in Riyadh and Mecca. Certificate. The who possess the Intermediate School On the other hand, In-Service Training Programs are program is three years in lengthand upon completion, of the utilized to raise the professional standards of elementary graduates are eligible to teach in the six grades teachers who have not completed the intermediate level. in elementary school. These institutes were established These programs involve two years of part-time school at- However, in 1975- 1953 with an initial enrollment of 71. tendance while teaching. At the present time, there are nearly 9,000 76, there were 18 institutes accomodating two centers offering in-service training programsin Riyadh students. The curriculum for the Elementary Islamic In- and iii Taif. Each center enrolled approximately 500 stitutes is outlined below: students during the 1975-76 year. It is anticipated that the Class Hours per Week In-Service Training Programs will be phased out in five to COURSE 1st year 2nd year3rd year six years. The reason being that most teachers will have Islamic Studies 4 3 3 enrolled in one of the Pre-Service Training Programs, (plus one hour methodology) designed to train the teacher in pedagogy. Arabic 7 6 6 A new program is being implemented to enable (plus one hour methodology) graduates of the three-year Elementary Islamic Institute to History and 4 3 3 (plus one hour methodology) obtain a bachelor degree in education by taking courses in Geography the colleges of education at the university of Riyadh and Mathematics 4 4 4 (plus one hour methodology) King Abdulaziz University. Participants in this program Science (Physics, 6 4 4 will have teaching responsibilitit4 reduced to half-time in Chemistry and (plus one hour methodology) order to pursue courses at the university. It is the desire of Biology) the Ministry of Education that these students complete ap- English 3 1 1 proximately 74 semester hours iof credit and receive an Educational 4 3 3 Associate of Arts degree. Students will be encouraged to Psychology (plus o our m odotogy) continue for the Bachelor of Arts degree since it is also an Arts and Teaching 2 2 2 objective of the Ministry of Education that all teachers at- (plus one hour metho logy) Aids tain this significant level of academic achievement. Physical Education 2 1 The development of the jar for college is proposed in (plus one hour methodolo the country's second five-yeariplan. The plan calls for five TOTAL 36 36 36 junior colleges to be built. The first one is to be established in the capital city of Riyadh. The junior colleges willoffer NOTES: the Associate of Arts degree., The junior college programs 1. Second and third year students spend one day per will replace the pre-service irograms currently at Riyadh week during a six week period in elementary schools and Mecca for students who have completed the General observing student teaching in lieu of the time that Secondary Certificate. they would normally spend in a method of teaching course. In addition, third yearstudents have four Intermediate and SecondarY School Teacher Training weeks of full-time student teaching, normally at the end of the school year. The traditional method of preparation for intermediate 2. Prior to 1975, students spent 38 bolls per week and secondary teachers has been in the Colleges of rather than the current 36. The two hour difference Education at King Abduluiz University and the Univer- reflects a readjustment in the methods areas and an sity of Riyadh. These students receive a Bachelorof Arts increased amount of time devoted to the Arab degree in education. BaChelor of Arts degree graduates language area. from disciplines other thiin education are also a source of Another method of preparing elementary teachers is the intermediate and secondary school teachers.All through Pre - Service Training Programs. There are two in- bachelor degree holders are required to begin their stitutes located in Mecca and in Riyadh. Students must teaching careers at the intermediate level. After they gain transfer to a secon- possess the General Secondary Certificatein order to be some experience, they are permitted to eligible for entrance. The program is one year in length dary level institution. and is divided into three trimesters. The morning sessions Because the Colleges of Education cannot meet the need are used to observe teachers and their classes.The af- for the vast number of teachers of English, science,and 71

7 mathemants,thecollegeshaveestablished "Crash" must attempt to earn theSecondary School Certificate Programs for these specialized areas,all three years in since the Intermediate 'Feather Training Institutes had- length Students in the English program spend their first been upgraded in 1975.76 to Secondary Teaching Train- year taking an intensive English language course in Saudi ingInstitutesTeachers previously receiving the In Arabia Students arc then sent to either United States or fermata leSchool Cent ficate from an Intermediate United Kingdom colleges of education for the final two leacher Training Institute were encouraged to return to years where they will pursue courses in pedagogy In the the previous institute to study toward the Secondary mathematics and science programs, all three years are School Certificate spent in Saudi Arabia. The students follow specialized Secondary Teacher Training Institutes for Women offer courses in their area during the first two years, while the the same curriculum described under Tcachcr Education third year involves half-time teaching and half-time course for Men, with the exception that home economics and art work in methodology At the present time, there is only are substituted for physical education. one center located in the capital of Riyadh. However, it is Students admitted to the Secondary Teachers Training anticipated that an additional center will be built during Institute must have an avctagc of 70% to 80% or higher the 1976-77 academic year. on theIntermediate School Certificate.Graduates of the In Semi e 1 raining ProgramforIntermedtate Secondary. Teacher Training Institute may be considered 7 ea, beninvolvecooperativeprogramsbetweenthe for admission to thc Girls' Collcgc of Education (also Ministry of Hut anon an the Collcgc of Education at King known as thc Women's Tcachcr Training College) in Abdulazir llniversitt, and the University of Riyadh. These Riyadh for secondary teacher training. Alternatively, they programs are for a graduate of a Bat helot of Arts program may teach in the first three grades of an elementary school that couaim no edut anon (muses Thew individuals, per- in the morning and attend classes in the afternoon at the mitted to take a sabbatical leave for onc year, arc sent to Collcgc of Education at the University of Riyadh, as an ex- either the United States or the United Kingdom to persue ternal studcnt. Completion of this program enables thc courses in pedagogy. It is hoped that many of them will be studcnt to teach upper elementary and intermediate level act eptcd into Master of Arts programs However, the ob. (lasses.This optionis open only to Saudi nationals. waiveatthispointistoacquiretheappropriate Students arc given an incentive payment of approximately methodology courses 300 Riyals (6100) per month by thc Saudi government. ,Sec ndaryI err! In ,Serrice 1 raintrig Programare of- Although most studcnts admitted to the Secondary feredinthe form of shortened spot Wired seminars Teacher Training Institutes arc only 16 years old, there There are occasions when teachers may he sent to other e.osts no age limit Classes arc 40 minutes per period with countries for a penud of several months to learn a special- the academic ycar from October to June, with a ten day ized area sue b as-the teat hang of modern [Bathe:nail( s vacation forRamadam(the month of fasting) and a fifteen day vacation for theHal(pilgrimage). Art Education and Phy ilea! Education Teacher Turning There is turrently one institute for the preparation of Trainingof Intermediate and SecondaryTeachers physical education teachers and one for the preparation of (Women) art education teachers. The programs are three years in The Girls' College of Education (Women's Teacher length. Students must hold theGeneral Secondary Cer Training College), established in 1970 in Riyadh, trains it Axe to be considered for admission Graduates of these teachers to teach at both the intermediate and secondary programs arc permitted to teach at all levels of primary, in- school levels. The first class graduated 68 teachers in 1974 termediate and secondary Mutation. The two institutes and 86 additional teachers in 1975. The program is four graduate nearly fifty students each ycar years in length, 55 minutes per class, culminating with the Bachelor of Arts degree in education. Students join the arts or science sectionThe firstyear offers a general,. TEACHER EDUCATION FOR curriculum while studcnts begin specialized gasses in the second year. The following combinations of majors and WOMEN minors are available: Majors Almon Education for girls and women at all lc t,,Is is under the I.Islamic Studies Arabic language jurisdiction of the GeneralPres' yfor Women's 2 Arabic language Islamic Studies Education 3 English language Islamic Studies Elementary Teacher Training 4. Education and psychology History As of 1969, elementary teachers were trained in an In- 5. Geography History termediate Teat her Training Institute This two ycar (later 6 Chemistry Biologygy three ycar) training, followed six years of elementary 7. Physics Mathematics education The last ycar girls were able to receive the In- 8 Home Economics. termediate SchoolCeti:fit-atefromanIntermediate The criterion for admission of students is the Genera/ Teacher Training Institute was 1974-75Teachers now Cerirficote of Educationor its equivalent with an average 72 80 e2 of 60% required for admission to the Science section, but who wcrc called upon to assist in the development of the a 50% average required foradmission to the Arts section institution, seen by the King as a high priority item. In Applicants are required to be interviewed personally by turn, the Egyptians, strongly influenced by theFrench and the Dcan of the College. British educational systems, brought the University their Students who return to study as post-graduates and to ideas. Today, Riyadhisthe largest universityin the understudy andassisttheprofessorsare known as Kingdom with a faculty of 400 and an enrollment of over "demonstrators." A monthly allowance of 400 Riyals 8500 full time external and women students. The universi- ($133) for science students and 350 Riyals ($116) for arts ty community is well aware of its importantrole and is students, is granted all Saudi students. The additional 50 determined to offer quality education. Most of the RiyaIs ($17) for science students is to enable them to buy students are Saudis, while the staff is international in the science text books, currently in short supply, and character, composed of Saudis, other Arabic nationals, therefore in high demand. Boarders are given 175 Riyals Pakistanis, Britains, and Americans, more than half of ($60) in addition tp their food and accomodation allot- whom have earned from Wcstcrn universities. ments, thus allowing them to return homefor vacation. The College of Enginccring. and School of Medicine are Due to the success of the Girls' College of Education in considered to he the most progressive. Riyadh, women are now able to attend King Abdulaziz In 1958 an agreement was reached whereby the member University in Jeddah and the College of Education in Mec- countries of the League of Arab States' promised to follow It has been proposed that a girls' collcgc also be found- ca a common syStem of education forall levels. Many mem ed in the Eastern province ber countries were partial to the Egyptian system. Yet in recent years, there has been a movementtoward the U.S. system for non - religious subjects, e.g., theCollege of HIGHER EDUCATION Education at the University of Riyadh. adopted the The educational renaissance began in 1954 when the 'American credit -hour system and began offering courses on a semester basis as of the Fall of1974. The Colleges of DirectorateofEducation becametheMinistryof Education. Emir Fand Ibn Abdul Al-Aziz Al Saud became Arts, Enginccring and Sciences converted also in :975. the first Minister of Education. The size of the country, its This is directly attributable to the large number of Saudis geography, the nomadic nature of the people, the limited who received their Ph.D. in the United States and who have assumed positions of leadership in areas of govern- financial capability of the Kingdom at that timc, the small number of schools in existence, and the lack of qualified ment, oftentimes at the Ministry level. teachers, were among the challenges facing the new Saudihigher educationalinstitutionsareof two Ministry of Education in a land where Illiteracy had typestraditional Islamic col4ges and Western-oriented prevailed for centuries. colleges. The curricula of most of the latter institutions are Prior tothe establishr9,cnt of the Ministry of Education, being modified to meet the needs of administrators, teachers, and technicians capable of coping withthe College of IslamicLaw(Shars'aCollege)was the problems confronting the country. Admission to all of established irr Mecca in 1949, while in 1950, a similar school collcgc was founded in Riyadh. By 1955 theCollege of these institutions requires completion of secondary Arabic languageopened in Riyadh. These institutions (Sec section on "Secondary Education"). The percentage wcrc designed for the following purposes toproduct required in the certificate examination in order to be con- sidered for admission varies from faculty to faculty. qualified teachers for religious subjects, Arabic language, However, some faculties give entrance examinations, as and history, all at the int-rmediate and secondary levels; to develop a mean h center in these subjects; and ultimately, well. The Islamic University was established in Medina in to create a postgraduate centeroffering opportunities 1961, "to endeavor to fulfill a hope of all Muslimsto leading to higher degreesThese objectives have been of Islam." realized (scc Islamic University of Imam Muhammad Ibn have a specialized university in the first capital The University offers training to promote the Islamicfaith Sa'ud) on a wide scale. It operated initiallyunder the auspices of in 1957, then known as King TheUniversity of Riyadh theGrand Muftiand now (October 1975) falls under the Sa'ud University, instituted the Faculty of Arts comprised direction of the new Ministry of Higher Education.The of nine instructors and 21 students. The following year the Islamic University is located on the west bank of Wadi al- Faculty of Science was founded, followed by Pharmacy, Agun, one of the ancient locations of Medina, and is Commerce. Agriculture, Engineering, Education, modeled after Al-Azhar University in Cairo.Students Medicine, and more recenity Veterinary Science Colleges from all Islamic countries arc encouraged toattend. In ad- of Dentistry, Nursing and Public Health will open in the near future. The University ofRiyadh was the first in- Organized in 1945, The League of Arab States initially. included Egypt. stitution, beyond the secondary schoollevel, patterned af- Iraq. Saudi Arabia, Syria. Lebanon, Jordan and By 1974 Algeria. Sudan, ter the Western educationalmodel From the outset, the , Kulsait, , Morroco, Oman, Qatar, South Yemen, University was strongly influenced by Egyptianeducators lunisir and the had become members 73 81 dition, attractive scholarships are offered by the Saudi Humanities, the College of Science, as well as an Orien- government. tailor Preliminary Year for pre-university (since discon- The College of Education in Mecca was opened in 1962 tinued). In 1975, the College of Engineering and the as the secular division of the College of Islamic Law College of Medicine were added (Shars'a College). By 1964, it was relocated and in 1971 Educational opportunities for women developed far was incorporated into King Abdulaziz University in Jed- more at King Abdulaziz than at the University of Riyadh. dah. Today, the College of Education in Mecca has depart- There were more women tutors as well as a new library on ments of English,geography,mathematics,physics, campus to be utilized by women. Presently, there is no in- education, psychology, chemistry, history and biology dication that Saudi Arabia's segregated educational policy The Institute of Public Administration was established is likely to change, but this does not mean that women are in Riyadh in 1962. It began by offering in-service/general destined to be secondary in the Kingdom's educational training programs for both middle management and philosophy. The university's plans call for the construction clerical personnel. Pre-service training programs for future of two contiguous campuses of almost identical design for government employees were added in 1971. The institute men and for women. also offers a series of executive development seminars for The Islamic University of Imam Muhammad lbor Sa'ud upper level management employees as well as a two-year in Riyadh was founded in the Fall of 1974. It is composed legal studies program for Shari'a graduates. of the College of Islamic Law (Shari'a) (founded in 1953), Founded in 1963- with less than 100 students, the the College of Arabic Language and SocialSciences College of Petroleum. and Minerals at Dhahran in the (founded in1954), and the Higher Judicial Institute Eastern Province has today reached a level of development (founded in 1965). setting it apart from the other higher educational in- The latter is a post graduate institute for the training of stitutions. In 1975 it became known as the University of judges(Quadu)alongwithspecialistsinIslamic Petroleum and Minerals. An autonomous Institution under jurisprudence. Courses are traditionally oriented toward the Ministry of Petroleum and Minerals. Instruction was ad*" emphasizeclassicalArabicShari'a andIslamic initially offeredinscience,engineering and applied theology engineering. The College of Industrial Management along In the Fall of 1975 in Dammam, King Faisal University with graduate programs were in operation by 1974. Future opened with an enrollment of 120 students (Architecture, plans state that no more than 50% of the professorship can 60; Veterinary Medicine, 13; Agriculture, 47). 40 Saudi be Saudi, while the rest must be foreign nationals, half ap- students cutrently enrolled in premedical programs in the pointed on a permanent basis, the remainder on short- United States as well as other Saudi students studying term contracts. engineering, mathematics and science in Saudi Arabia, With an impressive physical plant and well-equipped will be offered admission by the new College of Medicine laboratories, the University of Petroleum and Minerals is, during the next three to four years., However, the specific the moss modern of Saudi Arabian educationalin- long-range admissionrequirements haveyetto be stitutions at this time..' The University of Petroleum and established. Minerals Data Processing Center is the most sophisticated Plans also call for two main campuses: one in Dammam, in the Middle East. However, compared to both King Ab- which will house the College of Architecture and College dulaziz University and the University of Riyadh, the at- of Medicine and one in Hofuf where the Colleges of mosphere at U.P M. is distinctly informal and relaxed. Agriculture, Veterinary Medicine and Administration will Unlike the other universities, U.P.M. employs women. be located. A new College of Management Science is Faculty wives supervise the catering staff, work in the proposed for the Damman campus (see section on King library, and serve in other administrative offices. Faisal University). King Abdulaziz University, was founded in September Instruction will be in English in all colleges of King 1967 in Jeddah as a private institution. It became a public Faisal University. institution in 1971. A group of wealthy businessmen, recognizing the need to provide educated manpower to oversee the local economy. established a university offering SUMMARY OF UNIVERSITY instructioninthearts.science, commerce and ad- ministration DEPARTMENTS/DEGREES In 1971 the College of Islamic Law (Shan 'a) and the College of Education, both in Mecca, were incorporated Into the University. By 1972 the following co!iz.ges were in operation in Jeddah the College of E-onornics and ISLAMIC UNIVERSITY BusinessAdministration,the CollegeofArtsand Location: Medina 'Ground has been broken for a new linvtersity of Riyadh campus which Founded: 1961 will include housing for faculty and students as well as a four million Enrollment: 1974-75-1735 students volume library Admission Requirements: Graduation from a religious 74

8G secondary school (Diploma of Science) or equivalent M A 3 years, plus thesis Degree Awarded. Bachelor of Arts in 4 years Ph D. 2-4 years Colleges. Subjects studied during the four-year undergraduate

1 The College of Arabic Language and Literature program include.Exegesis of the Qur'an, Had:th 2The College of Islamic Law (Shan 'a) (traditionsoftheProphet), Islamictheology, 3. The College of Pnncrples of Rehgton (Qur'an) jurisprudence, origins of jurisprudence, ordinances of 4 The College of the Propagation of Islam (also tran- jurisprudence, ordinances of religion, syntax, rhetoric, slated as "invitation to Islam"); a missionary program, education, psychology, sociology, librarianship, Islamic its curriculum includes studies in the Qur'an, Unity of culture, history and English. Students attend classes 24 God, 1-katith (sayings of the Prophet), Islamic law, its hours per week. principles, Arabic language, composition, semantics, The Dep..-tment for the Propagation and Fun- Islamic history, the contemporary Islamic world, Islamic damentals of Religion was founded in 1974, and is to morals, comparative theology, and the teachings of the serve as the nucleus for an independent College for the Prophet Mohamed. Propagation and Fundamentals of Religion.The The Islamic University in Medina offers training to a following graduate level departments are also proposed: large extent to promote the Islamic faith. Three year Originsof Jurisprudence,ExegesisandHad:th preparatory programs at both the intermediate and secon- (traditions of the Prophet), and Propagation and dary school levels are also offered. Modeled after Al-Azhar. Guidance. University in Cairo, the university is located on the west Examination Regulations: Regular students absent bank of Wadi al-Agun, one of the ancient locations of more than 25% of their :lasses without prior approval MedinA, the first capital of Islam. The Saudi Arabian are not permitted to take final examinations and are government of attractive scholarships with students considered to have failed that year from all Muslim countries encouraged to attend. In- Grading System: termediate and secondary school students receive benefits 90-100 Excellent of roundup fare, monthly stipened, free room, tran- 80-89 Very Good sportation, medical care and textbooks. Two Dar al Hadith 65-79 Good (House of Islamic Tradition ) are located at Medina, Mec- 50-64Pass ca, with the Islamiic Solidarity Institute in Magadishu The Tina! grade is determined-for each subject in the Somalia serving as extensions of the Islamic University following manner 15% for class work-first half year, 15% fqr class work-second half year; 20% for raid-term examination; and, 50% for final examination. ISLAMIC UNIVERSITY OF The following figures are representative of the overall trend of grade distribution. Of 303 students graduated IMAM MUHAMMAD IBN in 1973, only four received an average of ''Excellent "; 46 passed with "Very Good";185passed with SA'UD "Good"; and 68 received "Pass." In the same year, 33 of 336 external students graduated-23 with an average Location: Riyadh of "Good" and 10 received "Pass." Founded: 1974 by Royal decree, incorporating the College Object:yes: of Islamic Law (Shan'a), the College of Arabic Language To prepare qualified teachers for religious subjects, and Social Sciences, and the Higher Judicial Institute. Arabic language, and history at the intermediate Enrollment: 1974-75-3040 students and secondary school levels. Colleges: To develop a center to train teachers in the above 1.College of Islamw Law (Shan 'a): subjects using modern teaching methods. Founded: 1953 To develop a research center in these subjects Enrollment: 1974-75-1831 students To raise the standard of Islamic talcum. Admission Requirements (undergraduate) General :.College of Arabic Language and Social Somer. Secondary School Certificate. The student and his Founded: 1954 family must sign an agreement that the student will Enrollment: 1974-75-1092 students teach 71S many years as the government has provided Admission Requirements (undergraduate) General him his education, or reimburse the government for the Secondary School Certificate expenses. Admission Requirements (graduate) the Bachelor of Admission Requirements (graduate) Graduation Arts (B.A.) degree or its equivalent . from the College of Islamic Law (Shan'a) orits Degrees A....arded: equivalent. B.A. 4 years Degrees awarded: M A. 3 years, plus thesis B.A. 4 years Ph.D 7-4 years 83 .75 Departments Departmentsandprograms. Arabictheology, Arabi( Language and I iterature (i00 students) economics, education, educational psychology, Geography (216 students) English,foreign languages, Shan 't1, school ad- Elkton, (541 students) ministration, specialized teaching methods, so(iology, (Agars Science (2,5 students) and curses in comparative legal systems Stiologs and Psychology (Proposed)

3 Fligherludnial Inaituie(Postgraduate) Founded 1965 2 College of Education Enrollment 1974.-5-117 students Location Mecca Admission RequirementsGraduationfro,: Founded 1950 as Collegeof TeacherTraining, College of Islamft LawIS' han'a)in the Kingdom or any renamed College of Education in 1962; affiliated with other qualification considered hs the Coun.ii of the In- King Abdulaziz University in 1971 Enrollment- 1975-76. 2000 students stitute as equivalent Degrees Awarded- Degrees Awarded NI A 3 sears plus thesis B A. 4 years/ 130 hours Ph D (offered beginning in 19-5) 2-4 sears B S 4 years/ 130 hours Purpose to promote Islam postgraduate studies, to Speual Diploma 18 hours beyond B A. or B.S. trainsp« judges(Qadro,andtoqualify M Ed 36 hours beyond B A with thesis; 45 hours spwalists in Islamic ginsprudence and its origins in without thesis. two papers required in each course with latter option (omparanse lunspruden«.Hie institute graduated its first (lass in 1969 As of 19-4. 84 students had received Teaching Certificate (one year post - their Master of Arts degrees, sixteen of these graduates ba«-alaureatesee section on Teacher Training for details) were pursuing the Ph D at Al-Azhar Universityin Cairo As nt,red above, the Ph D degree is now being Administrative Certificate (one year post- offered Its the Higher Juditial Institute bat calaureatesee section on Teacher Training for details) \X'hile the curricular emphasis is on Islamic Law,it Departments biology, should he noted that giaduates of the Islam( University of chemstiry. education, tnglish, geography, history, mathematics, physics,- and Imam Muhammad Ihn Sia'ud also serve as feathers. univer- psychology sity administrators. and servants This is further illustrated in the fact that 50% of the Islam( Universal, of i College Economics and flu finest Administration IMAM Muhammad Saud's graduates are employed bs the Saudi government, this would include positions such as Location Jeddah legal ads hors, judges, as sell as (ivi! wrier positions at Fowled- 1967 Enrollment- 1975.76 1405 students the highest level Degree Awarded B A 4 years KING ABDULAZIZ Departments auounting, business administration, ewnomi(s, and public 'administration UNIVERSITY TheCollegeof Economics andBusinessAd- ministration at King Abdulaziz University offers the /,,,tdtroni Jeddah and Mecca only public administration program in the Middle East Founded1%- as Abdulam College (private), he(ame Students submitting course credit from the Institute of public institution and adopted current name in 1971 Public Administration in Riyadh (see section on Other Enrollment1975-76 2650 In Jeddah, 3500 in Mecca Institutions) may receive transfer credit on a course-by- Admnsion Requiremenir General Secondary, School Cer «mtse basis at King Abdulaziz University tificate(minimum for %mous Colleges) Medione--5%, Engineering. 5 %. S(ien(es-65%, Ewnomits-60%, and 4College ofArt rand Humanities Arts and Humanities50% Imation Jeddah Colleges Founded. 1969 Enrollment- 1975-76- 400 students I College of itlarnic Lau' (Sharl'a) Degree Awardeu Lot AnonMcu B A 4 years Founded 1949, affiliated with King Ahdulaziz Univer- Departments.English,geography,history,library sity in 1971 science and sociology Enrollment 1975-76 1500 students The Unviersir, of Petroleum and Minerals (which Degrees Awarded normally admits only science graduates) will offer ad- B A 4 years/ 1 i6 hours mission to ten arts graduates of King Abdulaziz Univer M Ai years. B A plus thesis sity each yeas on an experimental basis 76 5 ( ',l /e',3 e uj S, /, P/t perienceSuch programs Location Jeddah are riot necessarily University level and mat notmerit transfer credit Founded 19-2 Orientation Program nrollment i9-5--6 835510(15ms The previously requirednon- credit one rearorientation program was abolished Dc give A ss aided in 1975 Every/di rtudenti External students B S 4 sears (those who study at home, then sit forexaminations on camptis) may earn'an Depar:,ments loologs themistn. gcologs external degree in History Sociology,Library Science, and mathematics. and pin sks Public Administration600 of 1400 external students 1 heInstitute 0,eanography isincorporated within enrolled in 1974-75sat for the final examination the Department of Geologs The College of Science GradingAt King Abdulaziz University, also incorpeirates a student who an independent initituteof receives a grade Of "Excellent" te neology is considered to he ari "outstanding student." 1 "Excellent with highest honor"is awarded those Cofiege' of Medi( Inc whose grades are3 7/4.0 (3 70 or higherout of a Lot anon. Jeddah possible 4 00) founded 1975 2.4Excellent with second honor"is awarded those Enrollmnt 19-5-76 90 (60 male.30 female) students whose grades are. 3 5- 3.69/40 Degree A wlirded 3 An "avcrage"'snidentisonereceiving a grade of M D (Doc tear of Medicine) 8rears "good," or 2 0/4 0 An agreciiteot for supervision and technic-al advice Official Transcripts.Transcripts received from King Ab- has been arranged with JohnsHopkins University dulaziz University should bear theseal of the Ministry of C.Viege ,/big/nee-ring Foreign Affairs and the Ministry.ofHigher Education,or Location Jeddah the Saudi Arabian EducationalMission in Houston, Texas. Founded 19-5 , LibraryLaprary holdings, Jeddahcampus. Enrollment 19-5--6 200 students 50,000 books in Arabic Degree Awarded 25,000 books in English B 5 4 sears 35,000 periodicals Departments chemical engineering. civil engineering, eli tric al engineering industrial engineering,mechanical engineering.and mining KING FAISAL UNIVERSITY engineering Location The Applied Geology (enter Dammam, proposed secondcampus in Hofuf Graduate /nititute utAp bounded 1975 plied Engineering(Jeddah) was established by theuniver- sity in collaboration with UNESCO The Enrollment 1975-76 120 students Center has the Admiroon scientificand technical requirements General Secondary SchoolCer- capabilitiesrequiredforex- tificate ploration of minerals and forsupervision of mines and Degree awardedB S 5 years mining operations The Master of Science degreeis 'awar- Colleges ded to students who successfullycomplete the three year 1 Architecture program and write a thesis 2 Women's section. King Abdulaziz Veterinary Medicine UniversityCourse 3Agriculture offerings on-campusin the morning and evening duplicate 4Medicine those offered males Closed (proposed) circuit television r used in Nursing conjunction with a two way telephone system tha brings Paramedical Training instant communication between maleinstructors and S ManagementScience (proposed) female students during thetelevised lectures, whereas Financial Administration and female tutors are alsopresent in the classroom Management Personnel Management Women may enroll inany department of the College of Office Management Education in Mecca as wellas in the following departments Industrial in Jeddah' business administration, english, Administration(incooperation with geography School of Medicine) history, library science, medicine, andsociology For detailed information Hotel Management (incooperation with School of about womens' education.see the section on "Women's Education" Agriculture) Diploma ProgramsSeveral diploma Agricultural Management (incooperation with programs are of- School of Agriculture) c-red For example, the Diploma of Journalism may be ob- Students must enroll in tained after four months ofstudyApplicants for this a preparatory program for the first year The fifteen hourper week program offers courses program are offered admission basedupon practical ex- in basic English, communications and studyskills, science, 77 Chemical Engineering introduction to college mathematic s,Islamic culture and physical education /three semester hours ofcredit will he Civil Engineering Electrical Engineering awarded for this cautse Mechanical Engineering Mathematics UNIVERSITY OFPETROLEUM 6 Applied Rerearzh Center (propofedi AND MINERALS Orientation Preliminary Year. Most studentsenroll in Location Dhahran the one-year preparatory program duringwhich-English, Founded 1963 as College of Petroleum andMinerals, in- mathematics, physics and chemistry are taughtStudents struction began in 1964,became University of Petroleum then proceed to take one of the programsdescribed above and Minerals in January 1975 students (1750 un- Enrollment: 1975-76 1810 +1m:scionCategories TheUniversity has three dergraduates, 60 graduates) categories of admission todegree progr4ms1) admission Secondary School Cer Admission Requirements General to the preparatory program asdescribed above, 2) ad- graduates En- tificate with preference to scientific stream mission directly into freshmanlevel degree programs (this sub- trance exam.nationalsogiven An admissions allows students proficient in English,mathematics, and school to make selection committee visits the secondary sc ience to proceeddirectly into the University program Degrees Awarded Eligibility is determined by an AdmissionsCommittee and B S 5 years. plus summer trainceships the decision may be based onstandardized college en- M S. 2 years. plus thesis, trance examinations, e g ,the Entrance Examination of M B K 2 years, plus thesis the American University of Beirut),3) admission to a Language of Instruction English degree program with advanced standing(A student who Colleges has academic records of post-secondarywork at other in- stitutions may have therecord reviewed Grades of "C- College of Engineering Sciences are the minimum acceptedfor transfer ) Departments Chemical Engineering Other Programs A non-degree program isavailable for Civil Engineering University of Petroleum and Mineralsstaff. ARAMCO Electrical Engineering employeek, as well as others in the petroleumindustry. Mechanical Engineering Regular degree courses are open toqualified persons Petroleum Engineering without screening for admissionkA Language Institute for English Instruction is provided for studentslacking English

2 College of Apphed Engineering proficiency Departments similar Applied ChemicalEngineering Grading The standard five-letter grading system Applied Civil Engineering to that in the U Sis used Applied Electrical Engineering 90% 100% = A Applied Mechanical Engineering 80% -89% = B 70% -79% = C College of Sciences -3 60% - 69% = D Departments 0 - 59%= F Chemistry Geology Mathematics Physics UNIVERSITY OF RIYADH 4 College of InduitnalManagement (Founded inthe Fall of 1975) cation. Riyadh Departments Founded: 1957 (as King Sa'ud University) Accounting Enrollment. 1975-76. 8592 students(includes allfull- Business Economics time, external an femalestudents) Information Systems Languages of Instruction.. Aritic; English inpharmacy, Operation Management science and engineering subjects Secondary School Cer- Graduate School (Founded in 1973) A dmis iron Requirements: General 5 tificate (see chart below for generalguidelines on com- Departments petitive admission criterion) Business Administration 78 8Li Actual Competitive

Minimum `)/0 , Minumum `)/0 Standard for Admission College on Certificate on Spec. Sub /s. Fall '75 Arts 60% 75% Science 65% 70%, math, physics, chem. 69% * Pharmacy 65% 65%, biology, chemistry * Commerce 70°/0 Engineering 70% 70%, math, physics, chem. 75% Agriculture 65% 65%, biolOgy, physics, chem. Education 60% 65% Medicine 75% 75%, biology, physics, chem. 83% Veterinary Medicine .700/0 65%, biol, zoo., botany, chem. ' (opened Fall, 1975, closed for lack of students)

Data unavailable at time of publicaiton N B 2100 new students registered for Fall 1975 By 1980 it is projected thatat least 3000 new students will enroll each year

College i Faculties of Pharmacy and Agriculture, as well as the ICollege of Arti (semester systt-m initiated in 1975) School of Medicine \firstyear student studies the Founded 195' following general an,,pplied mathematics, pure physics, Enrollment 1975-76 2070 students chemistry, botany, biology, Islamic culture and English. Degrees awarded After the first year, a student is allowed to study general B A 4 years science, or may concentrate on any one o( the six areas M A 2 years beyond B A plus thesis above in order to qualify for a B.S. degree Departments 3 Faculty of Pharmacy Arabic Language and Literature Founded: 1959 English Language and Literature Enrollment 1975.76- 418 students Geography Degree awarded: Bachelor of Pharmacy (B.Ph.)-5 History years Communications (Radio, T V , Journalism) Departments: Sociology and Social Work Pharmaceutical Chemistry The College of Arts is the oldest and largest college at Organic Chemistry the University The first year of a four year course of study Pharmacology consists of general courses As a requirement for all studen- Analytic Chemistry ts, the following are included in the basic course Arabic, Pharmaceutics modern European languages,history, geography, and Pharmatognosy Islamic culture The Master of Arts degree was introduced As indicated above, the first year of this five year in Arabic, English and geography The first M Adegrees program is offered through the College of Science will be awarded in 1975-76 4 Faculty of Commerce 2 College of Science (semester system initiated in 1975) Founded 1959 1975) Enrollment- 1975-76: 2295 students Founded 1958 Deg reesiawarded : Enrollment 1975-76 512 students Bachelor of Accountancy 4 years Degrees awarded Bachelor of Business Administration 4 years B S 4 years Bachelor of Economics 4 years M S 2 years beyond B A plus thesis (first M S Bachelor of Political and International Studies 4 students enrolled in Fall 1975) years Departments Bachelor of Commerce 4 years (external students Botany only) Chemistry Departments: Geology Accountancy Mathematics Business Administration Physics Economics Zoology Political Science The first year consists of general courses that are basic for Law (supportive department) study not only in the College of Science, but also for the Mathematics and Statistics (supportive department) 79 8 i III(first two « ais split IIIill(-Unified )(mom Under a new a( adermc plan introduced in 10' r--5, unterilisuplinar% gcnral min ulurn) stressing bassi there are fie areas of spei wursc sitl,\«Olint AM ,\ 411111111'4 fall( )11 .41141 1 General Bran( h I ionormisIor the remaining two starsstudents ma% 2( 00« ntranon Sod and Agronormis spei 1.111J( In Ai wuntani \ dmitust rat ion ( on«.ntranonAgricultural Ewnomws and Rural I cononni sor Pulit RAI tit 1( nix Sociology 5 ( liege of ine, ring (ctlicster sssic m initiated in ( on«trationPlant Production 'and Protection 1(1-5) 5 ( entr.tt ton Animal Production and I outuird l9(,2 -joint Is b% gmerimic litofSaudi Agricultural Industries ralmt and the fisted Nations Spei ial Fund through I he firstcar is offered in ciipperanon with the College of ALS( () %%ith the l'imersit in 1967 Art. the College of Si 'erne as well as the Faculty of Corn - I nrollmnt 19 -5--6 1019 students nierce, and wminues through the third year Students are gree awarded required to work in summer training programs B SinI irgin« ring-5 scars plus pro'« t.Eight College o/ Educal:l (Semester system initiated in week summer if training 197 i) adenii scar 04. I4414Crto September (October- Founded 1967 la midi% I ( 1%1 uar% -lune) plus eight we( k summer Enrollment 1975- 761 i15 students itaininvscssion. tai tonesor gmernmentin- Dc grecs and diplomas awarded BA r% ears (rc neral stallat 04I1, Diploma in Film at ion (one seat after B A ) lk parimi hc primary Juni font of the College of Edui Aim) is to \ri run tram elementary and secondary school trai hers ( helm( al I (tine Nlain deparumnis ( n III irl!in« ring Culture I lei till al I twin(( Education \I« harm al I ngin«ting Ps( hologs Petrol( um I ngineering I caching Methods and ( um( ilium I ficfirst two scars of this hsr sear program are «ifil414041 Simons established as hum hes of theolleges of for all students and «ffisist m r,d engineering subjects, Arts and Sclera cis Including m.1111(11.4( s phssusand 111(1111qt% All Arabic Language students arc xpci tell to ai ince «unix tri% in the English English Language language as%%ell as in higher mathematic. A student must Mathematics (boost a field of specialiration during the third scar in Biology rci iomplcte the requirements for a Rai helor of Physics Silence dcgtucIii the fifth sear. .1 stud( nt is required to hemistri, wridui tdfl 11141111411.1d1 1)(4414 under the (lir« t super% ision Geograph% of a Limitsnu mber 1)uringthe summer months, History' stud( ills parrii 'pate in on-the-1ot% experimcntal training kids of spec tali/anon ayailable progtams /36 -3r) bit all) Agri,it/1w( Islamic Studies (single area) F(11.1(1(1(11 1965 Ps( holog% and Sociology Enrollnicin19-5-"O 590 students English Language (single area) Degree 4014 iiik d History and Geography B SI %cars Geography and History. Departments Arabic Language (single area) Agricultural F(onomns and Rural Sociologi, .Suennfic held( Agronomics Physics and Mathematics Animal Production Biology and Chemistry Plant Produi non Chemistry and Physics 'sod and I and Re, !matron Mathematics (single area) Agricultural Industries A loin( program with he Ministry of Education to train Plant Protection teachers of secondary schools in modern mathematics is 'Veterinary Si len«. currently in us third year Hie rumor college program began in the fall of 1975 ., r 1( gritpuieraill n ;daunt itiir I I he and is designed for part-time students With this format, privarti wilt nliitt it at. 01 maitcrnit stud% and a rt«sn 150 only the best stucknts will be -able to complete the rirui2 4 h.lurs triune xxiirk plus six hours Iiit ,a tut Orr program in two years NI1,1( tiir priipiii4 01 Vtlit11).11% Ml (ill Mt Non-education students who desire certification to teach 80 88 at the sewlidars school level will find that a one year the University: Some faculties became colleges in program beyond the bachelor degree is' offered Uponits 1974, others changed in 1975. The credit hour system completion. the General Diploma in Education is award- was adopted at that time and may appear aseither ed The General Diploma in Education for intermediate "semester" or "academic units" in the college tran- school headmasters is also offered and can be attained scripts presented to insitutions through additional course work, Grade Percen tage Value 8 School of Medicine Excellent 96-100 5 Founded 1969 Very Good 80-89 4 Enrollment 1975-76. i73' students Good 70-79 3 Degree awarded. (M.D ) 8 years Pass 60-69 2 Departments Failure 0-59 1 Physiology Otolarngology Honors: A graduate is awarded a bachelor Internal Medicine degree withgrade"Excellent"ifthis Pathology student has passed successfully all subjects Forensic Medicine of study required and provided the ac- Opthamology cumulative average is not less than 4.25 out Gynecology of 5.00. Surgery A graduate is awarded a bachelor degree Hygiene with grade of "Very Good" if the student The first two years of the eight-year program are has passed successfully all subjects of study preparatory in which courses are taught primarilyby the required, provided the accumulative faculty of the College of Science There is special emphasis average is 3.50 to 4.24. on English and physical sciencesduring the first year, and A graduate is awarded the bachelor degree on biological and chemical sciencesduring the second with grade "Good" if the student has yearThe following five years are spent with general passedsuccessfullyallrequired subjects courses concentrating on the traditionalstudy of medicine. provided the accumulative average is 2.50 The final year is devoted to specialization and a practicum to 3.49. usually in one of the nine departments listed above. A graduate is awarded the bachelor degree The first group of students expected to graduate will be with grade "Pass" if the student has passed in 1977 An agreement forsupervision and technical ad- successful,,all subjects required provided vice has been arranged with theUnvicrsity of London the accumulative average is 2.0 to 2.49. Ina:Wet: Attendance: A student is required to attend the lectures Arabic Institute for Non-Arabs and laboratory regulary. A student may be excluded from Institute of Oceanography the examination if he fails to attend at least 25% of the Grading at the Uncersity of Riyadh: required hours allotted toteach course. Old System Women at the University of Riyadh: Women are ex- Excellent ternal students inallcolleges except the School of Very Good Medicine. They attend lectures offered through a system of Good closed circuit television. Students must use telephones to Pass ask the lecturer questions. They also confer directly with Poor specially appointed women tutors. Medical School classes Very Poor are heldinthe afternoon inregular classroom and Honors: Degrees with "first class honors" were award. laboratory facilities. cd when a student's grades in the final year were "Excellent" overall and grades in the previous year were at least "Very Good" overall andprovided there OTHER INSTITUTIONS had been no failures on the final examinations Degrees with "second class honors" were awarded INSTITUTE OF PUBLIC ADMINISTRATION when a student's grades in the final year were "Very Location: Riyadh (branches offering generaltraining Good" overall and grades in the previous year were at established in 1971 at Jeddah and Dammam) least "Good" overall and provided there had been no Founded. 1961, by Royal Decree failures on the final examinations. Enrollment. 1974-75: 1500 students New System Departments. Approved June 16, 1973 by the Supreme Council of 1. In-Service/General Training: training,thereare the total number of men and women admitted to the aiademii 1974-75: 600 persons received yet 1974.75 12,000 alumni of the program. $1 8J Purpose: To train middle management and other per- process, project evaluation, and creative problem solving sonnel who have experience as governmental em- have been held. These seminars are normally from three ployees. days to one week in length. a. The Muddle Management Program is a six month I.P.A. as a whole: programwhichofferscoursesinpublicad- Currently awards no academic degrees, but hopesto ministration,planninganddevelopment, in establishaMasterinIndustrialManagement termediatefinance,intermediatestatistics,ad- program by 1977. ministration in theKingdom,personnel Make training availabe to publicservants in the management,administrativesupervision,higher Eastern and Western Provinces. Branches have been secretaryship and school administration. established in Dammam and Jeddah, respectively. b. The Operational Management Programs, which are Currently has 60 faculty members withan additional from two tofour months duration,offerin- 20 studying abroad for higher degrees. troductoryfinance,personnel, material ad- ******** ministration, office work, Arabic typing, English- The following specialized colleges/academies may typing and secretaryship, introductory statistics, ad- send students to the United States for further study: vanced Arabic typing and a program for librarians. THE KING ABDULAZIZ c. Special programs arealso arranged for various MILITARY ACADEMY (COLLEGE), Riyadh governmental agencies to meet their specific training needs are from one to four months in length. THE KING FAISAL AIR FORCE COLLEGE, Riyadh d. English Language Center: There have been 2500 THEINTERNAL SECURITYFORCES persons who have studied English at the I.P.A.-820 COLLEGE, Riyadh at the introductory level; 1160 at the intermediate level; and, 520 at the advanced level. The General Secondary School Certificate is required for consideration for admission to all of the above institutions. The programs vary from two to three years in length. (See 2. Pre-Service Training: Placement Recommendations concerning transfer credit.) 1974-75: 400 persons received training, there are 600 alumni of the program. Purpose: To provide training for future government The following are examples of official university employees documents. The six programs available currently are. legal studies, financialstudies, customs studies,statisticalstudies, typing and hospital administration. Library Science is to be added in the near future. All programs (with the exception of the typing course) are two years in length. Admission Graduation from secondary school or college (depen- ding on the level for which one is being prepared) is required in all programs Graduate Program A two-year graduate level legal studies program is of- fered for Islamic Unviersity graduates. The emphasis is on criminal law with a Diploma of Legal Studies (which is recognized as a Master of Arts equivalent for employment purposes in Saudi Arabia) awarded at the end of two years of study

3. Executive Development: 500 high level officers of the government had par- ticipated in this program by 1975. Purpose: To hold seminars in order to encourage critical and creative thinking among top level officers of the government about what, why and how they perform their tasks. Thus farseminars on on hospitaladministration, education and training of manpower, law and develop- ment, personnel and position classification. management 82 90 CRETIFICATION OF BACHELOR DEGREE AWARDED (UNIVERSITY OF RIYAD)

University 01 Riyad No. 3,134/10 Riyad Date : 4/12/1971 Saudi Arabia Registration Bureau

Certificate

The University of Riyad hereby, certifies that the Mr. hasgraduatedin

Facultyof and obtained thedegree of Bachelor =erce, Accounting -&Busineaswith grade EXCELLENT of Co plmtn9 stration 1ST CLA.33 HO5S. in 197019 71.

Thiscertificatehasbeen giventohintupon his own request .

Head Registrar Dean Vice Rector /4/ / C0420111.212162'' . reembli /4- ,c-17" osaibi T2...aLti ?latter 1 .... A. A.1010wititor

No. S

83 9 .1. UNIVz%i'&07e 141.UDI ARABIA RlYAD DATE:HO 4/32/1973 : 3435/10 request.slssionfron the of Faculty the academic of Comnerce, year 1390/1391 Department 1.11, of theThis following is to certify is a detailed chat record or hisAccounting academic TESTIMOBIALcareer.and Business1970/1971 Administration, A.D. University of Biyad, in the fir3t -with general grade mar GOOD, MOND 01488 HONCURS).This testimonial has been given to hill at his was awarded the degree of Bachelor of ce.:1-12ice o.n [ Principles of Law SUBJECTS FIRST YEAR 67/68 GRADES SUBJECTS SECOND YEAR 68/69 GRADES SUBJECTS THIRD YEAR GRADES69/70 SUBJECTS I FOURTH YEAR r.RA:::S170/71 1 PrinciphsEconomicfrincipls ofGeography flossof Busi- Adninistratiian PassY.Good CommercialEconomicsIndustrial ManagementtionOrganize-Law & Production GoodY.Good BusinessCostFinancial Accounting3 Admin. Accounting"Human Relations" Goodftmel. .Good GovernmentTaxBankingPetroleum Accounting AccountingAccount- Accountingin( Y.GocdY.GeodGoodExwa. IslamicPrinciples Culture EconomicsAccountingof PUSGoodY.Good PublicMarketingAccounting InternationalLaw Goo&Mama.Y.Good StatisticsSocialPublic EconomicsFinance"Sales" Eros)...GoodEmil. Investment-pplicdCost11ShpG,rial Accounting Accounting &Policies Securi- Good.Good EnglishRublicrrinciples Language Administra-Eathematics of Ila.Gh GoodY.Good YearEnglishCommercial Work Language ial& Financ- Mathematics - GoodY.Good YearCommercialAuditingInsurance Work Law IY.000dI1.Good..e...... t.Good Business prises"Admin."SpecializedLy "rc.lysis Enter- Y.Good£xeel. t.-- Year Work tion PassGood YearCommercial Work Law r.Gooa 1GRADE GOOD GRADE 000D VI GRADE--.. GRADE V.GOOD_ N.B.- According to regulations ( In the 1st ar2nd Years4.: "EXCELLENT GENEW.L GRADE (0,110910014_WPIT faSSLINZNOURN))1: equivalent to 9O LG0op and over, "VERY GOOD" from 1 "Excel."60% to less from than 85% and over, "V.Good" from 75% to FACULTY REGISTRARL "GOOD" from 65% to less than 80%,iand "PASS" from /-' JI / )-1.) fr ...4.. , --"podkprom 65%fto- / ap 655.- from 60% to 642'. THE DEAN (IN THE 3rd. AI 4teear ): A.rtanfo-Viri: N. WWII:1G g A\ j N'i -.C.A)\,."-,.... cat A.1 FXAMPI.E II OF UNIVERSITY TRANSCRIPT OF GRADES

KINGDOM OF SAUDI ARABIA UNIVERSITY OF RIYAD Faculty of Science Riyadh

TESTIMONI AL

This is to certify that Mr. has been granted the Degree of Bachelor of Science inPure Mathematics/Applied Mathematics with grad.Excellent and first class honours, en June 1974. His academic record is detailed MI follows G II A D E SUBJECT First Yeas Second Year Third Year Fourth Year 19701197/ 11,1 / 1972 1972/1973 1973/1974 Pure Mathematics Excellent Excellent EXcellent Excellent Applied Mathematics V.Geed Excellent Excellent Excellent General Mathematics ,Physica IT,Geed Excellent Chemistry V.Good So Gotlegy Botany Zoology Complementary Math. + Contplemostasy Physic, Llamas CAdtire / /Geed // English V.Good V.Good

Ge'nerel Grade Y.Good\ Excellent Excel lent Excellent

Fialalmos of grade in mark.: , Good = 65 :4 Pass = 60 64 Excellent = 85 101) Vey/ Good = 75 84

85 93 sidered for admission at the senior high school SAUDI ARABIA PLACEMENT level with appropriate high school credit granted. 4. Graduates of In-Service Training Programs con- RECOMMENDATIONS ducted at the Colleges of King Abdulaziz Univer- I.English Proficiency Recommendation sity and the University of Riyadh should be con- Itis strongly recommended that all zpplicants from sidered for transfer admission and awarded credit Saudi Arabia present proof of adequate proficiency in on a course-by-course basis appropriate to the in- English based upon acceptable standardized tests such stitution's policy. as TOEFL. 5. The newly developed plan for opening of Junior II. Primary,Preparatory, and Secondary School Admission Colleges offering the Associate of Arts degree will Itis recommended that students at this level be ad- have to be evaluated on a course-by-course basis, mitted totheir corresponding gradelevel. Evaluation of since this plan is still in the preliminary stage. subject deficiencies should be determined in accordance B. Training Programs for Intermediate Teachers with the individual U.S. institution's curriculum. 1. Graduatesofthe"CrashPrograms"for III.Freshmen Admission Mathematics and Science teachers should be con- A. Students presentingthe General Secondary sidered for admission at Freshman level without Education Certificate withan overall percentage of advanced standing. This recommendation also 75 or better in either the Literary or Scientific stream applies to graduates of the Art Education and the may be considered for Freshman admission to highly Physical Education Training Institutes. selective Institutions. Students obtaining an overall C. Training Programs for Secondary Teachers percentage of60or better may be considered for (B.A. required, see Graduate Placement Recom- Freshman admission to other institutions. In both mendations) instances students should be considered for ad- V.Transfer Admissions mission in fields appropriate to their background. A. Students who complete university level studies and B. Students presenting theDiploma of Science In- achieve at least an average of "Good" may be con- stitutesfrom Secondary Religious Institutes may be sidered for admission at the appropriate level, and considered for Freshman admission following the may be awarded transfer credit on a course-by-course percentages recommended for the general secondary basis. stream (Item A-above) in programs appropriate to B. Students presenting course work from the Institute their background. of Public Administration, who meet the freshman C StudentspresentingtheSecondaryIndustrial admission requirements (Section III, above) prior to Technical Institute Certificate,representing 13 years admission to the institute, may be considered for ad- of education, may be considered for Freshman ad- mission at the appropriate level and may be awarded mission to applied engineering and engineering transfer credit on a course-by-course basis. This technology programs, without advanced standing. ,recommendation applies primarily to the two-year IV.Teacher Educa', ..n pre-service training programs discussed earlier. A Training ProgramsforElementary Teachers C. Students applying from the King Abdulaziz Military 1. Graduates of the three year Elementary Islamic Academy, the King Faisal Air Force College, and the Institutes should be considered for Freshman ad- Internal Security Forces College may be considered mission. foradmissiontotheundergraduatelevelin 2. Pre-Service Training Program graduates should be professional programs such as law enforcement or considered for Freshman level admission without administration of justice, and related areas with advanced standing transfercredit awarded on a course-by-course basis. 3. In-Service Training Program graduates should be D. Transfer credit should not be awarded for courses considered to have completed the intermediate taken during preliminary (preparatory) programs level of education. Graduates should be con- such as those formerly offered by King Abdulaziz Spear/ Corer:der:mon for Admustom Officers Secondary tran- University and currently offered by the University of scripts show the maximum and minimum number of points whit h Petroleum and Minerals and King Faisal University.

are possible for a student to earn on the General Secondary VI. Graduate Admissions Education Certificate Examination, sometimes referred to as the A. Students with an undergraduate degree from the t.rwthlyph. as well as the total points whit h the student has ob- University of Riyadh, King Abdulaziz University, tained In order to convert the scores into percentages the U S ad- missions officer should divide the maximum number of points in. the Islamic University of Imam Muhammad Ibn to the student's "obtained marks Thr grading stale is listed Saud, the Unviersity of Petroleum and Minerals, the below Islamic University and King Faisal University with an 100 90%Excellent average of "Good" should be considered for ad- 80 89% Very Good mission at the graduate level. 70 - 79 Good 50 - 69% Pass B. Post-graduate work at the above institutions may be 86 9 i unpublished awarded appropriate course credit according to the Jammaz, Saud Ibrahim, Riyadh Linviercuy. doctoral dissertation, Unviersity of Southern Califor- institution's policy. nia, 1973. SPECIAL SERVICES Kingdom of Saudi Arabia. Development PlanCentral Planning Organization, 1970. AVAILABLE .Education in Saudi Arabia. Land of Achieve. The Saudi Arabian Educational Mission, 2223 West ment. Ministry of Information, 1974. Loop South, Suite 400, Houston, Texas .77027,provides The Bi-Annual Report of theMinistry of logistical and other support for its students in the United Education' (1971.72 and 1972.73) presented to the In. in- States and can also serve as an invaluable resource to ternational Bureau of Education, Geneva: for itsThirty. stitutions enrolling Saudi students. Fourth Session, September 1973. Ministry ofEducation, The mission's functions are outlined as follows: 1973. The Saudi Arabian Educational Mission to the United .Statistical Yearbook. Ministry of Finance and States of America and is an office of the Govern- National Economy, 1971. ment of the Kingdom of Saudi Arabia. Administratively itis attached to the Saudi Arabian Metcalf, John E Saudi Arabia, A New Economic Survey. Ministry of Education, and diplomatically it functions un- New York: First National City Bank, 1974. der the auspices of the Royal Embassy of Saudi Arabia in Washington, D.C. Munro, John. "On Campus in Saudi Arabia," ARAMCO The activities of this office are manifold.Under the World Maganize. New York: July August 1974. Scholarship Program of Saudi Arabia, it administers the scholarships to more than three thousand Saudi students National Association for Foreign Studerit Affairs. "Saudi 'evolves attendingU.S.academicinstitutions.Ti r Arabia." NAFSA Newsletter: January, 1973. monitoring of their academic progress, issuance 0, travel . "Saudi Arabia." NAFSA Newsletter: April, tickets to and from Saudi Arabia, medical coverage, 1973. payment of tuition and othermandatory fees, sending their monthly allowances and looking after the general ."Saudi Arabia." NAFSA Newsletter: May 1973. well-beingof thestudents andtheirfamiliesac- companying them. Saudi -Arabia. New York: The League of Arab States, and The office undertakes procurement of materials 1973. equipments, invites bids andtenders, and recruitment of faculty and staff members for the universities and govern- "Saudi Arabian Second Five-Year Plan: Highlights of the mcnt'offices in Saudi Arabia Plan." Saudi Economic Survey:AshoorPublic the The office also promotes cultural relations between Relations, 1975. two countries by promoting exchange programs among academic institutions involving scientists, researchers and Sharp, Theodore, Inez Sepmeyer, Martena Sasnett. The academicians in programs of mutual interest. Country Index. North Hollywood, California: In- ternational Education Research Foundation, Inc., BIBLIOGRAPHY 1971. Saudi Abd-el Wassie, Abd -el Wahab. Education in Thomas, Alfred, Jr.Saudi Arabia (World Education Arabia. Macmillan & Co1970. Series). Washington, D.C.: American Association of Collegiate Registrars and Admissions Officers, 1968. American Friends of the Middle East. "SaudiArabia." FA ME Report. Washington, D.C. January 1974 U.S. Department of State. Background Notes: Saudi Arabia. Washington, D.C.: 1965. "Saudi Arabia." AFME Report. Washington, D C., January 1975. .Background Notes: Saudi Arabia. Washington, D C.: 1973. and Hammad, Mohamed A. The Educational System U.S Department of Health, Education and Welfare. In- Planning for Manpower Development inSaudi formation and Education Around theWorld. dissertation,Indiana Arabia. unpublisheddoctoral Washington, D.C.: 1959. University, 1973 Walpole, Norman C., et. al. Area Handbook for Saudi International Handbook of Universities. Paris. The In- Arabia. Washington, D.C.: Foreign Area Studies, ternational Association of Universities, 1971. The American University, 1971. 87 MIDDLE EASTERN MOSAIC people of all ages and description along the.strCets would inquire.,(sometimes in very limited' I ee Thomplon English) . "Americans? Good! Most Welcome." Since we had departed at a tune when other events of internal During the Middle Eastern Workshopin October. strife in the Middle East were threatening and escalating, November 1975 the participants became awareas they this made such a reception more meaningful. The legen- visited in Egypt, Saudi Arabia, Kuwait and Jordan (in lieu dary hospitality of the Middle East bespeaks, not just of of Lebanon). that each of these countriesis in the process hospitality. but of a philosophy of livingIt is important of tumultuous change and that each country hasa special and essential to understand that this emanates from the in- role in the affairs, not only of the Middle East, but alsoin terconnections and loyalties that exist between families the affairs of the rest of the world. and friends in an absolute manner which is difficult for us The rapidity withwhith. the almost simultaneoustcar to conceive We are casual, capricious and sometimes mg down and tonstgittion of buildings occurs in Saudi business-likeinourrelationships anddealingsbut Arabia is electrifying to witness Other changes, notso generally it suits our own needs and has little to do with highly visible but nonetheless detectable,are alsoin family, honor, or loyalty to another. to Egypt is in the process of its own kind of change With us. we took every kind of perception andex- ',Apes and aspirations for a better future, supplying pectation conceivable. . from minds filledwith ,. idership through the human resources of its own tabulations of facts and figures involving economiccon- rd .111edot.ated cadre to assist with the enormous ditions and oil output. to a Scheherazad-Sinbad orien- :ding teachers to Kuwait and Saudi Arabia tationIn the presence of billboards in Arabic,I often -ntortesold position, thr site of political fOund myself thinking of the statistics froma study of the serves as a pivotal listening and speak- American Council on Education which reveal thateven ing 'iaist ot the stances of the Near East Kuwait's. though 100 million persons speak Arabic throughout the developmc. =. resembles and rivals even the most opulent world, Middle Eastern language enrollments in the U S. of the "I ales of the Arabian Nights Describing "whatit draw only about 1.300 students per year Of these. all but was like" is no small task, nor an easy one, as many of the a handful drop by the wayside before they become truly aspects and factors involving life and the peoples who live proficient. In reverse, it makes all the more admirable the there are nut simply nor accurately perceived andinter- tenacity and capability displayed by the Arab student who preted nor easy to explain often has to expend well over a year intensively studying With some exceptions, this was a first visit into the Mid- English in order to participate and then study in English dleEastformost of our group Itwas a highly speaking countries, Some of us returned homeexpressing illuminating. enriching and rewarding experience to rever- the desire to enroll in basic Arabic courses. se roles with the students (who so often later became Egypt's nationalism and pride does not precludea deep- friends), who had frequently stood in our officesor visited rooted .and evident interestinrelationships with the our homes and from whom we had been able to learn western world Its historicity includes centuries of service as sci muchIt is hard for us to comprehend and give suffi the crossroads, not only of Europe and southern African (lent credit to the qualities of adaptability and inner peoples, but as the east-west fulcrum of Middle Eastern resources which these students exhibit during their stay in and Mediterranean neighbors Today it serves as mentor the United States Because they generally present suchan and leader in untold ways At present, despite itssevere integrated and successfully functioning demeanor,means dual handicap of poverty and illiteracy, Egypt suppliesas that it was probably even more difficult to visualize their many as 25% of its trained teachers, and also some of its homelands or actualize experiences which have beenex- best ones, to several other countries of the Middle East pressed or described through other media Butreverse the Egypt as one of the oldest civilized nations of the world procedure. we did, and somehow it is quite different toar- will continue to supply future educators, administrators rive in a totally Arabic-speaking metropolis with 8 million and leaders to shape much of the policy and practices people. Cairo. tharucifind oneself in_a romance-language which are forged in the Middle East. speaking capital of the world A way of life, iernunes old, meets some of the currents of the presentay in the blend- TIMELESSNESS ing of the fumes and bustle of the bumper-to-bumper Time is the commodity to be found most in abundance bus /Fiat /Mercedes /donkey cart melange which criss-cross in Egypt and brings to mind an anecdote whichis the Nile over its numerous bridges However. the sound illustrative and appropriate: and light show at the Pyramids of Gizeh exemplifies and As two U N delegates c:iyerccd, one from and ..n:uatcs some of the tmurasts of the modern Middle one fi.om the Middle East, the Mexican representative East a, 'he men of today live among the works of their inquired of the Middle Easterner, forN1?... "Don't you have some expression which is equivalent in It was a very heartening time to he in Egypt As often meaning to 'Mafiana>" happens. we seemed to be recognized as Americans and The -latter replies. "Ycs, but it doesn't have the same 88

9u ('

When I disavowed this, he replied, "How else can you senseof urgency tia'adbukra,inshallah(after explain the fact that several days ago I received this child's tomorrow, God willing) This element, plus bureaucratic practices and inef- tov (a small white bear on his desk)destined to be a gift to lives in the same ficiencies seem to make it very difficult to accomplish mat- my young nephew, son of my brother. He brought to me by a friend ters of even reasonable urgencyHowever, it began to be town as you do and the toy was evident that this is not only true for strangers but alsofor who recently was in . Then you appear, and you the populace itself, so that a certain resignation, patience. shall carry it home in your suitcase. It all fits together.' frequently, persistence or sat/off-fa:re must bedeveloped And so I did carry it home, wondering more Many of the other matters of life's substancetake in retrospect, about fate precedence in the Middle East over that quantity we name time and this is truly important to gaining insight in com- MOHAMMAD. THE SON . . OF THE HOUSE paring the basis If value systems OF To the most inexperienced eye, the evidence..ofthe INSHALLAHIF GOD IS WILLING strong family network and ticsiseverywhere abun- ..like This kind of fatalistic outlook is as much a part of the dant. .. evenin unexpected ways and places . folk land and peoples of the .Middle East as are the minarets the evening spent in a city night club watching the family and mosques which are omnipresent in theirpunctuation dancing. But equally compelling to see was the of the sky and landscape The relatiooshiN between the seated nearby ...the parents, two pre-puberty aged children, their grandmother, someone who fit the category outer or external ramificationsof this view and the private, all en- inner sources emanating from within eachindividual. are of a favorite uncle, one or two other adult friends, not always easily discernible. joying the performance together. Even a suPaicial look opens to some extent a glimpse It was said by one of our Middle Easternhosts, "In the Into our own culturalbackground. For the most part, United States everybody works; women don't need to get because of elements of our own culture and trainingand married; but in the Middle East tradition dictates the need acceptance of the concepts ofindividualism, the needs of a for a family." And according to the Koran, it is incumbent "personalized god or religion" and the active pursuitof upon every male to marry andhave children. I suspect it is "being master of our own fate," we are probably more un- thisheritage,the directtracing of antecedents, the comfortable than we like to admit, and often frustratei, drawing of parameters of accepted societal norms that and finally condescending in our (forked) acceptanceof probably enables the Middle Eastern student to journey to this alien philosophy, usually carrying it off with adisplay western lands, pursue his courseof study and live a richly usually of humor if it can be managed. It dors, however, represent rewarding life, then return to his homeland and familial a very serious difference infundamental values and means readjust into what is a secured, predominant the submission ot the will of God, hierarchy. This is becoming more hazardous, however, a reverent acceptance to each of the basis of Islamic precepts It does mean that atolerance with the rapidly-changing needs imposed upon and and sensitivity and understanding must becultivated, these individuals by their society. In Saudi Arabia Kuwait, although many manifestations of the old ways of thenrespected and preserved.Itis sometimes un- demands of fathomable to us of the western world how complicated, life remain, family upheaval is occurring as the tedious or unproductive certain processes can be but we modernization channel young, highly educated persons must try to remember that at the same time someof our from the accustomed influence and sphere of their ex- ofexpediency, efficiencyandim- tended family to other cities or more urbanized parts of own actions the personalizaton become dehumanizing, humiliatingand the country. In addition, throughout the Middle East governments are making concertedefforts to settle the superficialI am aware that my thinking often lacks the humility, grace or judgment to remember that I am of a nomads which is in effect also contributing to the ur- very young melting pot nationwhich is not exceptionally banization process. The transplant of a young family from in- nationalistic, yet at the same time highly pragmatic in per- Mecca to Riyadh, for example, is an undertaking which formance and reaction. I know, too, that it becomes easier volves leaving established family and its ticsand con- for me to believe in the world of the Middle East, that a veniences and makes of that young family one of the chance meeting in the airport at Luxor with afriend Of a growing numbers of apartmentdwellers in an unknown friend from Connecticut is a matter of fate, or I will find and sizeable city, a greatdistance removed. This is a change of virtually calamitous proportion. my lost suitcase . inshallah. themes of I have thought back, many times, on anotherincident In the oil-rich countries of the Middle East the perfectly which occurred during my stay. After speaking for anhour the old world and of the new world are not always often af- with one of Egypt's modern writers, a man of letterswell meshed. Traditions and cultural conservatism are known throughout his country, we began todiscuss fronted by modernization, institutions andtechnology. expansion has belie-TS, dissimilarities and differences between his country The medium of educational exchange and brought exposure on a sizeable scale for the first time to and mine. Finally he said, "It's all a matter of fate.' different measures, standards and ways of living. In Saudi 89 97 Arabia theHaior annual pilgrimage has focused only on logically, all of the practices of the Pillars of the Faithvare the ,ritual and homogeneity of those who follow Islam, best served through an urbanized setting the situating with pure or restricted purpose, a traffic simply of faith and protection of the mosque(s), the five daily prayersat and devotion Now the outer world bursts in upon the the call of the muezzin, the Fast of Ramada., with its noc- resource-laden centers bringing ideas and practices which turnal emphasis, and the Pilgrimage itself to the cities of may be at least debatable, and at the other extreme, com- Mecca and Medina. This in turn points to a certain levelor pletely altruistic or unrealistic standard of living, the mid class, a necessity for the ideal practice of being a Moslem.' THE MOSQUES AND THE MINARETS Even though in the western world there is relatively easy CHIAROSCURO access to schooling, newspaper, radio and television, which While there are innumerable forces interacting and condition us to think of all of this as the accepted norms of responsible for the behavior, actions, and responses of any living, some of this nonchalance and acceptance may have culture, they are by their very nature complicated and not received a slight jolt, as we came to realize that the chances so easily discernible, nor definable. It is essential in the were one in four or five that our taxi drivers couldreadan Middle East to have some idea of the historical antecedents address, carefully written iR Arabic on a scrap of paper of certain customs and practices. In prime focal view is the This means, in part, that a r?emendous emphasis is placed outward manifestation of concealment: the black veils. on the spoken language, and much of it is learned through What really lies behind this usage? Some recent research aprocess of rote memorization(One boatman en- may offer insights into the adherence to this practice, countered on the Nile spoke six different languages, in- found in some parts of the Middle East. Behind those cluding French, German, and Italian . .all acquired veils, which are getting thinner and shorter, and in some from his clientele, as he plied the river.) casts have been banished by the wearers, for various It is necessary to realize that this learning is imbedded reasons, there are women and girls of considerable charm, historically in transmittal of the teachings of theKoran. intelligence and beauty. Most of the students 4r.bo come from the Arabic world with In actuality, the wearing of such a veil has not been an fully literate capacities have an andergirding of hours, absolute heritage historically, although the question of months, and years expended to the training, meaning, modesty and family honor do's appear to pre-date the and interpretation of the sacred teachings of the Prophet. Islamic period. Discussions of this matter include reference This same training often endows the Middle Eastern per- to the "modesty code," (1) for both men and women, (2) sonality with other attributes, including discipline and as individuals, and (3) as a group. This is not necessarily respect, which are often significant factors in the learning associated with religious values, so that it is not thoughtto process. be an Islamic practice,perse. This concept assumes that The mosques and minarets symbolize the bclicfs and the value of the code and honor involved is thought of as a practices embodied in Islam. While it is an extremely in- collective possession of the group. It is to be practiced and dividualistic kind of faith in which man's actions are dctcr- responded to through the malts of the tribe, and primarily mincd by God, on the other hand, man has the self.. to protect the honor of their women, and to affirm their responsibility, primarily through his own good works or own fighting ability. Apparently marriage tics are less im- acts to afirm_and practice his faith The Five Pillars of Faith portant than blood ties, an interesting contrast to com- are vested in' the (1) Creed of Islam; (2) prayer; (3) fasting; parable ideals held in some western societies. To preserve (4) the pilgrimage; and (5) charity. It is, thus, that Islam and venerate so zealously such a concept means that cer- proclaims not only bclicfs, but it is essential to carry on the tain procedures and regulations must be adhered to: works described by Godthrough man's actsandactions. (1) definite,fundamental.behavioral codes are The study of theKoranand its teachings forms a strong, established andunderstoodfor women; formalized religious framework, utilized daily. (2) these also set the role for men; Scholars and knowledgeable students of Islam have ob- (3) since one of the purposes is for the protection of served certain phenomena which are somewhat unique to women (and the tribe thereby), the men become the only IslamIslam seems especially suited to the needs of the "public actors"; peoples of the arid, desert lands, and its growth and adop- (4) this means a certain segregation of the sexes, with tion and retention has, for the most part, followed such a duties and activities of each sex delimited and supervised. geographic pattern. The character of the Islamic city or This organizational pattern of Arab society has also been 'municipal center' has some important differences from its described as applicable to small-scale personalized units, western counterpart, in which all the organizational needs such as those typified by the ancient Arab families/tribes, and services, including 7olitical and governmental aspects until the present. Cataclysmic or revolutionary changes are located. The Islamic city or urban ccntcr corresponds have begun to occur. Urbanization and education are more to a hierarchical social structure rclating to the religious and cultural structure of the society. In times past ,dePlanhol Xavier. The World of hlam, (New York Cornell University it served as a fortress, where security was to be found. And Press, English translation. 1959) 90

9 8 beginning to alter some of these patterns. an s un- Girls' College of Education in Riyadh, with a four-year un- certain what will emerge 2 dergraduate curriculum. As growing numbers of men of the Middle East become highly educated, many questions THE SECOND SEX will be posed regarding responsibilities and attitudes in- The status of women in the Middle East is changing: volved in a marriage partnership when the wife has at- since the advent of Islam in the 7thCentury, women's lot tained or ended schooling at a junior high level or lower. has improved Accor g the the Koran, the manage con- UNDER CONSTRUCTION tract as well as any i witch might occur, must be a mutually-concluded agreet -,In the case of plural Evidence of the seriousness and intent of the develop- marriage (up to four permitted), each wife mustbe treated ment of theeducational levelin tic .fiddleEastern coun- equally, which often means separate households. Each tries is found in the portion on Education of the Second marriage partner has independent propertyrights. The Five Year Plan of Saudi Arabia, which is presently in role of women has encountered many ups and downs since operation.; This ambitious undertaking reflects both the 7th Century. but among many changes is the fact that short-term attainable goals, as well as long-range projec- polygamy is dying out tions, and includes every phase of the educative process. Lebanese women attained the vote in 1953 and now The almost total illiteracy of the Fifties has already been make up about 40°k of the country's workers. They eroded, although the undertaking is a task almost un- usually do not participate in arranged marriages, and are paralleled. The Saudi Minister of Education observed, "A free to date This is still not generally true however, in drop of water spilled on a rock is seen in its entirety; if you Kuwait and Saudi Arabia However, at the urging of his drop it in the sea, it is not observed!" Wife, Queen Iffat, the late King Faisal by royal decree Accounting of the Five Year Plan shows that many of paved the way to open public education for women the planned school enrollments are on target, but the beyond the elementary level in 1960. In Kuwait larger crunch is greatest with the requirements for adequately- numbers of women than men Itske occasionally been prepared teachers. Prior to this time the concept of using enrolled in the institutions of higher education. In Egypt one group which has received a certaineducational level to the government has made two important statements regar- then train in turn the level below, has been the most rapid ding the status of women. The Constitution of 1956 expedient for accommodating the growing numbers of guaranteed to women, "compatability between her role in schooling-hungry Individuals. Adult education for both the society and her duties in the family." The second, the men and women is an area of intenseinterest, with National Charter of 1962, included a statement of the television, for example, just coming into use as an in- equality between men and women: "Woman must be structive method. Summer campaigns for literacy training regarded as equal to man, and she must therefore shed the to nomadic and rural groups also figureprominently in remaining shackles that impeded herfree movement, so planning, as do health building techniques, and hot meal that she may play a constructive and prof ,undly important programs. Cultural affairs anddevelopment of antiquities part in shaping the life of-the country." InSaudi Arabia programs are anticipated, and emphasis will continue on the Girls' Education Administration indicates that it ex- higher educational levels for girls. While in this country we pects to (2) give girls a clearunderstanding of their often tend to feel that college attendance is a relatively responsibilitiestowardstheir children,their homes, simple matter to accomplish, this concept and outlook and society, and (b) to satisfy prevailing educational needs have not traditionally pervaded educational philsophy in throughout the country. There is still considerable am- the Middle; East. Financial support in the form of pay- bivalence on the part of girls in Saudi Arabia as to whether ments and housing allowance are available toenable or not they want to opt for schoolinor domesticity, everyone who is able to become educated. although many, many more young m vied women are The planning, the development, the action_go on, un- continuing schodl If the opportunities arcproferred in the daunted and unrelenting. Several members of the Saud job market, this may be one of the keys of solution of un- family, Ministers of the Supreme Educational Council of fulfilled manpower needs. At present the curricula for the Kingdom, expressed concern that the needs of action girls' education is strictly prescribed, with little latitude or and decision making are so pressing that there is not variance permitted, and the same is trueof the job adequate time to step'back to assess and evaluate. One of situation. To date there are only a handful of qualified these men observed ruefully, "There are acute shortagesof Saudi women to fulfill teaching posts; most of these are oc- everything but money." cupied by non-Saudis (Syrian, Lebanese, Sudanese, Egyp- Therearenumerouslogisticalandinfrastructure tian, etc.) Nonetheless, in less than 10 yearsthe program problems, such as, for example, questions like: In outlying of public education has progressed from the first provisions areas of the country which should take for elementary education of girls to the opening of the priority. .. building the schools, or building the roads to get to them? Or, could helicoptersbe used to convoy 'Dodd. Peter CFamily Honor and the Forces of Change in Arab Society.' (New York Cambridge University Press -- International Jour. nal of Middle fast Studies. Volume 4, No l , January i')74) 'Refer to attached Statistical Summary of Education in Saudi Arabia 91 99 students to school-1 And then, where can enough helicop- These scholars and students who arc spending a part of tcr pilots bc found to make such a proposal feasible? The their educational preparation in the United States can be greatest lack is manpower, and especially those trained to far more instructive to natives of the United States than all givemiddle or supportingservices,tosustainthe of the information gleaned second-hand from such sources burgeoning growth in the pell-mell rush to modeinize as books, newspapers, television, or other news media. By Traditionally, this kind of work has not been sought, as it such an ongoing interchange the participants can also lay has not been respected, well paid, or socially edifying. This the foundation for intercultural relationships contributing is- reflected in the educational options selected by the in- to world well-being on many levels, in the future ahead. tellectual elite of the youth of the country; the first choice Some thoughtful consideration is being given by Middle is medicine; second-ranking isin theengincering fields. Eastern educators to the practice of sending very young, followed third by other choices in arts and sciences undergraduate students out of their own countries for These forces of growth, combined with planning for the schooling before they have gained sufficient maturity in future, while living in the present arc almost indescribable their own cultures. Some of the factors of a more. "open intheirjuxtaposition. It is admirable, breath- society" in which marriage customs, for example, arc less taking . . .in the sense of taking away one's breath, structured, can cause serious confusion or trauma among challenging to thc imagination, and poignant beyond young students who arc already out of the sphere of ex- words to thc observer. In addition to some of the intangi- tended influence of a highly - structured familial system. ble implications mentioned earlier, such sights meet the Even though some students appear to adjust better to life eye as a steel and glass office building towering above the and circumstances in another country when they arc port of Jiddah. In the harbor lay 160 vessels waiting to be younger, this may cause .dissonance upon their return to unloaded, some of them threrc as long as four months .. thc homeland. It was the expression of several educators because of the lack of mens or manpower to unload them, interviewed that students-be sent out of their own coun- and even though work continues 24 hours a day. In tries for an cxtcndcd stay only when they arc older and Riyadh, the old adobe fortresses and structures from more mature, so that their own cultural attributes may be several centuries past arc giving way to products of moder- further inculcated. nity. Kuwait City has been the scene of bulldozing and Language learning and facilityis foremost in con- abandonment,of replacements withhigh-risesand fronting and solving adjustment problems in the transition modern villas. However, Kuwait's Science and Natural from one culture to another. Adequate preparation can History Museum opened in 1972 hopes to preserve some of not be minimized, and a lengthy time in the process of the ancient heritage. It is thought that the desert nomads preparation is often required. Many smaller schools, com- willdisappear entirely:is they are quickly becoming munities and programs offer the best means of assisting in anachronistic in this development. In some of the desert:\ this kind of learning. plains and countryside of Egypt and Jordan, life continues, A second matter for very serious consideration is that of unruffled by these currents of change in the midst. orientation. The immersion in the life and customs of another land can be broadening and strengthening, or 'Shall the day ofpartIng be become a continuing ordeal with little understanding or the day of gathering?" rapport developed. Fortunately, the outgoing, direct and The Prophet. Gibran. honest approach elicited from many of these students is a In addition to meeting the needs of the academic careers very, positive trait which can be dealt with on a like basis. of the many students of the countries we visited in the As soon as possible it should be determined what kind of Middle East, by improving and updating knowledge of ad- orientation, if any, the student has had, either before the missions credentials, it can be very useful and meaningful departure from home, or upon initial arrival, by whom, or that we, in the United States, insure a continuing and with what agencies, so that necessary information can be productive experience for those students after their ac- supplied, or inaccuracies corrected, and a fruitful begin- ceptance and arrival. Our institutions and communititcs ning made'. The use of a willing and informed group of his nccd to bc informed about, and responsive to (a) the per- own countrymen can be very valuable and helpful in sonal and societal needs of the individual student, both at initial assistance, and also a sympathetic, experienced host home and abrool; (b) the functioning of this person in his family, or an American student with the time and the in- or her own country; (c) the kinds of goals this person has terest. Feedback from the student is also a vital clement to set; (d) the reaction this individual makes to different make sure what levels of understanding have actually cultural stimuli; and lastly, the ways of finding solutions to taken place. A few of the institutions of higher learning in these crestions in a sensitive and helpful manner, as the the Middle Eastern countries do have orientation programs student or scholar lives in an alien western environment. or seminars especially for the purpose of preparing the The presence of the large number of students who arc student for an overseas stay. Some of the staff of these studying in the United Statesis an unparalleled op- schools realize however, that the adjustment problems :xtunity for mutual interchange and development of in- may be acute and cxtcndcd, and may make the difference formed and knowledgeable attitudes toward one another. in a successful academic undertaking. 92 100 Actual on- the -scene culture shock can generally be corn- 6Some experience with color or race discrimination batted with careful preparation and prompt anion. It has was encountered, cr., cerning culture, orreligious been suggested by one of the officials of14Saudi Arabian backgrotind, althou:' 47% indicated that they had Unvicrsity (a graduate of one of our midwestern univer- riot experienced any form of discrimination. sities) that the adjustment for Saudi students might be 7. Descriptions of the American public, outside the made easier, and (in some cases) more successful if a academic community, ranged from "cold and un- program were devised to "tutor" the student in un- friendly and unpleasant" to the other extreme, and derstanding mores and accepted behaviour patterns on the 62% indicated that the nature of their social contacts "Amtrican scene." After some training and preparation, with Americans was to the extent of visiting them in thisNould be accomplished by assigning each student one their homes and participating in their community - oftKe following mentors to assist in thC initial few weeks or sponsored activities. 17% reported no relationships months: (a) an Americas girl;(b) an American host whatsoever with the American public outside the family; (c) an American counterpart, who is willing and college or university community. able to explain, for instance, what is involved in the The author states: "A contributing factor in American social system . . .dating, some of Americans' regard for time, what constitutes a bit of the religious easing the Saudi Arabian student's adjustment to background of the United States, a little of what the legal the new culture is deep and meaningful social con- tact with American families who have a sincerein- system entails inits workings, etc. Since some of the him,4nd who are willing to introduce the students have had little contact with the opposite sex, it terest in foreign student to the members of the family and could be very useful, as one example, to explain that when acquaint him with community affairs.' '' an American girl smiles directly at the student,it is not a A warning rises from other illustrative material in- sign of immodesty, nor of any hidden meanings. and it is cluded in this section that formal and superficial behaviour oneveryAmerican campus' or accepted contact with Americans tend to make international street . . .but also very far from acceptable behaviour in students less satisfied with their relationships with the student's homeland. Many other examples come to , the American people. mind. In an extensive study of adjustment problems made for 8.In a self evaluation of their own individual ad- his doctoral dissertation Abdulrahman Jammaz has ex- justment 66%, of the students "would recommend tracted some of the following information from his survey or advise that an intimate friend, or youngerbrother sampling of 400 (out of 921) Saudi Arabian students who come to the United States to study", while the were enrolled through the United States in thewinter of balance felt that adjustment problems in a strange 1972. The students responding to his questionnaire wcrc environment and system were toodifficult or graduate students between 21 and 30 years of age, 60% of frustrating. whom were registered in the Humanities and Social Scien- 9. Size of the institution of enrollment also seemed to ces. and who were supported by the Saudi government. be a contributing factor, and the smaller college and university sccmcd to bcttcr suit the needs of these 1.A large proportion of the group (62%) wcrc satisfied students, who wcrc bcttcr able to adjust in such a with actual physical, living conditions setting. 2. Academic progress also rated a satisfactory response; 10.1n statistics relating to marital status, of significance several indices wcrc used, including expression and was the fact that married students whose:wives had 41%ratedtheirsatisfactionas participation. been left in Saudi Arabia sccmcd to have fewer ad- "great", while 40%- indicated "moderate" satisfac- justments to make than those whose wives ac- (Only 6.4% were totallydissatisfied, and _ tion. companicd their husbands. 12% recognized some slight progress.) 3.The matter of student-faculty relationships was 11. Fifty-seven percent of the students who wcrc study- examined. Because of the ingrained attitude of ing in the United States had been employed prior to respect for elders in their home country, there wcrc their arrival, and in most casts, this meant con- some difficulties in communication between the siderable loss of status or importance, adding fur- students and faculty. ther stress to these students. 4.Questions about leisure-time activities indicated What clearer directives could be outlined for drawing that: 11% associated mostly with American studen- plans and implementing action than those taken from ts; 17% associated most frequently withforeign and such a summarization? Sufficient numbers of students and other Arab students (excluding Saudis), while 33% scholars have confronted this labyrinth previously to un- associated almost exclusively with other Saudi?. derstand its imperatives. The confusion of dwelling in the 5.Rclationships with most Americans wcrc expressed 20th century can be profitably explored by the mutual el- to be satisfactory. But some caution orskepticism 4 Jammaz, Abdulrahman, Saudi Strdesits it the United Stater A Study about continuing, or more than superficial relation- of Their Adirstmeot Problems (Michigan Michigan State Unviersity, ships sccmcd to be felt PhD , 1972. Educat.on higher ) 93 101 forts, of those who seek to learn, and adapt, and construct, proud of. However, we have only a minor portion of the and those who serve as teachers, counselors ...and friends. tremendous sense of survival that I sensed common to all The effects of changes in family circumstances or news countries in our short Middle East stay." . from home can seriously effect the emotional reactions and We each learned more from this trip than can ever be functioning of the Middle Eastern student, and should not described; many rimes we drew upon the known facets of be minimized. Careful and sympathetic counseling is a ourlives "at home" to draw comparison or, make necessity in times of stress for this individual. Groundwork analogies. Our perspectives and outlook have grown, and I should be laid so that there is an openness and ability to think each member of the group is acutely aware of the communicate when there is a need educational challenges and urgent needs to be met. Our Without the experience of the discovery of the depths responsibility to respond to the outreach of the peoples which lie below appearances, many erroneous findings arid and governments of the Middle East made to the people conclusions can evolve, resulting in mistrust, isolation , and and resources of the-United States Must take precedence anger which can assume the defensive cloak of rejection. over many other lesser tasks. This is a riod of almost in- The close linkage between elemental fear and trust can conceivable growth and development inhich to provide best be understood and interpreted in today's world by ex- essential 'educational services and resources 'to build those tended cross-cultural exchange. And trust is implicit in invaluable human resources of the Middle Ear, and for sending one's sons and daughters into the world of the the benefit of all men's global interaction and funkre unknown (Riding an unknown camel in a strange desert also contains certain of the elements of trust . )

PEACE BE WITH YOU The impact of this visit was of the highest order. The may courtesies, unexpected kindnesses, the openness and sincerity which was always given in response to questions, the warmth and depth of those whom we met will linger in BIBLIOGRAPHY memory always. For all of this, and more, there can never be enough gratitude. The final assessment for each of us is Geddes, Charles L.. Editor "Bibliographic Series" all part of our own mosaic of being and meaning. Some of No. 1 Islam in Paperback (1969) the psychological, emotional, and physical reactions ex- No. 4 An Analytical Guide to the Bibliographies on the perienced by each of us have been described by one of the Arabian Peninsula, (1974) members of the Jordanian team, as he thought of the No. 5 An Analytical Guide to the Bibliographies on the meaning of the Holy Land in the Middle East, when he Arab Fertile Crescent (1975) recorded these words: Denver: American Institute of Islamic Studies. "To attempt to describe the scene standing on the very spot where Moses had stood centuries ago, with the Dead Hamad, Mohamed A.. The Educational System and Plan- Sea to my left across the 100 mile valley of the River Jor- ning for Manpower Development in Saudi Arabia. dan; Jerusalem straight ahead, perhaps 75 miles away, as Indiana: Indiana University, PhD., 1973. distinct as a few kilometers away; and Jericho to my right along with the Mount of Olives just beyond it, was over- Jammaz, Abdulrahman. Saudi Students, in the United whelming Suddenly, Ifelt that I had, in fact, made a States: A Study of Their Adjustment Problems. Michi- pilgrimage to the center of all Judeo - Christian tradition. gan: Michigan State Unviersity, PhD., 1972. To have walked just a few kilometers from Madaba to this historic site caused me to think about the fact that some of Parker, Orin. "Cultural Clues to the Middle Eastern the same stones upon which I had walked were also walked Student." Washington,D.C.:AFME,(American by Moses and his crowds, by Abraham and other biblical Friends of the Middle East, Inc.), 1976. (Copies avail-

figures. And so, as I stood there soaking up all that there able for $2.00) . was to take in,I found myself realizing once again that relations among people come down to the basics. Politics is Patai, Raphael. The Arab Mind. New York: Scribner's, only a function of what people have in common, their own 1973. self-dignity, their own pride, but more important than all dePlanhol, Xavier The World of Islam. New York: Cor- of these, their own sense of history nell University Press, 1959. And this is what I will take away with me more than anything else, as I leave the Middle East. Common to Polk, William R, The United States and the Arab World. Egypt, Saudi Arabia, particularly Jordan and Lebanon as Cambridge. Harvard University Press, 1965.. well as other Arab countries, there is a tremendous sense of history We in the United States have only a glimpse ot Polk, William R. & William J. Mares. Passing Brave. New history and accomplishment, certainly one that we can he York: Random House, 1974. 94 1 t 4 , WalpoleNorman, etal Area Handbook for Saud: The Christian Science Monitor. Boston, Massachusetts Arabia. Washington, DC US Government Print- International Journal of Middle East Studies New York ing Office, 1971. and London, Cambridge University Press. The National Geographic, National Geographic Society Periodicals The folowing references with selected issues dealing Washington, D.C. with the subject matter were utilized. The New York Times New York, New York.

a

95 1 ) 3 The following STATISTICAL SUMMARY OF EDUCATION in SAUDI ARABIA from 1975-80 is the essence of the Education Program country's Second Five Year Plan, and it indicates the magnitude of this educational undertaking. '74-75/'79-80Enrollment '74-751'79-80Teachers 74.75r79-80 Graduates Plan Total '74-75/79-80 Schools Elementary HolyMinistry Qur'an of Education 401,348 2,306 677,458 8,687 21,669 116 33,873 435 30,906 111 58,283 481 225,835 1,549 2,063 7 2,908 2:1 ThaghrAl-AsmaElementary Model Model SchoolGirls Scho9ITotal Elementary 619,878214,641 662921 1,041,163 356,428 840750 30,831 8,970 4828 50.46316,065 4842 49,77418,545 113 99 97,48138,464 136117 374,370145,773 712501 2,899 827 1 4,4671.534 1 Intermediate HolyMinistry Qur'an of Education 70,270 128 122,136 950 4,953' 13 10,112 24 14,495 18 27,886 139 108,036 535 372 4 - 596 41 IntermediateAdult-eveningThaghrAl-Asma Model Model Girls' School School 34,061 6,570 455353 79,20011,39042420 600 2,030(438) 2928 (1,260)4,550 2948 7.1771,498 134 88 17,401 3,834 133188 65,112615,169 671715 9347 1 233115 1 Religious InstitutesTotalIbnIslamic Saud Intermediate UniversityUn iversity 120,410 8,107 466 239,052 11,098 1,538 7,313 240 20 15,513 656 94 25,173 1,628 135 53,166 3,287 298 205,036 13,113 971 557 37 2 991 39 2 Secondary HolyMinistry Qur'an of Education 19,892 37,875 315 1,353 2,879 16 4,038 9,165 - 49 35,910 91 65 102 4 ThaghrSecondaryAdult-eveningAI-Asma Model Model Girls'School School 7,6161,623 303430 - 17,571 1,014 357525 (118) 480 -2134 1,337(212) 2142 1,347 309 -9371 4,417 587141 98 16,529 2,352 465685 -1816 1 1 3150 1 Religious InstitutesTotalIslamicIbn Secondary Saud University University 35,444 4,0481,532 72,486 2,7858,044 2,155 197 70 4,861 163403 6,9581,100 17,021 2,030 534 66,202 1,9537,217 141 37 3 231 39 3 Teachers'Special EducationTraining InstitutesBoys' General 9,0932,119 12,199 4,416 698612 968975 2.156- 3,474- 15,652 - 1615 2128 UpgradingBoys'Boys' Arts Physical Center Education 1,032 263230 1,260 550687 253721 8874,69 500 9684 600147189 2,900 522530 21 1 -2 33 Girls'Teacher General Preparation CourseTotal Teachers' Training Institutes 15,689 4,561 511 27,48712,981 - 1,056 250 25 1,954 755 - 4,5471,220 511 3,5047,914 - 31.29411,090 600 ' 4626 - 6031 - Education Program '74-75/'79-80Enrollment '74. 75/'79 -80Teachers '74. 75T79-80 Graduates Plan Total '74-75/79-80 Schools Technical Institutes Commercial-EveningCommercial-DayIndustrial 2,160 260715 1,2683,3937,385 (22)273 57 (86)244846 297161167 1,650 231915131 5,5372,574 226682 354 13 695 Teacher Training Post TotalTechnicalAgricultureSecondary Technical (Girls) Level Institutes 3.685 550- 14,405 1,2991,260 375 45 1,365 120155 857232 - 3,469 542 10,604 1,585 16- 4 37 4 JuniorHigher Colleges Industrial (Female)(Male) Center 105 2,2231,985 375 40 2.60156 70 42 692959312106 1,0381,674 947285 - 1 365 1 Higher Commercial Center - 741 - 44 - 2,118 1 5 TotalEnglishScience Teacher Language and Mathematics Training Course Center Post Secondary Level 271100 --66 10,3234,920 70 61-15 6 819283 6 102 60-- 3,2331,099 65 6,387 325 -- 2 20- Literacy Adult Literacy (Female)(Male) ___ 28,89355,540 393,750126,089 4,8811,445 19,68711,374 54,16543,47710,688 123,698 89,07834,620 1,1141,015 99 3,3272,0151,312 1-.. G" University Level University of RiyadhTotal(Graduate Literacy level) 84,433 5,638 519,833 10,496 (276) 6,326 959 31,061 2,308 581 -- 1,803 6,859'(231) CI UniversityKing Abdul of Petroleum Aziz University(Graduateand Minerals level) 3,7371,497 (54)- , 11,610 2,651(135) 633166 - 1,832 357 - 431155 1,580 459 4,2211,727"(166) Women's Teacher Colleges(GraduateRiyadh Level) Subtotal 10,872 790- 24,757 3.893 (51) 1,758 -79 4,497 364 -- 1,167 -74- 3,842 692 - 12,807' 1,740 (20) Women's College of ArtsJeddah (Graduate Level) 1,009 219- 2.8957,184 396 Of 101 22 - 693289 40- 74- 1,351 659 - 2,8561,146 - IslamicImann University Mohamed Ibn(Graduate SaudUniversity Islamic level) Subtotal 2,556 890- 7,0373,987(176) 181 -48 397515 334128 - 1,459 506 - - 4,9021,521 0' (92) - 'Bachelor degrees = 6,628, Masters(Graduate = 231. level) TotalSubtotal University level 15,327 3,446 (96) - 42,965(1,541)11,024 Bachelor degrees = 1,629, Masters = 81. 2,088 229 - _ 6,102 912 1,703 462 - 7,1581,965 - (1,444)22,086" 6,423 Aw) `Bachelor'Bachelor'Bachelor degreesdegrees degrees == 1,561, 4,201,= 12,390, MastersMasters Masters == 137,20. = 388, Ph.D.'s Ph.D.'s = 29. = 2t.--- "Bachelor°Bachelor'Bachelor degrees degrees ...T. = 3,458,20,052, Masters Masters = =1,444. 2,005, Ph.D.'s = 29. 1,429, Masters = 92. APPENDIX A Pete DeLuca Dire( tor of Admissions Trinidad State Junior College Trinidad. Colorado WORKSHOP STAFF Dorothy DeM iller Project Director Assistant Foreign Student Admissions Officer Robert). Hefting University of Arizona Assistant Dean for Graduate & International 'Tic son. Arizona Admissions University of Colorado Walter Dowdy, Jr Boulder, Colorado Director of Special Programs Kalamazoo Valley Community College Admit:turas:ye Director Kalamazoo, Michigan Robert Hannigan Richard Elkins Dean of Student Services Dire( tor of Admissions University of Arkansas Kansas State University Fayetteville, Arkansas Manhattan; Kansas Report Editor Frank) Molek Claudine Fisher. Observer Associate Director of Admissions Associate Dire( tor of Admissions and Records Georgetown University Colorado State University Washington, D C Fort Collins. Colorado

Sari Halasz Director. Graduate Admissions WORKSHOP PARTICIPANTS University of California, Los Angeles Los Angeles, CalifOrnia Caroline Aldrich Associate Director of Admissions California State University, 011(0 Eunice Hoffman Chico, California Student Admissions Examiner University of WisconsinMadison Allison Birrell Madison, Wisconsin Graduate Admissions Counselor Wayne State University Gary Hopkins Detroit, Mit higan International Student Admissions Officer University of Delaware Dona Bred-len( k Newark, Delaware Admissions Administrative Assistant University of California Berkeley, California Hattie Jarmon, Obrerver Educational Specialist George Brooks Academic Advisory Services Director, International Education Office of International Training, AID University of Northern Colorado Washington, D C Greeley, Colorado

Johnny Johnson Kathleen Bnisick International Student Counselor Director, Graduate Admissions University of Kentucky Montgomery County Community College Lexington, Kentucky Rockville, Maryland

Lynne Camp Max LaGrone Assistant Director, Graduate and Professional Admissions Assistant Director of Admissions Rutgers University University of Texas New Brunswick, New Jersey Austin, Texas 9$ 106 Josephine Leo October 19 Ministry of Education Director. International Film .it ion Serviie% October 20 Supreme Council of Universities University of Mary Lind Ministry of Higher Education.Foreign College Park. Maryland Cultural Relations October 21 Cairo Unviersity Marguerite Marks Ministry of Education Admissions ()filter. Foreign Students October 22 The National Council for Education, Scien- Portland State University tific Research & Technology Portland, Oregon Assiut Unviersity Ot tober 23 Assiut Unviersity Duchess Mills Port SaidSchool, (private, Foreign Student Advisor language, co-educational school) Midlands Technical College Ain Shams Unviersity, Faculty of Education Columbia, South.Carolina Faculty of Technology, Matareya October 26 Helwan Unviersity James Remillard Ain Shams Unviersity,Officeofthe Assistant Director for Foreign Admissions President State University of New York Ministry of Education: Buffalo, New York Curriculum affairs Examinations Affairs Inez Sepmeyer, Observer Primary Teachers Education Administrative Services Officer. Admissions Office VisitTeachers education primary school University of California for girls, Aggassia Los Angeles, California October 27 Universityof Alexandria Ministry of Education: Maria Simpson Preparatory Education Assistant Director of Admissions Vocational Education Iowa State University Vist a preparatory school Ames, Iowa Visit a vocational school October 28 Ministry of Education: Ronald Thomas Ili Secondary Education Director of Foreign Admissions Higher Institue of Technology, Shobra Southern Illinois University American Unviersity ofCairo Carbondale, Illinois October 29 Al -Azhar Unviersity Ministry of Education Lee Thompson, Observer Visit a primary school NAFSA Community Section Chairperson-Elect Higher Institute of Technology, Helwan Boulder, Colorado Higher Institue of Social Work, Garden City Diane Wood Higher Institute of Social Work, Garden Office of Undergraduate Admissions City University of Michigan Higher Instituteof PhysicalEducation Ann Arbor, Michigan (girls) The National Council for Education, Scien- tific Research & Techhology

JORDAN October 19 AmericanFriends of the Middle East Office APPENDIX B Meeting Tour ofJerash October 20 University of Jordan, Office of the President COUNTRY VISITS October 21 Meeting with Nadia Helou,AFME,Beirut EGYPT October 22 AmericanCenter(USIS)lectureand discussion with Ministry ofEducation Of- October 17 AFME OfficeOreintation Lecture ficials October 18 Association of Arab Univer, October 23 Petra sitiesDiscussion October24 Aqaba and Amman 99 10? O. tuber 25 UNRW A Amman Training Center October 24 Work session on Report UMRWA Wadi Seer Vocational Training October 25 Jeddah group met with representatives of Center King Abdulaziz University, visited Model Ministry of Education (Teacher Training) Vocational School and Al-Thaghr Model October 26 United States Embassy Schools UNRWA Educational Development Center Dhahran group met with representatives of UNRWA preparatory school the University of Petroleum and Minerals October 27 University of Jordandiscussion October 26 Jeddah group returned to King Abdulaziz Mttlistry of Education University Government Secondary School Dhahran group met with representatives of Vocational Training School the King Faisal University October 27 Ministry of Educationdiscussion KUWAIT October 28 VisitRoyal Technical Institute, the tober 20 MinistryofEducation specialized Assima Model Institute and the Com- meetings with the Department of Elemen- prehensive School in Riyadh tary Education, Secondary Education. Met tings with Ministry of Education Primary Education, Planning and Curriculum October 21 Tour of boy's secondary school and a girl's secondary school - meeting with all principals andreviewofsciencefacilitiesand classrooms October 22 Prepared in-country research on secondary APPENDIX C school visitation COUNTRY PRESENTATIONSCAIRO October 23 Ministry of Educationindividual team membersvisitedspecific departments: EGYPT DAY IN CAIRO Teacher Training Institute, Curriculum and Examinations Department Introduction S. Halasz Private School Visits Background/History J. Leo Primary ant-intermediate school visits Primary/Secondary Education D. Wood Technical Institutevisit Teacher Education G. Brooks October 24 In-country research for Report Higher Education J. Remillard October 25 KuwaitUniversityvisitwithSecretary Higher Education R. Elkins General Placement Recommendations S. Halasz/J. Leo October 26 Special Education instructors meeting and tour of facilities October 27 KuwaitUniversity-tourof research facilities, JORDAN DAY INCAIRO meeting with Rector, Deans, representatives of the Ministry of Education Introduction A. Birrell Background on Educational Development D. Bretherick SAUDI ARABIA Elementary and Secondary Education M. Simpson Vocational/Technical Education P. DeLuca October 20 University of Riyadh-Discussions Teacher Training P. DeLuca Registrar and Admissions Office Higher Education L. Camp October 21 Visit to College of Engineering and College Placement Recommendations P. DeLuca of Education, Vice Rector's Office, Univer- sity of Riyadh KUWAIT DAY IN CAIRO Visit to Girls Education Administration and Data Center, Ministry of Education Introduction/Overview of October 22 Visit to Institute of Public Administration, Kuwait Educational System R. Thomas the Islamic University of Imam Muhammad History W. Dowdy Ibn Sa'ud, the Girls College Primary/Elementary Education R. Hannigan Meetings with representatives of the English Public Secondary Education D, DeMiller LanguageCcntcrandtheU S.-Saudi Private Schools C. Aldrich Arabian Joint Commission on Economic Technical Education W. Dowdy Cooperation Teacher Training R. Thomas October 23 Team divided: six persons to Dhahran, four Kuwait University C. Aldrich to Jeddah Placement Recommendations R. Thomas 100 108 Copies of previous workshop reports arc available at the NAFSA Central Office, 1860 19th Street, Nyv,Washington, D C.420009

1966 The Evaluation of Asian Educational Credentials! A rorkshop Report(India, , , ). Editor, Lee Wilcox 1968 Report of the Training Workshop on the Evaluation of Asian Educational Credentials(Vietnam, Laos, Cam- bodia, , Indonesi.i. Korea). Editor, Richard Dremuk. 1969 The Admission and Placemeni of Students from America A Workshop Report(, Central America, , ). Editor, Lee Wilcox

1970 The Admission and Placement of Studentslfrom the PacificAsian Area(Austrilia, Ceylon, , In- dia. . , Pakistan, , Okinawa and the Pacific Islands)Editor, Sanford C. Jameson.

1971 The Admission and Academic Placement of Students from Selected Countries of Latin America: A Workshop Report(Argenti.ia, . Ecuador, ) Editor, Joel B. Slocum

1974 The German American Conference on Educational Evehange A Conference Report(Germany), Editor, Philip P Byers.

1974 The Admission and Academic Placement of Students from the A-Workshop' Report(British Pat- terned Education, the French West Indies, , Puerto Rico, the U.S Virgin Islands). Editor. Cynthia Fish.

1974 The Admission and Academic Placement of Students from Selected Sub Saharan African Countnes. A Workrhop Report (Mostcountries of East, Central and West Africa) Editor, Cynthia Wise.

1974 The Admiroon and Academic Placement of Studentr from Selected Countner of Scandinavia A Workshop Report(, . and ) Editor, Cliff Siogren

1975 The Admirrion and Academic Placement of Students from Selected Arab Countries: A Workshop Report (Egypt, Jordan, Kuwait, Saudi Arabia) Editor, Frank J. Molek.

Several of the reports listed above havti been en into the Educational Resource Information Center (ERIC) system of the U.S Office of Education, Washington, D C,and are available on microfiche.

109