Human Capital Challenges in Saudi Arabia & Suggested Solutions

January 28, 2009

Human Capital Challenges

in Saudi Arabia &

Suggested Solutions

Case for Change International Best

Practices Major Education

Initiatives Suggested Solutions

Conclusion

Outline

• Case for Change – Saudi Arabian Educational Outcome

• International Best Practices in Education

• Kingdom’s Major Educational Initiatives

• Suggested Solutions

• Conclusion

Case for Change

• Education and Global Competitiveness

• Demographics

• Quality of General Education

• Misalignment Between Educational Outcome and

Industry Requirements

• Lack of Required Soft Skills




Conclusion

Education Quality & Global Competitiveness

4

“A Nation's Prosperity and Potential for Progress are Directly Tied to the

Quality of its Educational System” Mr. Jum’ah in AUB – July 9, 2008




Conclusion

Average Expenditure on Public Education as a

Share of GDP 1980-2005




Conclusion

Case for Change


• Demographics








Conclusion

58 58 5969

7

* Estimates based on census data for population below 20 years

Source: EIU country reports; Ministry Websites; Bahrain 2005 census; CIA World Factbook; WMM (Global Insight)

NATIONAL POPULATION YOUNGER THAN 15 YEARS, 2006, IN PERCENT

42

1.2

Kuwait*

42

960

UAE

41

17.2

Saudi Arabia

61

39

1.8

Oman

31

450

Bahrain

Above 15

Below 15

100% =

More Than 40% of the Saudi Population is Younger Than 15 Years




Conclusion

0

50

100

150

200

250

300

350

400

Emirates S. Arabia Kuwait Qatar Iran Oman Bahrain Iraq

2008-2013 Industrial Projects $

Bill

ion

TOTAL: $787 Billion

$114B

$337B

$68B

$132B

$28B $16B $6B

$86B

Oil & Gas

Petrochemicals

Power

Manufacturing

9

1 Assuming that, in 2006, ~73% of population is Saudi, of which ~50% is in the 15-65 age bracket, of which ~45% is in the workforce (85%

of men and 10% of women), with an unemployment rate of ~11%. Implied number of Saudi held hobs is consistent with data reported by

the GCC Economic Statistics Report, 2005.

2 Assuming ~3% annual Saudi population growth from 2006 to 2020

3 Assuming increase in female participation from 10% to 25%

4 Assuming current unemployment rate of 11% (9% for men and 26% for women)

5 Assuming expat participation in the labour force declines to 40% by 2020

Source: Statistical Yearbook 2005; Ministry of Labour; Global Insights; team analysis

7.5

3.8

Saudi

employment

20061

1.8

Population

growth2

1.5

Higher parti-

cipation3

0.5

Unemploy-

ment

reduction

to 4%4

Required Saudi

employment

20205

Saudi Employment

Millions of People

Saudi Arabia Will Need to Create More Than 3.5 Million Jobs

By 2020 to Employ its Large Youth Population

> 3.5m




Conclusion

11

Saudi’s current human capital mix favours managers over knowledge

industry workers such as engineers and doctors

Managers occupy more of the labour pool

in KSA than elsewhere . . .

. . . which is reflected, for example, in the lower

number of engineers and doctors per capita

Legislators, senior

officials, managers

Other professionals

(e.g., doctors,

lawyers, engineers,

scientists)

Professionals, % of labour force

No. of engineers per 1,000 people,

1997 and 2005

No. of physicians per 1,000 people, 2005

38.053.0

11.44.6

KSA UAE England Germany

* Figure from 2004

Source: ILO, Ist Saudi Engineering Forum 2006; Euromonitor; KSA Ministry of Planning Statistical Handbook

3.3

1.9

3.2

1.6

KSA Finland Singapore U.S.

2005 1997

75% are

non-Saudi

83

62 55 5441

17

38 45 4659

Norway Singa-

pore

UK

18 100% = 25 13 18 24

KSA Malay-

sia

79% are

non-Saudi*

Case for Change


• Demographics








Conclusion

Saudi Arabia Ranked 54 Out of 56 Countries in TIMSS 2007 Math




Conclusion

Saudi Arabia Ranked 51 Out of 56 Countries in TIMSS 2003 Science




Conclusion

Over 80% of Saudi Students Demonstrated “Little or No Mathematical Skill”




Conclusion




Conclusion

17

English Placement Test Results for Apprentice and College

Preparation Candidates 2005 - 2007

N = 41,260

English 1 = Absolute beginner

English 2 = Grades 7 / 8

English Placement Test Results for Apprentice and CPP Candidates 2005 - 2007

E1

26%

E2

41%

E3

20%

E5+

7%

E4

6%




Conclusion

18

N = 41,188

M4 = Grade 8

Math Placement Test Results for Apprentice and CPP Candidates 2005 - 2007

M3

37%

M4

35%

M6+

11% M5

17%

Math Placement Test Results for Apprentice and College

Preparation Candidates 2005 - 2007




Conclusion

M3

49%

M4

35%

M5

14%

M6+

2%

N = 30,971

19

M4 = Grade 8

Math Placement Test Results for Apprentice Candidates

2005 - 2007




Conclusion

20

Saudi Arabia: Only 40% of Students are Expected to Complete Bachelors Degree

or Higher




Conclusion

Case for Change


• Demographics


• Misalignment Between Educational

Outcome and Industry Requirements





Conclusion

22




Conclusion

Alignment of Education Discipline

With Industrial Requirement

23




Conclusion

Case for Change


• Demographics








Conclusion

25

63%

57%

48%

48%

47%

Saudi Arabia Employer Survey Shows University Graduates Lack Core Skills

What Skills Do New University Graduates Lack?

(Top 5 responses)

Problem Solving

Written

Communications

People Skills

Teamwork

Practical Skills

Source: McKinsey 2005, Total Number of CEOs Surveyed: 400




Conclusion

Public Sector Perception of Education System Outputs

Lack of Key Specializations

The market is in short supply of science and technology programs, which are

essential for the development of key industries, such as transport planning,

logistics, and water engineering. On the other hand, there are too many

nonscience and nontechnology university disciplines, such as humanities and

social sciences.

Lack of Practice The curricula taught at higher education institutions are too theory oriented

and lack the practical requirements of the business world.

Inadequate Coordination

between Business and Education

Insufficient coordination, communication, and planning channels between

the education and private sectors has resulted in a shortage of required

skills, thus hindering the economy from responding quickly to emerging

opportunities, which are ultimately captured by the competition.

Insufficient “Soft Skills”

While exhibiting general proficiency in basic skills, graduates from all levels

of the education system lack training in “soft” business skill such as

leadership, team motivation, project management, problem solving,

communication, and negotiation.

Lack of Credibility in Assessment

Systems

For some countries, the quality of education and knowledge base of recruited

graduates fall short when tested, suggesting a significant difference between

official indicators on the quality of the education system and the real

perception by the business community about the proficiencies of graduates.

Often, companies need to conduct extensive internal training on basic skills.

Work Ethic Beyond the shortage of technical and business skills, private investors have

raised serious concerns with regard to the professionalism and work ethics

of their employees, an issue pervasive across the region as a whole.

“We need fewer theoreticians and more capable professionals and technicians.”

“Provided with adequate training, our technicians are excellent in running daily operations. However, they lack problem-solving skills, which are crucial when things go wrong!”

“Our universities graduate good accountants, but not financial managers.”

“The country was witnessing fast growth in tourism, but there was not a sufficient number of tourism professionals to meet the growth!”

“Vocational education is [considered to be] for poor-performing students and less privileged individuals… it does not offer serious employment opportunities. An academic degree is always a preference.”

International Best Practices

• Ingredients of Great Educational Systems

• Best Performing Educational Systems

• Educational Research Findings

• Example: The Singaporean Model




Conclusion

28




Conclusion

Best Performing Educational Systems

• South Korea Primary Teachers Top 5% - Hong Kong

Top 30%

• Singapore Accepts Only 20% of Applicants – 90% of

Them Pass Further Tests

• All Finland Teachers Must Have a Teaching Masters

Degree

• Teaching is a High-Status Profession with Generous

Funds for Trainee Teacher

• Class Size Doesn’t Matter




Conclusion









Conclusion

31

Consistent Quality of Teaching is by Far the Most Important Factor Driving

Performance and is Missing in Most Systems

*Among the top 20% of teachers; **Among the bottom 20% of teachers

Analysis of test data from Tennessee showed that teacher quality effected student performance more than any other variable; on average, two students with average performance (50th percentile) would diverge by more than 50 percentile points over a three year period depending on the teacher they were assigned

Source: Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement

50th percentile

0th percentile

100th percentile

Student performance

Age 8 Age 11

90th percentile

53 percentile points

37th percentile

Two students with

same performance

US EXAMPLE




Conclusion

32

Interventions Focused on Teacher Quality Improve Education Outcome (1/2)




Conclusion

33

Interventions Focused on Teacher Quality Improve Education Outcome (2/2)




Conclusion









Conclusion

36

Singapore Offers Attractive Career Growth Options to Top Performing Teachers




Conclusion

Example: The Singaporean Model

• Teachers are Facilitators of Thinking & Learning for

Students to Build Knowledge

• Focus on Critical Thinking, Problem Solving & Project-

based Learning

• Emphasis on Understanding Concepts Rather Than

Mastery of Content

• Develop Passion for Learning Thru Differentiated

Teaching (Based on Capabilities of Each Student)

• Subject Mastery (e.g. a Math Teacher Should be Good in

Math) & Have Them Research Latest Methods

• Endeavor in Community Projects (To Encourage

Students to Learn to Service Others)

• Continuing Professional Development (Teacher Eligible for

100 hours/year)




Conclusion

Basic Stats About Kingdom General Education

• 30,000 Schools

• 447,000 Teachers

• 5 Million Male & Female Students

• 83 Education Directorate (Male/Female)




Conclusion

Kingdom’s Major Initiatives in General Education

• King Abdullah Project for Development of Education (SR 9 Billion – 6 Yrs)

Qualification of Teachers

Curriculum Development

Improving Educational Environment

Extracurricular Activities

• Math & Science Development Project (SR 900 Million)

Advanced Pedagogy Theory

Advanced Teaching/Learning Material

Teacher Qualification

Annual Assessment & Improvement

Start with 100 Schools Next Year (Obekan, McGraw-Hill)




Conclusion

Kingdom’s Major Initiatives in General Education

(Cont.)

• Credit Hour System (Muqarrarat) – 4th Year – 66 Schools – 3rd Party Assessment

• Increasing #s of Learning Centers in Saudi Schools (3000 in 10 Yrs)

• Mawhiba – Many Initiatives Focus on Improving Capabilities of Top Students

• Qiyas (New Assessments Include Identification of Student Interests/Abilities)

• British Council – Training 30,000 English Teachers

• Company Initiatives (Intel, Microsoft, Obekan...)




Conclusion

What’s Lacking in Kingdom’s Education Initiatives

• Selection/Assessments of Teachers

• Motivation of Students and Teachers

• Attention to Educational Leadership




Conclusion

Suggested Solutions

1. Focus on Teacher Improvement

a. Support Selection & Development of New Teachers

b. Support Continuous Development of Teachers in Service

c. Improve Quality of Teachers for Selected Schools as a Pilot

d. Establish an Independent Teacher/School Administrator Development

Institute

2. Suggestions From Riyadh Knowledge Industry Forum 2008




Conclusion

Focus Areas

1. Teacher Quality is the Most Critical Component in

Education:

Intervention Needs to Focus on Improving Teacher Quality

2. Focus on Math, Science and English

3. Assumption is MOE is Willing to Review Compensation

Packages & Salary Structures Based on Performance




Conclusion

New Teachers / Universities /

Teacher Colleges

Existing Teachers /

MOE

Company Initiatives

Ministry

of

Education




Conclusion

Main Stakeholders in Teaching

Teacher Improvement – a. Support Selection

& Development of New Teachers

• Work with Current Teacher Colleges to Enhance their

Development Programs

• Sponsor Selected New Teachers for Advanced OOK Training

• Work with MOHE to Allocate Scholarships for the Teaching

Profession

• Establish a Scholarship Pgm for Selected College Graduates

Majoring in Math, Science & English to Pursue Diplomas in

Teaching




Conclusion

• Pros:

• Have to Mostly Deal with Universities Responsible for Teacher

Colleges

• Easier to Influence New Teachers than Teachers In-Service

• Cons:

• Effect will be Limited as Beneficiaries are Only New Teachers

(~10% of teachers)

Teacher Improvement – a. Support Selection

& Development of New Teachers (Pros/Cons)




Conclusion

• Establish/Support Teacher Societies

• Sponsor Selected Teachers for Out Of Kingdom Training

• Develop a Train the Trainer Model

Teacher Improvement – b. Support Continuous

Development of Teachers In-Service




Conclusion

• Pros:

• Elevate Importance of Profession

• Influence a Larger Number of Students

• A Faster Outcome than New Teachers

• Cons:

• It is Harder to Influence Existing Teachers as They’ve Been

Impacted by the System to a Large Degree & for a Long Time

Teacher Improvement – b. Support Continuous

Development of Teachers In-Service (Pros/Cons)




Conclusion

• Apply to Selected Schools (6–8)

• Focus on Intermediate & Secondary Schools

• Participate in Selection of Teachers and Principals

• Establish Measures / Assessments to Monitor & Evaluate

Progress

• Focus on Math, Science and English

Teacher Improvement – c. Improve Quality

of Teachers for Selected Schools as a Pilot




Conclusion

• Pros:

• Can Show Results as Evidenced by Improved Educational

Outcome

• Can Become a Model for Other Schools

• Cons:

• Passing Influence to the Overall MOE System will be Slow. Not

Comprehensive

Teacher Improvement – c. Support Development of

Teachers for Selected Schools




Conclusion

Teacher Improvement – d. Establish National

Institutes of Educators

• Build Model World-Class Institutes for Teachers and School

Leaders – Starting with One:

• Center of Excellence to Retrain Existing Teachers and Serve as a

Gateway for New Teachers

• Partner with Global General Education Development Leading

Entities

• Establish Rigorous Entrance & Exit Measures / Assessments To

Ensure Selection of the Best Candidates

• Explore Options with MOE to Make Teacher and School

Administrator Compensation Packages More Attractive

• Train Teachers & Schools Leaders (Annually ~5,000)

• Newly Appointed Teachers Have to be Certified by the Institute

Prior to Deployment to Schools

• Conduct Education Research




Conclusion

• Pros:

• Long-term Remedy to Education Outcome

• Faster Influence to the Overall MOE System

• The 1st Institute Could Become a Model (Direction of MOE Minister to Eastern Province Directorate)

• Assurance of a Stable Supply of Highly Qualified Educational Leaders and School Teachers

• Cons:

• Have to Work Closely with MOE + Universities & Ensure Alignment with Their Other Priorities

Teacher Improvement – d. Establish National

Institutes of Educators (Pros/Cons)




Conclusion

Suggested Solutions

1. Focus on Teacher Improvement

a. Support Selection & Development of New Teachers

b. Support Continuous Development of Teachers in Service

c. Improve Quality of Teachers for Selected Schools as a Pilot

d. Establish an Independent Teacher/School Administrator Development

Institute

2. Suggestions From Riyadh Knowledge Industry

Forum 2008




Conclusion

54

Big Ideas Suggested by

Knowledge Industries Forum

To Be Submitted to Supreme

Economic Council

55

The objective and design principles of our Big Ideas

Source: Team

• Start early: Hard and soft skills development

begins at an early age and is most formative

during primary school. Moreover, failure is

cumulative (once a child begins to fall behind,

the likelihood of this trend continuing is high).

Therefore, we focus on interventions during

school in order to ensure an appropriate

foundation for knowledge skills at university.

• Targeted rather than holistic: Many

interventions are required to change the

performance of a school system. We have

focused on those that have the potential to be

the most transformational in their impact on

student outcomes.

Our design principles

Our objective

Developing knowledge industry

workers in KSA requires that

graduates possess:

• Hard skills: math, science,

Arabic, English

• Soft skills: problem-solving,

creativity, communications,

teamwork, leadership, etc.

56

MoE requires all math and science

public school teachers to take

World Class Entry Exams. Only

teachers getting a grade of ‘High’

or ‘Advanced’ can continue as

teachers, and are compensated at

a level competitive with other

professions.

Big Idea 1

57

Rationale for Big Idea 1 (1/2): Teacher quality matters more than anything

else

*Among the top 20% of teachers; **Among the bottom 20% of teachers

Analysis of test data from Tennessee showed that teacher quality effected student performance more than any other variable; on average, two students with average performance (50th percentile) would diverge by more than 50 percentile points over a three year period depending on the teacher they were assigned

Source: Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement

50th percentile

0th percentile

100th percentile

Student performance

Age 8 Age 11

90th percentile

53 percentile points

37th percentile

Two students with

same performance

US EXAMPLE

58

Rationale for Big Idea 1 (2/2): Great school systems attract great people into

teaching

• Korea

• Finland

• Singapore/

Hong Kong

Source: Interviews

Teacher pool composition Country

• The top 5 percent of graduates



Starting salary is on par with

other professions (e.g.

accountant, nurse, engineer)

59

MoE makes pre-school

enrolment mandatory and

government-funded for all KSA

children from ages 3-5

Big Idea 2

60

Rationale for Big Idea 2 (1/2): Saudi pre-school enrolment is low compared

to global benchmarks

Source: Comparative indicators of Education in G8 Countries ; UNESCO global education digest

% of children aged 3-5 enrolled in centre based pre-primary and primary education

G8 Countries, 2001

Saudi

5

65

7784 84

97 100

United

States

Germany Japan United

Kingdom

Italy France

Pre-school is privately-funded in KSA, whereas it

is primarily publicly-funded in global benchmarks

61

Number of words (millions) heard

by child at age four

Rationale for Big Idea 2 (2/2): Socio-economic differences impact children

by as early as age four, making pre-school intervention critical

Source: Betty Hart and Todd Risley, 1995

13

26

45

Children of

‘professional’

parents

Children of

‘working class’

parents

Children of

‘welfare’ parents

-71%

62

Create an independent body that gives

a quality rating (akin to the 5-star

system for hotels) for all public and

private schools. The rating is based

on inspections and examination

results. The body makes the results

transparent to the public so that

parents can make more informed

school choices for their children.

Big Idea 3

63

* Formal school reviews conducted by a person to whom the school is not directly accountable

** Assessments of students during the first 10 grades; School Exit examinations refers to leaving qualifications

Source: Interviews, McKinsey analysis

Not separated

Separate unit

within Ministry

External

organization

Alberta

Boston

Chicago

England

Finland

Hong Kong

Korea

Netherlands

New York

New Zealand

Singapore

School

System

School review/

inspections*

System-wide

assessments**

School exit

examinations**

Rationale for Big Idea 3 (1/2): Inspections and examinations enable schools

to continuously track their performance and improve

64

Rationale for Big Idea 3 (2/2): The influence of family overwhelms all other

variables in student outcomes – one of the most important decisions that a

family makes is where their child goes to school

* Data is from National Educational Longitudinal Survey (U.S.) tracking 24,599 students from 8th grade to 12th grade

Source: Hoxby, Caroline, “If families matter most, where do schools come in?”

Factors explaining variation in twelfth graders

math scores*, %

43

93

School Neighbourhood Family

100%

Total

• School factors include: per pupil spending, class size, teacher salaries, teacher qualifications

• Neighbourhood factors include: percent of households below the poverty line, percent of adult population

with a high school degree/college education, ethnic composition of neighbourhood

• Family factors include: family income and education, ethnicity, availability of books in the home

Conclusion

• Saudi Education System Faces Serious Challenges with

Students Lacking Basic Skills (Currently & in the Immediate

Future)

• A Significant Work Needs to be Done to Bring Education

System into International Levels

• Continue to Present This & Similar Data in Various Forums

• Suggest to Large Organizations Support to Improve

Teacher Education

• Improve Partnership Between Public, Academia & Private

Entities in Education

• Align & Strengthen Math & Science Improvement Efforts

• The Suggested Solutions Could Add a Lot of Value to

Improve General Education Outcome




Conclusion

January 28, 2009

Human Capital Challenges

in Saudi Arabia &

Suggested Solutions

67




Conclusion

68

Saudi Arabia Has Low Student to Teacher Ratio Compared to International

Benchmarks

Source: UNESCO Global Education 2006, national education statistics

Korea

New Zealand

Singapore*

Malaysia

U.K.

Primary Secondary

2004/05

Saudi

Finland

31

24

19

18

17

16

N/A

Highest ranking

countries on the 2003

TIMSS survey of 4th

and 8th grade students

in mathematics and

science

18

19

15

17

0

10

12-13 12-13

Weeks of required

training for new hires

and on-going

professional

development is

minimal




Conclusion

Why is Teaching in Singapore Successful?

(Cont.)

• Practice in Schools/Mentors & Work as Teaching Assistant

• Dynamics of Teaching in Multi-culture/Multi-racial Societies

• Professional Certifications Encouraged

• Second Teachers to Industry Leaders as Part of Sabbatical

• Create New or Join SMEs

• Avail Overseas Teaching & Industrial Experience

عدد الطالب عدد المدارس

طالب

سعوديين

عدد

المعلمين

معلمين

سعوديين

عدد

اإلداريين

6,470 االبتدائية

1,242,253

1,095,076

98,792

90,995 2,744

3,668 المراحل المتوسطة

563,581

508,022

57,037

51,077 1,682

2,015 المراحل الثانوية

458,152

410,273

34,844

27,395 1,227

12,153 المجموع

2,263,986

2,013,371

190,673

169,467 5,653

22,673,538 (Sep. 2004) Includes 6.1 Million

Non-nationals

POPULATION

2.45% (2004 Census)

GROWTH RATE

0-14 years 42.3% (Children)

15-64 years 54.8% (Labor force)

65 years+ 2.9% (Geriatric)

AGE STRUCTURE

Global Teacher Assessments Institutes

1. Training & Development Agency for Schools (TDA)

2. Teacher Education Accreditation Council (TEAC)

3. National Council for Accreditation of Teacher Education

(NCATE)




Conclusion

ـ مارس 1429صفر م2008ه 73

أعداد خريجي الكلية2775

طالبا ودارسا

ـ مارس 1429صفر م2008ه 74

328

260

140154

4837

7156

0

50

100

150

200

250

300

350 المستوى األول

المستوى الثاني

المستوى الثالث

المستوى الرابع

المستوى الخامس

المستوى السادس

المستوى السابع

المستوى الثامن

1094

طالبا ودارسا طالب الكلية

، الفصل الثاني المستويات وفق

هـ27/28

75

TIMSS 2003 – Mathematics Achievement 8th Grade

Country

Singapore

Korea

Hong Kong

Chinese Taipei

Japan

Belgium (Flemish)

Netherlands

Estonia

Hungary

Malaysia

Latvia

Russia

Slovakia

Australia

United States

Lithuania

Sweden

Scotland

Israel

New Zealand

Slovenia

Italy

Armenia

Serbia

Mean score

605

589

586

585

570

537

536

531

529

508

508

508

508

505

504

502

499

498

496

494

493

484

478

477

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

21

23

24

Country

Bulgaria

Romania

International Average

Norway

Moldova

Cyprus

Macedonia

Lebanon

Jordan

Iran

Indonesia

Tunisia

Egypt

Bahrain

Palestine

Chile

Morocco

Philippines

Botswana

Saudi Arabia

Ghana

South Africa

476

475

467

461

460

459

435

433

424

411

411

410

406

401

390

387

387

378

366

332

276

264

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

Mean score

Source: TIMSS (Trends in International Math and Science Study), 2003

Saudi Arabia Ranked 43 Out of 45 Countries in TIMSS 2003 Math

Rank Rank




Conclusion

76

26

1

4048 49

8125

6

30

2835

16

26

16

2218

14

3

16

33

7 672 0

44

1 0 0 0

World

Source: TIMSS (Trends in International Math and Science Survey) – 2003

High performance benchmark

% of students at each performance level in TIMSS math, 2003

Intermediate performance

benchmark

Low performance benchmark

Below benchmark

(little or no mathematical skill)

Jordan Egypt Bahrain Saudi

Arabia

Advanced benchmark

Over 80% of Saudi Students Demonstrated “Little or No Mathematical Skill”

Singapore 1




Conclusion

77

Country

Singapore

Chinese Taipei

Korea

Hong Kong

Estonia

Japan

Hungary

Netherlands

United States

Australia

Sweden

Slovenia

New Zealand

Lithuania

Slovakia

Belgium (Flemish)

Russia

Latvia

Scotland

Malaysia

Norway

Italy

Israel

Bulgaria

Mean score

578

571

558

556

552

552

543

536

527

527

524

520

520

519

517

516

514

512

512

510

494

491

488

479

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

21

23

24

Country

Jordan

International Average

Moldova, Rep. of

Romania

Serbia

Armenia

Iran, Islamic Rep. of

Macedonia, Rep. of

Cyprus

Bahrain

Palestine

Egypt

Indonesia

Chile

Tunisia

Saudi Arabia

Morocco

Lebanon

Philippines

Botswana

Ghana

South Africa

475

474

472

470

468

461

453

449

441

438

435

421

420

413

404

398

396

393

377

365

255

244

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

Mean score

Source: TIMSS (Trends in International Math and Science Study), 2003

TIMSS 2003 – Science Achievement 8th Grade

Saudi Arabia Ranked 39 Out of 45 Countries in TIMSS 2003 Science

Rank Rank




Conclusion

79

Engineering Graduates Vs. High

School Graduates

20:1 21:1 23:1 20:1 23:1

27422 29222

35810

43694

52396

1356 1420 1534 2158 2172

0

10000

20000

30000

40000

50000

60000

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005

Year

# o

f S

cie

nce M

ale

Hig

h S

ch

oo

l G

rad

uate

s V

s

En

gin

eeri

ng

Gra

du

ate

s

Engineering Graduates Male High School Graduates (Science) Ratio

80

0

1000

2000

3000

4000

5000

6000

KSA Kuwait Jord. Egypt Germany UK

Ratio of Engineers to Every

100,000 Citizens

460 821

1,000

2800

3800

5300

KFUPM Student Survey: Main Findings

(256 Respondents) What Do You Want to do After Graduation?

Only 7.8% Want to Start Own Business

Was Either of Your Parents Ever Involved in a Business? 40.2 % of Their Parents Were Involved in Owning or Running a

Business

Do You Have Any Innovative Idea That Could be Turned Into a

Business? 49.2 % Have an Innovative Idea to be Turned Into Business; Only

7.8 % Plan to Implement it

Are You Interested in Starting a Business? 77% are Interested but Only 7.8 % Plan to Actually Start After

Graduation

Human Capital Challenges in Saudi Arabia & Suggested Solutions

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