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Procedia - Social and Behavioral Sciences 47 (2012) 2234 2236

CY-ICER 2012

Improvement of the quality Assurance in Saudi Higher Education

Ali Alshayea 1
College of Education,Qassim University, P.O.Box 44 , Riyadalkabra 51961, Qassim, Saudi Arabia

Abstract
In recent years, the Saudi Arabian higher education system has taken major actions to improve itself and maintain international
standards. These actions are in response to the perceived low quality of the system which has affected its graduates. Among these
actions were the establishment of the National Commission for Academic Accreditation and Assessment, support for research and
development, and creation of a large study abroad program. This paper discusses how these actions have addressed some of the
shortcoming of higher education in Saudi Arabia.
Keywords: Quality assuranca, Scholarship, Higher education, Saudi Arabia;

1.

Introduction

Higher education is necessary for national development. Because of this, governments need to improve higher
education and keep it at a high level. This paper will review three efforts to improve higher education in Saudi
Arabia.
2.
Background
The first college in Saudi Arabia was established in 1950. Eight years later, in 1958 the first university was
established. In the last decade, public universities increased from eight in 2003 to 26 in 2010. In addition, more than
20 private universities and colleges were approved. That shows how higher education in Saudi Arabia is modern and
n.d.)
rapidly developing
3.

Reform efforts

3.1. Standards.
The government of Saudi Arabia established the National Commission for Academic Accreditation and
Assessment (NCAAA) to contribute to the continuing improvement of the quality of higher education in the
Kingdom of Saudi Arabia (Darandari, et al, 2009). The NCAAA has created standards for 11 areas of operation in
higher education which are divided into 5 domains. Each standard has a set of sub-standards (Onsman, 2010)
The areas of these standards are:
Mission and objectives

Mob: 00966 555170549

E-mail address: ashayea@gmail.com

1877-0428 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hseyin Uzunboylu
doi:10.1016/j.sbspro.2012.06.978

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Governance and Administration

Management of Quality Assurance and Improvement
Learning and Teaching
Student Administration and Support Services
Learning Resources
Facilities and Equipment
Financial Planning and Management
Employment Processes
Research
Institutional Relationships with the Community (NCAAA, 2008)
3.2. Research
Research and development is one of the most influential factors that increases the quality of education. The Saudi
Arabia Ministry of Economy and Planning estimated spending on research and development about 0.3% of GDP,
which is modest in comparison with developed countries and rapid growth. Its National Policy for Science and
eighth development plan from
Technology aims to increase this rate to 2% by 2025. The policy was started in
2005 to 2009. At first, the increase will be low, but it will reach the goal by 2025 (Ministry of Economy and
Planning, 2009).
Saudi Arabia has many companies that support research and development, such as SABIC and ARAMCO. For
example, these two companies invested between 0.4% and 1.7% of their budgets for research and development.
Because of this, SABIC has more than 200 patents, and ARAMCO has 17 patents with more than 90 patent
applications pending. In addition, it is estimated the ratio of R&D workers to be 23 per 100,000 persons in the
population, which is modest, compared with 500 per 100,000 in typical advanced countries (Ministry of Economy
and Planning, 2009).
3.3. Scholarships
Another factor for improving the quality of higher education is study abroad scholarships.
The number of students on scholarships increased from 11,917 in 2003 to more than 140,000 in 2011. Note also
that of all students, 23.5% are MA students and 5.0% are PhD students. Fellowship students constitute 1.7%, which
is the smallest percentage of all. Most students study in the United States and Britain. Also, in the final stages of the
scholarship program, the Ministry of Higher Education made a plan for development needs limited to only MAs and
PhDs in medicine and engineering (Deputyship for Planning and Information, 2010).
4.

Results so far

Higher education in Saudi Arabia suffers many challenges, such as low-test scores of students admitted. For
example, students in 8th grade in Saudi Arabia were ranked 43rd in mathematics and 39th in science out of 50
countries, according to a report by McKinsey & Company (2007).
Moreover, the major challenge for higher education is raising internal efficiency and promoting partnerships
between higher education programs and the community. Spending more years at university than required for
graduation, and the low ratio of graduates to entrants, overload the system, damaging its ability to meet growing
demand. Furthermore, competence of faculty and administrative staff, and quality of academic programs are major
ernal efficiency (Ministry of Economy and Planning, 2009).
factors of the system
In fact, none of the Saudi universities are listed within the 392 leading education institutions in the world,
according to a report by Mine Paristech (2011). However, King Saud University ranks 199th in Webometrics, and
King Fahd University of Petroleum & Minerals ranks 404th. Likewise, in the Times Higher Education-Quacquarelli

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Ali Alshayea / Procedia - Social and Behavioral Sciences 47 (2012) 2234 2236

Symonds survey (THE-QS), King Saud University ranks 247 and King Fahd University of Petroleum & Minerals
ranks 266. This performance is too low compared with other of the developing countries world (Abouammoh, 2010).
In fact, Saudi Arabia has begun to reform education according to a report by The World Bank (2008) Saudi
Arabia has exceeded average scores for education and for the number of reforms required by developing countries,
but has scored unsatisfactorily on public accountability. (Figure 1)

Source: The World Bank (2008)

5.

Recommendations

The government should support more research and development, especially in universities. It needs to plan
for scholarships and focus on higher education, because the current percentage of graduate students is unsatisfactory
for the country growth. As a result, Saudi Arabian universities have relatively low achievement. Doing more
research and having more study abroad scholarships may remedy these problems. Scholarships are good because
they provide better teachers and create citizens who value education.
In conclusion, although Saudi Arabia higher education is not yet satisfactory, the country has made considerable
efforts toward quality assurance. Although at the beginning, it was not well-planned, the Saudi higher education
system will reach the designed goals because it has tools for success such as human capacity and resources.
References
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