The Kingdom of Saudi Arabia: Achieving the Aspirations of the National Transformation Program 2020 and Saudi Vision 2030 Through Education

Mitchell, Brendan; Alfuraih, Abdulrahman

doi:10.20849/jed.v2i3.526

Cited by 40 publications

(45 citation statements)

References 4 publications

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“…Unlike previous studies on vision 2030 (e.g., Alharbi, 2018;Altoaimy, 2018;Bah, 2018;Daghestani et al, 2018;Dahim, 2018;Mitchell & Alfuraih, 2018), this study analyzed how women's empowerment was reproduced in the Saudi press as a matter of public and national concern, vis-à-vis vision 2030, which was largely neglected.…”

Section: Figure 2 a Collocation Analysis (Collocates And Frequency)mentioning

confidence: 99%

“…Since its publication, the Vision 2030 has attracted several scholars who investigated the document from various angles. Mitchell and Alfuraih (2018) analyzed the Saudi Arabian National Transformation Program 2020 and Saudi Vision 2030. An investigation was made to identify the associated curriculum orientations within the two documents to determine what the Kingdom of Saudi Arabia sought to achieve and how it envisioned accomplishing these aspirations through educational developments.…”

Section: Introductionmentioning

confidence: 99%

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The Saudi Vision 2030: Reproduction of Women’s Empowerment in the Saudi Press: A Corpus-based Critical Discourse Analysis

Afzal

Omar

2021

Register J.

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The Kingdom of Saudi Arabia has witnessed unprecedented reforms within the framework of the Saudi Vision 2030. However, despite prolific news reports related to economic, social, and political reforms associated with the Saudi Vision 2030, there is a general lack of studies on the ideological constructions of these reforms in the Saudi press. As thus, this study seeks to explore the news representation and ideological construction of the vision 2030 reforms in the Saudi press. It focuses on the reproduction of women’s empowerment in the Saudi press. For this purpose, a corpus of 1578 newspaper articles, reports, stories, and editorials published in Arab News and Saudi Gazette is designed. Analysis of the data is carried out through corpus-based critical discourse analysis (CDA) quantitatively and qualitatively through a concordance, frequency, collocates, and dispersion. Results indicated that the Saudi press, under its ideological orientation, reproduced the vision 2030 as a matter of public interest. Both newspapers exhibited a great inclination towards endorsing women’s empowerment as stipulated in the vision. The Saudi Vision’s representation of women’s empowerment was reflected and reproduced in many ways in newspapers’ articles, reports, stories, and editorials. This study was limited to the newspaper content released after the emergence of the Saudi Vision in 2016. Further research is recommended on the influence of the Saudi press on the representation of women’s rights discourse in the Saudi Vision 2030; it may also include the public opinion about such transformational reforms.Keywords: corpus-based CDA, discourse reproduction, newspaper representations, Saudi Vision 2030, women’s empowerment

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Section: Figure 2 a Collocation Analysis (Collocates And Frequency)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Saudi Vision 2030: Reproduction of Women’s Empowerment in the Saudi Press: A Corpus-based Critical Discourse Analysis

Afzal

Omar

2021

Register J.

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“…The promotion of national identity amidst cultural globalization is a state goal" (p. iii). The UAE has developed a national studies curriculum to preserve national identity and culture (Almehairi 2015) while Saudi Arabia developed the Saudi Vision 2030, which hopes to enhance national identity based on Islamic and national values (Mitchell and Alfuraih 2018). Castells (2004) argues that identity is fundamental to society, and national identity is located in the meaning developed by citizens according to their cultural attributes.…”

Section: National Identitymentioning

confidence: 99%

Policy borrowing and developing knowledge economies in GCC countries: a critique from a Human Capital Theory perspective

Abu-Shawish

Romanowski

Amatullah

2021

Asia Pacific Educ. Rev.

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Globalization presents Gulf Cooperation Council (GCC) countries with opportunities for economic growth and transformation, as many of these nations face economic challenges such as the need for a diversified knowledge-based economy because of the finite resource of hydrocarbons. This requires the development of human capital providing workers with new and advanced skills and competencies. Education has become increasingly important on national agendas in the GCC, leading to an increase in transferring educational reforms often founded on Human Capital Theory (HCT). This article examines how HCT is embedded in the development of knowledge economies and reforms in many GCC countries and identifies the possible differences between western understandings of Human Capital Development (HCD) and GCC nations. In particular, the article addresses cultural preservation, specifically identity and language, against the backdrop of HCD in the GCC nations. Discussion centers on HCD from a local perspective raising concerns about HCT as a guiding educational theory in the GCC. This is followed by several suggestions for policymakers to consider when developing an education system that includes the skills deemed necessary for economic development while simultaneously preserving national identity and the Arabic language.

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“…These soft skills have been identified as developmental areas for students in Gulf Cooperation Council (GCC) countries (Maroun et al, 2008). In addition, the lack of focus on soft skills, particularly in the Saudi Arabian education system, has been recognised by the country's youth (Boston Consulting Group, 2014, as cited in Mitchell & Alfuraih, 2018). Thus, to accommodate the social and economic changes in the country, it is important to incorporate soft and cognitive skills in the educational system.…”

Section: Vision 2030mentioning

confidence: 99%

“…Although quality education is imperative for the development of human capital, the need for training is essential. It has been proposed that, to expand the KSA's economy and meet the aims of Vision 2030, education and training are extremely necessary (Mitchell & Alfuraih, 2018).…”

Section: In-service Teacher Educationmentioning

confidence: 99%

The Growing Demand for Education in Saudi Arabia: How Effective Is Borrowing Educational Models from the West?

Mirghani¹

2020

JEL

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The Kingdom of Saudi Arabia (KSA) considers education a top priority, and more emphasis has been placed on this following the 2016 announcement of Saudi Vision 2030. Since then, the country has witnessed several economic and social changes. As a result, the Kingdom has initiated a plan to invest in human capital through education to diversify its economy and increase employment. This includes educational reform with regard to primary and secondary education geared toward preparing students for higher education and the workplace. However, several factors may hinder the successful execution of this plan. This report will provide insights into factors such as cultural dimensions, learning profiles, the English language proficiency gap, and information on borrowing educational models from the West. It will also include some suggestions and recommendations to enhance teacher education programmes so that positive educational reform may be achieved effectively.

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The Kingdom of Saudi Arabia: Achieving the Aspirations of the National Transformation Program 2020 and Saudi Vision 2030 Through Education

Cited by 40 publications

References 4 publications

The Saudi Vision 2030: Reproduction of Women’s Empowerment in the Saudi Press: A Corpus-based Critical Discourse Analysis

The Saudi Vision 2030: Reproduction of Women’s Empowerment in the Saudi Press: A Corpus-based Critical Discourse Analysis

Policy borrowing and developing knowledge economies in GCC countries: a critique from a Human Capital Theory perspective

The Growing Demand for Education in Saudi Arabia: How Effective Is Borrowing Educational Models from the West?

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