Thus far reform has largely meant putting putative reformers behind key desks in ministries and public bodies. So, in marked contrast to Saudi tradition and to the wider regional trend, the education ministry has become something of a reformist fiefdom, at least as far as the top jobs are concerned, making it an important focus of Abdullah patronage in the intra-Saud power play. Actual reform of educational practice, however, has not progressed beyond some curricula and course book changes, as well as the establishment of a controversial co-educational island of excellence, the King Abdullah University of Science and Technology (KAUST) near Jeddah. KAUST, notably, is not under the authority of the higher education ministry, even though it is envisaged that it will eventually be subjected to formal state control. One area that is likely to get attention, whoever succeeds Abdullah, is technical training. Saudi Arabia cannot bridge the gap between population and economic growth without obliging Saudi nationals to work more, and for less, in the private sector.
The designation of ``Key School'' exists for selected schools at every educational level in China: elementary, secondary and higher. In addition, there are various levels of the ``key'' designation itself: There are national key institutions, provincial or municipal key institutions, and county or district key institutions. Key schools all enjoy priority funding as well as the privilege of recruiting the best students. At the elementary and secondary levels, this concept is similar to that of a ``magnet'' or ``college preparatory'' school in the United States. Entry into such schools is based on examination and academic promise and achievement. For such schools, success is usually measured in terms of the percentage of its graduates entering colleges and universities, especially the key colleges and universities. The philosophy has been that giving a limited number of schools, colleges and universities priority in allocating limited resources, then the t...
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