DOCUMENT RESUME

ED 125 492 HP 008 085

AUTHOR Molek, Frank J., Ed.TITLE 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.; NationalAssociation for Foreign Student Affairs, Washington,D.C.

PUB LATE Nov 75NOTE 109p.

EDRS PRICE MF-$0.83 HC-$6.01 Plus Postage.DESCRIPTORS Administration; *Admission (School); Bibliographies;

*Comparative Education; Educational History;Elementary Education; *Foreign Countries; *ForeignStudents; Guidelines; *Higher Education;Organization; Post Secondary Educaticn; SecondaryEducatidb; *Student Placement; Tables (Data);Vocational Education

IDENTIFIERS *Arab Countries; Egypt; Jordan; Kuwait; SaudiArabia

ABSTRACTA group of 25 members of the higher education

community of North America visited the Middle East for the purpose ofimproving admissions Criteria and academic placement of Arabstudents. Group findings and the consensus of recommendations arereported. Countries studied were: Egypt, Kuwait, Jordan, and SaudiArabia. 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 alist of special services and a bibliography. (Author/KE)

***********************************4************************************ Documents acquired by ERIC include many informal unpublished *

* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *

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' .

4

THE ADMISSION AND ACADEMICPLACEMENT OF STUDENTS FROM

SELECTED ARAB COUNTRIESA Workshop Report

EGYPT

JORDAN KUWAIT

SAUDI ARABIA

Report EditorFrank J. Molek

Associate Director of AdmissionsGeorgetown University

Washington, D.C.

THE JOINT COMMITTEE ON WORKSHOPSThe National Association for Foreign Student Affairs

The American Association of Collegiate Registrars and Admissions Officers

U

;z

if 3

Reprinted by permission of Ciannom Post

TABLE OF CONTENTS

Preface

Acknowledgements rt./

Introduction viii

EGYPT

Map xAmerican Team, Egyptian Resource People

'Chart of Educational System'The Country and Its Peopleeducation - A History . . .

'Education - The Structure and Administration'Primary and Secondary Education'Technical and Vocational Education

1-3

45

5-88-9

. 9-11

11-15

Higher Institutes 15

- History and Development . 15

- Helwan University. 15-17

'Universities- Admission Requ -ments At National Universities- Grading System .

. 18-1198

19-20

- SummarN and Descriptionion of All Institutions 20

- Ain Shams University 20

- Alexandria University 20

- Asciut University 20

- Cairo University 20

- Helwan University 20

- Mansura University 20

- Tanta University 20

- Zagazig 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

*EducationA History .32-33

'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

- [he University of Yarmouk 41

-West Bank41

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 Eastaz, one of the cradles of civilization of the Western world is

felt by many Its economic, social and political influencecrosses virtually every part of our daily lives Today, wefind not only many people from the Arab world in theUnited States studying or maintaining professional careers,but we also find ourselves vastly influenced in our ownlifesty les by their culture Additionally, more and more ofus from North America are ccikerned with educationaldeselopment in this region of the world We find an in-creasing number of students from the Middle Eaststudying in North American institutions of highereduc ath And in fact, their influence has had a majorimpac t upon their North American counterparts

In October and November 1975, 25 members of thecommunity of higher education of North America visited

the Middle East for the purpose of improving the processby which admissions and academic placement of Arabstudents cakes place This report attempts to catalog thefindings of this group and to portray the consensu, ofre«unmendations that were Identified by the group Ashas been stated in t he prefacc of previous workshopreports, admissions officers and foreign student advisors

will find that th( report suggests qualita,ive and quan-coat ise,considerations that should be made before c run al

educ Atli nal del isions arc made

This as the tenth in -a series of workshops sponsored by

the Join Committee on Workshops ()COW) Earlier

worksho s were sponsored by the National Association ofForeign Student Affairs (NAFSA) JCOW was created in1969 when the American Association of CollegiateRegistrars and Admissions Officers (AACRAO) and theCollege Entrance Examination Board (CEEB) joined NAF-

SA in the sponsorship of projects Since 1965 three

workshops have been held at the East-West Center inHonolulu, two in Puerto Rico, and one each in Bad-Goodesberg, West Germany, Santo Domingo, DominicanRepublic, West Africa, and Scandinavia

The 25 participunts in this workshop were selected fromover 100 applicants Their diversity in background and ex-

pertise was shown through the variety of institutions they

represented However, the majority were administratorswho work in the admission and placement of internationalstudents at the professional and graduate school level. Vir-tually all of them came from admissions backgrounds Itshould he pointed out that all participants joined in theplanning of the workshop itinerary However, primaryresponsibility was held by the team coordinators who were

deeply involved in the planning of the in- country

arrangements with the in-country host(s)It is important to state here that the countries involved

are in a state of constant flux educationally As thisdocument comes off the press, it will find some of its

6

material already outdated. In spite of this inevitability, itis the purpose of this task force to provide their colleagueswith as timely, accurate, substantial and helpful a piece ofresearch material as is possible.

As with the workshops on Scandinavia (September1973), the group was divided into four (4) country teams.Originally, Lebanon wan ,vone of the countries to be in-cluded. Extensive planning by the team and in-country ad-ministrators promised a full country stay However, thepolitical/military situation of the summer of 1975 con-tinued through the fallprohibiting such a visit, andJCOW was required to postpone the in -country research

on Lebanon. Much to the credit of the 'Lebanese team

members and the good services of the American Friends ofthe Middle East in Beirut and Amman, the *gram in-volving the educational system ofJordan was designed andplanned We are particularly grateful to the many peoplein Amman, to the government of Jordan, as well as to theUnited States Mission for their support, candor and help,fulness in light of the situation. We will see the section onJordan as a part of the general report Additionally, it isimportant to know that as soon as it is possible, a smallgroup of the Lebanese experts will make arrangements tocomplete their task to publish a supplementary documentunder separate cover

The format of the workshop followed closely that of theScandinavia workshop Following a three-day orientationin Cairo, the teams spent the following ten days in theirrespective countries The entire group then reassembled atthe end of this time to write its report, make its recom-mendations and present those recommendations for finalapproval We all found the format to be particularly help-ful The opportunity for extended in-country stays togather necessary research information was imperative.Many also felt that is was quite necessary to have ad-ditional time at the end of the workshop to allow for im-mediate rewrite and update of the reports

We suggest that you refer to the reports of the previousnine workshops (listed on the back of this document)

They vary in style, content, and format, but all willprovide the admissions and placement officers with in-sights concerning the background and rationale for selec-tion placement decisions

In this workshop we were fortunate to have as an ob-server the President-Elect of the Community Section

(COMSEC) of NAFSA, Lee Thompson She has includedher observations as part of the final section of this report.We feel that her findings will round out your informationon the educational systems within a rapidly changing

sot ietyWe hope that in some small rneasuie our enthusiasm for

what we have learned and what we now share with you will

continue to bring even more closely together students from

the Middle East and those here, and that our relationshipwith the Arab world will continue to grow even stronger

In acknowledging the assistance of the many who sup-ported this effort I was particularly fortunate to have hadAnn Epstein design the over of this document andproduce much of the graphic art work associated with themanuscript The experience of working with a group of 25professionals in a vibrant part of the world was one of themost exciting things I have done. However. I am aware

/ 7

and grateful ttiat if it were not for the support of theGeorgetown University Admissions Office, I would havebeen unable to honor Bob Hefling's request that I assumethe Editorship of this report four weeks before theworkshop. I owe my colleagues at Georgetown and mywife (and co-echtoril Juliana my thanks

Frank MolckEditor

ACKNOWLEDGEMENTS

The 23 days spent in the Middle East was theculmination of more than two years of effort on the part ofmany people To identify all of the people who played asignificant role in the formation and success of this en-deavor would be an insurmountable task In chronologicalorder I do wish to recognize groups as well as individualswithout whose able assistance this workshop would neverhave materialized

Members of the Joint Committee on Workshops(JCOW) as well as the staffs of the central offices of theNational Association for Foreign Student Affairs (NAF-SA), The American Association of Collegiate Registrarsand Admissions Officers (AACRAO) the AmericanFriends of the Middle East (AFME) were involved in the in-itial planning Their wise counsel and cooperation con-tinued throughout the total planning and implementa-tion period

Financial support for the workshop was provided in partby the governments of Kuwait, the Arab Republic ofEgypt, and Saudi Arabia. (Lebanon had agreed to providein-country logistical support; however, we were unable totake advantage of that offer.) In addition, the Lilly En-dowment, the Arab American Oil Company, the KuwaitOil Company, the International Education Research Foun-dation, the College Entrance Examination Board, theBureau of Cultural and Educational Affairs of the UnitedStates Department of State, the Agency for InternationalDevelopment, and Trans-World Airlines, all madegenerous contributions in support of the workshop

While in the throes of planning and fund-raising, VirgilCrippin, President of AFME, and Hugh Jenkins, ExecutiveVice President of NAFSA, were particularly helpful to me.Their moral support as well as support of a substantivenature encouraged me to proceed with an optimistic ap-proach when the prospects appeared the most grim.

The participants have recognized a number of officials

in the four countries who were particularly helpful.However, representatives of these countries serving in theUnited States were a continual source of support to me.Specifically, Mr Ghazi Abdul Jawad of the Saudi ArabianEducational Mission. Dr. Ahmed Azzam, Cultural Affairs

8

Counselor of the Arab Republic of Egypt, Mr. Saud Al-Gharabally_and Mr. Yusuf Al Badr, Cultural Attaches ofthe State of Kuwait, and Mr. Wham Salman, CulturalCounselor of Lebanon, devoted many hours to first, theseeking of in-country financial support, second, in helpingto identify and obtain references, and third, in

establishing schedules for the participants.I wish to express very special thanks to Dr. and Mrs.

William Polk and their children, who so graciously openedtheir Cairo home to the thirty-six members of theworkshop group for an unforgettable evening ofhospitality and conversation. Dr. Polk as well as otherdistinguished guests of that evening provided a uniqueorientation and introduction to the Arab World.

To Mrs. Amany EI-Diffrawy and her able assistant, Mrs.Cheridan Abdul Kader of the Cairo AFME office the par-ticipants and I owe a great deal. As director of the Cairo of-fice, Amany assigned Cheridan to our workshop full time.However, she and the other members of her staff were alsoavailable whenever we needed assistance. The efficienthelp of that office that was so generously given made ourstay in Cairo an unforgettable experience.

To my assistant, Bob Hannigan, I am deeply indebtedfor the many, many details he handled so well, and toFrank Molek, who stepped in at the last minute to assumethe tiring and endless tasks of the report editor I am alsomost grateful.

The team chairpersons and the participants are really thesum and substance of any workshop and its subsequentreport. In the case of the Middle East Workshop par-ticipants, I was impressed with their diligence, with theirpre-departure preparation, with their ability to cope withthe unexpected, with their dedication to their assignment,and most of all, with their humanness. Their joys, theirdisappointments, their ill health and their camaraderie, allhelped to strengthen the group effort and made my partmost pleasant.

Robert J. Hefling, DirectorMiddle East WorkshopOctober-November, 1975

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 area During 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 ofEgypt, Kuwait, Lebanon, and the Kingdom of Saudi Arabia were selected for study, as those countries have the largestnumber 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 hadvisited 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 theLebanon visit due to the acceleration of the civil war and the general insecure situation that existed there. The Lebaneseteam had been alerted to this possibility and Jordan had been selected as an alternate country; however, an alternateprogram had not been developed for that country, nor had accommodations been reserved for the team. In spite of the lastminute change, the lack of prior planning, and the lack of adequate accommodations, the participants going to Lebanonproceeded to Jordan and did an outstanding job of reporting on that country, as is shown by their report included in thistext

This workshop was extremely fortunate in having four well-qualified observers accompanying the group Although theywere nut funded by the workshop budget, each observer accepted the responsibility of being a regular participant, andresponded accordingly The section of this report entitled, "Middle East Mosiac," was the result of the work of one observerand constitutes a new dimension not found in the previous reports of this nature That commentary should he of particularinterest 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 thesestudents in order that they return toz their-homes to apply their increased knowledge and skills so desperately needed in themanpower development of their country By careful study of this report this dissemination of knowledge and skills can befacilitated with the greatest benefit to all concerned

Robert) HeftingMarc 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-culturalbackground of the students coming from the countries being studied. She did spend approximately two weeks in Egypt andwas a member of the team that went to Saudi Arabia for eight days. In addition to participating in the interviews and visitsof the other participants, Mrs Thompson took advantage of every opportunity to explore her interests with numerouspeople outside of the academic spectrum This section of the report is the result of her keen obsevations and insights.

1X

EGYPT

Mediterranean SeaSYRIA

Alexandri ort aid

El Giza

L cJORDAN

SAUDI

ARABIA

Red

Sea

il

x i 0

THE ARAB REPUBLIC OFEGYPT

COUNTRY TEAMCharrperson: Mrs. C San Halasz, DirectorGraduate AdmissionsUniversity of California, Los Angeles

Dr. George H Brooks, DirectorInternational EducationUniversity of Northern Colorado

Richard N Elkins, Director of AdmissionsKansas State University

Josephine Leo. DirectorInternational Education ServicesUniversity of Maryland

James R. Remillard, Assistant DirectorForeign AdmissionsState University of New York at Buffalo

Diane Wood, Admissions CounselorOffice of AdmissionsUniversity of Michigan

Hattie Jarmon, ObserverEducation SpecialistOffice of International TrainingAgency for International Development

IN-COUNTRY RESOURCESLifted below are the individualf who contributed to or partic:rated in various phases of the workshop planning andprogram.

Mrs Amami El-Difrawy, DirectorAmefican Friends of the Middle East. IncCairo, Arab Republic of Egypt

Mrs Cheridan Abdel KaderProgram OfficesAmerican Friends of the Middle East.IncArab Republic of Egypt

Prof Dr El-Nadi AffifiDean of Faculty of EducationAin Shams University

it

Prof Dr Mohamed Mors' AhmedSecretary GeneralAssociation of Arab Universities

Mr. Shafik AnaDirector General of Preparatory EducationMinistry of Education

Prof Dr. Shafik I. BalbaaSecretary GeneralSupreme Council of UniversitiesMember of the National Council for Education,Scientific Research & Technology

Prof. Dr. Mahmoud DarwishVice President for Student AffairsCairo University

Dr Fouad El BaheyUndersecretary, National Centel for Educational ResearchMinistry of Education

Mrs. Nadia El EmaryDean of Higher Institute for Physical Education

Prof. Dr. Hassan El FekyDean of Faculty of EducationAssiut University

Mr H. El HarrasDirector General of Primary Teachers Edut anonMinistry of Education

Mrs. Mona KamalDirector of First Undersecretary OfficeMinistry of Education

Mr Mahmoud El KomiDirector General for Examination AffairsMinistry of Education

i

Prof Dr. Engineer Abdel A. E1MandiHead, Elealical & Electronics ElepartmentHelwan University, Technical Higher Institute, Shoubra

Dr Mustafa El MarashlyDean of the Higher Institute of TechnologyIfelwan University

Prof Dr. Ahmed El MoghazyDean of Faculty of PharmacyAssiut University

His Excellency Prof Dr Hamdi El NasharPresidentAssiut University

Mr. Hassan El SAWI

In charge of Curriculum Mims

Prof. Dr. Mohamed L El SayedVice Dean and Head of Electrical DepartmentHclwan University, Higher Institute for Technology,Hclwan

Prof. pr. Ahmed Fat hi El Za,,, atVice President, Student AffairsA l-Azhar University

Mr Abou El Encin FahmyDirector General of Foreign Cultural RelationsMinistry of Higher Education

His Excellency Prof Dr Ahdel Razek Abdcl FatahPresidentHclwan University

Mr A bdel Aziz HabibFirst Undersecretary for Administration & I man( la! AffairsMinistry of Education

His Excellency Prof Dr Mustafa Kamal HelmsMinister of Education

Dr Solimen HosseinFormer PresidentNational Specialized Council

Mr. Mansour HusseinFirst Undersecretary for Planning and ManpowerMinistry of Education

Mrs Magida IbrahiumUndersecretary for Preparatory and Secondary EducationMinistry of Education

Prof Dr Ali Abdel KaderProfessor of Political TheoryCairo University

Prof Dr Ahmed Kama!Dean of Higher Institute for Social Work

Prof Dr Abdcl Moncim Hassan KamclVice President, Graduate Studies and ResearchAssiut University

Prof Dr. Salah KotbDirector of Science Education CenterAm Shams University

His Excellency Prof Dr Nag' El MahalawiPresidentAm Shams University2

1 '2

Mr. Abdel Rahman MahmoudDirector General for Secondary EducationMinistry of Education

Dr Ezzat Abdcl MawgoodLecturer of EducationAin Shams University

Dr Nabih MohsenUndersecretary for Technical EducationMinistry of Education

Mr Hussein Abdcl MoncimDirector General for Primary EducationMinistry of Education

Ptof. Dr. Abdcl Aal Hassan MoubasherDean of Faculty of ScienceAssiut University

Mr Hassan MustafaFoicner Undersecretary Ministry of EducationMember of the National Council for Education,Scientific Research & Technology

Prof Dr. Ibrahim NagaVice President, Graduate Studies & ResearchAl-Azhar University

Prof. Dr. Abd El Megeed OsmanVice President, Student AffairsAssiut University

Dr Mahmoud RadwanFirst Undersecretary for Primary and Teachers EducationMinistry of Education

Dr Hussein SadekVice President for Graduate Studies & ResearchAlexandria University

Mr Ismael SafwatDirector of Admissions & RegistrationAmerican University of Cairo

Prof. Dr. Hussein SaidFormer Minister of Higher EducationMember of National Council for Education,Scientific Research & Technology

Miss Mary Salama

DirectorPort Said School, Zamalck

Prof Dr Ahmed Abdcl Ghafar SalchFormer Vice President of the American UniversityMember of the National Council for Education,Scientific Research & Technology

-Mr Carl SchierenDireitor of External RelationsAmerican University of Cairo

Engineer Mohamed SeoudyDirector'General, Industrial Secondary School.,Ministry of Education

Mr. Mohey El Dine Abou ShadyFirst Undersecretary for Foreign CUltureCentral ServicesMinistry of Education

Prof Di Fatchy SheriefDean of Faculty of TechnologyHeiwan University, Matareya ,

ir

Relations and

3

Prof Dr Mahmoud ShoukryDean, Faculty of LanguagesAl-Azhar University

Dr Ahmed SoudemAssistant Professor, Organic ChemistryAssiut University

His Excellency Prof. Dr Soufi Abou TalebPresidentCairo University

3

EDUCATION LADDER

6 12 13 14 15

Primary

KEY TO SYMBOLS

AB

P

PRR

a

PreparatoryEducation

Universini facultiesHelwan University (formerlyHigher Institutes)Preliminary yairPreparatory year in religious studiesResearchTitPra ork

16 17 18

ftz 1 c./

ARAB REPUBLIC OF EGYPT

19 20 21 22 23

0/ `j c7/

Faculty or Arts

J 11-

Faculty of law-0-

Faculty of Economic and Political SciencesW-- 2 0.

Faculty of ScienceIsa-a9 ":2j0--

;acuity of Medicine19 20 0--D-2123

Teacher Training Schools

GeneralSecondaryEducation

Technical

J- -0---73 -TG,Faculty I Agriculture

Faculty el Dentistry

E)---{.aFaculty el Pharmacy

el Education3 7-

Faculty of Veterinary MedicineaaiDia.D:

Faculty of Dar El Ulum (Arabic Islamic Studies)

e-70 R AD

1 2

3

Women's Facultya-

Faculty el ArchaeMOIN

0-1.4 3 R --Faculty of Mass Communication

2 4

Faculty (Higher Institute for) Nursing (Women Only)

Tech Secondary

Vocational/Technics chools

70-4-2.1

1.0 Selective admissionPrimary school teacher's certificatePreparatory Education CertificateTechnical Secondary School CertificateGeneral Secondary CertificateBachelor's degreePostgraduate diploma; can be generalor special

O Master's dowseDoctorateAdmission for Bachelor's degree holdersfrom Fin.vItiee of Engineering and Commerce

4PrimarySchoolSection ofAl Ather

-2.1Preparatory SecondarySchool School SectionSection of of Al AsherAI Atha,

Faculty I Commercejji /:11i:Faculty el Engineering

Faculty of Fine Arts

Faculty of Applied Arts

Faculty of TechnoIeflf

a ;AlFaculty f Commercial Science and business Administration

Faculty of Agricultural Sciences

Faculty el Pottal Studies0- gkil2.1-41j4

Faculty of Tourism and Hotel

Faculty of Social Work

2

Faculty of Physical Education for Men

Faculty of Physical Education for Women

Faculty of Music Education

Faculty of Art Education

Faculty of Cotton Sciences

fl

EI El 13Faculty of Monroe Economicsarfr 3

Al Tebbin Metallurgical Institute for Higher Studies

C:1-a, DID(Faculties Since 1E111

it

Al-Ashar University All Faculties) -

THE COUNTRY ANDITS PEOPLE

It would be presumptuous in a report of this nature forthe authors to enter into a discussion of Egypt'smagnificent ancient civilization, for much has been writ-ten on the subject Therefore, the information presentedhere will concentrate on the other influences upon theeducational system developing in Egypt

GeographyThe country occupies an area slightly larger than Califor-

nia, Nevada, and Arizona combined Its dominantphysical features are deserts to the cast and the west of theNile River, the second longest river in the world

The country is still 70% rural Hence, agriculturegenerates a large portion of the national income, withmajor crops of cotton, wheat, rice, and corn At the end ofthe 1960's, the government concentrated on increasingproductivity in every branch of industry even though oilh::c1 become the country's most important mineral resour-ce However, electric power supplied by the Aswan HighDam has reduced the role of oil and natural gas as majorsources of fuel for both industrial and urban domestic pur-poses

DemographyEgypt, with a population of approximately 40 million, is

the most populous country in the Arab World and thesecond most populous country on the continent of AfricaThe capital city of Cairo, with a population of eightmillion, is the largest city on the continent Alexandria,nit cc( ond largest r Ity in Egypt, with a population of 2 5million, writinues to retain its importance as a northernseaport Nearly the entire population (96%) lives alongthe Nile River Vallcy although it is less than 4% of the(outlay's area rhos the density of the area, more than2.500 persons per square mile, is one of the highe:t in theworld

Egyptians are of Ham is -ingin However, there is someinfluence in the northern population by the peoples fromthe Mediterranean areas and the southern population bythe Nubian peoples from black Africa Indigenousminorities include more than three million Coptic, whohave retained their historic Christian affiliation, the50.000 Bedouins, who are now in the process ofassimilation into permanent settlement, and the Nubiansof the south who originally came to the Nile Valley fromSudan In 1964, many of the Nubians resettled on the castside of the Nile and are a chief source of labor in the deltaregion cities Greeks, Italians, Maltese, and a few Ar-menians, comprise the foreign minority groups, locatedprimarily in Cairo and Alexandria, who have retained theirown language, religion and social customs

Egypt, whose state religion is Islam and official languageis Arabic, is 90% Sunni Moslem However, English andFrench are both important commercial languages and are

1J

understood by the majority of the literate population.40% of the population is In fact literate

Characteristics ()jibe PeopleAs in most Arab families traditional familial attitudes

remain strong. The family is a closely knit unit in whichthe members receive much psychological support from oneanother When children reach adulthood, they continue tolive at home until they marry, although hints of change arearising. Grandparents, aunts, uncles, and sometimes in-laws often live together, each playing an important role inthe life of the family. The Egyptian family is patriarchaland cultural tradition favors the male. However, duringthe past generation, women have been making stridestowards political and social equality, although the law stillfavors the male in cases of inheritance.

GovernmentOn June 18, 1953, Egypt was officially declared a

republic. In 1958, Egypt and Syria formed a union, ter-minated in 1961, called the United Arab Republic (UAR).However, Egypt retained the name United Arab Republicuntil 1971, when it then assumed its present name, theArab Republic of Egypt (ARE). Under the PermanentConstitution proclaimed on September 11, 1971,

executive autority is vested in the President (Chief ofState) He is popularly elected to a six year term and mustreceive an absolute majority of the votes cast. ThePresident appoints the Vice Presidents, the Prime Minister(Head of Government), and the Council of Ministers(Cabinet) The unicameral People's Assembly has 360members, ten are appointed by the President The term ofan assembly member is five years The highest court is theCourt of Cassation whose judges are appointed by thePresident The 25 political units into which Egypt is

divided are called governorates (provinces), each ad-ministered by a governor appointed by the president

THE BASIC EDUCATIONAL

SYSTEM

HistoryEgypt's educational system has a considerable history

From earliest times all activity including education cen-tered in the mosque, thus, the mosque became the earliestschool Students learned to read and recite the Koran, andhear lectures on such subjects as the Koran, law, tradition,Arabic philosophy, history, and medicine. This religioussystem, represented later by the University of Al-Azharand its associated schools, dates back to the eighth century.The modern Egyptian educational system originated withthe ascendance to power of Mohammed All in thenineteenth century when a new educational systemdeveloped along pragmatic, secular lines, co-existing withthe traditional religious system As Mohammed Ali iden-tified his needs in maintaining political control in Egypt,he turned to education as the means for achieving his

5

goals He sect .tudenis to Europe, chiefly to Frame, forscientific, technical, Arid military training Between 1816and 1831, he opened schools to train personnel in militaryfields as well as in auxiliary services required by a modernmilitary organization These schools included medicine,pharmacy, veterinary medicine, engineering, com-munications. and music for training buglers and trum-peters To further develop an administrative structure, heestablished a school of accountancy as well as ad-ministration To provide manpower for Egypt's industrialand agricultural enterprises, he established an industrialschool, a school of irrigation, and a school of agriculture

Thus, Mohammed Ali established an intensive networkof higher technical schools, each designed to providetrained manpower for a specific field. This early attempt atrelating education to the manpower needs of the societyserved to emphasize the need for coordinated educationalplanning among the sectors of an educational system andto identify the complex problems involved in attemptingto establish modern educational institutions in a

traditional setting. Mohammed Ali's attempts at mo-dernizing education were thwarted by numerous problemssuch as finding knowledgeable instructors, qualifiedstudents, (no modern schools existed at the lower levels),as well as suitable instructional materials. To help assuagethis latter difficulty, in 1835 he estallished a school oftranslation which had. bureau of translation. By 1848, thebureau produced over 2,000 documents which were trans-lations of European texts. This influx of printed materialfrom Europe represented a major channel for the introduc-tion of new ideas and thus fostered the growth of anEgyptian national consciousness.

Mohammed Ali found it was necessary to coordinateand diversify the educational system that had developedBy the 18YO's. the modern educational institution con-sisted of primary schools in every province and a largenumber of specialized colleges with but one preparatoryschool between the higher and lower levels To remedy theinadequate preparation of the pupils, a special two yearpreparatory course was introduced

The prim pies of the educational system duringMohammed Ali's reign and the characteristics of theschools developed during this brief period, forced theEgyptian educational system into a unique format that wasto endure for many decades For example, 1) theeducational system became centralized, 2) higher in-stitutions were designed specifically as a place to train of-ficials and officers Thus, the educational system provideda pipeline into government service Such training entitledan individual to governmental and administrativepositions. i) the modern system was strongly elitist incharacter The result was that the traditional schoolsremained the only source of education available to themasses 'Thus, two separate and parallel systems ofeducation, the modern and the traditional, emergedwithin the wuntry, each committed to radically differentvalues

busing this period, VArIOUS types of international6

lb

schools were established in Egypt Among them were themissionary schools the ecoles hbrer gra:us:es et unmet--cedes, nondenominational institutions sponsored by theFrench who were living in Egypt (admission was open toEgyptian and international students), and the "minorityschool," organized and administered by the local Greek,Italian, or Armenian community They producedgraduates who were highly westernized, enteredprofessional, business, and governmental service careers.The graduates of the modern schools established byMohammed Ali prospered and achieved a social status thatwas quite elite. Also, there existed a growing awareness bymany reformers that education had to serve as a basis forthe development of Egypt and therefore the achievementof economic independence. Thus, a growing demand foreducational development emerged among the people. Thelatter half of the nineteenth century brought the in-troduction of numerous reforms calling for a

reorganization of the educational structure. They werenever fully implemented because of administrative andfinancial difficulties as well as due to the domination bythe British. As a result, a keen sense of awareness of thecountry's educational problems had been created amongmany people The continuing efforts of the reformers topromote a more viable educational system and to improvethe quality of the teachers as well as the administrativestucture in general had begun to produce significantresults

Egypt in 1922 established a monarchy and proclaimed anew constitution Article 19 of this new constitutionprovided for compulsory free elementary education, nor-mally terminal education for the masses Primary schools,which led to an academically-oriented higher education,remained available on a tuition basis The structure andphilosophy of secondary education however, remainedsubstantively the same

Higher education, connoting post-secondary educationtoday, is only a recent development in Egypt Prior to thenineteenth century there were no institutions of highereducation with the exception of Al-Azi:ar University,primarily an institution 'where students receisz,!old training in Islamic subjects. Al-jami-ah Al-Ahliyahwas established in 1908 as an independent universityfinanced by public donations and essentially free of statecontrol. Egyptian University, the first official, nationaluniversity was formally established in 1925. It in-corporated Al-jami-ah Al-Ahlyah as the college of arts,whereas the other existing higher institutions, law,medicine, engineering, agriculture, and commerce,became its other colleges The Egyptian Universitychanged its name to Fouad I University in 1936, and thento the University of Cairo in 1953. A second university wasfounded in Alexandria in 1942, and in 1950, Ain ShamsUniversity was founded Throughout this period of ex-pansion access to government employment was throughhigher education However, the number of employmentpositions available for graduates steadily declined inrelation to the number of applicants

I he Revolution of 1952 biought forth Egypt as a treeand independent nation under Piesident Gamal AbdulNasser The revolutionary government since 1952 has at-tempted to restru,ture the educational ssstem to bring itinto turmoils with its political, social, and economic goals

Changes occurred in structure and curriculum in grades1 through 12 Changes and expansion occurred at higher

lesels

By virtue of the law of Al-Azhar Development,colleges of modern sciences had been established in 1961,along with the original colleges of Islamic theology,jurisprudence and Arabic lanugage In 1957, Assiut

University was founded, followed by Mansura and TantaUniversities in 1972, and Zagazig University in 1974

Helwan Unisersity, Egypt's newest university, wasestablished in 1975

The rapid increase in the number of students enteringhigher education placed a tremendous burden on existinghuman and physical resources like the pressures earlier atthe elementary and secondary level The governmentresorted to two measures in an effort to accommodate thegrowing number of young people interested in pursuinghigher education The fast, established in 1953, createdthe system of external students These were studentsbarred from attending classes However, since the collegesof arts. commerce, have no attendance requirements, thestudents joined these three faculties The second.

established in 1957, provided a number of higher in-stitutes to train students in various professional fields in-cluding fine arts, music, agriculture, commerce, and in:dustry

Shortly after the Revolution, the government initiated anational plan for priority projects The first five-year plan,proposed for 1955-1960, included the followingeducational projects 1) universal primary enrollmentwithin ten years, 2) diversification and upgrading post-primary education with an emphasis upon technical andvocational education, and 3) qualitative improvements insuch arias as curriculum development, teacher training,and educational administration Although other five-yearplans had been proposed, the country lacked the financialresources with which to implement many of the projectsHowever, since the middle of the 1950's, matters otherthan education had had a higher priority in Egypt, andtherefore educational development had suffered Today,only 3 7% of the national income is spent on educationHowever, those involved in forming national policy main-tain hope in improving conditions as they relate to 1) thehigh illiteracy, 2) curriculum development, 3)

examinations 4) extension of compulsory education tograde nine. 5) teacher training, 6) shortages in staff andphysital facilities, and 7) increased development oftic hnic al and voi atonal edui at ion

Enrolling rural children in compulsory primaryeducation remains a priority The ratty of males to femalesfor grades 1 through 12 is 2 1 This reflects strong culturalinfluences lessened perhaps by extension of compulsory

education through grade nine The success the Egyptianshave in educating their female children will have

significant repercussions for all levels of education andmanpower development

AdmtnntrattonThe Ministry of Education is responsible for all public

and private primary, preparatory, and secondary in-stitutions, including those offering primary teacher

training and technical-vocational education It also

prescribes the curriculum, appoints teachers, administersexaminations, and provides a system of inspection for sub-jects at all levels Foreign (international) schools areresponsible to the Ministry of Education, but supportedprivately

The Ministry of Higher Education is responsible for allaspects of education pertaining to all universities and otherinstitutions of higher learning, with the exception of theUniversity of Al-Azhar in this case the Ministry of Al-Azhar Affairs is responsible for all aspects of education asthey pertain to the University of Al-Azhar as well as theancient Muslim system of education that exists in theprimary through secondary schools throughout the nationThere are other ministries outside of the jurisdiction of theMinistry of Education which maintain apprenticeshiptraining centers at the secondary school level and alsoprovide accelerated training for adults and skilled workersSome examples of these other ministries arc: 1) the

Ministry of Industry, 2) the Ministry of Agriculture, and 3)the Ministry of Public Health

There exists under the Ministry of Education, theDepartment of Foreign Cultural Relations and Central Ser-vices In the area of foreign cultural relations this depart-ment oversees 1) Egyptians teaching in Arab and Africancountries, 2) students from Arab countries coming to theARE, and 3) educational bilateral agreements with othercountries In the area of central services, the departmentoversees. 1) general examinations, 2) free privateeducation; 3) audio-visual education, 4) educationalprograms via radio and television; 5) in-service training forteachers, 6) physical education and social education, and7) libraries

A powerful body in higher education is the SupremeCouncil of Universities, a government organ which is thesupreme council for governing the Egyptian universities Itis composed of thirty-three members. The most senioruniversity president, who thereby sits in the cabinet of theMinistry of Higher Education, serving as a link betweenthe government and the universities chairs the council.The members irAlude: 1) presidentsegyptian universities; 2) deputy presidents of the univer-sities, 3) one delegate from each unversity chosen bymembers of each University Council for a term of one year,4) five individuals chosen for their experience in universityeducation and public affairs for a renewable term of twoyears and appointed by a decree issued by the Minister ofHigher Education, and 5) the Secretary General of theCouncil. The functions of the Council are 1) to formulate

7

the gc ital polls tit mot( isitt education and reseal( h Inorder to meet 1ln needs of the (0111111S, 2) to toordinatundergraduate and postgraduate studies throughout the

i) entourage cooperation at the fatultN anddepartment l('tcl among the unlsc rsincs 1) to submitproposals to tile goternment «((t ruling the annualbudget 5) to tonsidcr all matters related to education at

anous letels, .111(1 (r) to organize tommittees tom-posed of members of the ( members of the

tea, lung staff, Hid experts to study matters requiringderailed weld(

Another highlt set« t goternment organ Is the NationalSpetialized (-mouth founded mimic: 19-', as a mnsultingbody ro the President of Fp pt The Count!! was treated toallow for (OtIONWIS in dmational planning and politregardless of changes in the offi«. of prime ministerAlthough h(' IN the titular head of the Countrl, thePresident appoints one member to serve as tharrrnanwhose responsihilit is to submit to him the resolutions Ofthe ( omit iI

I he National Spet ialued Count it is to be tomposed of

four subwum 1) the Count ii on Fdmation, StientifiiResearch, and le( hnologt, 2) the Comm] on Etonomi( sand Produt ts i) the Count!! on Serviccs (PubIR Health).and 0 the ( (runt 11 on Culture and the Arts Howetr,((n15 the first ttso exist turrentl During its first sear, thetorkins of the ( (Ruud on Fdtu anon, Sc. lentifit Researth

and I echnologt were higher dut anon , general

manpower, i) religious edut anon, suentifit researth,Ilterat and 6) adult dination

Fglpt is .1 number of the Assm Limon of Arab Uniscr-sitiesi nongoternmental asso( iation whose membershipincludes the presidents of all Arab universities It meets

mut annuallt to dist us, 1) standards Itl edutation in allArab ((amines 2) writings of the deans, and ')arrangements for ex( lunge of fat tilt% and students Present-IN the Association Is attempting to (()ordinate the

programs of stuck course-hours, en. . ul the fatuities ofagmulture and Nl lent e. throughout the Arab universities

1 he Assoc Litton publishes book in Araburni theequitalem les of carried unitcrsuN degrees throughout theArab world

Strict tun.

'the dit at lona' strut WIC pR'sCIIIIS

ttillON mg

Primary c anon grades 1-6

II Preparatory e due anon grades --9

III ccondar edination grades 10-12 in 10-I

A General Set - grades 10-12lAteraIS (Arts) branch

2 St icnt di( bran( h

B I ohm( .11 5t ond,ll grad( 10-12

1 ( 0111111CRIA1 hranc h

2 Industrial branchAgruultoral branch

f I Ic Mem ar I ear her I raining grades 10-14

tonsists of the

8

tci

D Not animal rl et hnit Ian Ironing grades 10-1

R' I et Inmal Institutesgrades 1 i-11V I ligher Institutes-- mmrporated into the universal

st stem

VI Unnersitirs

certificates, diplomasind degrees are described underthe pert mem set t ions.

Linguage of Intim IronArabi( is the language of instrut non in grades 1 through

12 with the extption of some private st hoots It is also the

medium of instruttion at postsecondary st hoots, colleges,universities, and former higher institutes* The exceptionwhere English is used is primarily in engineering and thestiemes from We second and third years of one's study

through completion All years of study in medicine andmedical related fields utilize English At the AmericanUniversity in Cairo, English is the medium of instruction.In spite of the fat t that some disuplines and some in-stitutions use English as the ,medium of instruction,student's proficiency in English may fall short of the levelrequired for study in the U S

.1c.hiemic Client/JrThe sthool year talendar the system usually begins the

third week in September and ends in either May or June,normally with a two week midyear break However, thebeginning date is sometimes affected by the month longfast of Ramadan For example, in 1975, Ramadan endedon Ottober 8 Classes began for grades 1 through 12 on0( tuber 11 and for higher edutation on Ottoher 18 Dueto this delay, the midyear break may last only one weekand the (losing date may be extended another week

Grdtbrg VyctemI he grading stale in grades 1 through 12 is represented

by a pertentage figure (0-100 %), with 100 representingsuperior performante and 50 representing the minimumpassing grade In higher edutation, the following gradingstale is generally used 85-100, Extellent 75-84, VeryGood, 65-74, Good, 50-64, Pass or Fair, 15-49, Weak: 0-i i, Very Weak The latter two grades are failing marks(Further information is provided under "Universities')

/ e,g,z/ Ravi1 he edut animal system in the ARE remains highly cen-

tralized All policy is prest robed by law An example of thisis noted in Artitle 19 of the first Egyptian Constitution of192i provides for tornpulsory free elementary educationIn July 1%2, all public ethic anon from grade 1 throughthe dottorate was made free

1 here is one law whith governs admission to post-sewndar studies Admission to universities is determinedby the results of the setondary sthool certificateexamination and by a quota SVSteill established by eat h

Iht Ilightr Institut( of thtitibrA, found( 41 in 19(11 used English 45 its

rni &urn itt ntiont 1101' until Put- It, hodi, 1011nzn

.111t1 0411111 ,1.1) iotnIcntt, had to initodi. 0lasscs in I tigkh and

Atalni

fa( ilk I. 'swill% !hos( students cs uh the highest scoresenroll in the fa( Ulf NT of then choice, those with lower scoresIn the second (hone and so on the quota scstem hasbeen severely (rani/ed. for it heightens the importance ofexaminations and selects out mans who might developlater in then academic areas 1 urthermore, there is oftenlink' relationship hem mil a student's field of interest andthe fat tilts to who h he or she is assigned I his is eSpet.lally

true when the student is unable to enroll in his preferred

area of interestIn accordance with the law, every university graduate is

guaratneed a lob However, at times the job May have lit-tle or no relationship to the education and training whichthe student has received

PRIMARY, PREPARATORY,ANDSECONDARY EDUCATION

Prior to its reform in 1956, the educational system inEgypt had two directional aims First, to provide educationto the elite and the civil servants from primary school

through university, second, to render basic education tothe rest of the population in the elementary schools Therewere, however, five coexisting forms of education I) the

traditional kuttdb and Al-Azhar University, 2) the

primary, secondary. and higher schools which chargedtuition fees, taught foreign languages, and led to theacademic secondary schools and universities (adopted fromEurope at the beginning of the 19th century), 3) theelementary, post elementary, and elementary teachertraining schools which were established by the British andneither charged tuition nor offered foreign languages. 4)the free, compulsory schools which were established by thegovernment of Egypt in 1925 and were similar to theelementary schools, 5) the foreign (international) schoolswhich were introduced to Egypt by foreign secular andreligious groups and offered Imported curricula. Thetuition-free elementary schools were for the majority of thechildrert However, graduates of these schools were notallowed to continue their studies at academic secondaryschools. They were permitted to enter only the religioussecondary schools, leading to the University of Al-Azhar,or they could continue their studies at vocational and

elementary teat her training st hools Several steps weretaken to unify the differing educational systems, and in1944 primary school tuition was abolished

The educational system for grades I through 12 wasreorganized by virtue of the low of 1956, to allow threeforms of primary, preparatory. and secondary educationStudents could complete this stage of education by at-tending public, private or AI-Azhar schools. (The M-Azhar system is described under the University of Al-Azhar, and private schools are discussed below.)

19

)Pnmdry Filuiation

I he different t pes of primary schools have been unitedin accordance with the reforms of 1956 the primary' levelof education has become compulsory and coeducationalfor all children from the ages of six through twelve I chalkdes eloped examinations are administered after the secondand fourth sears of primary school If a student tails one ofthese examinations, or the sixth year final examination,the year may be repeated I 1 the student fails the secondaryexaminations a second time, the student is promoted tothe next sear despite the failure since education at thisstage is compulsory When a child reaches the age of 14but has not successfully completed primary education, theMinistry of Education is no longer responsible for thestudent's education As a consequence, the maximumamount of time that can be spent at this level of educationis eight years. It may be noted that children have three op-portunities to repeat year upon failure of second. fourth,and sixth year examinations, but cannot in fact repeatmore than two of these three years since a third repetitionwould have to he made at age 15

The curriculum is designed to give children basic

literacy, preparation for the next stage of education, andsome technical skills to assist in life adjustment., Thefollowing curriculum chart provides a weekly timetable ofthe total number of 45 minute periods devoted to eachsubject

PRIMARY EDUCATIONYears

Subjects 1 2 3 4 5 6Religion 3 3 3 3 3 3Arabic and Penmanship 10 10 10 10 9 9

Arithmetic andGeometry 6 6 6 6 6 6

Science and Hygiene 1' 2 2 3 4 4

Social Sciences(Geography, History,and Egyptian Society) 0 1* 3 3 3 3

Technical Education(Handicrafts and Arts) 2 2 2 2 2 2

Agriculture (boys)/Home Economics(girls) 0 0 1 1 2 2

Physical Education 3 3 3 2 2 2

Music 1 1 1 1 1 1

TOTAL 26 28 31 31 32 32

'one hour observations

The differences between the spoken and written formsof Arabic require that a proportionately large amount oftime be allotted to the subject. -

In the 1974-75 school year, 85% of all six year olds(750,000 children) were enrolled. The year 1980 is thetarget date for enrolling 100% of the children reaching theminimum age. Enrollments in all grades of the 10,140primary schools totalled 4,074,893 for the academic year1974-75 In the same year 90% of the children completingthe sixth grade passed the final examination, standardized

9

at the governorate level, and were awarded the PnrwaryCenficate, allowing them to continue to the preparatorystage

Post-Pnmary EducationThe secondary school system underwent several

modifications prior to the 1956 law. The length of sewndary school varicd bctwccn thrcc, four, and fivc ycars, withthe fifth ycar providing specialization in literary, scicntific,or mathcmatics branches. Normally, a studcnt entered atthe age of twelve. With the passage of the Act of 1953, theprcparatory school merged to rcplacc the last two ycars ofthc primary and first two ycars of sccondary school in-struction.

Thc law of 1956 dividcd thc sccondary schoolcurriculum into two levels: thrcc ycars of prcparatory andthrcc ycars of sccondary. Presently, there arc thrcc typcs ofsecondary schools: gcncral, tcchnical, and cicmcntarytcachcr training. (A fourth option for postprcparatoryIcycl education is through the relatively newvocational/ tcchnician schools that offer terminalprograms.) Gcncral sccondary education is dividcd intotwo scctions: literary and scicntific. Tcchnical sccondarycducation is dividcd into thrcc branchcs: industrial,agricultural, and commcrcial (Tcchnical sccondarycducation is dcscribcd undcr "Sccondary Education,Tcchnical Studics. ')

Preparatory EducationUnder current policy, preparatory cducation providcs a

thrcc ycar curriculum in gcncral acadcmic subjccts whichprcparcs graduatcs for varicd sccondary school programs ofeducation. All former technical prcparatory schools whichoffered prograrps in industrial, agricultural, and com-mcrcial studics havc now bccn converted into secondarylevel institutions Total enrollment in 2,663 prcparatoryschools in 1974-75 was 1,199,554. Thc followingcurriculum chart providcs a wcckly timetable of thc total45 minute periods dcvotcd to cach subjcct.

PREPARATORY EDUCATION

YearsSubjects 1 2 3Religion 2 2 2Arabic 6 6 6English (French in 10% of

Schools) 5(6) 5(6) 5(6;Arithmetic and Mathematics 4 4 4Science and Hygiene 4 4 4Social Sciences

GeographyHistory

1

1

1

1

1

1

Egyptian Society 1 1 1

Technical Education(Handicrafts and Arts) 2 2 2

Agriculture (boys)/Home Economics (girls) 2 2 2

Physical Education 2 2 2Music 1 1 1

TOTAL 31 31 32

10

'4 0

Locally dcvclopcd cxaminations arc administered in Mayat thc close of thc first and sccond ycars of prcparatoryschool Students who fail thrcc subjccts, must rcpcat theacadcmic ycar. Studcnts who fail two subjccts may rctakcexaminations in thosc subjects in August. If onc failsagain, thc acadcmic ycar must bc repeated Studcnts whocomplctc thc prescribed curriculum and pass thcPrcparatory Examination, dcvclopcd at thc govcrnoratcIcycl and administcrcd by cach govcrnoratc in June,receive the Preparatory Certificate. Students who fail thiscxamination arc not ablc to rctakc subjcct cxaminations,but rathcr must rcpcat thc acadcmic ycar.

In thc 1974-75 school ycar, 75% of thosc cnrollcdpassed thc Preparatory Examination. Ccrtificatc holdcrswith high marks may proceed to gcncral academic sccondary schools, tcchnical sccondary schools or primary tcachcrtraining institutcs. Thosc who pass with lowcr marks arcdirected into the technical secondary schools, primarytcachcr training institutions or vocational/technician in-stitutions. Enrollmcnt in 1974-75 at thc 410 gcncral sccon-dary schools and the 205 sccondary scctions affiliated withprcparatory schools was 340,000 (225,000 malt and115,000 fcmalc). Enrollmcnt in 1974-75 at thc 513tcchnical sccondary schools was 333,113, at thc 66 cicmcn-tary tcachcr-training institutcs it was 33,275, and at the 4tcchnician schools thc cnrollmilt was 2,825. Thus, a totalof 709,213 studcnts wcrc enrol cd at the secondary schoolIcvel.

Secondary Education, General StudiesThe Education Act of 1953 reorganizing the gcncral

secondary cducation providcs a gcncral acadcmiccurriculum of thrcc years. Students takc gcncral courscsthc first ycar, but during tic last two ycars thcy spccializccithcr in thc scicntific or litcrary (arts) scction.

Studcnts attcnd 36 class periods per wcck Thccurriculum for thc first ycar includcs rcligion, Arabic, twoEuropcan languagcs (English, Frcnch, and/or Gcrman),social studics (history,- geography, Egyptian socicty),mathcmatics (algcbra and trigonomctry), scicncc (physics,chcmistry, biology), handicrafts and arts, physicalcducation, and youth organization. With thc division ofthe curriculum in the' sccond ycar, Arabic rcligion,Europcan languagcs, and Egyptian socicty continue to bccourscs common to both sections. Studcnts in thc litcrarysection begin the study of philosophy and continuc withsocial studics which arc cxpandcd to include cconomicsand sociology, but climinatc all scicncc and mathematicscourscs for thc final two ycars. Studcnts in thc scicntificsection continuc with mathcmatics and sciences at an ad-vanccd Icycl and climinatc all social studics and han-dicrafts and art courscs.

Studcrits takc locally dcvclopcd cxaminations at thcconclusion of the first and second ycars of sccondaryschool. In thc nationally administcrcd Gcncral SccondaryEducation Ccrtificatc Examination, studcnts of each sec-tion arc tcstcd in appropriatc subjccts and may takc onc ortwo of thc following optional advnccd Icycl

examinations Arabic or a European language,

mathematics or bioiogy Extra points earned in passing theadvanced level examinations are added to the initial totalwith no corresponding change in the initial maximumpoints, thus giving some students the opportunity to scorein excess of 100% and thereby enhancing their chances foruniversity admission If students choose to be examined intwo subjects, it is mandatory for one to be Arabic or aEuropean language However, the advanced level

examinations are in no way mandatory and can be regar-ded as indices of scholarship rather than mastery of ad-ditional course material by the student. Students who failthe examination may repeat it only once after a minimumof one year Those who pass the final examination receivethe General Secondary Education Certificate designated ineither the literary or scientific section They are theneligible to apply to a university for admission(See chart on following page)

Private SchoolsPrivate schools are owned and operated by Egyptians

end/or foreigners and may be secular or have religious af-filiations. These schools accommodate 5% of all primaryschOol children as well as 17-19% of all preparatory andsecondary school children It is necessary for private as well

as public education in grades 1.12 to follow a curriculumprescribed by the Ministry of Education However, in ad-dition to the standard, governorate and national

examinations at appropriate transition points, the privateschools administer their own promotional examinations.Among the 103 private schools, the I9 language schoolsplay a significant role in the educational system Theseschools offeanglish, French or German as the medium ofinstruction for most courses Arabic, then, is not theprimary language of instruction, although by national fiatit must be the ,nstructional medium for the subjects ofreligion, Arabic, and Egyptian society. For those who canafford them, language schools are in great demand forseveral reasons First, there is a strong interest amongEgyptians in becoming proficient in foreign languagesSecond, not only are classes smaller but also good teachersare attracted by higher salaries than those offered in public

schools Final,ly, students are generally of a higher socialstatus and enjoy a more favorable home learning en-vironment

TECHNICAL ANDVOCATIONAL EDUCATIONAND TRAINING

Technical and vocational education is defined as theform of education provided in educational institutions inorder to prepare persons for occupations in such fields asindustry and commerce Occupations in these fields atearranged in categories according to three levels ofeducation, namely. 1) education at the level of the skilledworker, 2) education at the level of the technician; 3)

21

edtu anon at the level of the engineer or technologistAccording to the outcome of the General Conference of

UNESCO at its Twelfth Session, December, 1962 thedefinitians are as follows: 1) the term "skilled worker" ap-plies to persons who have received a broad education andtraining in the exercise of a trade or craft in a particularfield, 2) the term "technician" applies to persons workingin the occupations requiring a knowledge .of technologyand related sciences between that of a skilled worker andthat of an engineer or technologist; 3) the term "engineeror technologist" applies to persons working in occupations

for which the need of education in appropriate sciences inuniversities or equivalent institutions of higher educationis officially oF traditionally recognized; occupations at thislevel include such activities as research, development,organization, planning, and production.

Applying these definitions to Egypt's system oftechnical and vocational education, education at the levelof the skilled worker takes place in the secondary technicalschools as well as the apprenticeship training centers direc-ted by the Ministry of Industry. The latter is a combinationof school instruction and in-plant practical trainingorganized in one of the trades. Education at the level oftechnician takes place at technician schools and at thetechnical institutes.

Education at the level of engineer or technologist takesplace at the universities and the higher institutes. Theuniversity prepares the academic engineer and the higherinstitute, the technologist.'

Secondary Education. Technical StudiesThe technical secondary schools offer secondary school

level education along w,,, the general secondary schools.The requirement for admission is the Preparatory SchoolCertificate as is the case with the general secondary schools.Students who have completed the prescribeg curriculumand passed the nationally administered examination areawarded the Technical Secondary School Certificate.Although designed to prepare skilled workers in industry,agriculture and commerce, the three year technical secon-dary school programs afford graduates access to highereducation Article 75 of the Educational Law stipulatesthat Technical Secondary School Certificate holders are ac-

cepted into the corresponding university faculties.Graduates, then, in the industrial section are accepted inthe faculty of engineering, agriculture section graduates inthe faculty of agriculture, and graduates of the commercialsection in the faculty of commerce. To be considered com-petitive, students should have obtained a minimum of70% on their certificate examination They are alsorequired to take a special entrance examination. However,estimates are that only one to 5% of the graduates of thetechnical secondary schools are admitted to universityfaculties, as was the case with the former higher institutes

In the standard three year technical secondary programs,core courses are offered each year in general education as

well as in the three areas of specialization: industry,agriculture, and commerce each devoting an equal amount

11

EXAMPLE OF ACTUAL. EXAMINATIONCERTIFICATE 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. 11111111111,t,t 4in the General Secondary Education Certificate Examination, 19

(Scientific Section )

( New Regulation )

bench number :

Schoolfrom :

7 t 11 Page :

Subjects Max. Mm. Candle's Mark

Arabic Language 5o 25

16

3 Lt 1

First Foreign Language and Translation 40 1 isI

1

Second Foreign Language 3o 12 L

2 i..

Mathematics 120 48 ? F.;

Physics 50 2oiJ )1.

Chernistr) 40 16 2 ;

Natural flistors 40 16 , /

Arab society 20 8i 1

`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= .7 A1. .4)-(5

after pa merit of the registered fee. The authoestirs concerned should ascertain that

the bear, r r,f this starrni, nt 15 the same person whose name is stated therein.

Potatie Ilettutoo Deportment Stgastaree.

12

22

Director ral 1 lizoatiotiootal

,,,, 1. j v 1 I 2..

of theoretical and practical application to the field ofspecialization The curriculum in the industrial branch in-cludes courses such As Arabic language and religion,foreign language, social studies, physics and mathematics,mechanical drawing and mechanical training, industrialhygiene, workshops, estimating jobs, business dealings,physical education, and military training Curriculum inthe agricultural branch includes courses in Arabic languageand religion, foreign language, animal husbandry, milkproduction and uses, silkworm breeding, rural economy,biology, physics, agricultural chemistry, animal products,plant protection, food industry, beekeeping, social

studies, cooperative and farm administration, machinerepair, public health, physical education, and militarytraining. The curriculum in the commercial branch in-cludes courses in Arabic language and religion, two foreignlanguages, economic history and geography, bookkeeping,labor relations, social insurance, business management,the Arab community, financial and statisticalmathematics, typing and art, hygiene and public health,physical education, and military training.

Rapid and significant developments, particularly in in-dustry and commerce, arc best illustrated by the followingcomparative enrollment figures: industrial branchenrollment increased from 75,007 in 1970-71, to 83,475 in1974-75, whereas commercial branch enrollment increasedfrom 157,179 in 1970-71 to 213,209 in 1974-75; whileagricultural branch enrollment increased from 36,429 to38,429 during the same period. Finally, it should be notedthat the number of technical secondary schools increasedfrom 277 in 1971 to 505 in 1975

Secondary Education, Vocational/ Technician StudiesA 1( hoot to train lower level technicians was established

five years ago The students arc prepared for a period offive years after completion of preparatory school Holdersof the Technical Secondary School Certificate in either se( -lion are considered admissible to the fourth year

Education of this type is considered terminal Currently.there are four schools with a total enrollment of 2,825.However, in 1975 only one of the schools had graduated itsfirst ( lass and awarded the Von/how/ Dip/oma TheMinistry of Education hopes that schools of this type canbe increased within the near future

Post Secondary Technical StudiesThe government established postsecondary institutions

cor general secondary school graduates offering a two yearcurriculum for developing trained technicians

The Ministry of Higher Education is responsible for theinstitutes, whose enrollment is 27,218 students, of-

fering technical education in the fields of commerce andindustry Under the Ministry of Health post-secondaryeducation is offered at five health technical institutes

Technical and Vocational TrainingThere are many opportunities for graduates of the

primary and preparatory schools as well as adults to obtainpractical, informal training. Apprenticeship training, ac-

celerated training and Upgrading of workers by theMinistry of Agriculture, and vocational schools for trainingin other practical activities are offered by various ministriesand industrial organizations.

Trade schools also provide vocational training. Holdersof the Primary School Certificate are considered admissibleto these programs. Courses in Arabic, English, arithmetic,algebra, science, geometry, and mechanical drawing areoffered. Practical work in the shop comprises nearly 75%of the time spent in the schools. Graduates are well-trained technicians who become foremen, managers, orowners of their shops. The vocational training schools forwomen provide training in technical and practical

vocational fields such as salesmanship and cashiering,home economics, metalwork (mechanical and decorative),leather work, laboratory assistance, agricultural work,needlework and dressmaking, nursing, secretarial andtyping, and fine art (pottery and toys).

Private Post Secondary Technical SchoolsPrivate institutes offer two and four year programs in a

variety of technical and vocational fields. Holders of theGeneral Secondary School Certificate are consideredeligible for admission. Intermediate diplomas are awardedat the end of the two year program, and the bachelor

degree is awarded at the end of the four year program.However, neither the two nor the four year institutes arerecognized by the government. Graduates of these in-stitutes are considered for university admission only on thebasis of their secondary school certificate. (A list of all PostSecondary schools appears on the Post Secondary Chart.)

TEACHER EDUCATIONTeacher education in the Arab Republic of Egypt is

available in a variety of programs. Prospective teachers mayenter programs in primary, preparatory, secondary, ortechnical teaching fields, or they may enter in-servicetraining.

Primary School Teacher TrainingTeachers at the primary school level begin their teacher

education program after they have completed preparatoryschool (six years primary and three years preparatory).They enter neither secondary school nor a bachelor degreeprogram as one would in the United States. The five yearprimary teacher training programs are provided at thespecialized schools located throughout the country. Thereare at least two in each governorate for a total of 66. Mostof them are not coeducational. The teaching staff isgenerally required to possess either the Special Diploma inEducation or a Master of Arts in Education. During thefirst three years of the five year program, the curriculum isparallel in subject matter to that of the general secondaryschool. During the final two years, special courses in sci-ence, mathematics, domestic science (for girls), andagriculture (for boys), Arabic, geography, and history,

2313

music. art, physical education, kindergarten (girls only)are studied In addition to the specialized subjects above.courses in the methods of teaching and primary schoolcurriculum are included in the fourth and fifth years alongwith student teaching practicum. The students are givenexperience as classroom and subject matter teachers. Everyteacher training school has a primary school (demon-stration school) associated with it The students gain "ob-servation" experience beginning in the first year Duringthe third year, a full "observation" program with somepractice teaching and critique is included. By the time thestudents have reached the fourth year, they are practiceteaching without continuous supervision. At the end ofthe fourth and fifth school years, students spend threeweeks teaching full time in the first four grades inprimary school. The Elementary Teacher Certif.:ewe is

*awarded upon completion of the five year program andpassing the final examination. Certificate holders maywork as classroom teachers in the first four years of theprimary school as Well as scibject matter teachers in thefifth and sixth years Students who pass the examinationwith a mark of 75% or better may apply for admission to auniversity faculty of education They would enter then atthe second year level Students who complete a bachelordegree program would probably go into preparatory orsecondary school teaching and thus would no longer con-tinue at the primary school level, where the greatest shoa-age of teachers exists The government is making an effortto increase the number of teachers in training by 500 each

year. An indication of the total magnitude of the problemis reflected in the number of students per teacher. thereare 1 2 teachers for every class of 36-40 students. Current-ly, there are 98,000 classes with 108,000 teachers

One of the primary teacher training schools in Aboassia-Cairo, includes a program for teachers of the handicappedin Egypt as well as other Arab countries Thi, one-yeartraining program, which may be taken after regularteaching experience. includes training in the teaching ofthe deaf, visually handicapped, and mentally retarded

Preparatory and Secondary School Teacher TrainingThe preparatory and secondary teachers are trained in

the faculties of education at the universities and higher in-stitutes. The curriculum is identical for both programs ofpreparatory and secondary teacher education. Furthermore, the curriculum for the first three years of the fouryear program is similar in structure to that of the generalsecondary school. However, it is at an advanced level Thefirst two years a teaching candidate enrolls in one of thefollowing six departments: Arabic, language, physicalchemistry, mathematics, natural history, or social science.The third and fourth year courses consists of professionalcourses added to the academic curriculum (for example.education methods, curriculum foundations, mentalhygiene, and educational psychology ) Graduates areawarded either the Bachelor of Arts or Bachelor of Sciencedegree upon completion of the four year program

The additional years of study are available following the14

bachelor degree program. The teacher receives the GeneralDiploma after the firrt year, whereas at the end of thesecond year, the, Special Diploma is awarded, Thesediplomas are not to be confused with the Master of Artsdegree. They arc not considered equivalent, but are never-theless regarded as postgraduate work.

Although preparatory and-secondary school teachers areusually prepared in a four year bachelor degree program inthe Faculty of Education, graduates from the Faculty ofArts or Faculty of Science may enroll in the Faculty ofEducation fora one year professional course. Upon com-pletion of this year, students awarded the GeneralDiploma and are prepared to teach at the preparatory orsecondary school level.

Technical Secondary School Teacher Training (PracticalSubjects)

Those who will teach only the practical subjects in theindustrial branch of the teehnical secondary school willcomplete a two year supplementary instructor trainingprogram after their secondary industrial eduCation. Thistraining is offered in such schools as the Matareya Facultyof Technology and Education, a technical teacher traininginstitute. Graduates of this two year program arc qualifiedto teach only in the industrial education departments oftee hnical secondary schools.

Teacher Training at Higher In rntuteTeachers of the five year vocational/ technician schools

are trained at the Faculty of Technology and Education,Matareya. Usually they enter the faculty from the secon-dary technical school. Then, upon completion of their fiveyear program, they arc awarded the Bachelor of Scienceqt, ilifiying them as teachers in vocational/technicianschools or in technical secondary schools.

Teachers of art, physical education, music, and domesticscience are also trained in specialized higher institutes.These institutes also offer four year programs leading tothe Bachelor of Arts degree. For example, thf Faculty ofPhysical Education for Women in Cairo prepares womento teach in primary, preparatory, and secondary schools aswell as to conduct recreation programsmin factories, sportsclubs, and other youth programs. Graduation from Asecondary school with the Secondary School Certificate is

required to be considered for admission to one of thesespecialized institutes.

In-Service Training ProgramsIn-service training is offered as a form of continuing

education for teachers. In- service training is also availableto those who have not been prepared for the profession,but were appointed by the government to teach toalleviate the teacher shortage. Those appointed on this"emergency" basis complete a one yru'diploma programin professional subjects in the Faculty of Education

A number of possibilities for in-service training exist forteachers in the field. Degree holders from a faculty otherthan the Faculty of Education may enroll in a one yearGeneral Diploma program qualifying them as secondary

school teacher's They can then riter a second year post

graduate program offering the Special Diploma. Neither

one of these programs however, is considered to be

equivalent to a Master Of Arts degree

A new development for in-service training is the

Teachers Education Center at Ain Shams University The

center, funded by UNESCO, the National Science Foun-

dation and the University, offers as primary emphasiscurriculum planning for scent e and mathematics, the

writing of textbooks, and he development of audio-visual

materials Each year nearly 40 tead.ccrs are invited to the

Center for a on: year program in curriculum development

The Center is currently using the facilities of the Faculty

of Science at Ain Shams University The primary effort is

centered on science education of the secondary -chool

student PallS for th: future include program expansion to

include e'ementary ar,.1 preparatory curriculum develop-

ment.

HIGHER INSTITUTESHistory and Der,e4mrnt

Following the Kevolutton f 102, higher education in

Egypt was carefully re-evaluated with long-range plans.

Historically, higher education had been restricted ex-

clusively to the univeriity The task of the university had

traditionally h'-en t. :arovide the country with leadership

trained in traditional academic programs The demand for

the relatively few positions in the entering classes had

always been high, thus c rem mg an intense c ompet it ion

However, the new philosophy of making postsecondary

education more available to the masses was an outgrowth

of the revolution Similarly, a nerd for technically trained

manpower capable of performing at the middle levels in

government and private enterprise had arisen It was

therefore decided that a number of "Higher Institutes"

would have to be established throughout Egypt em-

phasizing the programs necessary for implementing the

new policy forward tow-rd its ultimate goal of modern-

uation of the countryThe deyeloprnent of "Higher Institutes" began in the

late I950's These institutes presented "professional"

programs in the fields of R.( hnologv, commerce, fine art,

physical education, social work, home economics, hotel

management and tourism, and petroleum technologyAdministrative responsibility for the higher institutes was

placed in the hands of the Ministry of Higher Education in

1961 However, with this administrative assignment,

questions continued to he raised about the relative merits

of education as it existed in the higher institutes Some

considered the distinction between the higher institute

and the university as minimal while others were adamant

against diluting the standards of traditional Egs plan

higher education with this form of practical training The

creation of Helwaa University brought the debate to a halt

as these schools have now become full members of the

unisersits structure

As Egyptian universities became more crowded, the

government's plan for developing a strong scientific, prac-

tical and technological component in the educational

system became less and less a reality It became apparent

that considerable effort to advance the credibility of these

institutes was needed. Some institutes were therefore given

authority by the Ministry of Higher Education to grant first

degrees (BA, BS, etc.) in applied fields of study. Other in-

stitutes were incorporated with universities as new depart-

ments or faculties, thus being assured of continued

existence In 1961-62, there existed nine higher institutes

enrolling 6,474 students. The number of institutes had

grown to 13 by 1969.70 enrolling 32,159 students. Hence,

it became apparent that success and stability for this form

as ofadvanced technical education was achieved.

Heltran UntverutyGovernmental decree, in July 1975, incotporated the

majority of the higher institutes into a single university

This effort was regarded as a major development in Egyp-

tian higher education, The creation of two branches of

Helwan University, along with the four remaining in-

stitutes being placed under the auspices of the existing

universities completed the major administrative

reorganization. Helwan University was officially

recognized as an autonomous, degree granting institution

on October 2, 1975 All former higher institutes became

faculties of the Universities at Helwan. Assiut and Tanta.

The Higher Institute of Physical Therapy maintained that

title and was placed under the Facults of Medicine at Cairo

University. Education completed prior to October 1975,

was done under the higher institute system Education

completed after that date is to be considered under the

auspices of Helwan University It is important to note,

however, that Egyptian educational law assures that

higher degrees offered in colleges and higher in-

stitutes belonging or used to be belonging to the Ministry

of Higher Education are the equivalent to the correspon-

ding degrees offered at the Egyptian universities (Article

i, Law 70, 1975)Finally, it has been stated that all institutes of higher

education including those now under the administration

of Helwan University are to continue to offer programs ex-

clusively of a technological nature Furthermore, they have

been directed to not create new programs or alter existing

curricula in a manner which would duplicate theoretical

programs offered at the universities. The mission of

technical education at the higher level in Egypt has

therefore been clearly defined.Helwan University-- Summary Data

Number of higher institutes incorporated

(1975) 2Number of faculties 15 (3 at Suer)

Number of departments. i8'Iota! enrollment 7 1,298*Degrees offered Bachelor of Arts, Master of

t Ittollnu ii g.1%( 1.1% th( Suprt nit (ruin II of rum votic. ,q,r( ury

(,t tit ral Mu(15

16

L,

L

11111111111111111

Gv

Arts, and Doctor of Philosphy

Degree lengthsBachelor of ArtsFive (5) years in

Faculties of Technology (Engineering), FineArt, and Applied Art, four (4) ),ears in allother faculties (Architecture is offered inboth the Fact' lty of 1 ethnology /Engineer-ing and in the Faculty of Fine Arts)

;Ilastert Two years plus thesis-(maximum 5years for completion)

Doctor of Philosophy Must hold MastersDegree and complete degree within 10 yearsof earning bachelor degree

I ength of instruction (undergraduate).Thirty weeks per year, 30-36 hours of in-struction per week.

Faculty qualifications: Candidates musthave earned Ph13 In order to gain ap-pointment (after 9/75) All incumbents notholding Ph.D have seven years to upgradequalifications to Ph D level

Undergraduate admission Consideration isbased on results of General SecondaryExamination, curriculum desired, andgeographic residence Technical secondaryschool graduates are required to take ad-ditional entrance examinations uimathematics. physics, chemistry, andenghsh (99% of entering students havestudied in literary or scientific secondaryschool tract)

Graduate admisLon An overall grade of"GOOD" with an average of "VERYGOOD" in the mann field is necessary forpromotion to postgraduate studies withinHelwan University

Physical expansion. Most faculties will belocated on a single campus in Heliopolis by1980 The Faculties of At and Fine Art willoccupy new facilities near Cairo UniversityThere is special concern that no branch ofspecialization be repeated within the Cairoarea Special efforts are being made to ex-pand in the fields of building (construction)sciences and technology, electronics,chemical engineering, economics, andagriculture

Foreign itudentt The institutes have ac-cepted 2765 students from 30 countriesduring the last five years

Suez Branch It is strongly suspected thatthe three faculties of Helwan now existingin the Suez Branch of Helwan University

2

will be expanded shortly and anautonomous University of Suez will be

established

Grading scale.85-100 = Distinguished75-84 = Very Good65-74 = Good50-64 = Fair/or Pass50-63 = Failing34-49 = inadequate0 -33 = Fail

'Percentage grades are available uponrequest

Language of instruction All instruction isin Arabic Occasional use of technicalEnglish is made

Al Tabbin Metallurgical Institue for Higher Studies, CairoAl Tabbin Metallurgical Institute for 'Higher Studies,

established through a cooperative agreement between theUSSR and Egypt, trains practitioners for the iron and steelindustry. It is coeducational, offering only graduateprograms Formerly under the Ministry of Industry, the In-stitute was transferred to the Ministry of Higher Education

in 1974

Admission requirement. Graduates ofthe faculties of Engineering, Science, orCommerce who have had two years practicalexperience in the metallurgical industry andwho are nominated by a company or govern-ment agency may be considered for ad-mission

Degrees awarded The Master of Arts degree tawarded by the Institute was given

recognition by the Ministry of HigherEducation in 1974 as the equivalent of aMaster of Arts degree awarded by otherEgyptian universities Outstandinggraduates of the Institute may benominated for further research study. Uponsuccessful completion of this research (notless than three years and no more thanfour), the candidate may register with theMoscow Institute fof Steel and Alloys forpossible award of its "Candidate" degree,considered the equivalent of a PhilUnited States admissions officers are ad-vised to require that the student submit of-ficial transcripts showing achievementtoward the first university degree (BS, BA)as well as post-graduve work completed atAl Tabbin

17

UNIVERSITIES

The existing pressure on the ur .ties has grownduring this decade Four new uty ies have beenestablished since 1972 Yet the de. ,d for availableplaces continues University degrees are required for govern-ment positions 2S well as for posts in private industryThe white collar iob..even though it may not bring themonetary advantages of the earnings of the skilled laboreror technician does carry a certain amount of social prestigeApproximately 10% of the 18-22 group attend the univer-sity The government is making a concerted effort to find asolution to thexoblem One of the consequences of thisteffort is e establishment of the Helwan University (men-tioned c flier)

The government provides overseas research op-portunities for university teaching staff and seeks

postgraduate, placement for master degree holders atuniversities Abroad The Mkssion Department of theMinistry of Higher Education, as well as the universitiesselects and approves the candidates to take 1 dvange ofthese opportunities.

The general policy for education and scientific researchat the universities is established by the Supreme Council ofUniversities. The national universities are governed byuniversity councils The Prerident is the executive head ofthe university with duties that includt managing theeducational: administrative, and financial affairs of theuniversity in accordance with policies laid down by theSupreme Council of Universities He presides over theuniversity council as its president and submits an annualreport to the council at the end of the academic yearThere are two Vice Presidents (also known AS DeputyPresidents). One :s responsible for undergraduate studiesand student affairs, the other for postgraduate studies andresearch The latter also serves as liaison to other univer-sities And research centers The Secretary General on theother hand, is responsible for the day by day ad-ministration of the university The faculties are responsibleto deans Each faculty has a faculty council which has con-siderable administrative autonomy within the limits of thebudget assigned to it The president of the university, thevice presidents, deans of faculties, the secretary general,and four additional members experienced in universityeducation, comprise and the me hers of the universityiouncil, whereas the faculty council members are the dean,who serves as chairman, the assistant deans, the heads ofeach department within the faculty, and three other mem-bers. Universities arc divided into faculties, institutes, andcenters The faculties and institutes correspond to the U Sthe Colleges of Arts and Sciences, etc , and are divided in-to departments The centers usually provide the op-portunity for scientific research

At the present time university education is provided bynine national universities- Ain Shams. Al-Azhar, Alexan-dria, Assiut, Cairo, Helwan, Mansura. Tanta, and

18

Gd

Zagazig, and one private university, the American Un-viersity in Cairo Some of the universities have facultiesand branches established in different locations, set apartfrom the main university location, that may form thenuclei of future autonomous universities

General Admission Requirements for National Univer-sities (Excluding Al-Azhar University)

University admission is highly centralized. Secondaryschool graduates who possess the General Secondary orTechnical Secondary School Certificate must complete astandardized application form for university entrance com-petition The application includes, in addition tostatistical and previous educational data, space where astudent lists priorities regarding choice of university andfaculty within the university. All applications are processedat, and applicants placed by, the Central CoordinatingBureau in Cairo.

At the suggestion of the university and the faculty coun-cils, the Supreme Council of Universities specifies thenumber of places available for the first year class L,t eachuniversity and each faculty within the university (Articles74 and 75). The Articles further stipulate that placementshould be determined according to: (1) the total numberof grades achieved on the secondary school examination;(2) the student's domicile; (3) the places available asspecified by the Supreme Council of Universities. Studentswith the Technical Secondary School Certificates areeligible for consideration for admission in the correspon-ding faculties In all cases, the students should obtain anaverage of 70% on the examination to be a viable can-didate However the minimum grade requirement for 'ad-mission to the university faculties varies yearly as a func-tion of the places available. Furthermore. graduates ofmilitary academies are considered for university admissionon the basis of secondary school preparation.

Admission requirements to the university faculties are asfollows.

General Secondary School Cer-tificate Literary DivisionThis certificate is required for considerationto the faculties of arts, law, Dar El Ulum(Arabic and. Islamic Studies), and artsdepartments in the faculties of educationand in the University College for Women,Cairo University

General Secondary School Cer-tificateScient4fic DivisionThis certificate is required for considerationto the faculties of science, engineering,medicine, agriculture, dentistry, pharmacy,nursing, and science departments in thefaculties of education and in the UniversityCollege for Women.

General Secondary School Cer-tificateLiterary or Scientific Division

r.

Either certificate is required for con-

sideration to the faculties of commerce, ar-chaeology, mass communications,

, languages, and economics and political

Degrees astd-Diplornas AwardedWith few exceptions, bachelor, master, and chictoral

degrees may be earned in all faculties of the nationaluniversities. In addition, diplomas are awarded in certainfields. Requirements for the degrees and diplomas arebasically uniform among all national universities.

Bachelor of Arts/ Science,. etc. degree: Thisdegree represents four years of study; withthe exception of pharmacy, . engineering;fine arts, applied arts, and veterinaryMedicine (all five years) and medicine (six

Years)%Diploma:" This document represents ad-ditional (one or two years) work in certainfields beyond the bachelor degree. Thediploma does not require a thesis, but vinlsists of specialized course work' tOstreng&enthe student in a professional area and is notconsidered the equivalent of a higherdegree. It is hot part of the master or a doc-toral program and is considered only as ad-ditional study. The only exception is in thefaculty of law where two diplomas are con-sidered the equivalent of a Master of Arts,etc. degree.

Master of Arts /Science, etc. degree: Thisdegree requires two to three years of studybeyond the bachelor degree. Generally, thefirst year is devoted to course .work and thesecond year to the writing and defense of athesis. A n overall grade of GOOD for thebachelor degree is generally required for ad-

.:,

mission to a master program. In somefaculties it is possible to obtain the misterdegree by writing and defending a thesiswithout completion of course work.

Doctorate: This degree requires completionof the master degree. It normally extendstwo to three years beyond the Saaster driestand consists of original research and the.writing of a dissertation, withot Without anoral examination. Admission is limited *idsselection of candidates made normally bythe faculty according to space available.

External StridentsThere are two types of external studerns: 1) these 111110

adhere to the faculty rules but do not attendonly for the final examinations; 2) those ithit'whose chancels expired to repeat the acadentievatityear, but who are nonetheless permitted to sit forexaminations. External degrees are vowed the lowrecognition as those earned through regular chwrooaiendance.

Faculty QrsalificationsLecturers, assistant professors, and professors must

possess a Ph.D degree.

Demonstrators and Assi cram LecturersDemonstrators are students with outstanding records

who are working on a master degree. Assistant lecturerspossess the master degree and are selected on the basis oftheir academic work. The functions of the demonstratorsand assistant lecturers are comparable to the work ofgraduate teaching assistants in United States universities.,

Grading System

The university grading system is standardized and usedat all nine national universities. While the equivalency ofEgyptian to American grades is difficult to measure, thefollowing table is offered as a tentative guide.

American,Grade

SuggestedEquivalentARE Grade ARE Grade %

Definition-of AREGrade

% co)ABE .StudentsReceiving

This Grade

A+ toA Excellent orDistinguished

85 to 100% Outstanding,Highly Commend-able

0 to 5%

A.tdS Very Good 75 to 84% Commendable,Above Average

6 to 20%

B. to C Good 65 to 74% Satisfactory,Average

21 to 50%

C.toD Pass orfair 50 to 64% Passing, BarelyAcceptable

6 to 20%

F Weak or Poor* 35 to 49% Inadequate, NotAcceptable

0 to 5%

F. Very Pooror Very Weak'

Oto 34% Highly Inadequate

'Students may repeat each of the four yews. Mental students may repeat the !turd yew WIC,. However. those

students who won the academic ow. can waive no higher than a grade F PASS, regardless of proficiency.

2919

The final year of the_ bachelor degree is the mostsignificant in judging the student for graduation. Thefinal year's work and the grades in the final examinationsof this year are regarded as the culmination of the totalfour years of study, Thus, a bachelor degree with the finalgrade of VERY GOOD represents the level of work for thatyear, rather than an average of the individual's entire un-dergraduate record. Degrees with HONOR however,represent recognition of a distinguished undergraduaterecord for the full course of study.Honors are awarded as follows :

First Class HonorsA final year record ofExcHIFIvr, with an average of VERYGOOD for each preceding year.

Second Class Honors --A final year record ofVERY GOOD, with an average of GOODfor each preceding year.

(see dOCIONCIfirON following pages.)

AIN SHAMS UNIVERSITY

Ain Shams University, so bellied in 1954, was foundedin 1950 as Ibrahim Pasha University. There are over 60,000in its student body. This coeducational university consistsof the Faculties of Arts, Law, Commerce, Science,Medicine, Engineering, Agriculture, Education, as well asa University College for Women. The University also hasfaculty branches in Shebin El-Korn.

ALEXANDRIA UNIVERSITY

Alexandria University, developed from three faculties ofCairo University, was established in Alexandria in 1938. In1943, these faculties became autonomous as Farouk iUniversity, but were renamed Alexandria University in1953. Coeducational and enrolling nearling 60,000students, ithe University consists of the Faculties of Arts,Commerce. Law, Science, Medicine, Dentistry, Pharmacy,Engineering, Agriculture. Education, and the Higher In-stitute for Nursing.

ASS UT UNIVERSITYLocated 200 miles south of Cairo in the city of

Assiut. Assiut University was the first provincialunivetsity established in Egypt. Opened in 1957 with thefaculties of science and engineering, this coeducationalinstitution currently has neatly 30,000 students. Branchesin Aswan, Kena,' Minia, and Suhak, all consist of theFaculties of Commerce, Science, Medicine, Pharmacy,Engineering, Agriculture, Veterinary Medicine. and

Education

In the Faculty of Science, Bachelor of Science degrees areoffered in mathematics. physics. chemistry, geology:'botany, zoology, entomology or anatomy, and physiology.The period Of study for the BSc degree is four years, withthe exception of anatomy and physiology, which are five20

3 0

years. Students in these majors study the first three years inthe sections of botany, zoology, and entomology, thenthey continue their studies in the Faculty of Medicine fortwo years.

Note for Admissions Officers: Syllabii are availableand can be obtained from the faculties upon requestthrough the Cultural Attache of the Arab Republic ofEgypt in Washington. Transcripwmay be issued,eidter bythe University or directly by the faculties.

CAIRO UNIVERSITYCairo University established in 1908 as a ptivate in,

stitution, became the first national university in, 1921 andwas named the Egyptian University. It was renamed,

1.I University and finally given its bresent name if CairoUniversity in 1953. The coeducational university bitsover75,000 students enrolled. The University coma*, of theFaculties pf Arts, Law; Commerce, Economics and PoliticalScience, Dar El-Ulum .(Arabic Language and IslamicStudies), Science, Medicine, Dentistry, Iliarrnacy.Engineering, Agriculture, Veterinary Medicine, Ar-chaeology, Mass Communication, and the Higher Instituteof Nursing for Women. Graduate Institutei of Cancer,African Studies, and Statistics arctIlso located at the Cairocampus.Facililies of Arts, Law, and Commerce also exist atthe Khartoum Branch in the Sudan.

Note for Admissions Officers: A special program isavailable in nursing training for physical therapists..Preparatory school graduates are ad mitted to the Facultyof Medicine and receive a Certificate when the three yearstudy is completed. However, Certificate holders are notadmitted into the Faculty of Nursing.

HF,LWAN UNIVERSITYHelwan University, established in 1975, combined all of

the higher institutes into one administrative unit. Fordetailed information, see "Higher Institutes.'

MANSURA UNIVERSITYEstablished originally as branch faculties of Cairo

University, Mansura University became an autonomousinstitution in 1972, known briefly as East Delta Universi-ty. It has been renamed for the city in which it is located.Coeducational and enrolling over 16,000 students, theUniversity consists of the Faculties of Law, Commerce,'Silence, Medicine, Pharmacy, Engineering, Agriculture?and Education.

TANTA UNIVERSITYTanta University became an autonomous institution in

1972, developing from branch/faculties' of 'AlexandriaUniversity. It was briefly known as Central Delta Univer-sity, but has been renamed for the lower delta city in

' '

CERTIFICATE OF TYPICAL TRANSCRIPT OF GRADESALEXANDRIA UNIVERSITY

zMIANDRIA UNIVERSITYFAWLT OP C1 II

CONCERN

This is to certify that Mr !has, obtainedCivil Engineering (Municipal Eng Gect.)04ith grade' (VERY GOOR,Art;J

The following are the

Iteleilitive GeometrydiesthtliesWorkshopsEhropean language

Strength of MaterialsDescriptive GeometryMechanicsTheory of StructuresPhysics

MathematicsThoory of StructuresCivfk ConstructionStrength of Materials --Irrigation Eng. & AgriculSocialism

Theory of StructuresCivil Engineering\rrigation DesignReinforced concreteHydraulics

degree ho had obtaindd in the differ, it:OVIPreparatory 14110 1967 lie,.Distinction ',%sgineering DrawDistinction MathematicsVery Good CheMistryGood Arabic SocietyGoodTina Cl'o....ERY DGOO

I.P1: -iir

irks

lantlemizimale _

Distinction Civil ConstructionDistinction----SurvoyingDistinction 23rd. July RevolutionDistinction MathematicsDistinctionFinal Credit: MY GOOD

Second YEprs Juno 1969

DistinctionDistinctionVery GoodVery GoodGoodPass

GeologyMech. & Elect Eng.SurveyingHydraulicsLay and Economics

Very Clio&PassVery GoodDistinction

PassGood.Good -Very GoodPass

Final Creditk VEHrGOODThird Years June

Very Good Soil Hoch. & Foundation GoodVery Good Meta llic Construction PassVery Good Municipal Engineering PassGood Surveying PassGood National Course Pass

0001.

Fourth Year: Juno 3971

Reinforced Concrete & BridgesSteel Construction & BridgesRailway EngineeringQaantities & SpetificationSewage TreatmentProject

GoodGoodPeasPassVery GoodDistinction

'Irrigatidia DesignRoad EngilsoeringNaval WorksWater PurificationSanitary Micrebo.logy

min CRED Y GOOD

1).t( REGISTRAR

DistinctionPassGoodDistinction--Distinction

Mo

21

31

CERTIFICATE BACHELOR DEGREE AWARDEDCAIRO UNIVERSITY.

FACULTY CIF _1424$0.4

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- ).

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32

which it is located. Also coeducational and enrolling over17,000 students, the University consists of the

Faculties of Commerce, Science, Medicine, Dentistry,Pharmacy, Education, and Agriculture (at Kafr El Sheikhand Shebin El-Kom).

ZAGAZIG UNIVERSITYZagazig University is one of the newest autonomous

institutions, created in 1974 from former faculties of AShams University. Located north of Cairo- itrifiCisiOwn ofZagazig, this coeducational institution of nearly 12,000students consists of the Faculties of Commerce,Science, Agriculture, Veterinary Medicine, and Education.

AL-AZHAR UNIVERSITY

AND THE AL-AZHAR

SCHOOL SYSTEMThe AI-Azhar school system differs froM the secular

school system and follows the ancient religious cur-riculum. The Ministry of Al-Azhar Affairs is

(responsible for all aspects of education in collaborationwith the Ministries of Education and Higher Education.--

School System. Children who enter the Al-Azharsystem are required to study one additional year at thesecondary school level. The additional year is necessarybecause of time devoted to the study of the Koran and

Islamic religion. Thus, the educational system consists ofsix years primary, three years preparatory, and fouryears secondary education.

Nearly 57,00%.4 approximately 15,000 girls and 0,000boys) are enrolled in the 245 primary schools. Nearly27,000 students are enrolled at the 90 preparatory schools,

and 21,000 students (3,000 girls and 18,000 boys areenrolled:at the 64 secondary schools). At the IWQ teacher'sinstitutes, 471 boys are enrolled in 12 classes.

Al-Azhar University is the oldest university in theworld. Founded in 970 A.D. as a (enter for Islamic learn-ing, it continues to draw students from all over the Islamicworld today Until 1961 the University offered programs inthe traditional faculties of Islamic Theology,Jurisprudence, and Arabic Language. In 1961, programs inmodern sciences were established in several new faculties,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.Graduates of the Al-Azhar school system are admitted

to the University of Al-Azhar, either into the tradi-tional faculties or into the new faculties. Graduates fromthe secular educational system are not allowed to enter thetraditional faculties. They may, on the other hand, be ad-mitted to the faculties, established since 1961. However,they must complete an additional preparatory year in

3

religious studies before they are permitted to begin theirfirst year curriculum in these faculties.

Along with the traditional faculties, Arabic Language,Islamic Theology, Islamic Jurisprudence and Law, and theHigher institute for Islamic and Arabic Studies whieit arenot open to students educated in secular schools, thefaculties established for men since 1961 are: Commerce,Engineering, Medicine, Agriculture, Education, Science,

Dentistry, Pharmacy (affiliated with_theFacultrofMedicine), arc_t1 bcInstimitaLanguages and

The University also offers admission to women inthe Islamic Faculty for Women. This Faculty is divided in-to departments offering the. same disciplines noted:above

except for pharmacy, dentistry, agriculture and

engineering. The University has branches in Assiut in theFaculties of Theology, Jurisprudence and Law, and Arabic

Language.

Admission -requirements for the men'sfaculties are as follows:

General Secondary School CertificateLiterary DivisionThis certificate is required for admission tothe Faculty of EducationArt.

General Secondary School CertificateScientific DivisionThis certificate is required for admission tomedicine, dentistry, pharmacy, agriculture,science, commerce, engineering, Faculty ofEducationScience. -

Admission requirements for the IslamicFaculty for Women are as follows:

General Secondary School CertificateLiterary DivisionThis certificate is required for admission toIslamic Studies, Arabic Studies,sociology, and psychology.

General Secondary School CertificateScientific DIVISIONThis certificate is required for admission tomedicine, science, commerce.

Degree requirements are the same as the other nationaluniversities. An average of GOOD is required in all sub-

jects for advanced 'degree programs. Admission is depen-dent upon the number of positions available and theacademic record of the applicant.

AMERICAN UNIVERSITY IN

CAIROses

The American University in diko (A.U.C.) is a private,coeducational, liberal arts institution founded in 1920. Itscurriculum structure is patterned after that of its U.S.counterpart with English as the language of instruction

23

The majority of its students are Egyptian, although morethan sixty nations are represented in the student body.A.U.C. degrees are authenticated by the Board ofEducation, Washington, D.C., where the University is in-corporated. In 1974-75 enrollment was 948

Admission Requirements Un-dergriduate: To be considered for ad-mission to the Undergraduate Faculty, theapplicant must present a satisfactory secon-dary school academic record and demon-strate proficiency in the English language.In addition, the applicant may be requiredto take placement, aptitude, andachievement examinations. Fina) offer ofadmission is further dependent upon theoverall merit of the applicant's academicrecord and the number of places available inthe degree programs. Priority for admissionwill be given to the highest ranking ap-plicants, taking into consideration Secon-dary School Certificate averages and scoreson the English Language Examination.

24

Admission RequirementsGraduate:Applicants must possess a bachelor degreewith an overall grade point average of 2.75or its equivalent, and 3.00 or its equivalentin the major field. An Entranceexamination may also be required by certaindepartments.

Degree RequirementsUndergraduate:For the Bachelor of Arts degree a candidatemust (omplete and pass minimum of 120credit hours and earn an overall grade pointaverage of C (2.00) or more. The Bachelorof Science degree requires a candidate tocomplete and pass a minimum of 130-162credit hours and earn an overall grade pointaverage of C (2.00) or more.

Degree RequirementsGraduate: Can-didates for either the Master of Arts orMaster of Science degree must meet thefollowing general requirements: 1) A

minimum of 24 credit hours in residenceand an acceptable thesis (written in Englishunder the guidancef an academic advisor).Normal completion time is a minimum oftwo years of full time academic work. 2)Satisfactory performance on a com-prehensive examination, taken by the can-didate after completing the 24 credit hoursor while taking the final six credit hours. 3)In addition to the general requirement, thestudent must also satisfy all departmentalprovisions relating to master candidates.

I

Diploma or Certificate Requirements:The University offers several special cer-tificate and diploma programs for which theBachelor of Arts or Bachelor of Sciencedegrees and a high grade point average arenormally prerequisites, but for which in-dividual maturity, in-service training or ex-perience may - provide an even morevaluable badcground.

Only applicants holding BA or BSdegrees may be accepted for diplomaprograms. Other exceptional candidates of-fered admission for a program despite this,academic deficiency may be awarded a cer-tificate in lieu of a diploma.

Grading System:The following system is currently in effect

at A.U.C.: ,

A Outstanding 4 grade points per credithour

B Very Good 3 grade points per credithour

C Average 2 grade points per credithour

D Conditionally 1 grade point per creditPassing hour(D is not applicable to the gradingscale for graduate students- )

F FailingAny graduate student who receivesan F in a course is not permitted tocontinue at the University.

S SatisfactoryU UnsatisfactoryPass Used in all general requirement

coursesFail Used in all general reqUirement

coursesX Incomplete. Indicates a student was

unable to complete a course by exami-nation date but has the permission ofthe University to continue work inthat course. The course must be com-pleted within one month after the be-ginning of the next academic 'session.

Undergraduate degree programs are offered in an-thropology, Arabic Studies, chemistry, economics, Englishand comparative literature, mass communication,materials engineering, mathematics, Middle East Studies,physics, political science, psychology, and sociology.

Graduate degree and diploma programs are offered inArabic Studies, economics, English literature,management, mass communication, sociology-anthropology, solid state science, teaching Arabic as a

34

foreign language, and wattling English as a foreignlangauge.

Note for Admissions Officers. Catalogs are availableupon request.

EGYPT PLACEMENTRECOMMENDATIONS

I. English Proficiency RecqmmendationIt is strongly recommended that all applicants fromEgypt present proof of adequate proficiency inEnglish based upon acceptable standardized testssuch as TOEFL.

II. Primary. Preparatory, and Secondary School Ad-missionIt is recommended that students at this level be ad-mitted to their corresponding grade level.

Evaluation of subject deficiencies should be deter-mined in accordance with the individual U.S in-

stitution's curriculum.

III. Freshman AdmissionA. Students presenting the General Secondary

Education Certificate with grades of 75 (VeryGood) or better in either Literary or Scientificbranch may be considered for freshman admissionwith no advanced standing in a field appropriateto their background.

B. Students presenting the Secondary Com-mercial/Industrial/ /Agricultural EducationDiploma with grades of 75 (Very Good) or bettermay be considered for freshman admissicen inspecialized technical fields of study appropriate totheir background. Admission to traditionalacademic programs is not recommended.

C. Military Academics and Post-Secondary PrivateInstitutes: Graduates of the Military Academiesand Post-Secondary Private Institutes may be con-sidered for freshman admission on the basis oftheir General Secondary Education Certificate.No transfer credit is recommended for coursework completed at the Academies and the Post-Secondary Private Institutes.

IV. Undergraduate Advanced Standing and TransferCreditA. Students presenting the five year Primary School

Teacher's Certificate who have achieved finalresults of no less than Very Good may be con-sidered for freshman admission with thepossibility of advanced standing not to exceed 30semester hours in professional education courses.

B Students who complete university level studiesand achieve at least an average grade of Good onthe yearly examinations may be considered fortransfer admission on a course by course basis.

C. Graduates of the Police College with final resultsof no less than Very Good may be considered foradmission to undergraduate or professionalprograms such as law enforcement and relatedprograms in social science fields with transfercredit on a course iv course basis.

V. Graduate AdmissionA. Graduates of the Higher Institutes, now under' ale administration of Helwan University who

present final results of Excellent or Very Goodmay be considered for admission to graduateprograms. Undergraduate admission is recom-mended when the candidate's achievement hasbeen superior but the previous curriculum is inap-propriate to the intended program.

B. Graduatei of the National Universities with theexception of Helwan University who present finalresults of no less than Very Good may be con-sidered for graduate admission.

C. The Master's degree awarded on the basis of atleast one year's course work and thesis may beconsidered comparable to a U.S. Master's degree.

D. All graduate students who have completedgraduate courses, whether for a Diploma ortoward the Master's degree, may be consideredfor admission to a beginning graduate programwith transfer credit in accordance with the ad-mitting institution's policy.

E. Graduates of the American University of Cairomay be considered for graduate admission in thesame manner as graduates of U.S. institutions.

SPECIAL SERVICESAVAILABLE

American Friends of the Middle East, Inc.2 Midan Kasr el Dobara

Garden City, Cairo, Arab Republic of Egypt

Dr. Gamil Zakareya, Director GeneralMission Department

Ministry of Higher EducationMogammah Building, Cairo, Arab Republic of Egypt

BIBLIOGRAPHY

3J

Arab Republic of Egypt. Ministry of Inhation. StateInformation Service. 1974. "A Reader's Guide toEgypt"

Borutn, Joan L. (ed.). Higher Education in Egypt-1974.Washington: AFME, Inc., 1975.

25

_ -Dekmejian, R. Hrair. Egypt Under Naser: A Study in

Political Dynamics. Albany: State University ofNew York Press, 1971.

Patterns of Political Leadership:Egypt, Israel, Lebanon. Albany: State Universityof New York Press, 1974.

El Said, El Said Mostafa. "United Arab Republic(Egypt)" in Access to Higher Education, Vol. II,Belgium: UNESCO, 1965.

"Egypt Background Notes!' Department of State,Washington, D.C. July 1973.

Guadefroy-Demonlynes, Maurice. *slim Institutions.London: George Allen and Unwin, Ltd., 1950.

Ha*rby, Mohammed Khayri, and El-Hadi Affifi, M.Education in Modern Egypt. Department of PublicRelations, ARE.1958

, EI-Sayed Kohammed El-Azzawi. Education

in Egypt (UAR) in the 20th Century. GovernmentPrinting Office, 1960.

Heyworth-Dunne, J. An Introduction to the History ofEducation in Modern Egypt. London: Luzac &Company

Hourani, Albert. Arabic Thought in the Liberal Age.London: Oxford University Press, 1962.

Jacqz, Jane W. Guidelines for the Admission and Place-ment of Students From the Middle East and NorthAfrica, 1966. Sponsored by the Institute ofInternational Education.

Kinany, A. Kh. "Islamic School and Universities" inEducation and Philosophy, the Year Book ofEducation and Philosophy, the Year Book of Educa-tion, 1957. Bereday, G. and Laurwreys, J. (eds.)Yonkers on Hudson: World Book Company, 1957.

Kotb, Yusel Salah EI-Din. Education and Modernizationin Egypt. Selections from Seminars Organized byAin Shams University, Cairo, for the AmericinAssociation of Colleges for Teacher Education (1972and 1973) Ain Shams University Press

26 3 6

LIFE. (Ed) The World's Greatest Religions. New York:Simon and Schuster, 1958.

Matthews, Roderic D. and Akawi, Matta. Education inArab Countries of the Near East. Menasha, Wiscon-sin: George Banta Publishing Company., 1949.

Ministry of Higher Education, Information Department,Cairo, 1963.

Siliba, 1:1jemil and Tomeh, George. "Islam," in Educa-tion and Philosophy, The Year Book of Education,1957, Bereday, G. and Lauwreys, J. (ed.). Yonkers onHudson: World Book Company, 1957.

Smith, Harvey et al. Area Handbook for the United ArabRepublic (Egypt).* Washington: Superintendent ofDocuments, U.S. Government Printing Office, 1970.

Stewart, Desmond. Cities of the World, No. 1, "Cairo."London: J.M. Dent, Sons, 1965.*

Szyliowicz, Joseph S. Education and Modernization in theMiddle fist. Itaca: Cornell University Press, 1973.

Tibawi, A.L. Islamic Education. London: Luzar & Com-pany Ltd., 1972.

UAR Information Administration. The Egyptian Revolu-tion, 1952-1955.

UAR Information Center, Embassy of the United ArabRepublic, Washington, D. C. "Facts About the

UAR."

UAR Publication. Technical and Vocational Education.

UNESCO. World Survey of Education, III, SecondaryEducation. New York: International DocumentsService, a division of Columbia University Press, 1966.

UNESCO. World Survey of Education, IV, Higher Educa-tion. New York: International Documents Service,a division of Columbia University Press. 1966.

UNESCO. World Survey of Education, V, Path 1971.

Wagner, Elmer. The United Arab Republic. AmericanAssociation of Collegiate Registrars and AdmissionsOfficers, 1970.

r

28.

JORDAN

i

37

*,

THE. HASHEMITE KINGDOMOF JORDAN

INTRODUCTIONThe team who 'prepared this report on Jordan was

originally scheduled to visit Lebanon and much researchhad been undertaken and information collated on thateducational system. Regretfully, we were unable to makethe proposed visit because of the tragic situation inLebanon at that time. Some day, we hope there may be anopportunity to complete production of such a study. Noresearch had been done before our stay in Jordan and datawas collected in a period of three days. Much of our in-formation was garnered in interviews with the Ministry ofEducation and UNRWA officials and to them we extendour real gratitude. Although incomplete to some degree,we hope what is contained in the following report will beof hafp to those users of it who are working with theevaluation of records from Jordan.

JORDANCOUNTRY TEAMChairperson: Alison M Birrell,Wayne State UniversityDetroit, Michigan

Dona G. BretherickUniversity of California, BerkeleyBerkeley, California

Lynne 0. CampRutgeri UniversityNew Brunswick, New Jersey

Pete C. DelucaTrinidad State Junior CollegeTrinidad, Colorado

Max H. La oneUniversity of 25 at AustinUnviersity Station, Texas

Maria SimpsonIowa State UniversityAmes, Iowa

Frank J. Molek, ObserverGeorgetown UniversityWashington, D.C.

58

Claudine Fisher, ObserverColorado State UniversityFort Collins, Colorado

IN COUNTRY RESOURCES

Listed below are the individuals who contributed to orparticipated in various phases of the Workshop planningand program.

PRIMARY JORDANIAN ADMINISTRATOR

Emil Koro, Director, American Friends of the Middle East,Amman

CONSULTANTS IN JORDAN AND EGYPT

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

MINISTRY OF EDUCATION OF JORDAN

Mr. A. Atwaft, Head, Industrial Education SectionDr. M. Khatvaldeh, Head, Educational Publications Sec-tionMr. A. Naidawi, He- 1, Eximination SectionMr. A. Ruwaili, Director of Public Relations DepartmentMr. M. Shawter, Head, Compulsory Education, Secondaryand Academic Sections.

UNITED NATIONSRELIEF AND WORKS AGENCY

Dr. Adwia Alami, D1 ector, -UNRWA EducationalDevelopment Center, AmmanMr. Annab, Mr. Y. Dajani, and Mr. A. KanaanSectionHeads, UNRWA Educational Development Center, Am-manMrs. Inam Mufti, Principal, UNRWA. Amman Training

Center, AmmanMr. Younes Souqi, Principal, Wadi Seer UNRWATraining Center, Amman

29

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UNIVERSITY OF JORDAN

Dr. Abdul Salam Al Majah. Presidentbr Ahmad Khader Abu H11131. Acting Dean and Head ofDepartment of EducationDr. Albert Bums; Dean of Research and GraduateScodicMr. Ashraf Marwan, Director of Public RelatibnsMr. Ism 7.ahidah, Head. Reference Division, University ofJordan Library

OTHERSMr. James Callahan, Cultural Affairs Officer, AmericanCenter (USIS)Mr. John Edensword, Consul General, U S. Embassy. Am-

manMrs. Amany El Difrawy:Ditector, AFME, EgyptSister Ildifonce, Principal, Rosary College, ShmaisaniAmbassador T.R. Pickering:U.S. Embassy, AmmanMr. Gordon Pierson, Program Officer, Agency for In-

ternational Development, AmmanMr. Peter Salah, Director of Press Publications, Ministry ofInformation, AmmanMr Roscoe Sudduth, Deputy Chief of Mission, U.S. Em-

bassy, AmmanMr Georg Thompson, Public Affairs Officer. AmericanCenter (USIS)

THE COUNTRY ANDITS PEOPLE

The Hashemite Kingdom of Jordan is situated off the

southeastern shore of the Mediterranean Sea. 'Bordered bySyria on the north, Iraq on the east. Saudi Arabia on theeast and south and the West Bank (Pakstine) on the west,

it extends towards the Arabian Desert in the east Jordan's

only outlet to the sea is at Aqaba and consists of a 40kilometer stretch of the Red Sea coast.

Jordan is an arid country consisting of rwo main parts, amountainous region in the west and a flat desert plateau inthe east. Altitudes vary from 300 meters below sea-level to

1,000 meters above. Irrigation systems have madecultivable thousands of acres and the Jordan valley

produces enough crops for home consumption and someexport The mineral wealth of Jordan consists of potashand phosphates, the latter -being an Important export.Other industries are being developed with the expectationof increasing Jordan's self-sufficiency. The population in1972, was estimated at 2,467,000, including those living on

the West Bank

The Jordan Valley, ten thousand years ago, was thelocale of one of the first settlements known to man. Overthe centuries many nations, Including the Egyptians, Per-sians, Romans and Crusaders, have fought for the controlof this area. Old Testament Prophets and Christ lived andtaught here; Islam spread here in the 7th century A.D.;the Crusaders' marched in 1099. In 1187, Salah Al-Din(Saladin). an Ayyubite, became ruler but soon thereafterthe Mamelukes overthrew the Ayyubites and governed Jor-dan and Syria until 1516 when the Ottomans expandedtheir empire to include this region. Their dominationlasted 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 theArab national movement against the Ottoman Turks andin 1916 the Arab revolt erupted. In 1918 the British and

French were, given mandates over the Arab world, EmirAbdullah grew to be the leading Hashemite figure and wasmade Emir of Transiordan in 1921. The Emirate, which layEast of the Jordan River, was recognized is an independentstate in 1923 and as a Kingdom in 1946 under King Ab-dullah. Ties with Britain were maintained and duringWorld War 11, Jordan fought with the Allies. In 1947 thenew constitution created two legislative bodies, the House

Of Representatives and the Senate with executive authoritybeing the Monarch's. After World War 1 Palestine alsocame under British mandate. The terms of the mandateincluded provisions for establishing a national ho-me forthe Jews, and Jewish immigrants settled in Palestine ingreat numbers between 1918 and 1947, when by action ofthe United Nations, Palestine was partitioned. ManyPalestinians left that part of the country which becameIsrael. Conflict broke out between the Arab League andIsrael and was 'ended by the Jordanian-Israeli Armisticeagreement of 1949. As a result, the East and West Banks of

the River Jordan were united under King Abdullah.In 1952, Prince Hussein, at the age of seventeen, was

proclaimed King of Jordan. King Hussein's policy hasbeen to ensure Jordanian overeignty by seeking closectieswith other Arab states as well as non-Arab countries. TheAnglo-Jordanian Treaty of 1948 was terminated and Jor-danians assumed responsikility for the governing of theirown nation as the British withdrew. Economically andpolitically Jordan made great strides during the periodprior to 1967, when the June war interrupted everydayroutine. At the end of this Arab-Israeli war, the West Bankwas occupied by Israel and the Holy City of Jerusalem.-sacred to Christians, Jews and Muslims, no longer was ac-

cessible to the Arabs.The loss of the West Bank was a great blow to the Jordan

economy, affecting agriccJture and tourism and resulting

in many refugees seeking homes on the East Bank. Dif-ferences between the Palestine Liberation Organizationand the Jordanians in 1970 lcd to severe internal distur-bances. As a result relations with other Arab nationsbecame strained. Once more in 1973, conflict betweenIsrael on the one hand and Egypt, Jordan and,Syria on the

31

40 f

o

other erupted and the cooperation of the Arab countriesused tension between them and led /to a resumption ofdiplomatic relations with Algeria and tunisia

The Arab Summit Conference, which was convened iiAlgeria later in 1973, brought an even closer measure ofunity among Arab states Economic aid was reinstated forJordan and development plans have been implemented inJordan since that year to help in the stimulation of theeconomic and social progress of the country.

THE EDUCATIC NAL SYSTEM

HistoryWhen Transjordan was established in 1921, the

educational system was the traditional Ottoman one,which consisted of several primary schools offering threeyears of study and four elementary schools providing sixyears Muslim "Kuitabs" and Christian missionary schoolsprovided secondary education. After the establishment of

- ;he Emirate, an expansion program increased the numberof government schools in 1922 to 44 and after the foun-ding of the first Education Council, curricula wereregulated in those schools. Later, the government alsoregulated the duties of school principals, the examinationsystem and the enrollment and promotion of pupils.

By 1930-31, 6.3% of the government budget (6.8% in1975) was invested in the expansion A education. Two in-termediate secondary Schools became full secondaryschools and the present Industrial Secondary School inAmman was established as a trade school, which acceptedstudents who could not attend secondary schools Whenthe first Ministry o.' Educatir was established in 1940, itorganized an educa,,-)nal stcture consisting of a seven-year elementary cycle and a four-year secondary one Therewas also a two year trades and agricultural cycle. At the endof each cycle a government examination was administered.

Education in Palestine between 1919 and 1950 had adifferent history Approximately 500 primary schools, runby private and foreign church organizations, were inexistence in 1914 but only one school existed which offeredsecondary education and two which offered intermediate.When the Ottoman rule ended in 1918 and Britishmilitary occupation began, some elementary and secon-dary schools were established and with the end of theBritish Manslate in 1948, there were 250 elementaryschools, 20 intermediate and four secondary ones offeringboth academic, vocational and technical subjects.

The Ministry of Education in Amman became respon-sible for administering education on both Banks whenthey were unified in 1950. Each Bank was divided intothree education districts At this time education had to beprovided for many refugee children This responsibilitywas taken over by the-United Nations Relief and WorksAgency (UNRWA) but the education provided had tocomply with the minimum standards and curricula laiddown by the Ministry of Education

32

The General Law of Education (1955) ensured that allschools, government, private and UNRWA, followed thesame curricula, administered the same cyclicalexaminations and tried to maintain uniform standardsThe passing of this law made it very apparent just how im-portant the provision of educational opportunities was,and still is, to the Jordanian people

The Six Day War in 196-7 caused a change in'the contactthe Ministry of Education had with educational in-stitutions on the West Bank Direct communication wasended However, schools on the West Bank still follow theJordanian pattern of educatidn, administer the samepublic examinations and award the same certificates. Ad-ditional numbers of refugees moved to Jordan,necessitating the establishment of /note educationalfacilities. . .

The final educational authority in Jordan is the Ministryof Education, which recruits public schOO1 teachers,organizes public examinations, distributes textbooks andoversees educational radio and television programs. Jordanis presently divided into ten educational district's, each ofwhich has a director who has a certain degree of autonomy.The Ministry of Education itself is composed )f twelvedirectorates- administration, academic education, culturalrelations, vocational education, personnel, educa.ionalplanning, examinations, Curricula, teacher training and,certification, educational technology, West Bankeducational affairs and World Bank- Projects .Im-plementation unit

Usually children begin their schooling at the age ofseven. They follow a six year elementary program followedby a preparatory cycle of three years at the end of whichthey sit for the General Preparatory Education Certificateexamination Education is free and compulsory up to thispoint. Secondary education is also free, but not com-pulsory, and is provided by academic or vocational schoolsPupils from both types of schools sit for the General Secon-dary Education Certificate or Vocational SecondaryEducation Certificate examination. Higher education is of-fered by the University of Jordan as well as other post-secondary institutes. So great is the demand for highereducation that many students go abroad to Ztudy Moredetailed information about these cycles is given in the ap-propriate sections UNRWA schools follow the same pat-tern of education

In November of 1965 a nine-month literacy campaignwas begun. Because it proved to be a success, a permanentdrive was inaugurated to try to eradicate illiteracy. In 1961the literacy rate was estimated to be 32.5% (50% male,15% female), in 1972,59% (75% male, 43% female) andin 1975 it was approximately 70% (no breakdown isknown). Literacy centers have been established and haveshown convincing results. In the tables below are shownthe percentages of students in each level of education andunder which type of education authority in the year 1974-75

%WA/ 4?"16 (4141 ePe#11 4.0. Mb" "ai AtAl &ovalPereastist Of Students From The Grand Total Ily Cris.

4A;1 I% Female

JP 1% Male

tPstl/ 1% Total

JoAlCycles

44.1 551....

100sun tse41

Grand TOW

12 1.6

,

21J411 %emu

Kindergarten

317 37.2 661loPAel

Elementary

7.7 101 111.6oitast

Preparatory

21 10 71 tisa'Secondary

0.6 1.1 1.7v114

Higher

0.0 0.1 0.1dotowtss illsaroH. D. & Orph.

4110,#.11 OILJI t I as 4.41.11 ard 9a0

renews* Of 00041214 From The Grand TotalBy ControWei Antbor4041.

% Female % Mate % TotalControllingAuthonty

44 1 MS' i10 t. rsliGrand Total

313 311 48 0ke.,J1 .,1.,,

Mon ofEducation

03 01 OAJ.", I y.1

OtherGovt. AuthonUes

-

93 101 30.1...1. pal US,U NAWA

4 I 40 ' 101i..1.0 ,0-:,'4'rent*Schlott

8.3 0.1i

.ea

3..01 7....t.nmem

trargerwey

hr Law of Education of 1Q64 established a Schoolnealth Division. which supervises all health activities inpublic AO private schools and whose responsibility is to.improve both health and hygiene in all facer* ofclick at ion

Education is financed by public and private sources, thebulk of its revenue coming from the national budget.

To the Jordanian people, education is a vital element intheir country's development

4G

PRIMARY ANDSECONDARY EDUCATION

, Pre-School Education

Kindergartens are provided only by private agencies,both national and foreign. Children are accepted if theyare over four years of age. In 1974-75, there were 160 kin-dergartens enrolling 15,107 students

Elementary Education (Grades one through six)In 1974-79, there were 371,631 students and 10,418

teachers in 1132 elementary schools. Almost 34% were co-educational. Starting from the fifth grade, all children inpublic schools study English for six periods a week; themajority of private schools begin English instruction ingrade one. During the first three years of school,promotion is automatic regardless of the students' grades.

Preparatory Education (Grades seven, eight, and nine)The majority of sixth grade students are promoted to the

seventh grade. Education through grade nine is com-pulsory and free. In 1974-75, there were 100,678 studentsand 4,663 teachers in 717 preparatory schools. 11% wereco-educational. If a student in grades four through ninefails more than three subjects, he will be required to repeatthe entire year. A given year may only_be repeated-twice,as long as the student is under 18 years of age. Make upexams are allowed if only one or two subjects are failed.

At the -end of grade nine, a national examination isgiven for the General Preparatory Education Certificate (alAadadiya) According to the Education Act of 1964,thosewho do not pass the examination are not entitled to fur-ther education in schools run by the Ministry of Education

Secondary Education (Grades ten, eleven, and twelve)Depending upon their grades and ages, students

holding the General Preparatory Education Certificatecontinue their education in either the academic (general),or vocational secondary stream. In 1974-75, there were42,648 students enrolled in 199 schools; the number ofteachers was 2.004. Only 4% of the schools were co-educational (Schools at this level are often called"college. ") Students May repeat failed subjects, and thefinal grade only will be recorded on the transcript with the-notation that it was a make-up examination

The academic Stream is divided into science and literarysections, after grade ten. Both sections follow a fairly nor-mal college preparatory pattern. At the end of theacademic program,, students sit for the examination for theGeneral Secondary Education Certificate (Tawiihiya) In1971-72, 14,766 studenq sat for the examination and9.,743 were successful. This successful group represented25 % bf the:number that beg= the first grade in 1960-61.

The vocational secondary stream is comprised of foursections agricultural, commercial, industrial, and nursing(All sections have three year programs Therz is also a twoyear program in the industrial stream and plans for a two

33

year program in agriculture ) At the end of grade twelve in

the vocational stream, students sit for the Vocational

General Secondary Certificate examination (Shadat

Alderasa Athnatvia). The certificate will indicate the name

of the particular sectionStudents are not allowed to switch streams from

vocational to academic or academic to vocational.

However, if a student has completed his vocational studies

and wishes to sit for the academic examination, he may do

so only after independent study.In addition to the academic and vocational secondary

streams, two comprehensive schools began operation in1975. The programs of study combine vocational andacademic subjects. A special version of the General Secon-

dary Education Certificate (Tawfihiya) will be given, andsuccessful students will be eligible to apply to the Univer-

sity of Jordan.Table I shows the periods of instrixtion per week for

elementary, preparatory, and academic secondary school.

In its academic emphasis, the curriculum reflects both a

British and U.S. influence.

Other Academic CertificatesThe British Council offers the Cambridge University

School Certificate and Higher School Certificate

examinations twice a year. hoofs that offer preparation

for the examinations beg English courses in the firstprimary grade, and provide the opportunity for the twelfth

grade curriculum to be taught entirely in English. Pre-

sently, the private schools offering such preparation are

Bishops Schools, Ahliyah Schools, and Dc La SalleSchools.

The French Council offers a French language certificate

(Certificate Elementaire) which is usually taken after grade

six or earlier. It is followed by the Brevet, an examinationtaken after three additional years of language instruction,plus literature. Students holding both the Brevet and theTawfihrya are considered for freshman admission to French

universities.TABLE: DISTRIBUTION OF PERIOD

PER WEEKA. Elementary Cycle:

Subject

1. Islamic1st

Grade2nd 3rd 4th 5th 6th

Education 2 3 4 4 4 4

2. ArabicLanguage 12 10 10 10 8 8

3. EnglishLanguage 6 6

4. Mathematics 4 5 5 5 5 5

5. Social Sciences 2 3 3 3 3 3

6. Elements ofSciences 2 3 4 4 3 3

7. Art Education 3 3 3 3 3 3

8. PhysicalEducation 3 3 3 3 3 3

Total 28 30 32 32 35 35

34

B. Preparatory Cycle:7th 8th 9th

Subject Grade Grade Grade

1. Islamic Education 3 3 3

2. Arabic Language 7 7 7

3. English Language 6 6 6

4. Mathematics 5 5 6

5. Social Sciences 3 3 4

6. Physical Sciences 4 4 4

7. Vocational Training:a. Home Science

(for Girls).b. Agricultural,

3 3 3

Technical, andCommercial Train-ing (for Boys).

8. Art Education(for Boys and Girls).

2 2 2

9. Physical Education 2 2 2

Total 35 35 37

C. Secondary Cycle:Grade 10

1stSecondary

Subject

Grade 112ndSecondaryScien Liter.talc ary

Grade 123rdSecondaryScien Liter-talc ary

Islamic Education 3 3 3 3 3

Arabic Language 5 5 5 + 2 5 5 + 2

English Language 5 5 5 + 2 5 5 + 2

Mathematics 5 5 2 6 2(Gen (GenMath.) Math.)

Sciences:Physical Sciences 5(Physics, Chemistry,Geology, Astronomy)Biology 2 3 3

Physics 5 4

Chemistry 3 3

General Sciences 2 2

Social Sciences:History 2 3 3

Geography 2 2 2

Arab Society 1 1

Palestine Problem 1 1

Art Education 1 1 1 1 1

Physical EducationHygiene & CivilDefence 2 2 2 2 2

Vocational Educationfor boys OR 2 2 2 2 2

Home Science forgirlsIntensive MilitaryTraining duringthe Summer

Total 34 34 31 36 33

EDUCATIONAL PROGRAMFOR

PALESTINIAN REFUGEES:UNRWA SCHOOL SYSTEM

UNRWA is an acronym for United Nations Relief andWorks Agency. It was created in 1950 to replace theemergency services of the United Nations Relief forPalestine Refugees, formed in 1948 with the creation ofIsrael. The UNRWA definition of a refugee is a personwhose normal residence was Palestine for a minimum oftwo years preceeding the 1948 conflict and who lost bothhis home and means of livelihood. Of the 1,583,646refugees, 34.4% were eligible for UNRWA's educationaland health services.

By August, 1949, the United Nations Relief forPalestine Refugees had established thirty-nine primaryschools enrolling more than 21,000 students. UNRWAthen continued to expand the educational services andcontracted with the United Nations Educational, Scien-tific, and Cultural Organization (UNESCO) forprofessional and technical help. Expansion of the systemwas very rapid. The UNRWA program in Jordan,Lebanon, and Syria, between 1950 and 1954, increased inenrollment from 35,700 to 154,735, and the number ofteachers tripled from 700 to 2,167. By 1973, elementaryenrollment had risen to 201,852.

It soon became apparent that UNRWA would need toestablish a preparatory level program because of thelimited number of government and private schools at thatlevel. By 1973, over 58,000 were enrolled in UNRWApreparatory programs.

Although UNRWA bega'n an academic program at thesecondary level in 1953, it was soon forced to terminatedue to financial problems. However, there is currently avocational training program at the secondary level. Theprogram includes academic subjects as well as practicaltraining.

Education at the post-secondary level consists of twoteacher training institutes and one vocational/ technicaltraining center. The admission requirement is the GeneralSecondary Examination (Tawfihtya) or its equivalent. Theteacher training programs are two years (nine months peryear) in length; both the pre-service and in-serviceprograms are operated the same as the programs sponsoredby the Ministry of Education. Vocational/technicalprograms are also two years in length (ten and one-halfmonths per year); academic subjects are also included inthe curriculum.

In 1974-75, Jordan enrolled 108,639 students in its 101UNRWA schools. This, number represented 20.1% of allstudents in Jordan. UNRWA schools follow the curriculumand use the textbooks prescribed by the Ministry ofEducation UNRWA students sit for the standard stateexaminations at the end of grade nine (preparatory level)

44

Grading Scale for Academic Secondary StreamExcellent i..- 90 -100Good = 70-89Fair = 56-69Passable = 50-59Failure = 0-49

This scale is for yearly grade reports. The minimumpassing grade for the General Secondary Education Cer-tificate is 40%, except for Arabic, which is 50%.

VOCATIONAL-TECHNICAL

EDUCATIONPrior to 1952, secondary education in Jordan was strictly

academic. The Ministry of Education was well aware of theneed for providing a diversified secondary education butdid not have the financial resources to adopt such aprogram. A few commercial or industrial classes wereestablished in existing schools to serve local needs.

As a solution to this problem, the Ministry decided toestablish in its six-year plan six secondary industrialschools. Prior to 1960 only one had been establishedlocated in Amman. In 1975 Jordan had three secondary in-dustrial schools; six industrial training centers; onepolytechnical institute; five commercial secondary schools;three agricultural secondary schools; one agriculturaltraining institute; and two nursing schools. In addition,

-,industrialndustrial secondary school will be open in 1976. A

second polytechnical institute is scheduled to open by1980, and five industrial training centers are scheduled toopen in the next two years.

Practical industrial, agricultural or commercial coursesare offered as pan of the general education of all studentsat the preparatory level (junior high). Each of the boyspreparatory schools contain one of the three vocationalcourses and every boy is required to take the courses of-fered in his school for the three years of preparatoryeducation. Home economics is offered in the girls

preparatory schools.At the secondary level male students have a choice of the

industrial, agricultural or commercial programs. Femalestudents may enroll in either the commercial or nursingprogram. The ministry also provides a two year post-preparatory dressmaking course for females.

In the 1974-1975 school year 5,494 students wereenrolled in vocational-technical programs. Enrollment insecondary vocational schools in 1975-1976 represented 10-11% of the total secondary enrollment. The Ministry ofEducation hopes to increase enrollment to 30% in 1978and to 50% by 1980. The average class size was 28 and thestudent-teacher ratio was 16.4 to 1.

The major aim of secondary vocational education is toprepare students to take up middle-level positions in Jor-danian society.

35

o, COMMERCIAL SECONDARY

SCHOOLSCommercial Secondary Schools are located in Amman,

Zarga, Salt, Irbid and Kerak. Students of Commerce sharewith other students most of the general educational cour-ses. In addition they also study secretarial work and publicadministration, accounting and bookkeeping, commercialarithmetic, commercial correspondence, the economicsand society of Jordan, typing in Arabic and English andshorthand. In 1975 a new program in post office seryceadministration was added to the curriculum.

CURRICULUM FOR THE COMMERCIALSECONDARY SCHOOLS ...1973174

PERIODS PER WEEK, BY YEAR

1stSubject SecondaryAreas 10th grade

ReligionIslam 3LanguageArabic 5English 7

StudiesArab World 3Social StudiesArab History andPalestine IssueArab Geography

BusinessAccounting,Bookkeepingand BusinessArithmetic 4General Math 2Secretary andBusinessAdministration 9Secretary WorksBusiness Arith eticAccounting and ook-keepingBusiness (Corres-pondence (English)

_Company LawEconomics and LawPrinciples of Econ-omics

Typing (Arabic, English)OthersWomen's EducationPhysical Training 1General Health,Nursing,and CivilDefense 1

Nursing and CivilDefense

36

2nd 3rdSecondary Secondary11th grade 12th grade

3 3

5 56 6

4

41

9

4

21

22

1

3

1

3

22

25

2

1 1

Military Training 4

Students completing this curriculum received theCommercial General Secondary Cart; ficate issuedthe Ministry of Education.

INDUSTRAL SECONDARYSCHOOLS

Jordanian Industrial Secondary Education is divided in-to two streams: a three year stream and a two year stream.

For the past five years the three year stream has offeredboth academic and vocational courses and leads to an In-dustrial General Secondary Certificate. Students musthave passed the General Preparatory Education Certificatein order to be accepted into the Industrial SecondarySchools.

All students receive one year of general vocational orien-tad* 'being placed in an area of specialization. Thestudent spends equal time in the theoretical and practicalaspects.

SECONDARY INDUSTRIAL CURRICULUM .1973174 PERIODS PER WEEK BY YEAR

1st 2nd 3rdSubject Secondary Secondary SecondaryAreas 10th grade 11th grade 12th grade

ReligionIslamLanguageArabicForeignLanguage

MathematicsPhysicsChemistryMathematics 3Physics andMechanics 3

Mathematics andMechanics

IndustrialMathematics

TechnicalTechnicalDrawing 4

Trade Tech-nology 3Safety and IndustrialHygiene 1

WorkshopPractice 21

WorkshopManagement

1 1

1 2

1 + 3 1 + 2And Sciences

32 1

3

2

4 4

4

24 27

1

Students completing this curriculum receive theIndustrial General Secondary Certificate issuedby the Ministry of Education.

Industrial Secondary Schools are located in Amman, Ir-bid, and Zarcia.

Industrial training centers offer the two year stream ofindustrial education with more emphasis placed on prac-tical training. The student spends 80% of the time in this

CURRICULUM FOR THE AGRICULTURALSECONDARY SCHOOLS ...1973174 PERIODS

PER WEEK BY YEAR

1stSubject SecondaryAreas 10th grade

ReligionIslam 1

LanguageArabic 2English 2

SocialStudiesArab World 1

Mathematicsand,ScienceMathematics 4Chemistry 2 2Physics 1

Biology 3 2AgricultureAnimal Hus-bandry 2AgricultureWorkshopand Farmmachinery

AgriculturalProcessingand DairyBee Keeping 1

Horticulture 3IndustrialAgricultureProjects

Irrigation andDrainageField Crops 3Forestry andFlowers 1

Farm Man-agementMechanicsPoultry Hus-bandry 3Plant Protec-tion.

Soil and Fer-tilizersSurveyingAgriculturePractice 16

2ndSecondary11th grade

1

22

1

2

1

2

3

2

2

1

1

3rdSecondary'12th grade

1

22

1

1

2

4

1

2

1

22

20 24Students completing this curriculum receive theAgricultural General Secondary Certificate issuedby the Ministry of Education.

area and 20% on theory. StUdents completing the two.yearstream receive a certificate from the center they attended.

The trades taught include: radio and television, auto.mechanics, electrical work, welding and forging, machineshop (turning, smoothing, and lathing), central heatingand pipefitting, air-conditioning and building trades. a

AGRICULTURALSECONDARY SCHOOLS .

During the 1961/62 school year only 52 students wereenrolled in the two secondary agricultural schools. Tenyears later 274 students were enrolled and in the 1973/74school year 438 attend classes. The three year program of-fers both academic and agriculture related courses.

POST-SECONDARYThere have been two receni developments in vocational

education in Jordan, with the opening of the polytechnicalinstitute and an agricultural institute. The polytechnicalinstitute offers two years of training beyond high school,while the agricultural institute has a three year program..

Students from the science and industrial sections are ad-mitted to the polytechnical institute 'here they are offeredcourses that include: civil engineering, mechanicalengineering, electrical engineering, chemical engineeringand laboratory technician.

TEACHER EDUCATI9NThe preparation of teachers has been one of the enor-

mous problems with which the Ministry of Education hashad to cope in the development of the educational systemin Jordan. This has been one of the areas of educationwhich has received a great deal of attention since Trans-jordan became a Kingdom in 1946. Many educationalfeatures reflect local needs, but the British and UnitedStates influences have been strong. Since most academicinstitutions and resources were located in the West Bankarea, the 6-day war in 1967 caused additional problems forthe educational system. The demand for teachers was sogreat that the Ministry of Education resorted to the em-ployment of untrained teachers as a stop-gap method ofobtaining a sufficient number of teachers.

Present regulations require all teachers to have a univers-ity degree or a Teacher Training Diploma. Institutes havebeen established to provide for pre-service training ofteachers; other institutes have been established to providein-service training for the uncertified teachers who wereteaching prior to the adoption of this regulation.

Tht Teacher Training Institutes are administeredvariously by the government, the United Nations Reliefand Works Agency (UNRWA), and private authorities.All of these Institutes are under the supervision of theMinistry of Education. Including those in occupied Jor-

4 ti37

dan, there ire nine 2-year institutions which offer 2 yearsof post-secondary work in various professional andvocational areas. Of these, 6 are public, 2 are UNWRAsponsored, and 1 is private. All of these 2-year institutionshave teacher training programs. The six public institutionsarc: Men's Training Institute at Amman, Men's TeacherTraining Institute at Howara/lrbid, Teacher Training Sec-tion in Hussein Institute, Teacher Training Section in BeltHaniba Commercial Administration Institute, Women'sTeacher Training Institute at Ramallah, and Women'sTeacher Training Institute at Ajloun. Two UNWRATeacher Training Institutes are located at Ramallah, onefor men and one forewomen. The Janah Teacher TrainingInstitute located at 'Nablus is private.

Teacher-training students are admitted to .a TeacherTraining Institute only after receiving the General Secon-dary Education Certificate. In the academic year 1973-74,the total enrollment in all teacher training institutes was1,828, comparectto 1,535 in 1965-66, and 245 in 1956-57.

The Teacher Training Institutes have uniform curriculafor the prime purpose of preparing teachers for service inthe compulsory school cycle. The students study on asemester basis and earn a minimum of 80 credit hours fortheir certificates

The teacher training program is closely supervised by theMinistry of Education. The program consists of two years(4 semesters) of training in which the students earn 20credit hours each semester, and culminates in the award ofa certificate, the Diploma of Education. The curriculumconsists of general education studies, one field ofspecialization, and professional education courses. Thetheoretical courses include

Philosophy of EducationMeasurement and EvaluationEducational PsychologyIntroduction to EducationMethods of LearningCurriculum and InstructionEach student chooses one field of specialization from the

following:Science, Arabic, Social Studies, English Language, Arts.

and Physical Education.The academic program is similar td a comparable

program in United States institutions. Graduates of theTeacher Training Institutes have been accepted for upperdivision work at the Lebanese University of Beirut withoutentrance examination.

For teachers who have been teaching in the compulsoryschool cycle without diplomas, the Ministry of Educationhas established a Certification for In-service TeacherTraining Institute (cirri). There is one CITTI with fivebranches. These centers were established for the training ofunqualified teachers; e.g , teachers who have a SecondarySchool Certificate but do not have a teaching certificate(Diploma of Education).

The curriculum in the CITTI is similar to that for thepre-service training in the Teacher Training Institutes.38

4'i

Upon completion of four semesters of training during theregular school year, plus three special 4-week periodsduring the summers, the unqualified teachers can earn theDiploma The trainees meet once eache week in theOM during the normal school year, and must attend theintensive 4-week training period for three summers. In theacademic year 1975-76, there were 1,000 trainees enrolled'in the in-service teacher training program. This programwill be terminated by 1980. Ministry of Educatioafficialsestimate that by that time all teachers in Jordan will havequalified for the Diploma ofEducation.

HIGHER EDUCATIONHigher educational institutions in Jordan (including

teacher training institutes) enrolled 9,302 students in1974-75. Of those 9,302, 4,805 were enrolled at theUniversity of Jordan. Jordan itself, however, can handleonly a portion of those students pursuing highereducation. Approximately . 26,616 Jordanians werestudying abroad in 1974-75 and the majority of these werestudying in Syria, Lebanon and Egypt.

THE UNIVERSITY OFJORDAN

The University of Jordan is the major institution ofhigher education. It was established in 1962 and enjoysautonomous status. It is governed by a Board of Trusteeswhich is in charge of all matters pertaining to finance andinvestment of revenues. (The University administers itsown funds which come from the following sources: anational university tax which goes directly to the Univer-sity; student fees; revenue from university investments;private sources of funds.) There is also a University Councilchaired by the President of the University and includingthe Deans of the nine faculties plus an elected professorwho serves a one year term. The University Councillegislates the bylaws for the University. The execution ofthe University bylaws is then carried out by a separateDean's Council.

The University operates on a semester system. There aretwo Sixteen week semesters per year plus a nine week sum-mer session (which is optional). The credit hour system isused and a minimum of 132 credit hours is required foraward of a Bachelor's degree (with some faculties requiringa higher number of credit hours) Most courses offered areworth three credit hours.

Admustons RequirementsJordanian students can only be admitted to the Univer-

sity on the basis of the Jordanian General SecondaryEducation Cedificate. Students from other Arab countriescan be admitted on the basis of national secondary cer-tificates awarded by their governments. The Universityalso recognizes the General Certificate of Education of

London, Oxford or Cambridge if the student has twopasses at the Advanced Level and at least three passes atOrdinary Level. Other national secondary certificates arealso recognized if they are accepted by the University Com-mittee on Certificates to be the equivalent of the Jordanian

General Secondary EdUcation Certificate.Admission is very competitive and varies by faculty. In

general, however, the number of available spaces is set foreach faculty by the University Council and students areselected on the basis of their scores on the General Secon-dary Education Certificate until all the slots are filled. Thectt-off mark varies by faculty, but for the 1975-76academic year, the cut-off mark for the,Faculty of Sciencewas 86% and for Engineering 89%. There are exceptionsto the general admissions procedure, however. The mostimportant exceptions are Ministry of Education Scholar-ship students. These students are chosen by the Ministry ofEducation and are accepted by the University regardless ofcut-off marks. (For the 1975-76 academic year, there was ahigh number of Ministry of Education Scholarship studen-ts; 852 out of a total of 1,600 students accepted for thatyear.)

Grading SystemThe following grading system is 'presently (1975-76)

being used at the University ofJordan:Individual Subject Scale90% to 100%80% to 89%70% to 79%60% to 69%50% to 59%Less than 50%

ExcellentVery GoodGoodAcceptablePoorFailure

Four Year Cumulative Average85% to 100% Excellent76% to 84% Very Good68% to 75% Good60% to 67% AcceptableBelow 60% Failure

The minimum passing grade for an individual course is50% while the minimum passing cumulative average is60%. For graduate students, the minimum passing gradeis 70%.

The University did use an 'A' through 'F' gradingsystem along with an honor point scale for one term (asshown in the 1972-73 catalog of the University), but thenreturned to the former percentage system which is stillbeing used. (There are some indications, however, that theUniversity may return to the 'A' /'F' system in the nearfuture.) If letter grades appear on a transcript, they can beinterpreted as follows:

Symbol Rating Honor Point Score

A Excellent (90-100 % ) 5

B Very Good (80-89%) 4

C Good (70-79%) 3

Satisfactory (60-69%) 2

E Poor (50-59%) 1

F Failing (below 50%) 0

48

For overall cumulative averages, the honor-pointaverage was calculated as follows:

Point Average4.4 - 53 6 - 3.32.8 - 3 52.0 - 2.7

Below 2.0

RatingExcellentVery GoodGoodSatisfactoryWeak

Under the above grading system an overall average of2.0 was required for graduation.

Programs of StudyThe University of Jordan includes the following nine

faculties: Arts, Economics and Commerce, Education and

Psychology, Shari'a, Science, Agriculture, Nursing,

Medicine, and Engineering.By lat, the language of instruction at the University is

Arabic, but the University Council can institute the use ofanother language in any of the faculties. As of the 1975-76academic year, the language of instruction was Arabic forthe faculties of Arts, Economics and Commerce, Educationand Psychology and Shari'a. The language of instructionwas English for the faculties of Science, Agriculture, Nur-sing, Engineering and Medicine.

Each student, regardless of the faculty he or she is en-tering must pass an examination in English and Arabic.The passing grade for the examinations is 50% and thole-who do not pass an examination must pass a three creditcourse in English and/or Arabic. (If the student passes

driboth exam' ations, he or she receives an automatic 6 hoursof credit, hich is shown on the transcript.)

There are two types of program emphases in the Univer-

sity as a whole: a program with a single subject

specialization or a program with a major subject plus a .

minor subject.For example, with a single specialization, the

distribution of credit hour requirements would be asfollows for the faculties of Arts, Economics and Com-merce, Education and Psychology and Shari'a:

No. of Credit Hours

University requirements: 18

(every student must do 9 compulsoryplus 9 elective)Faculty requirements: 18-21

(set by faculty)Department requirements: 54-60

(set by individual department)Department electives: 27-30

Free electives: 6

Total 132

For the same faculties, the distribution of credits wouldbe as follows with a major plus a minor subject:

No. of Credit HoursUniversity requirements: 18

Faculty requirements: 21

Department requirements. 39

Department electives: 21

Minor subject. 27

Free electives: 6Total 17! 39

Faculty of ArtsThe Faculty of Arts was the first faculty established. It

opened in 1962 with 167 students and was the only facultyin the University until 1965 The Faculty of Arts has fivedepartments. English Language and Literature; ArabicLanguage and Literature; History and Archeology;Geography; Sociology and Philosophy. The B.A. degree isawarded after four years with 132 credit hours required forgraduation (There are actually nine programs of studyavailable as a student can major in English Language orEnglish Literature, for example.)

After the first year in the Faculty of Arts, students mustapply to a specific department or program of study andperhaps 300 out of 350 will want English Language andLiterature which is the most competitive department in theFaculty of Arts. Only about one third of those who warnthis department can be accepted into it.

In addition to the four-year Bachelor's degree program,the Faculty of Arts offers M.A. degrees in ArabicLanguage, Arabic Literature, History and Archeology. TheM.A is a 36 credit program with 21-30 hours of coursework plus 6-15 hours for a thesis. The exact distribution ofcourse work and thesis study is determined by the in-dividual department. The University is considering of-fering a M A program in English Language, but this is notavailable as of this writing

Faculty of Economics and CommerceThe Faculty of Economics and Commerce requires 132

credit Furs for graduation and offers B.A. degrees in thefollowing fields Political Science, Public Administration,Economics, Statistics, Business 'Administration and Ac-countancy. No graduate degrees are offered as of thiswriting, but a graduate program in Economics is underconsideration.

Faculty of Education and PsychologyThe Faculty Of Education and Psychology offers a B.Sc.

in Elementary Education and requires 132 credits forgraduation Degrees are also offered in EducationalPsychology as well as pure Psychology. (There is somedebate at the present time as to whether the Psychologyprograms should be placed within the Faculty of Science.These programs were originally placed in the Faculty ofEducation for administrative convenience.)

The Faculty of Education and Psychology also offers aDiploma in Education as well as a minor emphasis inEducation The Diploma in Education consists of 33credits Including student teaching. Actual studentteaching encompasses one semester and students spendanother semester observing and preparing for their studentteaching assignments. The Diploma in Education is theteaching credential for secondary school teachers in Jordan.It is often obtained after a student has received a B A. orB.Sc. in a major field of study although it can be done con-currently with the B.A. or B.Sc degree program

A minor in Education consists of 27 credits only. NoDiploma in Education is awarded for a minor con-

40

49

centration, but the minor in Education will show on astudent's transcript. A student with a minor in Educationcan go back later to study for a Diploma in Education andhave some of the credits received for the minor inEducation applied towards the Diploma inNEducation.(Most of the courses required for the minor in Educationand the Diploma in Education are not common, however.)All Ministry of Education Scholarship students are

requiredilifelow a minor in Education.The Faculty of Education and Psychology also offers the

M.A. degree in the following four areas: EducationalGuidance, Educational Administration and Supervision,Educational Psychology, General Education. As with othergraduate programs, 36 semester hours including a thesisare required for the M.A. in Education. There is greatcompetition for a limited number of spaces for thegraduate programs. In 1975-76, 110 people applied for 17spaces.

Faculty of Shan'aThe Faculty of Shari'a offers a four year B.A. program in

Islamic law which requires 132 credit hours for graduation.Formerly an independent institution known as the Collegeof Shari'a, this faculty was incorporated into the Universityof Jordan in 1971. Essentially one academic department,'the faculty produces the equivalent of ministers and judgesin religious courses as well as teachers of Arabic andreligion in secondary schools.

Faculty of ScienceThe Faculty of Science requires 138 credit hours for a

Bachelor's degree and offers the B.Sc. In the followingfields: Mathematics, Physics, Chemistry, Biology,Geology. It also has a joint program with the Faculty ofMedicine to train laboratory and hospital technicians. Thisis a two year programro produce technical personnel whichleads to a Diploma in Medical Science.

Like the Faculty of Arts, students in the Faculty of Scien-ce complete one year before applying to specific programsor departments. Biology is the most popular department,particularly with women students.

In addition to the undergraduate programs, the Facultyof Science offers M.Sc. degrees in Physics, Chemistry,Mathematics, and Biology. (The M.Sc. programs aresimilar to the M.A. programs in regard to course work andthesis requirements.)

Faculty of AgncultureThe Faculty of Agriculture Offet a B.Sc. in Agriculture

and requires 154 credit hours for graduation. Studentsspend their first year in the Faculty of Science and thenspend three years plus two summers in the Faculty ofAgriculture. The two summers are spent on University-related projects such as working on University farms.Although students spend one year in the Faculty of Scien-ce, they are initially identified as Faculty of Agriculturestudents when they apply to the University.

The Faculty of Agriculture has four departments. There

arc two degree-granting departments and two servicedepartments (offering courses which can be applied towar-ds degrees). The degree-granting departments arc: (1)Animal Production and Protection and (2) Plant Produc-tion and Protection The two service departments are: (1)Agricultural Economics and Extension and (2) Soils andIrrigation

The Faculty of Agriculture is planning to offer graduateprograms as soon as it awards its first undergraduatedegree (The Faculty of Agriculture was established in1972.) The graduate program will be oriented towardproblem-solving research, particularly toward solving

problems of Jordan itself.

Faculty of NurungThe Faculty of Nursing awards a B.Sc. degree in Nur-

sing The program is a four year program with/he first yearspent in the Faculty of Science. The cut-off mark for ac-ceptance into this faculty has been somewhat lower thaapinother faculties due to the image of the nursing professionin Jordan. Since nursing has b.ern regarded as a menialprofession, it has been difficult to attract superior ap-plicants. This situation is improving, however, and a largergroup of applicants was attracted during the past year

Students with secondary nursing vocational certificatesare not eligible for admission to the Faculty of Nursing.Students accepted into this faculty must have the academicGeneral Secondary School Certificate in the sciencestream During their first year in the Faculty of Science,pre-Nursing students attend the same beginning scienceclasses as pre-Medical students

Faculty of-Mee/wineThe Faculty of Medicine is the most competitive faculty

at the University of Jordan Students arc not admitteddirectly into the Faculty of Medicine, however, but arc ad-mitted to the Faculty of Science where they spend twoyears After two years, perhaps 200 students will apply tothe Foculty of Medicine for only about 40 spaces TheM D degree is awarded after a total of seven years (2 yearsspent in the Faculty of Science plus five years spent in theFaculty of Medicine)

There are five departments in the Faculty of MedicineBasic Medical Sciences. Pathology, Medical Sciences,Surgery. Preventive Medicine The curriculum is a verystructured one and the credit hour systemot used inaddition to the seven year program, an additional year isusually spent as an intern attached to one of the teachinghospitals of the University or to other hospital units in Jor-dan

Faculty of EngineenngThe Faculty of Engineering was established in 1975 with

100 students and as of this writing still has no building orpermanent teaching staff Engineering students spendtheir first year in the Faculty of Science although they arcidentifird,init tally as Faculty of Engineering students. Thetotal program consists of five years as students spend fouryears in the Faculty of Engineering after the initial year to

the Faculty of Science. The programs to be offered includespecializations in the following areas: Civil Engineering,Electrical Engineering, Mechanical Engineering, ChemicalEngineering, Architectural Engineering. The curriculum isvery structured and does not use the credit hour system.

Graduate EducationThe various M.A. and M.Sc. degrees offered by the

Faculty of Arts, the Faculty of Science and the Faculty ofEducation and Psychology have been mentioned-above. Atthis point in time, the University of Jordan does not offerany Ph.D. programs. All graduate study is coordinated bya Dean of Research and Graduate Studies. The Dean ofResearch and Graduate Studies administers research grantsthroughout the University as well as setting up rules andregulations for graduate study. This office oversees .allgraduate programs and makes sure that degreerequirements have been met. The office ako plays an ac-tive role in initiating new graduate programs, but the ac-tual day" to day administration of a particular graduateprogram is in the hands of the individual department.

At present (1975-76) the University of Jordan claim}} atotal of 631 graduate students. Of the 631,453 arc in 4heDiploma of Education course. These students are con-sidered graduate students since they have their B.A.degree, but it should be pointed out that all coursesrequired for the Diploma of Education are at the un-dergraduate level. In addition to these 453 students, thebreakdown of other graduate students would be as follows:M.A. (Arts) 70, M.Sc. (Science) 47, M.A.

(Education) 61.

,,UNIVERSITY OF YARMOUKA new university is being planned in Jordan. This

university will be located in the northern area of Jordan,close to the Syrian border, and will be known as theUniversity of Yarmouk. This university is scheduled toopen in October of 1976. The orientation of the Universityof Yarmouk will be towards science and technologyinitially, but all faculties will be included eventually,. Amaster plan is being prepared for the next ten to fifteenyears and the ultimate objective of the University of Yar-mouk is to enroll 15,p00 to 20,000 students The officiallanguage of instruction may be English, but as of thiswriting, no firm decision has yet been made regardingthis. The university will be coeducational.

Although no physical facilities will be ready by October1976, the first facultythe Faculty of Arts and Scien-ceswill begin classes with 480 students in a former secon-dary school building. The following disciplines will beavailable initially: Mathematics, Physics, Chemistry,Biology, Arabic, English. The second faculty which will beestablished in several years will be the Faculty ofEngineering.

WEST BANKTwo institutions of higher learning are the University of

41

Bethlehem and Biwa College The former is recentlyestablished and is administered by the Dc la Salk religiousorder. Local Arab inhabitants attend both institutions.

The fordanian General Secondary Edkcation Certificateis the basis for consideration for admisssion rather thanthe Baqrut Additional information is unavailable

JORDAN PLACEMENTRECOMMENDATIONS

B Students presenting the. Vocational SecondaryEducation Certificate with grades of 70% or bet-ter may IN considered in specialized technicalfields of study appropriate to their background.Admission to traditional academic programs isnot mommended.

IV Undergraduate Advanced Standing and TransferCredit:A. Students who complete studies at the Unviersity

of Jordan and achieve at least an average gradeof Good may be considered for admission andallowed transfer credit on a course-by-coursebasis.

B. Students presenting a two -year, post-secondary Diploma from a teacher training in-stitute may be considered for freshman admis-sion.

I. English Proficiency k'cornmendationIt is strongly recommended that all applicants fromJordan present proof of adequate proficiency inEnglish based upon acceptable standardized testssuch as TOEFL

. w'

II. Primary, Preparatory and Secondary School.

Students.V.

It is recommended that these students be admittedto their corresponding grade level Evaluation ofsubject deficiencies should be determined in ac-cordance with the individual U.S. institution'scurriculum.

III. Freshman Admission:A. Students presenting the General Secondary

Education Certificate with grades of 70% or bet-ter may be considered for admission at beginningfreshman level

42

5i.

Graduate Admission:A Graduates with bachelor's degrees from the

University of Jordan, who present final resultsof no less than Very Good may be considered forgraduate admission.

B. Post graduate work at the above institution maybe considered for advanced credit according to theadmitting institution's policy.

C. The Master's degree awarded on the basis ofcoursework and thesis may be considered com-parable to a U.S. Master's degree.

KUWAIT

44

KUWAIT COUNTRY

TEAMCharrpenon Ronald E ThomasDirector of Foreign AdmissionsSouthern Illinois University at Carbondale

Caroline AldrichAssociate Director of AdmissionsCalifornia State University at Chico

Dorothy De MillerForeign Admissions OfficerUniversity of Arizona

Walter DowdyAssistant Director of Admissions and Financial AidKalamazoo Valley Community College

Robert HanniganDew of Student ServicesUniversity of Arkansas

IN-COUNTRYRESOURCES

Listed below are the individuals who contributed to orparticipated in various phases of the workshop plann-ing and programs.

Elsaid AbdulghonTechnical Education Department.Ministry of Education

Fadhel S. Al -Agee)Deputy Manager of the Planningand In-Service Training DepartmentMinistry of Education

Abdulla M. AliDirector, The Arab Planning Institute

Mansour Bandar HusainRegistrar, Kuwai(Universitv

Ali BehbehaniKuwait University Computer Center

Abdulwahab Al BorolossyRector, Kuwait University

53

Hassan Al EbraheemDean, Faculty of Commerce,Economic and Political ScienceMinistry of EducationKurktit University

Mansour GloumIns -ctor of MathematicsMinistry of Education

Sulaiman M. KalanderDirector, Libraries DepartmentKuwait University

Salway Abu KhadraHead Mistress, DAR AL-HANANPrivate School

Ezzat Mohammad KhairyDean, faculty of ScienceKuwait University

Bader MahroosalKuwait Technical College

Abdul Rahman Al MoudahkaAssistant Secretary General

Reyadh Al NageebDean, Faculty of EngineeringKuwait University

Baheer Ahmed NasserPlanning Specialist,Ministry of Education

Anwar Al NouriSecretary GeneralKuwait University

Abdullatif RawaishedCultural Foreign RelationsMinistry of Education

Abdul Mohsein Abdul RazzakDean, Faculty of MedicineKuwait University

Mohamad J wad RedahDean, Fac ty of Arts and EducationKuwait Un versity

Sa'ad Mo ammad Al Sa'adAssistant Secretary General

Abdul Aziz ShahineDireitor of Institute of Special Education

45

WI%

,

46

KUWAITI EDUCATIONAL SYSTEM

w6.2ic

U.S.A

ccicW>-

..Jo0x

KUWAIT

23GRADUATE

AND -..-...-PROFES,SIONAL

18

,KUWAIT

..

222 17

21

POST

SECON-DARY

16UNIVERSITY

.

20 15

19 14 TEACHERTRAINING

COMMERCI LOR

HEALTH INSTITUTE18 13.

17

SECONDARY

SCHOOL

12

RELIGIOUS

SECONDARY

LITERARY OR SCIENTIFIC,

.

TECHNICALEDUCATION

16 11

15 10

14

13

ELEMEN-TARY

SCHOOL

INSTITUTE

.

INTERMEDIATE

(COMPULSORY)

`1

12 7

11 6

10 5

9

PRIMARY

(COMPULSORY)

8

27

6 1

PRE.PRIMARY

KINDERGARTEN

CO-EDUCATIONAL NON-COMPULSORY

G

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

r.R.) t

:

1.

Add ShchabHead, Secondary Section-ExaminationsDepartment of Examinations and Student AffairsMinistry of Education

Halimah Kharmah TabbaaHead MistressNuzhah Secondary School

Naim Abu Wardch ,Researcher, Planning DepartmentMinistry of Education

THE COUNTRY AND ITSPEOPLE

LOCATION, Eastern Coast of the Arabian peninsula atthe northwest corner of the Arabian Gulf. bordered on thenorth and west by Iraq and on the south by Saudi Arabia.SIZE Approximately 7,780 square miles, slightlysmaller than NewJersey. .

OFFICIAL LANGUAGE: ArabicHowever, Englishwidely spoken.POPULATION- 925,000 (1974 estimate)PEOPLE: 40-45% Kuwaiti, the remainder are non-Arabs and Arabs.LITERACY RATE 60% (1975 estimate)RELIGION. 99% IslamNATURAL RESOURCES Petroleum, fish,shrimpINDUSTRY Petroleum, private Lisiness, governmentemploys most of the labor force of which 75% arenon-KuwaitiAGRICULTURE Cultivated land less than 1%.

THE COUNTRY HISTORYThe Arab State of Kuwait was originally settled in the

1700's by Bedouins from the barren Nejd Arabian desert,looking for a less difficult place to live. These

nomadic tribes were the progenitors' of today's rulingfamilythe Al-Sarbas Under the leadership of thisfamily, Kuwait prospered as a trading, pearling, andshipbuilding center Kuwait experienced many periods ofbelligerency Consequently, in 1899, in order to protectherself, she signed a treaty with Great Britain This

'Islands belonging to Kuwait are Buhivan. Sulu. Kato. MiskanKubhar. Um-A lmaradem Un- Alnamel. Oahah. Watbah. Kubah. andFaslaka the most populous The Neutral Zone shared with Saud:Arabia adds another i(00 square miles to Kuwait proper

treaty was abrogated in 1961, and in that same year,Kuwatt was welcomed to the Arab League Later. in1963, Kuwait joined the United Nations.

During the period 1921-1950, the foundation for theoil industry was laid By 1934, the Kuwait Oil C6mpanywas formed as a joint Brillish-American venture At theepd of World War II, after a temporary cessation inthe Acyclopment of oil, output increased, and Kuwaitbecame the third largest producer of oil in the MiddleEast Site after site was activated by oilmen fromIran, India, Great Britain, the United States, and othercouritrics

The discovery and development of oil caused such arapid transformation that only a few remnants of the oldcity of Kuwait remain. A large and affluent, modernurban center now stands where the inhabitants of oldKuwait city once bade 'farewell to fishermen andpearldivers.

Oil has provided Kuwaitis with one of the highest percapita income in the 'World. They enjoy free education,'free telephone services, as well as free medical ser-

vices including surgeons, hospitals, physicians, den-tal care and pharmaceutical supplies.

In the midst of this abundance of wealth, Kuwait in1966 established the Kuwait Fund for Arab EconomicDevelopment (KFAED) to provide economic assistanceto all her developing Arab neighbors. The originalcapital grant of 50 million KD (Kuwaiti dinars or$150 million) sostnereised in May 1974 to one billionKD ($3 billion).

Other economic aid included Kuwaiti contributions tothe General Authority for South Arabia ,nd the Ara-bian Gulf States, the Arab-African Bank and the ArabFund for Social and Economic Development Kuwait'scontinuing generosity in assisting other needy Arab na-tions has bee:, acknowledged by agencies throughout theworld

EDUCATION HISTORYFormal Education in Kuwait began in 1912 when the

first public school was founded. Until 1927, girlsreceived no opportunity for education. In that year thefirst school was established, designed to provide girls witheducation in Arabic, the Koran and domestic science(home economics)

It was not until 1936, with the establishment of theDepartment of Education, that education began todevelop. During this time teachers from the other ArabStates (primarily Egypt) were recruited to teach in theKuwaiti schools

The discovery of oil in the late 1930's and its growingimportance following World War ll caused a great ex-pansion and philosophical change in the education ofits people. In 1956 the "4-4-4- educational struc-

47

to

ture was adopted on the advice of experts from Egyptand Iraq Fol lowly this, the Departmen ducationwas formalized into a ministry in 1964 S4ic WorldWar IF special education institutes, telc4Cr t finingschools and technical schools have been cleat d In1966 Kuwait University was founded During the 975-76school year government sOlools including Kinde artenenrolled 182,778 students Table 1 illustrates the increasein the number of schools, students and teachers since1916

TABLE ITHE NUMBER OF SCHOOLS, STUDENTS,AND TEACHERS IN KUWAIT SINCE 1936

ScholasticYear

Number ofSchdols Students Teachers

1936-37 . 2 600 261960-61 109 44,474 2,2671964-65 148 79,307 4,2181967.70 195 129,750 8,2191970-71 203 138,747 9,0851971-72 221 150,675 10,4131972-73 243 160,231 11,5051973-74 260 169,417 12,6071974-75 308 182,778 14,213

EDUCATION-KINDERGAR-TEN THROUGH SECON-DARY

The EducattonaPSystem-- An overviewThe Ministry of Education directly .1i/rain/tier, the

schools and all educational institutions The Minister isassisted by the Under-Secretary who supervises fivedivisions, each headed by an Assistant Under-Secretary.The five divisions are

Technical Affairs, Cultural and Social Affairs, FinancialAffairs, Curricula and Planning, Administrative Affairs.

Finance) for education are provided through theMinistry-of Education, as part of the national budget Thebudget must be approved by the National Assembly. In1973-74 about 54.488,000 K D ($150 million) wereallocated to education As a result of the large revenuefrom oil, education is comely free to all Kuwaiti citizensThe Government not only provides school and teachers,but also provides clothing. transportation, food and booksfor its pupils

The Jtructure of Kuwaiti pre-university educationfollows 1 4-4-4 pattern and is compulsory through the first

4R

5 ki

eight years It can be seen as follows4 years-Primary School4 years-Intermediate School4 years-Secondary SchoolIn the past Kuwait has recruited teachers from other

Arab countries and will probably continue to do so As aresult of the high salaries for teachers, over 98% of thesecondary school teachers have four-year universitydegrees Teachers in the secondary school' usually teachbetween 16 and 20 periods per week. The remai .Jer oftheir time is devoted to individual preparation, with in-service training available to them In each secondaryschool, departmental heads work with the individualteachers in planning their course of instruction.Specialized teaching occurs at the primary and in-teiP4ediate levels where special subject-oriented teachersoffer the course of instruction. Moreover, teaching per-formance is evaluated annually by an inspector, who is aspecialist in a particular academic field.

The Ministry of Education has devoted itself, to im-proving the entire educational system. Classroom sizeremains low. Curriculum development, secondary schoolcounselors, and grouping students according to ability hasbeen introduced. For the future, the Ministry is also csidcring adopting compulsory education through gratwelve for all students.

Pre-Primary EducationKindergarten 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-jectives of these inctitutions arc: to 7:10Vidc a healthyeducational atmosphere, to promote good health habitsand to facilitate transition from home to school. However,many parents send their children to kindergarten becauseboth parents work and babysitting service is almost non-existent. Pre-primary classes are the only ones where boysand girls are found together in the same classrooms.

Primary EducationThis four year segment of the'educational system is com-

pulsory, for all 'boys and girls aged 6-9. The student mustbe 6 years old to begin.

There are presently 112 primary schools; 60 for boys and52 for girls. Ninety-thousand students are enrolled in thefour year program. In 1975 approximately 20,000 studentsentered the first grade. 6,000 came from kindergartensand 14,000 without prior education. The average class sizeis 33.

Intermediate EducationThe intermediate segment consists of four years of com-

pulsory education for students aged 10,13 There arepresently 98 schools; 52 for boys and 46 for girls

In the first year (5th grade) English is introduced as thefirst foreign language. In 1975, 61,567 students were

enrolled at the intermediate level The average class sizewas 30 pupils per class

The General Intermediate Examination is given at theend of the fourth year of this segment (8th grade) Stu-dents are permitted to continue their optional educationbased upon the results of this examination.

Secondary EducationThe secondary cycle consists of four years of education

for students age 14-17 Students who have attained the In-termediate Examination Certificate are eligible to con-tinue their education in one of the following programs:academic, technical, or commercial he choice of pro-,,gram is left entirely to the student Mwever, for exam -,plc, the final score in any technical subject of the In-termediate Examination is a strong factor influencing adecision to enter the technical program. Completion ofany of the three programs leads to a certificate whichqualifies the recipient for consideration to a higher level ofstudy

Attendance .^ this cycle is currently not compulsory,but serious consideration is being given to extend com-pulsory education to include this cycle.

The Academic program consists of general educationcourses for the first two years. Specialization in thelast two years allows for a choice between the scienceand literary (sometimes referred to as "arts") sec-

tions. The certificate awarded upon graduation is theGeneral Secondary Education Certificate.

The program of study for each year and section hasnot changed significantly from the schedules listed onpages 24 and 25 of the 1974 World Education Series.The Coastal Countries of the Arabian Peninsula.The changes that have occurred include the cancellationof "Human Culture" in the 3rd year program, and"Arab Society" in the 4th year program. Both ofthese courses were cancelled in the 1975-76 schoolyear The mathematics syllabus for the 3rd and 4th years ofthe science section are being amended since the con-ventional mathematics course (algebra, trigonometry,geometry, calculus) is being phased out in the 1975-76school year so that only the modern mathematic's syllabuswill be followed Currently, both syllabti are listed on thescience section transcript.

Since admission requirements to some colleges anddepartments of North American institutions requirecompletion of specified levels of mathematics, a syllabus ofthe mathematics program was obtained. From this source,an evaluation was made in terms of U S high school unitsThe following conclusion can be drawn: at the end of thesecond year all students in the academic program will havecomplete mathematics comparable to 1-1/2 units ofalgebra, 1/2 unit of trigonometry, and I unit of planegeometry In the literary section, the only additionalcourse in mathematics taught is introduction to statisticsIn the science section, the content of the third year-mathematits course is similar to .at least on-half unit ofJ(Ivanced algebra, and at least one unit of plane and

5i

analytical geometry. The fourth year science section

mathematics offered is similar to at least introductorycalculus.

The biology, chemistry, and physics courses studiedby a student in the literary section are general and donot involve laboratory work. The same courses in the scien-ce section arc studied for an additional two years, and doinclude laboratory work. The weekly class periods of scien-ce courses include lecture and laboratory periods.

However, the laboratory periods are not regularly schedul-ed.'

French and English are the only two foreign languagestaught at this level. English is the second languagefor the majority of students. Although instructionbegins in the first year of the Intermediate cycle andcontinues through the Secondary cycle, English is

taught as . a foreign language, by non-native Englishspeakers. French is offered only in the literary sec-

tion during the 3rd and 4th years.Promotion of students is based upon the end-of-year

examination given in all schools in May and June. Thestudent must achieve the minimum passing score in allsubjects of the examination to obtain an overall "pass." Ifa student fails to earn the minimum score in up to two

Isubjectexaminations, another chance is given in later

i exam session in September to pass subject(s) in question. Ifmore than two subject examinations are failed, the entireyear must be repeated.

The fourth and final year is the most importantyear ofthe four-year cycle. Graduation from the secondaryschool depends entirely on passing the final year

examination in all subjects. Marks obtained in previousyears are not given consideration. The marks recorded onthe fourth year 'transcript are the scores earned by thestudent in the final examination in each subject. If astudent fails to achieve the minimum passing mark in upto three subjects, he/she is given an opportunity to retakeonly those examinations failed in the later session in Sep-tember. If more than three subject examinations are failedin the first session in May/June, the entire year must berepeated.

The final year examination is standardized and ad-ministered to all four-year students. It is given only twice ayear in May/June and September. The questions for eachsubject examinations are prepared by a committee com-posed of two Inspectors from one discipline and oneUniversity of Kuwait faculty member who teaches in thatdiscipline. Each subject then has its own committee com-posing questions.

At any time during the secondary cycle, a student maychange to another stream, for example, from literary (arts)to science or from academic to technical or commercial.However, the student must then complete the entire cycleof that stream without transfer of credit or subject matterbased on the previous study program.

Table II shows the distribution of grades by percentagesWorld Education Series The Coattal Coltrane: of the ArabianPeninsula. p 25

49

CERTIFICATE OF FINAL YEAR EXAMINATION RESULTS

z.v....-.., I 1,,1'vr/r

Student's Name . ...

School

STATE OF KUWAIT

MINISTRY OF EDUCATION

Department of Examinations 4( Students' Affairs

Academic Year 19 -- '19

Fourth Secondary :(Literary Section)

Subjects Max. Min.Mark Obtained

1st Session 2w1 Samba'

Islamic Education

7A ra b 1 c Language

20

60

10

30

first Europ Language

Second Europ Language( )

History

Geography

SO

40

40

40

Elementary Philosophy, Morals,Logic and Psychology

Gvolosy

_ Arab Society

Final Total

40

20

20

20

16

16

16

16'.

8

8

330 140

REMARKS :

Student passed and receised C^neral Secondary Education Certificate in

lie ranked out of ...

SO

( Date )

Successful candidates.

Under Secretary

Mini:try of E4cation

for all those who passed the final year examination in thetwo academic secondary programs.

a

TABLE IISECONDARY ACADEMIC FINAL YEAR

EXAMINATION RESULTS, 1974.1975

Literary Examination

90-100%Boys Girls Total

Percentagein

percentile

80-89.9% 4 4 00.0370-79.9% 13 48 61 04.7360-69.9% 57 160 217 16.92

50-59.9% 205 321 526 40.82

40-49.9% 254 226 480 37.50

Science Examination90-100% 3 2 5 00.04

80-89.9% 25 31 56 05.0070-79.9% 60 66 126 11.20

60-69.9% 115 114 229 20.4050-59.9% 247 169 416 37.0040-49.9% 217 79 296 26.36

SECONDARY VOCATIONALTECHNICAL EDUCATION

One of the fundamental aims of education in Kuwait isto respond to the needs of vocational technical education,

and therefore prepare a skilled, well-trained labor

force Students holding the Intermediate School Certificate may enter one of three secondary vocationaltechnical schools

The, Technical College for BoysThis school was established in 1954-55 with 80 studentsPresently there are 786 students taught by 215 teachersStudents may select one of two distinct levels: technicianslevel, and craftsman level Technician departments arc:

Chemical Engineering (most significant, and con-

centrating on petro-chemical), Industrial Electronics,

Mechanical Engineering, Electrical Power and BuildingEngineering The CraftsMan Departments arc: generalmechanical, air conditioning and refrigeration, electricalinstallation, instrumentation and automatic control, radioand television maintenance, electrical installation and fit-ting, automotive mechanical, surveying and carpentry.The curricula include emphasis in the sciences andmathematics from algebra to calculus The level mathc-

5

matics taught is equivalent to two years of algebra, one-half year of trigonometry, one year plane geometry andintroductory calculus.

The Secondary Commercial School for BoysThis school was established in the academic year 1963-

64 for the specific purpose of preparing students inclerical, secretarial and accounting skills.

The Secondary Technical School for GirlsThis school prepares girls for careers as laboratory aides,

secretaries, commercial clerks, social work aides, and aidesin school nutrition programs. Presently thschool enrollsabout 500 students.

Students completing the Technical College for Boys andthe Secondary Technical School for Girls receive theTechnical Secondary Certificate

Those students holding the Commercial Secondary Cer-tificate may qualify to be considered for admission to theFaculty of Commerce, Economics and Political ScienceatKuwait University accordittg to stringent requirements ofthe university (sec section on Kuwait University, Un-dergraduate Admission).

New students were not enrolled in the 1975-76

academic year In the three vocational/technical schools inanticipation of a change which will consolidate the schools.

The Ministry of Education is completing plans to integratethe schools togcthei with the academic secondary schools,to he known as "the comprehensive school Present plans

call for placing the vocational/technical schools in theestablished academic secondary cycle and adding a third

sectin, vocation-al/technical specialization; in the

vocational/technical departments in the third and fourth),ears (as is the case in the literary and scientific sections) It

is hoped this change will further promote technical educa-

tion, and make the field of ,cducation more attractive tothe Kuwaiti.

PRIVATE SCHOOLS

Private schools in 4<uwait exist to meet two basic ob-

jectives. First, since a limited percentage of the non-Kuwaiti residents are accommodated in its public schoolsystem, private schools have been established to meet theireducational needs. Second, very basic language instructionin English and/or French is initiated in the private schoolsat the pre- school level. It is continued more intensivelyeach year throughout the primary, intermediate, andsecondary cycles Thus, many Kuwaitis and non-Kuwaitisprefer this additional advantage, as well as the competitionwhich results from a selective admissions policy the schoolsutilize.

Private schools cannot be established in Kuwait withoutpermission from the Ministry of Education They are notpermitted to construct or purchase their own schoolbuildings, but may rent private buildings However, theMinistry of Education has no control over teachers or their

status in private institutions, although in 1967-68,

51

regulations were enacted which standardize the curriculain both government (public) and private schools. Thus,Ministry of Education inspectors check all phases of theacademic program, along with staff qualifications,facilities, and provisions for health and hygiene.

Private schools exist primarily at'.the pre-primary andmary level. Many are established for children of Anglo-

rican and Indian-Pakistani professionals, whereasre operated by oil companies. In 1075, an influx of

Leban c students, as result of the conflict in Lebanon,taxed th capacity of these schools.

Private condary schools which have been approved bythe Ministry f Education are:

Al Arshed Al IslamiAl JhemcelAl Peel at ThedidAl OmanaeDar Al HananFejher Al SabahAl ManhelAl Naja'h

,AI IkhlosOm Al KorahAl Jafriyeh al Islamiah

International private schools have also been established.These schools need not rneet Ministry of Educationregulations However, they must secure the Ministry's ap-proval to follow a different curriculum from thoseprescribed by the Ministry, and to use a language otherthan Arabic as the language,of instruction. Schools of thistype at the secondary level are:

The American SchoolThe Iranian SchoolThe Indian SchoolThe New English SchoolCarmel SchoolNew Pakistan School

, Jana'h PakistaniPakistani School in Rumith labPakistani School in Fahahil

RELIGIOUS INSTITUTE

The Religious Institut of Kuwait City was established in1947.48, and comprised three educational stages, primary,intermediate and secondary Recently however, the In-stitute cancelled the primary stage of education. The

'curriculum includes specialized subjects as well as scienceand mathematics.

Students completing the secondary stage receive theReligious Secondary Certificate and may enter post-secondary study in Islamic Jurisprudence and Law, ArabicLiterature and Language, as well as Commerce, Economicsand Political Science at Kuwait University.52

60

SPECIAL GUIDELINES FOR

ADMISSIONS OFFICERSCredentials r-

For completion of secondary education several creden-tials can be obtained. A separate record for each of the fouryears of the secondary stage is available. These records,translated into English, should be received from theCultural Division, Embassy of the State of Kuwait,Washington, D.C. A stamp and signature from that officewill be shown on the reverse side of each sheet of the ap-plicant's record. Ordinarily if a student is'being consideredfor a Kuwait government scholarship, verification of hisprovisional admission is requested before an award can bemade. If on the basis of the applicant's academic records,the student is admissible, but satisfactory proof of Englishproficiency is missing, it is strongly recommended that ad-mission be provisional, subject to attainment of a satisfac-tory level of English proficiency.

InterpretationThe heading of each sheet will note the academic year

(Gregorian' calendar) and the specific year of the cycle theapplicant is in. The fact that a student enrolled in theliterary or science section in the third and fourth years willbe stated on the record. The subjects listed comprise thecurriculum followed by each student, regardless of thegovernment (public) school attended.

The column headed "Max" states the highest pointsobtainable in each subject, whereas the lowest points forpassing are stated under "Min" (see example Certificate).The grades achieved by the applicant in each subject arerecorded under "Score Obtained." The closer the "ScoreObtained" is to the "Max" the higher the grade; whereasthe closer to the "Min" the lower the grade. No entry inthe column "Retake Score" indicates that the studentpassed in the first attempt for all examinations. Thissituation is further verified by the date of completionlocated in the lower part of the yearly record under"Remarks." The first attempt of the examination is

usually during thelnonths of May or June. If the studentfails any of the examinations, the score earned in thesecond examination in September will be recorded in the"Retake" column. The date of graduation will then readthe month of Septembei. Division of the "score ob-tained" by the "max" gives the percentile standingon thestudent's overall record. The same principle applies on asubject-by-subject basis.

The "rank-in-class" recorded on the lower portion ofthe fourth year record indicates the student's standing inthe group of those students who successfully passed the ,

final examination in either the first attempt in May or inthe second attempt in September. If the letter "R" followsthe student's rank, it means that that rank is shared withanother. However, as of May/June 1974, "rank-in-class"no longer appears on the final year record and is no longer

available after that dateIf the final total "score obtained" column shows two

totals, the student has been exempted frOm one subjectexamination. The first total is the sum of the scores ob-tained The second. total is the adjusted figure which com-pensates for the score of the subject in which the studentwas exempted In such cases it is the second total thatshould be used in computing a total percentage

If a subject score obtained is below the minimum forthat subject, it will be encircled in red The retake ex-amination, regardless of the score, can never increase thetotal of all scores obtained on the studert" s record.

However, if a student is absent from the \subjectexamination in the first sitting, his total of scores obtainedmay be increased by the retake score.

HIGHER EDUCATIONHolders of the General, Technical, or Commercial

Secondary Education Certificate in Kuwait are eligible toapply for admission to-institutions of higher education. InKuwait, these include Kuwait University, the TeacherTraining Institute, the Commercial Training Institutes,and the Health Institute for Girls.

There is no charge for post-secondary study in KuwaitIn its quest to motivate students to seek higher education,Kuwait University provides incentive awards to enteringfreshman students who achieve 80% or above on theGeneral 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 asallied health fields at both secondary and post-secondarylevels

KUWAIT UNIVERSITYPrior to 1960, all graduates of secondary scientific and

literary streams pursued advanced study at institutionsoutside of Kuwait, primarilyin the Arab Republic ofEgypt, the United Kingdom, and the United States. Plansfor an institution of higher education in Kuwait were firstdiscussed in 1960 by a group of experts from other coun-tries. Their plan) were implemented when, in 1963, thegovernment mandated formation of a public universityconsisting of two collegesone for men and one forwomen (the lacier referred to as the "UniversityCollege"), To spearhead the University's developmentand to meet the State's increasing need for trained teachersand educational specialists, two faculties were initiallyrecommendedthe Faculty of Science, and the Faculty ofArts and Letters (also referred to as the Faculty of Arts and

Education) Both colleges were to have access to thesefaculties.

Usually this would involve exemption from the Islam EducAtioneurninAlion for ( hristirn students

61

In 1966, Kuwait University enrolled its first class of 418students, taught by a staff of thirty. The campus then oc-cupied several locations in Kuwait City. A single cam-pusmodern and spaciousis currently being designedfor occupation in 1981. A 19'5-76 listing of the Univer-sity's faculties includes a Faculty of Commerce,Economics, and Political Science, a Faculty of Engineering,and a Faculty of Law and Shari'a, in addition to thoselisted above. It is predicted that by 1976-77 the Faculty ofMedicine will open. Progressive growth of the University isindicated on the following table.

TABLE IIIENROLLMENT AT KUWAIT

UNIVERSITY FROM 1966-1974Year Men Women Total

1974-75 3,396 4,856 8,2521973-74 1,596 2,240 3,8361972-73 1,430 1,857 3,2871971.72 1,113 1,340 2,4531970-71. 956 1,032 1,9881g6-9-70 875 838 1,7131968-69 '709 628 1,337

1967-68 467 407 874-1966.67 243 175 418

The official primarily responsible for administration ofthe University is the Minister of Education. However, dailyadministrative and academic matters are actually directedby the Rector. The Rector operates in concert with theUniversity Council, composed of the Secretary General,the deans of the University's five faculties, the permanentUnder-secretary of the Ministry of Education, threeKuwaiti government representatives, and three Kuwaitisfrom private enterprise. Each faculty is chaired by a dean,who is appointed by the Rector in consultation with theUniversity Council.

Kuwait University offers regular four-year bachelordegree programs in each of its five faculties. Two-yearpost-graduate diploma programs (science, commerce, law,and education), two-year master degree programs, and .

various doctoral programs have been offered in the Univer-sity's brief history. With the exception'of the Diploma inEducation, all graduate programs were discontinued in1973, and are currently undergoing're-evaluation. Begin-ning with the 1973-74 year, no additional students wereadmitted to postgraduate study with the exception of theDiploma programs in Education. However, enrollees inany of these discontinued graduate programs are beingpermitted to complete their studies, and will be awardedthe post-graduate degree if they qualify for it.

53

r curricular t hinges have been implemented in4jvMall undergraduate requirements for all faculties of theniversity. As of this acadenlic year, university scholars

must meet general education requirements. They are alsoable to choose a certain number general electives, andmay pursue a minor subject over desired. Students arealso 'requited to fulfill a o-semester languagerequirement in either English or tench

The undergraduate curricul of the individual facultiesoffering departmental majo have also undergone ex-

sive revision both in st cture and content during the197 .6 academic year

Traditi cause of, the University's Egyptian andBritish heritage, the lectges method has prevailed, withstudent input in the cldssroom in the form of directresponse to instructor's question's'. With curricular reformstressing a basic general education for all, it is felt that achange in the teaching/learning process will occur. Underits new philosophy, the University is urging each faculty todevelop and implement a committment to a student ad-visory process where faculty members are accessible and ac-countable to the student. There is an.. attempt to per-sonalize classroom instruction by limiting class size to 25students. The curricular revisions became effective in1975.76 with students being encouraged to choose electivecourses broadly. Thus, it is expected that increasing usewill be made of inter-faculty course offerings

Undergraduate and graduate degree programs in effectprior to the University's curricular reorganization in 1975,are described in detail by Dean 0. Clark and Robert An-ton Mertz in The Coastal Countries of the Arabian Penin-sula.

The Intensive English Center was established on theKuwait University campus during the 1974-75 school year,but was not fully operational until 1975-76. This (enter of-fers a non-credit program in which the objective is to raisethe level of English proficiency in University student sothat they are able to pass the foreign language requirement

.for graduation. As of the 1975-76 academic year allstudents must successfully complete rigorous English. orFrench course requirements to fulfill the language,

requirement for graduation.The Academic Calendar, prior to 1975, consisted of one

academic term per year lasting 30 weeks. In fall 1975, (andas an experiment in the Faculty of Commerce, Economicsand Political Science beginning in the fall of 1973), theacademic year was divided into two semesters, each con-sisting of 16 weeks. Classes were held five days a week ex-cluding Thursday and Friday (the Moslem Sabbath).

Admission to the University is the responsibility of theRegistr? of Kuwait University. Applicants preferentiallylist the *acuities in which they wish to study. The numberof students admitted to the University is determined bythe University Council, alloting an admissions quota toeach faculty per semester. To be eligible for one of the

'Clark, Dean 0 and Mertz, Robert Anton Coastal Coalmines of theArabutx Pentsmila World Education Series 1974, A ACRAO, pp 28.48

54

6

spaces in the University, graduates of secondary schoolsmust present a score of 55% or above on the GeneralSecondary Education Examination. Graduates come fromany public or private school approved by the Ministry ofEducation, or from the Religious Institute. However,students from the Religious Institute are not allowed tomatriculate in the Faculties of Science and Engineering.Moreover, score of 55% does not mean that the applicantautomatically is accepted for admission to the preferredfaculty. When demand for a specific faculty exceeds sup-ply, each faculty's allotted spaces are filled according toprevious academic achievement. Applicants are ranked ac-cording to previous grades, and only the outstandingacademic students can expect admittance. The Faculty ofEngineering has established a more competitive selectionscore (60%) because of the higher number of applicants tothat field of study. Alternate admission can be granted tothe student's second or third choice faculty, but only tostudents scoring 55% on the General Secondary EducationCertificate examination, and only as space allows.

Applicants with the Technical Secondaty School Cer-tificate are not eligible to enter the University. Those withthe Commercial Secondaty School Certificate are rarelyeligible for admission. They can be admitted to the Facultyof Commerce, Economics, and Political Science, but onlyif they pass an extremely difficult -pre-requisiteexamination.

Transfer students from the Teacher Training Institutes,with an overall grade of "Good" or better on the TeacherTraining Certificate, may be admitted to the University inan education program (Faculty of Arts or Faculty of Sci-ence) in the subject area studied at the Institute. Thesestudents when admitted, are allowed up to 30 hours oftransfer credit by the University in the previously selectedsubject area.

Prior so 1973, admissions requirements for the variouspost-graduate programs were as follows:

Diploma: For the General Diploma, the BachelorDegree with a grade of "Good." For theDiploma in Education, the Bachelor Degreewith a grade of "Good."

An overall grade of "Good" for Bac-calaurate study is required for admission in-to all Master programs.

Doctorate: The basic requirement for admission to aDoctoral Program was the Master Degree.Letters of recommendation were required ofstudents applying who had not previouslyattended Kuwait Lhiversity.

As of 1973, these programs (except Diplomas inEducation) were discontinued and no admissions/selectioncriteria have yet been established for the future.

In 1975-76 the University adopted a new GradingSystem. Implementation of a letter grade system and"credit units" were substituted for the existing symbols.

MauerDegree.

(The Faculty of Commerce, Economics, and PoliticalScience, began with this system as an experiment in 1973The reported unit of credit is the "credit hour," con-sidered comparable to the semester unit of credit in theUnited States.

Prior to September 1975 (prior to 1973 for the Faculty of'-

Commerce), the following grading system existed:

Dirtmction (or Excellent) 90-100%

with 1st Class Honors if grade of "Dis-tinction" in final year, and no yearly gradebelow "Very Good."with 2nd Class Honors if grade of"Distinction" in final year and no yearlygrade below "Good."

Very Good 80-89%

With 2nd Class Honors if grade of "VeryGood" in final year and no yearly gradebelow "Good."

GoodPassFarling (Previously, "Weak")

70-79%60-69%

Below 60%

Students whose final year results are a marked im-provement of "Distinction" over a previously marginalperformance may qualify for 2nd Class Honors.

A General Grade was reported at the end of eachacademic year. To determine this, an average of all thepercentile grades reported by the instructor was computed.

This General Grade is never indicated numerically on tran-scripts, like other numerical grades. It is reported only indescriptive phrases (i.e. Good, Very Goodeetc.) However,

the final grade for the degree is the grade also earned in

the student's fourth year of study.Transcript Information is presented through the use of a

single, comprehensive transcript available only for tthestudent who has graduated with the baccalaureate degree.Results for a student not graduated are submitted in the

form of a yearly reportone for each year completed.Beginning September 1975 (beginning September 1973

for the Faculty of Commerce), the following gradingsystem existed:

GradeA (Excellent)A-(Excellent)B + (Very Good)B (Very Good)B-(Very Good)C + (Good)C (Good)D+ (Passing)D (Passing)F (Failure)P (Passed)

NP (Not Passed)

Grade Points9 Grade Points8 Grade Points7 Grade Points6 Grade Points5 Grade Points4 Grade Points3 Grade Points2 Grade Points1 Grade PointZeroUnits are counted

as ungraded.Units are counted

as ungraded.

6J

I (Incomplete) Make-up is permis-sible only with-in the next se-mester of resi-dent study. An-Incompletemark not madeup within thisperiod becomesan F.

Grade determination is based fifty percent (50%) on thesemester's work and classroom performance, and fifty per-

cent (50%) on the final examination.Computation of a Cumulative Grade Point Average

each semester replaces the former yearly General Grade.

Honors Designation for students is awarded to anystudent with a cumulative grade point average of 8.0 (A-)

or above, provided hc completes eight semesters in suc-

cession all at Kuwait University. Each semester, a Dean's

List is also published. To qualify, a student must have

completed no fewer than 15 credit hours, with a 7.0 (B + )semester's grade point average or better,

Academic course schedules in the Ficuhies of Scienceand Engineering typically are 18 credit units per semester.With permission, a student may take up to 21 credit units.Students in the other faculties take 15 credit hours, and up

to 18 with permission.Yearly Promotion, under the old system, was approved

for University students who had passed an examination in

each subject studied. These examinations were ad-ministered in May at the end of the academic year.Examinations failed may have been repeated in October,before the beginning of the following academic year. Astudent who failed one or more examinations the secondtime was required to repeat the entire academic year.

In 1975 the promotion system no longer was in effect.Required courses failed may be repeated in a futuresemester, while the student may progress in other areas.

Requirements for a baccalaureate degree, beginningin1975, were a minimum of 120 credit hours for the bac-calaureate degree. In addition, all students beginning in1975 must complete:

1. general education requirements.2. two semesters of a foreign language (English or Fren-

ch).A cumulative grade point average of 3.00 (C) must be

maintained, with a 3.00 (C) average in the student's majorarea. No grade less than a "C" is acceptable in any course

required for the major academic area.

Profiles on the University's Faculties.The Faculty of Arts and Letters (also referred to as Arts

and Education) includes Departments of Arabic Language

and Literature, English Language and Literature, History,

Geography, Philosophy, Sociology and Social Services,Psychology, and Education.

To attain the Bachelor of Arts Degree, 120 credit hours

55

are required The following degrees arc currently offered:

Bachelor of Arts in each of the aboveareas

Bachelor of Arts in Education--in each ofthe above This degree is a combinationdegree with other departments of thisfaculty The first two years are generaleducation, whereas during the last two,education courses are introduced.General Diploma in Educationa two-year post-graduate prograin for B.A.holders who have not studied education orteaching methods is required in order toteach. Credits earned are on the undergraduate level (similar to the "fifthyear" in the United States)Special Diploma of Educationa two-yearpostgraduate program. Applicants musthave earned the General Diploma inEducation of the B.A./B.Sc. in a facultycombined with Education. 12 semesterunits 5 or 6 courses are required; credits ear-ned are considered to be at the graduatelevel.

Grade Distribution for those who passed in 1974-75.Excel lent 3%

Very Good 14 3%Good 35 5%Pass 47 2%

Faculty of Science includes the Departments of Botany,Chemistry, Geology, Mathematics, Microbiology,Biochemistry Physics, and Zoology

To attain the Bachelor of Science degree 137 credithours are required

The following degrees are commonly offered:Bachelor of ScienceGeneral is awarded in each of theabove, and in Mathematical Statistics, Pure Mathematics,Applied MathematicsBachelor of ScienceSpecial is awarded in sarne fields asthe B.Sc.General when students specialize morenarrowly. 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 thirdyear, and at least "pass" in his fourth to receive theSpecial degree Otherwise, he receives the General degreeBachelor of Science and Education in Pure and AppliedMathematics, Physics and Chemistry, Botany and Zoology,Chemistry and Geology are a combination degreepossibiliteis with these departments and the Departmentof Education in the Faculty of Arts. The first two years con-sist of general education with the last two introducingeducation courses.

Approximate Grade distribution for those who passed in1974-75

ExcellentVery GoodGood

56

5%

10%

50%

6 t

Pass, Weak, Very Weak 35%The Faculty of Commerce, Economics, and Political

Science includes the Departments of Commerce, BusinessAdministration, Accounting, Statistics and Inference,Economics, and Political Scienic.

To attain the Bachelor of Commerce degree, :20 credithours are required to attain the following degrees arc of-fered:

Bachelor of CommerceBachelor of EconomicsBachelor of Political Science

The Faculty of Engineering includes the Deparments ofCivil Engineering, Elertncal Engineering, and MechanicalEngineering.

To attain the Bachelor of Engineering Degree 144 credithours are required. The following degrees are offered:

Bachelor's in Civil EngineeringBachelor's in Electrical EngineeringBachelor's in Mechanical Engineering

Special Note:The Faculty of Engineering opened in the 1975-76

academic year. A total of 100 students enrolled; 88 malesand 12 females. The first semester curriculum is a requiredpreparatory semester consisting of 15 units intensiveEnglish, 3 units science orientation, and 4 unitsengineering orientation. However, these 22 units do notcarry degree credit. The first two years arc general scienceand engineering courses common to all engineeringmajors. Whereas the third year students choose an area ofspecialization Normally, the curriculum is five years inlength.

The Faculty of Law and Islamic Doctrine (Shan'a) in-cludes the Departments of Shari'a and Islamic Studies,Private Law, Public Law, Penal Law, and InternationalLaw.

To attain the Bachelor of Laws and Islamic Law degree,120 credit hours are required.

TABLE IVKUWAIT UNIVERSITY ENROLLMENT

Faculty and 1976-1977Class Level Males Females Total

1974-1975

Males Females Totpl1973.1974

Males Females Total

Science 779 1,055 1,04 335 278 613First 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 EducationFirst 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 YearSecond 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 YearSecond 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

6 0 57

POST-SECONDARYTECHNICAL SCHOOLS

Students holding the Technical Secondary Certificate or

the Commercial Secondary Certificate may enter one ofthe following programs.

The Health Institue for Girls was established to alleviatethe professional nursing shortage in Kuwait. Studentscompleting this program are prepared as mid-level nursesGraduates from this Institute receive a diploma and areemployed in their professional nursing specialization.

The Kuwait Commercial Institute consists of two dis-tinct institutes in Kuwait, one for girls and one for boys.Students specialize in such areas as computer program-ming, accounting, clerical, secretarial, banking and in-surance Graduates from the institute receive a diplomaand are employed in their respective commercialspecialization.

The Kuwait Applied Technology Institute is a two-yearInstitute scheduled to open during the academic year1976-77 Male students preenting the Secondary Certificate are eligible for advanced study in electronics andelectrical engineering, chemical engineering, civilengineering. and mechanical engineering Graduates

receive a diploma

TEACHER TRAININGINSTITUTES

There are two post - secondary teacher training institues,one for girls and one for boys. Since 1973 all students en-tering the Teacher Training Institutes must hold Kuwaiticitizenship, obtain a score of 55 % on the General Secon-dary Education Certificate and pass a personal interview.Students completing the two year program are eligible toteach at the primary school level.

OTHER TYPES OF SCHOOLSOther Institutes in Kuwait have been developed by in-

dustry and the Ministries to train their employees. Amongthese Institutes are The Polytechnic Institute, WaterResources Institute, and Tele-Communications Institute,and the Agriculture Institute.

Upon completion of the training period students areawarded a certificate.

Special Education was implemented in Kuwait in 1955At that time 36 boys were enrolled. By 1973-74 theenrollment was 1,964. including 470 students from otherArab countries. The institute provides education for allhandicapped children beginning at age 5, and assists themin reaching "a full realizaton of their capabilities." TheCollective Institute for Special Education is one large com-

plex with current equipment for vocational training,58

6

physiotherapy, physical fitness and other facilities to meetthe needs of the handicapped including the blind, thedeaf, the hard- of hearing, the mentally or emotionallyretarded, or the paralytic. The institute follows the dayschool system, with local residents provided free daily tran-sportation. Full integration of these pupils is a distinctpossibility as the best of the blind students, equipped withtape recorders and braille writers, are able to attend theregular elementary, intermediate, and secondary schoolstogether with sighted pupils. A successful job placementbureau exists whereby all graduates of the 1971-72

vocational rehabilitation institute were fully employedwith the government.

The Arab Planning Institute, originally called theKuwait Planning Institute, was established in January1966 by the government of Kuwait with assistance fromthe United Nations Development Program. At present theArab Planning Institute is financially supported by thegovernments of the Arab States. The Institute providestraining for specialists and officials in government agenciesand institutions responsible for economic and socialdevelopmental planning. Students are, eligible to attendthe nine month course provided they have a four yearuniversity degree and are presently working in industry orgovernment. HOWCIT shorter certificate programs are alsoavailable to mid-level management personnel. Ap-proximately 40 students v,ere enrolled in the diplomaprogram in 1975.

KUWAIT PLACEMENTRECOMMENDATIONS

I. English Proficiency RecommendationIt is strongly recommended that all applicants fromKuwait present proof of adequate proficiency inEnglish- based upon acceptable standardized testssuch as TOEFL.

II. Primary, Intermediate, and Secondary School Ad.MiLflOn

It is recommended that students at this level be ad-mitted to their corresponding grade level.Evaluation of subject deficiencies should be deter-mined in accordance with the individual U.S. in-stitutions' curriculum.

Freshman AdmissionStudents who have been awarded the General Secon-dary Education Certificate, with a grade of 60%either in the literary or the scientific section, may beconsidered for freshman admission in a field ap-propriate to their background.

Students who have been awarded the ReligiousSecondary Certificate with a grade of at least 60%may be considered for freshman admission in a fieldappropriate to their background.

Students who have earned the Technical or Com-

In

menial Secondary Certificate with a grade of "VeryGood" may be considered for freshman admissionin specialized technical fields of study appropriate totheir background. Consideration for admission totraditional academic programs is not recommended

Students who have earned a grade of "VeryGood" on the Diploma from the secondary-levelTeachers Training Institute, prior to 1972 may beconsidered for freshman admission in a relatededucation program of study

IV. Undergraduate Admission Advanced Stand-

ing/Transfer Credit .

Under the old system prior to 1975 (prior to 1973 forthe Faculty of Commerce, Economics, and PoliticalScience). students at Kuwait -University who haveearned a yearly general grade of "Good" may beconsidered for admission and may be granted trans-fer credit on a course-by-course basis.

Under the new system, students from KuwaitUniversity who have earned a cumulative average of4 00 (C+ on a 9.0 scale) may be considered for ad-mission and may be awarded transfer credit on acourse-by-course basis.

Students who have received the Diploma from thepost-secondary Kuwait Commercial Institutes maybe considered for admission to an undergraduateprogram in a related field, provided they have an

overall grade of "Very Good," with the possibilityto validate any credit according to the receiving in-

stitution's policy.Students under the new system (after 1972), who

have received the Diploma from the post-secondaryTeachers' Training Institutes with an overall grade of"Good" may be considered for admission Andawarded up to 30 semester units of transfer crediton a course-by-course-basis

V Graduate AdmiicionStudents with a Bachelor of Arts/Science degreefrom Kuwait University who have obtained a degreegrade of "Very Good" may be considered for' ad-mission to programs at the graduate level

It is recommended that all students from Kuwait

University who have completed graduate courses beconsidered for admission to a beginning graduate

6 i

program with the possiblity of transfer credit being

awarded in accordance with the admitting in-stitution's policy.

VI Arallilanning Institute (formerly Kuwait PlanningInstitute)Students who completed work at the Arab PlanningInstitute and who are seeking admission to a

graduate program in the United States should beconsidered on the basis of performance in their un-dergraduate degree program. It is therefore sug-gested that graduate level transfer credit for coursesor work completed at A.P.I. awarded on course-by-

course basis in accordance with the admitting in-stitution's policy.

VII. Other specialized schoolsIt is recommended that students completing aprogram at a specialized institute not under thejurisdiction of the Ministry of Education should notbe considered for freshman, admission nor eligible

for transfer credit.

BIBLIOGRAPHYClark, Dcan 0. and Robert Anton Mertz. Coastal Coun-

tries of the Arab Penninsula. World Education Series.

Washington D.C.: American Association of CollegiateRegistrars and Admissions Officers, 1974

Mallakh El, Ragaei. Economic Development a--/ RegionalCooperation. Chicago, Illinois: Center for Middleastern

vStuches,Un iersity of Chicago, 1970tPolk, William R The United States and The Arab World(revised edition) Cambridge. Harvard University Press,1969

Trevelyan, Humphrey The Middle East Revelation.Boston, Massachusetts: Gambit, Inc , 1970

Yale, William The Near East-A Modern History(Revised) Ann Arbor, Michigan: University of MichiganPress, 1968

59

60

rrq

SAUDI ARABIA

Med. YRIA

Sea

6.

IRAN

,..

Persian

AR Gulf

TRUCIAL STAT S

6 3 .

,

,

I

SAUDI ARABIA

COUNTRY TEAM

Chairperson: Johnny K. JohnsonDirector, Graduate AdmissionsUniversity of Kentucky

Kathleen Brusick ..

International Student CounselorMontgomery Community College

Eunice HoffmanStudent Admissions Examiner HUniversity of Wisconsin-Madison

Gary W. HopkinsInternational Student Admissions OfficerUniversity of Delaware

Marguerite MarksAdmissions OfficerForeign StudentsPortland State University

Duchess MillsForeign Student AdvisorMidlands Technical College

Inez Sepmeyer, ObserverAdministrative Services Officer, Admissions OfficeUniversity of California at Los Angeles

Lee Thompson, ObserverNAFSA Community Section Chairperson-ElectBoulder, Colorado

IN-COUNTRY RESOURCES

Listed below are the individuals who not only hosted usmost graciously during our stay in the Kingdom but alsowithout whose knowledge and candor in providing us withcomplete and current information, the task of completingthis document would have been impossible (John

Johnson, Chairman)..,

H E Dr Abdulaziz Al-KhuwaitetMinister of Education

H R H Prince Khalid ibn Fand :bn KhalidDeputy Minister of Education forEducational and Administrative Affairs

6 3

H.R. H. Prince Paisal ibn Abdulaziz ibn Faisal,Director General for External Relations andMissions Abroad

H R. H Prince Mohammad Al-Abdalla Al-FaisalAssistant Deputy Minister for Administrative Affairs

Dr. Ibrahim Abbas NattoDirector of Center for Statistical Data andEducational Documentation, Ministry of EducatiOn

Mr Saad Abu-Muti,Director General, Elementary EducationMinistry of Education

Mr. Othman AI -AhmadDirector General of ExaminationsMinistry of Education

Mr. Mohammad Al-Ameel,Director GeneralIntermediate Education, Ministry of Education

H.E. Dr. Abdulaziz Al-FaddaRector, University of Riyadh

Ms Saud AI -FatihDean, Girls' College of Education, Riyadh

Dr. All Al-KhalafDean of Graduate CollegeUniversity of Petroleum and Minerals, Dhahran

H E. Dr Abdullah Al-Nafic,Vice-Rector, University of Riyadh

Mr. Qascm A. AlorityAssistant to Supervisor of Vocational Training Center,Dammam

Ms Fadia Al-SalchPrincipal of AdministrationGirls' College of Education, Riyadh

Mr Youscf Salch Al-SaifAdvisor for Educational PlanningMinistry of Education

Dr Mohammad Al-Tawail"Director GeneralExecutive Development Programsand Acting Director, Pre-serviceTraining Programs, Institue ofPublic Administration

Mr Abdulrahman Al-TunsiDirector GeneralAl-Thaght Model Schools, Jeddah

61

Mr Abdalla Al-ZamilDirector GeneralVocational Education, Ministry of Education

Mr Faud AngawiDirector, Public RelationsKing Abdulaziz University in Jeddah

Dr Saleh A Athol,Acting Dean, College of EngineeringUniversity of Riyadh

Dr. Hamoud Al-BadrRegistrar, University of Riyadh

H E Dr Bakr Abdullah BakrRector, Unviersity of Petroleum andMinerals in'Dhahran

Mr Salch BawazeerAssistant Cultural Attache,Saudi Arabian Educational MissionHouston, Texas

Mr C Edward BernierCultural Affairs Officer and DirectorEnglish Language Center, Riyadh

Mr. Jawad BukimnanDirector of Public RelationsUniversity of Petroleum and Minerals, Dhahran

Dr Fand Al-DakhilDean of EngineeringUniversity of Petroleum and Minerals

Dr Robert L Darscv,Manpower and Education ProgramsU S -Saudi Arabian Joint Commissionon Economic Cooperation, Riyadh

Mr Abdulaziz Al-DokhiDirector of External Relations DepartmentMinistry of Education

Mr. Abdulaziz Al-GhaithHead of Statistical Research Section, Data CenterMinistry of Education

Dr Abdulaziz Al-GwaizDean of Sciences

University of Petroleum and Minerals, Dhahran

Mr. Mohammad Abdul HadiAs-astinr Director of EducationDammam Educational District

62

.

Dr Montazer HakimRegistrar, King Abdulaziz University, Jeddah

Mrs SehamHassounSupervisor, General Directorate of Girls Education

Ms Madam HatlaniRegistrar, Girls College of Education, Riyadh

Mt. Norman K. HesterRegistrar, University of Petroleum and Minerals, Dhahran

Dr. Saleh T. IzmirilyDean, College of EducationUniversity of Riyadh

Dr. Saud Al-JammazDirector General, Curriculum andItc search of Educational Media andActing Director General, SecondaryEducation, Ministry of Education

I'

Mr. Ahmed Al-kahaili, Director, Budgeting and PlanningActing Director Organization and Management UnitMinistry of Education

Mr :Khalid Kremly,Director General, Teacher TrainingMinistry of Education

Dr Saleh Al-MalekIslamic University of ImamMuhammad Ibn Sa'ud, Riyadh

Mr. Abdulrahman Mazi, Head of Department of Statistical DataData Center, Ministry of Education

70

Dr. Mohammad MutabaganiDirector General, Technical EducationMinistry of Education

Dr Mohammad Zaiyan OmarDean of Faculty of Arts and HumanitiesKing Abdulaziz University, Jeddah

Mr Abdullah Rady-Al-DeliganSupervisor of VocationalTraining Center, Dammam

Mr. Rashi Ali Al-RukaibaActing HeadmasterDammam Secondary School

Dr. Khalid Al-SaifSupervisor of Academic AffairsKing Faisal University

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Mr SA leh AlBakerDirector General. Assima Model Shim!. Riyadh

Mr Abdulaziz TaherSupervisor of EnglishMinistry of Education, Eastern Zone Offi«.

Mr Mustafa TaysseerEducational Technical CenterKing Abdulaziz University

H E Dr Abdul la Al.TurkiVice RectorIslamic University of ImamMuhammad Ibn Sa'ud, Riyadh

Mr Faisal ZedanDirector of Admissions and Assistant RegistrarKing Abdulam University. Jeddah

H E Dr Mohammad Omar ZubairVice Rector and Acting RectorKing Abdulaziz University, Jeddah

Finally, a special note of thanks is extended to Mr Ab-dulaziz Mangour, Cultural Attache, and Mr Ghazi Ab-dul-Jawad, Assistant Cultural Attache, Saudi ArabianEducational Mission, Houston. Texas, who served as ourliaison prior to departure They assisted us by obtainingcopies of dissertations and publications on Saudi Arabia,and were consulted upon our return to assist in clarifyingour sometimes conflicting notes

THE COUNTRY AND ITSPEOPLE

Location. The Kingdom of Saudi Arabia comprises a largeportion of the Arabian peninsula in southwest Asia It is

_bordered on the north by Jordan lid Iraq, on the nor-theast by Kuwait; on the cast by the Arabian/Persian gulf,Qatar and the Arab Emirates, on the south by theSultanate of Oman and the People's Republic of SouthYcmcn; on the southwest by Ycmcn; and on the west bythe Red Sea and the Gulf of Aqaba The southern andsoutheastern frontiers of "Saudi Arabia ate not preciselydefined, whereas two neutral zones on the northeast bor-der arc administered jointly with Iraq and KuwaitSize. 865,000 square milesOfficial Language: ArabicMajor Subdtvtlions. 5 provincesPopulation 7 million (official government figure)Reltgtons The overwhelming majority of the populationarc Sunni Muslims The dominant sect is Wahhabism,which is a puritanical Islamic reform movement In ad-dition to the orthodox Muslims, there is a small Shia64

7 2

mmonts of about 100,000, mostly in the Eastern (al -Hasa)province

Eihnte ComPoititon The great majority of the Saudis(about 90%1 are descendants of the Arabian tribes whichoccupied the peninsula in ancient times However. morethan two million non-Saudis arc living in the country

HISTORY OF EDUCATIONFormal education in the area. now comprising Saudi

Arabia, was for centuries conducted entirely auording toIslamic tradition Instruction was received in kuttabs(Islamic elementary schools) which were located in or nearthe Mosque The local :man (religious leader) was theteacher and children memorized the Koran and weretaught Islamic traditions and elementary reading andwriting. Education beyond the elementary level in theearliest times, was available to only a small percentage ofthe male population.

Modern elementary schools were introduced in 1926,when King Abdul Aziz Ibn Saud united the former desertsheikdoms and warring tribes into thsKingdom of SaudiArabia (so named in 1932) King Abdul Aziz, saweducation as having a high priority. However, given thenomadic character of the people, the Whahbbi Islamicmovement with its puritanical thrust, as well as the for-bidding geographic nature of the land, change Lameslowly..

There were still only 38,000 students enrolled at theelementary level, .1200 in secondary schools, and a fewhundred receiving higher education abroad by 1952.Gradually, however, the oil industry expanded, providingthe necessary monetary base upon which a publiceducation system could be established. The Ministry ofEducation was established in 1953 and education at alllevels was declared free and open to all.

However, women did' not have access to publiceducation beyond the elementary level until 1960. It wasin that year that the Directorate General of Girls' Schoolswas established under the Grand Mufti, who was theleader of the ulema (body of Islamic scholars) and chiefjudge of the country. Girls' public eduCation has ex-panded rapidly since 1960. The fact that there arc oftenthree times as many applicants as available positions,illustrates the need for even further expansion in this area,.Even with the advent of the pre-fabricated schoolbuilding, a labor shortage still makes it difficult to keep upwith the immense demand for educational space.

The first use of television in Saudi Arabia was seen in1960 Despite the age-old Islamic prohibition of presen-tation of the human or any living form, television is

utilized in a widespread fashion for the dissemination ofpublic information and the eradication of illiteracy. Overthe objections of the religious conservatives, women an-nouncers arc being employed.

The Ministry of Education's first Five Year Plan (1970-

74) proposed 411 ( I1 iittreasing aci essibility of education toall groups, (2) combating the htgh failure rate ,at all levelsby improving the curricula and teacher preparation, (3)removing illiteracy over a 20 year period; and, (4) makingfull use of radio and television in the areas of educationand information dissemination.

These objective's were to be realized at the primary levelby (1) increasing the male student enrollment by 55% andthe female enrollment by 95%; (2) absorbing no less than90% of the total six year old age group (both girls andboys) into the primary schools; (3) increasing primaryschool construction by 11%, and, (4) developing theschool nutrition program (free meals and health care for allstudents)

At the intermediate level, plans called for absorbing noless than 55% of the students successfully completing theirprimary education and extending the intermediate of-ferings to include vocational training.

The secondary level plans called for absorbing 50% ofthose who successfully completed their intermediateeducation, and "endeavoring to establish a correspon-dence between the number of graduates of secondaryschools and that of The possible admission of the univer-sities and institutes of higher learning

Specific sections of the first Five Year Plan (1970-74)were also devoted to teacher training and technicaleducation Finally, particular attention was given to the in-surance of quality education through lowering thestudent-teacher ratio and through improving audio-visualaids, curriculum development and teacher preparation.

The reliance on foreign nationals to fill manpower needsat all levels will decline as trained Saudis enter the laborforce

Space does not permit an in-depth evaluation of the firstFive Year Plan, but suffice it to say that many of the goalshave been achieved ahead of schedule while others havebeen refined and are part of the second Five Year Plan(1975-79)

Thirty-seven major educational programs are to be im-plemented by the end of the second Five Year Plan.

These programs include the following: curricularchanges at all levels, increased utilization of audio-visualaids in teaching Arabic and other languages; changes inthe examination system (with emphasis on decen-tralization, quizzes, takehome exams, objectivetesting); teacher training and upgrading; educational ad-ministrator training programs; adoption of the credithour/unit system; the establishment of over 500 Englishlanguage laboratories; a pilot comprehensive secondaryschool; an evaluation of the lower vocational system; astudy of non-enrolled (external) students; programs forslow learners and drop outs, the establishment of three ex-perimental schools (one elementary, one intermediate,

Espectally critical is the shortage of qualified Saudi teachers only one-half of the elementary and one quarter of the intermediate and secondaryteachen are Saudi national

7 d

one secondary); and an evaluation of the kindergartensystem.

"Non-education" projects include not only theestablishment of new and the expansion of existingmuseums in the Kingdom, but also the provision of allelementary school children with a hot noon meal(estimated cost is $'70 million per year).

Adult education is extremely popular for its intrinsicvalue. However, an additional extrinsic incentive etiststhat pays 500 Saudi Riyals (about ;165) to each personwho completes high school.

Although change came slowly in Saudi Arabia, one canonly marvel at the accomplishments of the Saudi govern-ment and its people in the last 20 years. As will be seen inthe other sections of this report, the movement continues,not without keeping in mind, however., its unique positionas the seat of Islam: "Members of the Islamic c)mmunitydo not separate the spiritual from the temporal; everythingit society is believed to part' ke of the religious essence,and all elements of society are part of the collectivity ofIslam."

OVERVIEW OF PRIMARY, IN-TERMEDIATE, SECONDARY,AND TECHNICALEDUCATION

Education in Saudi Arabia is available to all who wish toattend, but is not compulsory at any level It consists of sixyears of primary education, three years of intermediateeducation, and three years of secondary education. Educa-tion for males and females is completely-separate in its ad-ministration, facilities, and instruction. However, thecurriculum and textbooks, prescribed by the centralauthorities at all levels for both sexes, are uniformthroughout the Kingdom. Textbooks and other schoolmaterials are also provided to students free of charge.Students at certain levels also receive monthly stipends toencourage them to persue an education.

The Ministry of Education supervises education formales, while the General Presidency for Women'sEducation, previously known as the Directorate of Girls'Education, administers education for females. Inspectorsin each district maintain the quality of instruction and ad-ministration via personal visits to the schools,

During the academic year 1974-7), it was estimated that73% of all school age males were attending primarythrough secondary level (academic stream) schools. Forthat year it was further estimated that 80% of the totalpopulation of boys aged six and seven were enrolled inprimary school. In planning new facilities the major focushas been on enrolling children at the ages of six and seven.

Walpole. p 106

65

The following infornution is taken from an 'article en-titled, "Saudi Arabia's Second Five-Year Plan Highlightsof the Plan" published in the Saudi Economic Survey,September 17, 1975

The impressive development of edui anon inthe Kingdom during the first plan period canbe measured mainly in quantitative terms asexpansion of the school system reduced thebacklog of demands for education. The stage isnow set to achieve universal elementaryeducation for,boys and for as many girls as canbe reached through the girls school system.The enrollment of boys in general elementaryschools is forecast at 677,500 in 1400 (1980),compared with 401,300.at the end of the firstplan The enrollment of girls will be 353,400compared with 214,000

A program of continued expansion at thepost-elementary level will assure opportunitiesfor all students to continue their educationthrough the secondary level. Plannedenrollments in general post-elementary will in-crease from 99,300 at the first plail to 179,200in 1400 (1980) for boys and from 46,200 to100,700 for girls. Planned developments forgeneral , higher education will cover allqualified secondary-school graduates. At thislevel, the number of students c..roiled is

forecast at 31,900 in 1400 (19bu), comparedwith 11,900 at the beginning of the plan.

The educational system from primary through secondaryschool is highly elitist During the academic year 1974-75,enrollment at the primary level in all schools, public andprivate and for both boys and girls, represented 78% ofthe total school enrollment of grades one through twelve.The enrollment at the4ntermediate level represented 20%of the total for both boys and girls whereas the enrollmentat the secondary lei,e1 represented 2% of the total. Thegraphic illustrations below show this data. The data for"males only" versus "females only," for public schools, isalso shown.

MALES & FEMALESPUBLIC & PRIVATE SCHOOLS

SECONDARY66

In the sections that follow, education for males andfemales at the primary, intermediate and secondary schoollevels will be discussed separately

Primary Education for BoysThe six year primary cycle is offered for boys aged six

through twelve. During the academic wear 1974-75,'411,174 boys were enrolled at the primary level, in publicand private schools. A majority of the children receive noeducation beyond the primary level because of a coin-mime examination system and limited educationalfacilities. A massive building program which opened 400new schools in the school year 1975-76.

The curriculum consists of the following: Arabiclanguage, Islamic studies, history, geography, science,mathematics, art, and physical education. In the modelschools. English is introduced either at the first or thefourth year depending on the school. However, in the ma-jority of the schools, there is no English instruction at theprimary level.

Students in grades 'one and two meet 32 periods perweek, for 45 minutes per pciod. Students in grades threethrough six meet 35 class periods per week. The'S dayschool week observes Thursday and Friday as the days ofrest and prayer.

There are final examinations during the last three weeksof each academic year, even in the earliest grades. Thestudent must pass these tests in all subjects beforepromotion to the next grade can be achieved. If a studentfails a subject, a "re-test" of the entire examination is per-mitted at the end of the summer vacation. If at that timethe student fails a subject again, the entire year must berepeated. A "pass" in the final examination at the end ofthe sixth year, normally,at the age of twelve or thirteen,compleserthe requirements for the General ElementarySchool-Certificate. During the academic year 1974-75, ap-proximately 85% of those .idents taking the sixth yearexamination passed and therefore were eligible to continueto the Intermediate phase.

Intermediate Education for BoysConsideration for admission to the three year in-

.MALES ONLY

PUBLIC SCHOOLS

SECONDARY

7 4

FEMALES ONLY °

PUBLIC SCHOOLS

SECONDARY

termcdi.,tc phase is 11111111'd to slildellIS 1010 possess tileGeneral Flernntan W,00l l et-P/1(db. and who are thebetter qualified students as determined be the

examination scores at the end of the sixth year of thepr mere cycl During the academic sear 1974--5, 80.71'boys were enrolled to public intermediate sc pools

Enrollment in both public and private intermediateschools represents 18% at the final school enroillment forboys in grades one through twelve The intermediate cycleprepares students to continu for general secondary

educ anon, teacher training, and technical educationThe curriculum consists of the following subjects

Arabic language, !shrills studies, English language,

mathematics, history and geography, general science, in-dustrial arts, and physical education There are 36 classperiods per week, each 5 minutes in length The schoolrear, i8 weeks long. offers final examinations atthe end ofeach sear Those who pass the examination at the end ofthe ninth year are awarded the intermediate School Cerfifitate

Secondary Wu, Joon /or 110)1Students who wish to continue their education have the

option of entering a teacher- training institute, (discussedbiter), a general secondary school, or an institute in thearea of technical education

.

The most acaderm;alls -qualified students go to thegeneral secondary school Since the Intermediate SchoolExaminations are .so selective 5% of all male students inthe Kingdom were enrolled in secondary schools in theacademic year 1974-75 Teaching in these schools is by theleucite/ recitation method and competition among secon-dary students is very keen

In the first sear of secondary school all students have a«minion curriculum it consists of Arabic, Islamic studies,English, geography and history, mathematics (algebra andgeometry) and physical education

At the end of the first year of the secondary school,students are di% tiled into the scientific and literary streamsA student coring 60% on all first-year subjects maychoose either the scientific or the literary stream. However.students storing less than 60% have only the literarystream as an option

Students in the second and third years of the literarystream study the following subjects. Arabic, Islamic

studies, English, geography and history, sociology andpsychology. Those in the scientific stream study Arabic,Islamic studies. English, algebra, statistics, plane and solidgeometry, analytical geometry. physics, chemistry, and

biology

The end of the third year presents students with the op-portunity to sit for the national secondary examination,the results of which count 70% toward the General Secon-dary Certificate The other i0% is determined byclassroom performance

All examinations arc comprised of substantive

discussion questions Saudi students are not accustomed to

objective tests such as those used in the American

7J

educational system Therefore, low scores earned in suchexaminations by Saudi students may not indicate lack ofacademic ability but rather may reflect lack of experiencewith them Finally, it should be ieinembered that Saudisecondary students, male and female are an academicallyelite pimp

However, acwrding to the most recent Bi-AnnualReport of the Ministry of Education at the end of theDieihoryah (12th year) cxamination,\89 7 % of studentsof the literary stream passed and 77 5% of those in thescientific stream passed

GRADES OF THOSE WHO PASSED' (at 50 percent orhigher)

5% received "xcellent" 90.100%35% received "Very Good'' 80-89%40% received "Good" 70-79%20% received "'Pass" 50-69%

Education for GirlsThere was no public education for girls in the Kingdom

prior to 1960. Only private schools add tutors wereavailable for the daughters of the wealthy Many SaudisopPiiSed 'King Faisal's plans for female education, fearingthat it would disrupt the traditional Saydi way of life.Female education has become an enormous success,viewed now as a vital government service

Education for females is organized on the same "6-3-3"basis as education for boys. Although the curriculitcn is

similar, schools are strictly segregated by sex. All femaleschools are surrounded by high walls to prevent males fromentering. Free school bus transportation is also providedfor females, who wear traditional vels to and from schoolonce they come of age.

In the elementary schools, subjects and length of studyare the sime as for boys, as is the case at the intermediatelevel At the secondary level on the other hand, females donot have physical education, but do have home economics,including needlework and child care. Females also havethe same yearly examinations allowing them the same op-portunity to earn the elementary, intermediate, and secon-dary certificates.

In the 1974-75 school year, 223,304 girls were enrolledin public primary schools, 38,514 at the intermediatelevel, and 10,206 at the secondary level. This "pyramid ef-fect" is caused by several reasons the restrictiveexamination system, which requires that the studentqualify by examination to enter the next level; thetraditional early age of marriage, (14 years of age, marriedfemales arc allowed to continue but many choose to dropout of school); and, the fact that professional employmentfor women in Saudi Arabia is largely limited to teaching ina female school or college, or to entering the medical

profession

'information on total number or relative percentage of population who

failed, unavailable

67

EXAMPLE OF ACTUAL ,GENERAL SECONDARYEDUCATION CERTIFICATE

EXAMINATION(LITERARY SECTION)

MINISTRY OF EDUCATIONDirectorate General of Examinations

Kingdom of Saudi Arabia

GEITRAL SECOND:.2Y EDUCATION CERTIFICATE EXAMNATIO/ ti%,

LITERARY SECTION1393/1394 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.

Subjects411P411. 411MW.111.1.10,110.

Max. Min.Marks RemarksObtained

Religion 100 50 051

Arabic Language

. Composition 100 50 661 zo

. Reading 100 50 80 HS4

. Literature & Texts 100 50 671 -4

.

Criticism & Rhetoric 100

Grammar 100

50 831

50 I 57

Social Studies

History 100 50 781 i. Geography 100 50 70

Psychology 0 100 50 791..

w Sociology 100 50 671

English Language (§; 100 50 691

Total 1100 550

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)

raj

cti

*g.B. The Translation Dept. is responsible only for the translation.

/Director of Statistics, Research &

Educational Documents Unit

jbrahim A. Natto

N.1.1-

Director ofExaminations

.1M04.11.

Deputy Minister of Education forEducational & Aclmiaistrative Affairs.

Private EducationPrivate education, pre - primary through secondary,

operates under the direct supervision of the Private School

Education Department of the Ministry of Education formales, and the General Presidency for Women'sEducation for females. The majority of kindergartens inthe Kingdom are private Monetary and other assistance is

provided to the private schools by the public sector Thecurriculum must conform to the prescribed curriculum of-fered in the public schools However, additional subjectsmay also be offered

There are several international schools, some followingdoe American curriculum. Only non-Islamic students mayattend due to the fact that no instruction in Islamic studiesis offered. Coeducation exists at the American schools in

Riyadh, Dhahran, and Jeddah.

Special EducationSpecial education is concerned with the welfare of

school-aged handicapped citizens who are deaf, blind, ormentally retarded There are separate institutions formales and females which provide educational services atthe elementary through secondary levels, along withrehabilitation and social welfare services. In the academicyear 1974-75 there were 243 females and 1541 malesenrolled in special education schools

Adult EducationLiteracy programs for adults are conducted for both men

and women under the supervision of the Ministry of

Education Classes are separate by sex with classes forfemales held in the afternoon while classes for males areheld in the evening. During the academic year 1974-75,24,622 females and 75,051 males were enrolled in adult

education programs It is possible for the adult to earnprimary, intermediate, and secondary certificates through

full use of this alternative system Students who complete

the primary certificate are awarded 500 Riyals ($165)

\ Regular public school facilities are used for these classes'and adult education instructors are paid extra salary for

their work

1

\Technical Education

The objective of education in the vocational trainingcenter is to produce a worker who knows how to "work

with his hands In the Fall of 1975 there were ninevocational training centers located in Riyadh, Jeddah,Dammam, AI-Jawf, Abha, Qasiar, Medina, Hail, andAhsa They are under the supervision of the Ministry ofLabor The centers have a campus and include numerouslarge shop facilities stocked with modern equipment.

Fifteen programs of eighteen months each are offered

New programs are announced every three months. The

programs include welding, plumbing. electricians in-

stallation option. electricians--repair option, metal

fabrication, carpentry, automotive mechanics,refrigeration, general mechanics, electronics, radio andtelevision, printing, hair dressing, tailoring, and con-struction. Upon completion of the eighteen monthprogram, comprised of 25% theoretical instruction and

75% practical instruction, the students engage in at least

six months of evaluative on-the-job practical trainingbefore the Vocational Training Center Certificate is awAr-ded Graduates are absorbed quickly into the labor marketand are highly paid.

In order to be admitted to a Vocational Training Centerthe student must: 1) be between 18 and 30 years of age; 2)

be a Saudi citizen; 3) have completed a minimum of five

to six years of primary school; 4) pass a writtenexamination; 5) have a personal interview; and, 6) submita medical form. Upon completion of the eighteen-monthtraining period, a few excellent students are selected to at-tend the Training Center for Supervisors. Upon com-pletion, they can be sent to the United States, GreatBritain or Germany for further training, and subsequentlyreturn to Saudi Arabia as first-class instructors. The United

States has a contract pending with the Vocational TrainingCenters to assist in an advisory capacity. The contract in-cludes the installation of closed-circuit televisions as an in-

structional tool.

Industrial Training InstitutesIndustrial Training Institutes at the secondary level

provide preparation of technicians for various mechanicaland electrical vocations. Institutes are located at Hofuf,Medina, Riyadh, and Jeddah, with four new centersopened at Abha, Taif, Onaza, and Dammam, in the Fallof 1975.

The instruction at the institutes is 34% theoretical, in-cluding math, physics, chemistry, Arabic and English;66% of the instruction is practical. There are three areas ofspecialization the Mechanics Department, includingmetal mechanics and machine tool mechanics; the

Automotive Department, including automotivemechanics and automotive electricity; the ElectricityDepartment, including electrical installations and electro-mechanics.

After the first two years in a secondary IndustrialTraining Institute a few of the better students are selectedto continue for two extra years of preparation during which

66% of the instruction is theoretical and 34% is practical.

The final two years of the cycle is known as the Technical

Institute.Upon completion lf the three year cycle, nearly

90% of the graduates are employed by the Ministry of

Defense.Students who complete the four year cycle and graduate

from a Technical Institute are eligible to continue on to aHigher Technical Teacher Training Institute or they maybe considered for admission to colleges of appliedengineering such as the University of Petroleum andMinerals

69

7i...........i

Commerce InstituterThe objective of education at the three year secondary

Commerce Institutes is to prepare students to fill thefinancial, commercial, and clerical manpower needs ofvarious government ministries, other organizations andcompanies, and banks. In the academic year 1974-75 therewere eight Commerce Institutes, including five day com-merce secondary schools at Jeddah, Riyadh, and Dam-mam The program offered includes the general subjectsof Arabic, English, and Economic Geography. Thetechnical commercial subjects include Accounting andBookkeeping, Business and Secretarial Studies, Financialand Commercial Mathematicss, Correspondence inEnglish, Economics, plus Arabic and English TypewritingThe instruction is 83% theoretical and 17% practical:

There is the possibility for graduates of these Institutes tocontinue to Higher Education. During the academic year1974-75 the enrollment was 1,170 students. The Com-merce Institutes arc under the supervision of the Ministryof Education. There is also a Higher Institute for Financialand Commercial Sciences which was set up in Riyadh inthe 1975-76 academic year.

Agricultural InstitutesThree Agricultu Istitutes at the three-year secondary

level arc planned at Abha, Jayzan and Hofuf. Bids havebeen invited for tile establishment of a technicalagricultural institute in Buraydah.

Agricultural programs arc still in the planning stage.However, the first program is to open in the Fall of 1976 atHo fu f.

ENROLLMENT DATAPUBLIC GOVERNMENT SCHOOLS 1974.75 SCHOOL YEAR'

Type of Education Male Female TotalKindergarten 1,102 1,102Primary 391,405' 223,304 614,709Intermediate 80,717 38,514 119,231Secondary 22,606 10,206 32,806Industrial Training Institutes 2,133 2,133(Higher) Technical Institutes 105 105Commerce Institutes 1,170 1,170Agricultural Institutes Planned to open Fall, 1976Special Education for the Blind, Deaf, and Mentally

Retarded 1,541 243 1,784Adult Education 75,051 24,622 99,673Teacher Training at Secondary Level for Primary Teachers 10,654Other Programs and Institutes in the area of Teacher Training

a. Elementary Teachers 8,629b. Post-Secondary Level for Elementary Teachers 504c. Upgrading Institutes 1,032d. Physical Education for Primary Level Teachers 228e. Art Education for Primary Level Teachers 261

tEnroflment Data provided by Dr Ibrahim Natto2Since 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

TEACHER EDUCATION FOR

MENElementary Teacher Training

The Elementary Islamic Institutes provide the mainsource of elementary teachers in the Kingdom. These in-stitutes are secondiry-level schools which are open to those

who possess the Intermediate School Certificate. Theprogram is three years in length and upon completion,graduates are eligible to teach in the six grades of theelementary school. These institutes were established in

1953 with an initial enrollment of 71. However, in 1975-

76, there were 18 institutes accomodating nearly 9,000students. The curriculum for the Elementary Islamic In-stitutes is outlined below:

COURSEIslamic Studies

Arabic

History andGeography

Mathematics

Science (Physics,Chemistry andBiology)

EnglishEducational

PsychologyArts and Teaching

AidsPhysical Education

Class Hours per Week1st year 2nd year 3rd year

4 3 3

(plus one hour methodology)7 6 6

(plus one hour methodology)4 3 3

(plus one hour methodology)4 4 4

(plus one hour methodology)6 4 4

(plus one hour methodology)

TOTAL

34 3

(plus o our m2 2

(plus one hour metho2 1

(plus one hour methodolo

36 36 36

1 1

3odotogy)

2logy)

NOTES:1. Second and third year students spend one day per

week during a six week period in elementary schoolsobserving student teaching in lieu of the time thatthey would normally spend in a method of teachingcourse. In addition, third year students have fourweeks of full-time student teaching, normally at theend of the school year.

2. Prior to 1975, students spent 38 bolls per weekrather than the current 36. The two hour differencereflects a readjustment in the methods areas and anincreased amount of time devoted to the Arablanguage area.

Another method of preparing elementary teachers isthrough Pre - Service Training Programs. There are two in-stitutes located in Mecca and in Riyadh. Students mustpossess the General Secondary Certificate in order to beeligible for entrance. The program is one year in lengthand is divided into three trimesters. The morning sessionsare used to observe teachers and their classes. The af-

7

ternoons are devoted to taking classes in the area ofacademic specialization. Courses in methods of teachingare taken during the first trimester, audio-visual aids areemphasized during the second trimester, and the thirdtrimester is devoted to courses in the use of tests andmeasurements for evaluation. Graduates of these programsare permitted to teach at the primary school level. Duringthe 1975-76 year, there were 400 students enrolled in pre-service training programs in Riyadh and Mecca.

On the other hand, In-Service Training Programs areutilized to raise the professional standards of elementaryteachers who have not completed the intermediate level.These programs involve two years of part-time school at-tendance while teaching. At the present time, there aretwo centers offering in-service training programs in Riyadh

and iii Taif. Each center enrolled approximately 500students during the 1975-76 year. It is anticipated that theIn-Service Training Programs will be phased out in five tosix years. The reason being that most teachers will haveenrolled in one of the Pre-Service Training Programs,designed to train the teacher in pedagogy.

A new program is being implemented to enablegraduates of the three-year Elementary Islamic Institute toobtain a bachelor degree in education by taking courses inthe colleges of education at the university of Riyadh andKing Abdulaziz University. Participants in this programwill have teaching responsibilitit4 reduced to half-time inorder to pursue courses at the university. It is the desire ofthe Ministry of Education that these students complete ap-proximately 74 semester hours iof credit and receive anAssociate of Arts degree. Students will be encouraged tocontinue for the Bachelor of Arts degree since it is also anobjective of the Ministry of Education that all teachers at-tain this significant level of academic achievement.

The development of the jar for college is proposed inthe country's second five-yeariplan. The plan calls for fivejunior colleges to be built. The first one is to be establishedin the capital city of Riyadh. The junior colleges will offerthe Associate of Arts degree., The junior college programswill replace the pre-service irograms currently at Riyadhand Mecca for students who have completed the GeneralSecondary Certificate.

Intermediate and SecondarY School Teacher Training

The traditional method of preparation for intermediateand secondary teachers has been in the Colleges ofEducation at King Abduluiz University and the Univer-sity of Riyadh. These students receive a Bachelor of Artsdegree in education. BaChelor of Arts degree graduatesfrom disciplines other thiin education are also a source ofthe intermediate and secondary school teachers. Allbachelor degree holders are required to begin theirteaching careers at the intermediate level. After they gainsome experience, they are permitted to transfer to a secon-

dary level institution.Because the Colleges of Education cannot meet the need

for the vast number of teachers of English, science, and71

mathemants, the colleges have established "Crash"Programs for these specialized areas, all three years inlength Students in the English program spend their firstyear taking an intensive English language course in SaudiArabia Students arc then sent to either United States orUnited Kingdom colleges of education for the final twoyears where they will pursue courses in pedagogy In themathematics and science programs, all three years arespent in Saudi Arabia. The students follow specializedcourses in their area during the first two years, while thethird year involves half-time teaching and half-time coursework in methodology At the present time, there is onlyone center located in the capital of Riyadh. However, it isanticipated that an additional center will be built duringthe 1976-77 academic year.

In Semi e 1 raining Program for Intermedtate7 ea, ben involve cooperative programs between theMinistry of Hut anon an the Collcgc of Education at KingAbdulazir llniversitt, and the University of Riyadh. Theseprograms are for a graduate of a Bat helot of Arts programthat couaim no edut anon (muses Thew individuals, per-mitted to take a sabbatical leave for onc year, arc sent toeither the United States or the United Kingdom to persuecourses in pedagogy. It is hoped that many of them will beact eptcd into Master of Arts programs However, the ob.waive at this point is to acquire the appropriatemethodology courses

,Sec ndary I err! In ,Serrice 1 raintrig Program are of-fered in the form of shortened spot Wired seminarsThere are occasions when teachers may he sent to othercountries for a penud of several months to learn a special-ized area sue b as-the teat hang of modern [Bathe:nail( s

Art Education and Phy ilea! Education Teacher TurningThere is turrently one institute for the preparation of

physical education teachers and one for the preparation ofart education teachers. The programs are three years inlength. Students must hold the General Secondary Cerit Axe to be considered for admission Graduates of theseprograms arc permitted to teach at all levels of primary, in-termediate and secondary Mutation. The two institutesgraduate nearly fifty students each ycar

TEACHER EDUCATION FORWOMEN

Education for girls and women at all lc t,,Is is under thejurisdiction of the General Pres' y for Women'sEducation

Elementary Teacher TrainingAs of 1969, elementary teachers were trained in an In-

termediate Teat her Training Institute This two ycar (laterthree ycar) training, followed six years of elementaryeducation The last ycar girls were able to receive the In-termediate School Ceti:fit-ate from an IntermediateTeacher Training Institute was 1974-75 Teachers now

72

e2

80

must attempt to earn the Secondary School Certificatesince the Intermediate 'Feather Training Institutes had-been upgraded in 1975.76 to Secondary Teaching Train-ing Institutes Teachers previously receiving the Infermata le School Cent ficate from an Intermediateleacher Training Institute were encouraged to return tothe previous institute to study toward the SecondarySchool Certificate

Secondary Teacher Training Institutes for Women offerthe same curriculum described under Tcachcr Educationfor Men, with the exception that home economics and artare substituted for physical education.

Students admitted to the Secondary Teachers TrainingInstitute must have an avctagc of 70% to 80% or higheron the Intermediate School Certificate. Graduates of theSecondary. Teacher Training Institute may be consideredfor admission to thc Girls' Collcgc of Education (alsoknown as thc Women's Tcachcr Training College) inRiyadh for secondary teacher training. Alternatively, theymay teach in the first three grades of an elementary schoolin the morning and attend classes in the afternoon at theCollcgc of Education at the University of Riyadh, as an ex-ternal studcnt. Completion of this program enables thcstudcnt to teach upper elementary and intermediate level(lasses. This option is open only to Saudi nationals.Students arc given an incentive payment of approximately300 Riyals (6100) per month by thc Saudi government.

Although most studcnts admitted to the SecondaryTeacher Training Institutes arc only 16 years old, theree.osts no age limit Classes arc 40 minutes per period withthe academic ycar from October to June, with a ten dayvacation for Ramadam (the month of fasting) and a fifteenday vacation for the Hal (pilgrimage).

Training of Intermediate and Secondary Teachers(Women)

The Girls' College of Education (Women's TeacherTraining College), established in 1970 in Riyadh, trainsteachers to teach at both the intermediate and secondaryschool levels. The first class graduated 68 teachers in 1974and 86 additional teachers in 1975. The program is fouryears in length, 55 minutes per class, culminating with theBachelor of Arts degree in education. Students join thearts or science section The first year offers a general,.curriculum while studcnts begin specialized gasses in thesecond year. The following combinations of majors andminors are available:

AlmonMajorsI. Islamic Studies Arabic language2 Arabic language Islamic Studies3 English language Islamic Studies4. Education and psychology History5. Geography History6 Chemistry Biologygy

7. Physics Mathematics8 Home Economics.

The criterion for admission of students is the Genera/Cerirficote of Education or its equivalent with an average

of 60% required for admission to the Science section, buta 50% average required for admission to the Arts sectionApplicants are required to be interviewed personally bythe Dcan of the College.

Students who return to study as post-graduates and tounderstudy and assist the professors are known as"demonstrators." A monthly allowance of 400 Riyals($133) for science students and 350 Riyals ($116) for artsstudents, is granted all Saudi students. The additional 50RiyaIs ($17) for science students is to enable them to buythe science text books, currently in short supply, andtherefore in high demand. Boarders are given 175 Riyals($60) in addition tp their food and accomodation allot-ments, thus allowing them to return home for vacation.

Due to the success of the Girls' College of Education inRiyadh, women are now able to attend King AbdulazizUniversity in Jeddah and the College of Education in Mec-ca It has been proposed that a girls' collcgc also be found-

ed in the Eastern province

HIGHER EDUCATIONThe educational renaissance began in 1954 when the

Directorate of Education became the Ministry ofEducation. Emir Fand Ibn Abdul Al-Aziz Al Saud becamethe first Minister of Education. The size of the country, itsgeography, the nomadic nature of the people, the limitedfinancial capability of the Kingdom at that timc, the smallnumber of schools in existence, and the lack of qualifiedteachers, were among the challenges facing the newMinistry of Education in a land where Illiteracy hadprevailed for centuries.

Prior tothe establishr9,cnt of the Ministry of Education,the College of Islamic Law (Shars'a College) was

established irr Mecca in 1949, while in 1950, a similarcollcgc was founded in Riyadh. By 1955 the College ofArabic language opened in Riyadh. These institutionswcrc designed for the following purposes to product

qualified teachers for religious subjects, Arabic language,and history, all at the int-rmediate and secondary levels; todevelop a mean h center in these subjects; and ultimately,to create a postgraduate center offering opportunitiesleading to higher degrees These objectives have beenrealized (scc Islamic University of Imam Muhammad IbnSa'ud)

The University of Riyadh in 1957, then known as KingSa'ud University, instituted the Faculty of Arts comprisedof nine instructors and 21 students. The following year theFaculty of Science was founded, followed by Pharmacy,Commerce. Agriculture, Engineering, Education,

Medicine, and more recenity Veterinary Science Collegesof Dentistry, Nursing and Public Health will open in thenear future. The University of Riyadh was the first in-stitution, beyond the secondary school level, patterned af-

ter the Western educational model From the outset, theUniversity was strongly influenced by Egyptian educators

81

who wcrc called upon to assist in the development of theinstitution, seen by the King as a high priority item. Inturn, the Egyptians, strongly influenced by the French and

British educational systems, brought the University theirideas. Today, Riyadh is the largest university in theKingdom with a faculty of 400 and an enrollment of over8500 full time external and women students. The universi-ty community is well aware of its important role and isdetermined to offer quality education. Most of thestudents are Saudis, while the staff is international incharacter, composed of Saudis, other Arabic nationals,Pakistanis, Britains, and Americans, more than half ofwhom have earned doctorates from Wcstcrn universities.The College of Enginccring. and School of Medicine areconsidered to he the most progressive.

In 1958 an agreement was reached whereby the membercountries of the League of Arab States' promised to followa common syStem of education for all levels. Many member countries were partial to the Egyptian system. Yet inrecent years, there has been a movement toward the U.S.

system for non - religious subjects, e.g., the College ofEducation at the University of Riyadh. adopted the'American credit -hour system and began offering courseson a semester basis as of the Fall of 1974. The Colleges ofArts, Enginccring and Sciences converted also in :975.This is directly attributable to the large number of Saudiswho received their Ph.D. in the United States and whohave assumed positions of leadership in areas of govern-ment, oftentimes at the Ministry level.

Saudi higher educational institutions are of twotypestraditional Islamic col4ges and Western-orientedcolleges. The curricula of most of the latter institutions arebeing modified to meet the needs of administrators,teachers, and technicians capable of coping with the

problems confronting the country. Admission to all ofthese institutions requires completion of secondary school

(Sec section on "Secondary Education"). The percentagerequired in the certificate examination in order to be con-sidered for admission varies from faculty to faculty.However, some faculties give entrance examinations, as

well.The Islamic University was established in Medina in

1961, "to endeavor to fulfill a hope of all Muslimstohave a specialized university in the first capital of Islam."The University offers training to promote the Islamic faith

on a wide scale. It operated initially under the auspices of

the Grand Mufti and now (October 1975) falls under thedirection of the new Ministry of Higher Education. The

Islamic University is located on the west bank of Wadi al-Agun, one of the ancient locations of Medina, and ismodeled after Al-Azhar University in Cairo. Students

from all Islamic countries arc encouraged to attend. In ad-

Organized in 1945, The League of Arab States initially. included Egypt.Iraq. Saudi Arabia, Syria. Lebanon, Jordan and Yemen By 1974 Algeria.Bahrain, Kulsait, Libya, Morroco, Oman, Qatar, South Yemen, Sudan,

lunisir and the United Arab Emirates had become members

73

dition, attractive scholarships are offered by the Saudigovernment.

The College of Education in Mecca was opened in 1962as the secular division of the College of Islamic Law(Shars'a College). By 1964, it was relocated and in 1971was incorporated into King Abdulaziz University in Jed-dah. Today, the College of Education in Mecca has depart-ments of English, geography, mathematics, physics,education, psychology, chemistry, history and biology

The Institute of Public Administration was establishedin Riyadh in 1962. It began by offering in-service/generaltraining programs for both middle management andclerical personnel. Pre-service training programs for futuregovernment employees were added in 1971. The institutealso offers a series of executive development seminars forupper level management employees as well as a two-yearlegal studies program for Shari'a graduates.

Founded in 1963- with less than 100 students, theCollege of Petroleum. and Minerals at Dhahran in theEastern Province has today reached a level of developmentsetting it apart from the other higher educational in-stitutions. In 1975 it became known as the University ofPetroleum and Minerals. An autonomous Institution underthe Ministry of Petroleum and Minerals. Instruction wasinitially offered in science, engineering and appliedengineering. The College of Industrial Management alongwith graduate programs were in operation by 1974. Futureplans state that no more than 50% of the professorship canbe Saudi, while the rest must be foreign nationals, half ap-pointed on a permanent basis, the remainder on short-term contracts.

With an impressive physical plant and well-equippedlaboratories, the University of Petroleum and Minerals is,the moss modern of Saudi Arabian educational in-stitutions at this time..' The University of Petroleum andMinerals Data Processing Center is the most sophisticatedin the Middle East. However, compared to both King Ab-dulaziz University and the University of Riyadh, the at-mosphere at U.P M. is distinctly informal and relaxed.Unlike the other universities, U.P.M. employs women.Faculty wives supervise the catering staff, work in thelibrary, and serve in other administrative offices.

King Abdulaziz University, was founded in September1967 in Jeddah as a private institution. It became a publicinstitution in 1971. A group of wealthy businessmen,recognizing the need to provide educated manpower tooversee the local economy. established a university offeringinstruction in the arts. science, commerce and ad-ministration

In 1971 the College of Islamic Law (Shan 'a) and theCollege of Education, both in Mecca, were incorporatedInto the University. By 1972 the following co!iz.ges were inoperation in Jeddah the College of E-onornics andBusiness Administration, the College of Arts and

'Ground has been broken for a new linvtersity of Riyadh campus whichwill include housing for faculty and students as well as a four millionvolume library

74

8G

Humanities, the College of Science, as well as an Orien-tailor Preliminary Year for pre-university (since discon-tinued). In 1975, the College of Engineering and theCollege of Medicine were added

Educational opportunities for women developed farmore at King Abdulaziz than at the University of Riyadh.There were more women tutors as well as a new library oncampus to be utilized by women. Presently, there is no in-dication that Saudi Arabia's segregated educational policyis likely to change, but this does not mean that women aredestined to be secondary in the Kingdom's educationalphilosophy. The university's plans call for the constructionof two contiguous campuses of almost identical design formen and for women.

The Islamic University of Imam Muhammad lbor Sa'udin Riyadh was founded in the Fall of 1974. It is composedof the College of Islamic Law (Shari'a) (founded in 1953),the College of Arabic Language and Social Sciences(founded in 1954), and the Higher Judicial Institute(founded in 1965).

The latter is a post graduate institute for the training ofjudges (Quadu) along with specialists in Islamicjurisprudence. Courses are traditionally oriented towardad*" emphasize classical Arabic Shari'a and Islamictheology

In the Fall of 1975 in Dammam, King Faisal Universityopened with an enrollment of 120 students (Architecture,60; Veterinary Medicine, 13; Agriculture, 47). 40 Saudistudents cutrently enrolled in premedical programs in theUnited States as well as other Saudi students studyingengineering, mathematics and science in Saudi Arabia,will be offered admission by the new College of Medicineduring the next three to four years., However, the specificlong-range admission requirements have yet to beestablished.

Plans also call for two main campuses: one in Dammam,which will house the College of Architecture and Collegeof Medicine and one in Hofuf where the Colleges ofAgriculture, Veterinary Medicine and Administration willbe located. A new College of Management Science isproposed for the Damman campus (see section on KingFaisal University).

Instruction will be in English in all colleges of KingFaisal University.

SUMMARY OF UNIVERSITYDEPARTMENTS/DEGREES

ISLAMIC UNIVERSITY

Location: MedinaFounded: 1961Enrollment: 1974-75-1735 studentsAdmission Requirements: Graduation from a religious

secondary school (Diploma of Science) or equivalentDegree Awarded. Bachelor of Arts in 4 yearsColleges.

1 The College of Arabic Language and Literature2 The College of Islamic Law (Shan 'a)3. The College of Pnncrples of Rehgton (Qur'an)4 The College of the Propagation of Islam (also tran-

slated as "invitation to Islam"); a missionary program,its curriculum includes studies in the Qur'an, Unity ofGod, 1-katith (sayings of the Prophet), Islamic law, itsprinciples, Arabic language, composition, semantics,Islamic history, the contemporary Islamic world, Islamicmorals, comparative theology, and the teachings of theProphet Mohamed.The Islamic University in Medina offers training to a

large extent to promote the Islamic faith. Three yearpreparatory programs at both the intermediate and secon-dary school levels are also offered. Modeled after Al-Azhar.University in Cairo, the university is located on the westbank of Wadi al-Agun, one of the ancient locations ofMedinA, the first capital of Islam. The Saudi Arabiangovernment of attractive scholarships with studentsfrom all Muslim countries encouraged to attend. In-termediate and secondary school students receive benefitsof roundup fare, monthly stipened, free room, tran-sportation, medical care and textbooks. Two Dar al Hadith(House of Islamic Tradition ) are located at Medina, Mec-ca, with the Islamiic Solidarity Institute in MagadishuSomalia serving as extensions of the Islamic University

ISLAMIC UNIVERSITY OFIMAM MUHAMMAD IBNSA'UD

Location: RiyadhFounded: 1974 by Royal decree, incorporating the Collegeof Islamic Law (Shan'a), the College of Arabic Languageand Social Sciences, and the Higher Judicial Institute.Enrollment: 1974-75-3040 studentsColleges:

1.College of Islamw Law (Shan 'a):Founded: 1953Enrollment: 1974-75-1831 students

Admission Requirements (undergraduate) GeneralSecondary School Certificate. The student and hisfamily must sign an agreement that the student willteach 71S many years as the government has providedhim his education, or reimburse the government for theexpenses.

Admission Requirements (graduate) Graduationfrom the College of Islamic Law (Shan'a) or itsequivalent.

Degrees awarded:B.A. 4 years

83

M A 3 years, plus thesisPh D. 2-4 years

Subjects studied during the four-year undergraduateprogram include. Exegesis of the Qur'an, Had:th(traditions of the Prophet), Islamic theology,jurisprudence, origins of jurisprudence, ordinances ofjurisprudence, ordinances of religion, syntax, rhetoric,education, psychology, sociology, librarianship, Islamicculture, history and English. Students attend classes 24hours per week.

The Dep..-tment for the Propagation and Fun-damentals of Religion was founded in 1974, and is toserve as the nucleus for an independent College for thePropagation and Fundamentals of Religion. Thefollowing graduate level departments are also proposed:Origins of Jurisprudence, Exegesis and Had:th(traditions of the Prophet), and Propagation andGuidance.

Examination Regulations: Regular students absentmore than 25% of their :lasses without prior approvalare not permitted to take final examinations and areconsidered to have failed that year

Grading System:90-100 Excellent80-89 Very Good65-79 Good50-64 Pass

The Tina! grade is determined-for each subject in thefollowing manner 15% for class work-first half year,15% fqr class work-second half year; 20% for raid-termexamination; and, 50% for final examination.

The following figures are representative of the overalltrend of grade distribution. Of 303 students graduatedin 1973, only four received an average of ''Excellent ";46 passed with "Very Good"; 185 passed with"Good"; and 68 received "Pass." In the same year, 33of 336 external students graduated-23 with an averageof "Good" and 10 received "Pass."

Object:yes:To prepare qualified teachers for religious subjects,Arabic language, and history at the intermediateand secondary school levels.To develop a center to train teachers in the abovesubjects using modern teaching methods.To develop a research center in these subjectsTo raise the standard of Islamic talcum.

:.College of Arabic Language and Social Somer.Founded: 1954Enrollment: 1974-75-1092 studentsAdmission Requirements (undergraduate) GeneralSecondary School CertificateAdmission Requirements (graduate) the Bachelor ofArts (B.A.) degree or its equivalent .

Degrees A....arded:B.A. 4 yearsM A. 3 years, plus thesisPh.D 7-4 years

.75

DepartmentsArabi( Language and I iterature (i00 students)Geography (216 students)Elkton, (541 students)(Agars Science (2,5 students)St iologs and Psychology (Proposed)

3 Fligherludnial Inaituie (Postgraduate)Founded 1965Enrollment 1974.-5-117 students

Admission Requirements Graduation fro,:College of Islamft Law IS' han'a) in the Kingdom or anyother qualification considered hs the Coun.ii of the In-stitute as equivalent

Degrees AwardedNI A 3 sears plus thesisPh D (offered beginning in 19-5) 2-4 sears

Purpose to promote Islam postgraduate studies, totrain sp« judges (Qadro, and to qualifyspwalists in Islamic ginsprudence and its origins in(omparanse lunspruden«. Hie institute graduated itsfirst (lass in 1969 As of 19-4. 84 students had receivedtheir Master of Arts degrees, sixteen of these graduateswere pursuing the Ph D at Al-Azhar University inCairo As nt,red above, the Ph D degree is now beingoffered Its the Higher Juditial Institute\X'hile the curricular emphasis is on Islamic Law, it

should he noted that giaduates of the Islam( University ofImam Muhammad Ihn Sia'ud also serve as feathers. univer-sity administrators. and servants This is furtherillustrated in the fact that 50% of the Islam( Universal, ofIMAM Muhammad Saud's graduates are employed bs theSaudi government, this would include positions such aslegal ads hors, judges, as sell as (ivi! wrier positions atthe highest level

KING ABDULAZIZUNIVERSITY

/,,,tdtroni Jeddah and MeccaFounded 1%- as Abdulam College (private), he(amepublic institution and adopted current name in 1971Enrollment 1975-76 2650 In Jeddah, 3500 in MeccaAdmnsion Requiremenir General Secondary, School Certificate (minimum for %mous Colleges) Medione--5%,Engineering. 5 %. S(ien(es-65%, Ewnomits-60%, andArts and Humanities 50%Colleges

I College of itlarnic Lau' (Sharl'a)Lot Anon McuFounded 1949, affiliated with King Ahdulaziz Univer-sity in 1971Enrollment 1975-76 1500 studentsDegrees Awarded

B A 4 years/ 1 i6 hoursM A i years. B A plus thesis

76

Departments and programs. Arabic theology,economics, education, educational psychology,English, foreign languages, Shan 't1, school ad-ministration, specialized teaching methods, so(iology,and curses in comparative legal systems

2 College of EducationLocation MeccaFounded 1950 as College of Teacher Training,renamed College of Education in 1962; affiliated withKing Abdulaziz University in 1971Enrollment- 1975-76. 2000 studentsDegrees Awarded-

B A. 4 years/ 130 hoursB S 4 years/ 130 hours

Speual Diploma 18 hours beyond B A. or B.S.M Ed 36 hours beyond B A with thesis; 45 hours

without thesis. two papers required in each course withlatter option

Teaching Certificate (one year post -ba«-alaureatesee section on Teacher Training fordetails)

Administrative Certificate (one year post-bat calaureatesee section on Teacher Training fordetails)

Departments biology, chemstiry. education,tnglish, geography, history, mathematics, physics,- andpsychology

i College Economics and flu finest AdministrationLocation JeddahFowled- 1967Enrollment- 1975.76 1405 studentsDegree Awarded

B A 4 yearsDepartments auounting, business administration,

ewnomi(s, and public 'administrationThe College of Economics and Business Ad-

ministration at King Abdulaziz University offers theonly public administration program in the Middle EastStudents submitting course credit from the Institute ofPublic Administration in Riyadh (see section on OtherInstitutions) may receive transfer credit on a course-by-«mtse basis at King Abdulaziz University

4 College ofArt r and HumanitiesI mation JeddahFounded. 1969Enrollment- 1975-76- 400 studentsDegree Awardeu

B A 4 yearsDepartments. English, geography, history, libraryscience and sociology

The Unviersir, of Petroleum and Minerals (whichnormally admits only science graduates) will offer ad-mission to ten arts graduates of King Abdulaziz University each yeas on an experimental basis

5 ( ',l /e',3 e uj S, /, P/t

Location JeddahFounded 19-2nrollment i9-5--6 835510(15ms

Dc give A ss aided

B S 4 sears

Depar:,ments loologs themistn. gcologsmathematics. and pin sk s

1 he Institute 0,eanography is incorporated withinthe Department of Geologs The College of Sciencealso incorpeirates an independent inititute of

te neology

Cofiege' of Medi( IncLot anon. Jeddah

founded 1975Enrollmnt 19-5-76 90 (60 male. 30 female) studentsDegree A wlirded

M D (Doc tear of Medicine) 8 rearsAn agreciiteot for supervision and technic-al advice

has been arranged with Johns Hopkins UniversityC.Viege ,/ big/nee-ringLocation JeddahFounded 19-5 ,

Enrollment 19-5--6 200 studentsDegree Awarded

B 5 4 searsDepartments chemical engineering. civil

engineering, eli tric al engineering industrialengineering, mechanical engineering. and miningengineering

The Applied Geology (enter Graduate /nititute utApplied Engineering (Jeddah) was established by the univer-sity in collaboration with UNESCO The Center has thescientific and technical capabilities required for ex-ploration of minerals and for supervision of mines andmining operations The Master of Science degree is 'awar-ded to students who successfully complete the three yearprogram and write a thesis

Women's section. King Abdulaziz University Courseofferings on-campus in the morning and evening duplicatethose offered males Closed circuit television r used inconjunction with a two way telephone system tha bringsinstant communication between male instructors andfemale students during the televised lectures, whereasfemale tutors are also present in the classroom

Women may enroll in any department of the College ofEducation in Mecca as well as in the following departmentsin Jeddah' business administration, english, geographyhistory, library science, medicine, and sociology

For detailed information about womens' education. seethe section on "Women's Education"

Diploma Programs Several diploma programs are of-c-red For example, the Diploma of Journalism may be ob-tained after four months of study Applicants for thisprogram are offered admission based upon practical ex-

perience Such programs are riot necessarily Universitylevel and mat not merit transfer credit

Orientation Program The previously required non-credit one rear orientation program was abolished in 1975

Every/di rtudenti External students (those who study athome, then sit for examinations on camptis) may earn'anexternal degree in History Sociology, Library Science, andPublic Administration 600 of 1400 external studentsenrolled in 1974-75 sat for the final examination

Grading At King Abdulaziz University, a student whoreceives a grade Of "Excellent" is considered to he ari"outstanding student."

1 "Excellent with highest honor" is awarded thosewhose grades are 3 7/4.0 (3 70 or higher out of apossible 4 00)

2.4Excellent with second honor" is awarded thosewhose grades are. 3 5- 3.69/4 03 An "avcrage"'snident is one receiving a grade of"good," or 2 0/4 0Official Transcripts. Transcripts received from King Ab-

dulaziz University should bear the seal of the Ministry ofForeign Affairs and the Ministry.of Higher Education, orthe Saudi Arabian Educational Mission in Houston, Texas.

Library Laprary holdings, Jeddah campus.50,000 books in Arabic25,000 books in English35,000 periodicals

KING FAISAL UNIVERSITY

Location Dammam, proposed second campus in Hofufbounded 1975Enrollment 1975-76 120 studentsAdmiroon requirements General Secondary School Cer-tificateDegree awarded B S 5 yearsColleges

1 Architecture2 Veterinary Medicine3 Agriculture4 Medicine (proposed)

NursingParamedical Training

S Management Science (proposed)Financial Administration and ManagementPersonnel ManagementOffice ManagementIndustrial Administration (in cooperation with

School of Medicine)

Hotel Management (in cooperation with School ofAgriculture)

Agricultural Management (in cooperation withSchool of Agriculture)

Students must enroll in a preparatory program for thefirst year The fifteen hour per week program offers coursesin basic English, communications and study skills, science,

77

introduction to college mathematic s, Islamic culture and

physical education /three semester hours of credit will he

awarded for this cautse

UNIVERSITY OF PETROLEUM

AND MINERALS

Location DhahranFounded 1963 as College of Petroleum and Minerals, in-

struction began in 1964, became University of Petroleum

and Minerals in January 1975

Enrollment: 1975-76 1810 students (1750 un-

dergraduates, 60 graduates)Admission Requirements General Secondary School Cer

tificate with preference to scientific stream graduates En-

trance exam.nation also given An admissions sub-

committee visits the secondary school to make selection

Degrees AwardedB S 5 years. plus summer trainceshipsM S. 2 years. plus thesis ,

M B K 2 years, plus thesisLanguage of Instruction EnglishColleges

College of Engineering Sciences

DepartmentsChemical EngineeringCivil EngineeringElectrical EngineeringMechanical EngineeringPetroleum EngineeringSystems Engineering

2 College of Apphed EngineeringDepartments

Applied Chemical EngineeringApplied Civil EngineeringApplied Electrical EngineeringApplied Mechanical Engineering

-3 College of Sciences

DepartmentsChemistryGeologyMathematicsPhysics

4 College of Induitnal Management (Founded in

Fall of 1975)Departments

AccountingBusiness EconomicsInformation SystemsOperation Management

5 Graduate School (Founded in 1973)

DepartmentsBusiness Administration

78

the

Chemical EngineeringCivil EngineeringElectrical EngineeringMechanical EngineeringMathematics

6 Applied Rerearzh Center (propofedi

Orientation Preliminary Year. Most students enroll in

the one-year preparatory program during which-English,

mathematics, physics and chemistry are taught Students

then proceed to take one of the programs described above

+1m:scion Categories The University has three

categories of admission to degree progr4ms 1) admission

to the preparatory program as described above, 2) ad-

mission directly into freshman level degree programs (this

allows students proficient in English, mathematics, and

sc ience to proceed directly into the University programEligibility is determined by an Admissions Committee and

the decision may be based on standardized college en-

trance examinations, e g , the Entrance Examination ofthe American University of Beirut), 3) admission to a

degree program with advanced standing (A student who

has academic records of post-secondary work at other in-

stitutions may have the record reviewed Grades of "C-

are the minimum accepted for transfer )

Other Programs A non-degree program is available for

University of Petroleum and Minerals staff. ARAMCOemployeek, as well as others in the petroleum industry.

Regular degree courses are open to qualified persons

without screening for admission kA Language Institute for

English Instruction is provided for students lacking English

proficiency

Grading The standard five-letter grading system similar

to that in the U S is used

90% 100% = A80% - 89% = B70% - 79% = C60% - 69% = D

0 - 59%= F

UNIVERSITY OF RIYADH

cation. RiyadhFounded: 1957 (as King Sa'ud University)Enrollment. 1975-76. 8592 students (includes all full-

time, external an female students)

Languages of Instruction.. Aritic; English in pharmacy,

science and engineering subjectsA dmis iron Requirements: General Secondary School Cer-

tificate (see chart below for general guidelines on com-

petitive admission criterion)

8 Li

CollegeArts

Minimum `)/0 ,

on Certificate60%

Minumum `)/0on Spec. Sub /s.

Actual CompetitiveStandard for Admission

Fall '7575%

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(opened Fall, 1975,closed for lack ofstudents)

.700/0 65%, biol, zoo., botany, chem. '

Data unavailable at time of publicaitonN B 2100 new students registered for Fall 1975 By 1980 it is projected that

College i

I College of Arti (semester systt-m initiated in 1975)Founded 195'Enrollment 1975-76 2070 studentsDegrees awarded

B A 4 yearsM A 2 years beyond B A plus thesis

DepartmentsArabic Language and LiteratureEnglish Language and LiteratureGeographyHistoryCommunications (Radio, T V , Journalism)Sociology and Social Work

The College of Arts is the oldest and largest college atthe University The first year of a four year course of studyconsists of general courses As a requirement for all studen-ts, the following are included in the basic course Arabic,modern European languages, history, geography, andIslamic culture The Master of Arts degree was introducedin Arabic, English and geography The first M A degrees

will be awarded in 1975-762 College of Science (semester system initiated in 1975)

1975)

Founded 1958Enrollment 1975-76 512 studentsDegrees awarded

B S 4 yearsM S 2 years beyond B A plus thesis (first M S

students enrolled in Fall 1975)Departments

BotanyChemistryGeologyMathematicsPhysics

Zoology

The first year consists of general courses that are basic forstudy not only in the College of Science, but also for the

at least 3000 new students will enroll each year

Faculties of Pharmacy and Agriculture, as well as theSchool of Medicine \ first year student studies thefollowing general an, ,pplied mathematics, pure physics,chemistry, botany, biology, Islamic culture and English.After the first year, a student is allowed to study generalscience, or may concentrate on any one o( the six areasabove in order to qualify for a B.S. degree

3 Faculty of PharmacyFounded: 1959Enrollment 1975.76- 418 studentsDegree awarded: Bachelor of Pharmacy (B.Ph.)-5years

Departments:Pharmaceutical ChemistryOrganic ChemistryPharmacologyAnalytic ChemistryPharmaceuticsPharmatognosy

As indicated above, the first year of this five yearprogram is offered through the College of Science

4 Faculty of CommerceFounded 1959Enrollment- 1975-76: 2295 studentsDeg reesiawarded :

Bachelor of Accountancy 4 yearsBachelor of Business Administration 4 yearsBachelor of Economics 4 yearsBachelor of Political and International Studies 4years

Bachelor of Commerce 4 years (external studentsonly)

Departments:AccountancyBusiness AdministrationEconomicsPolitical ScienceLaw (supportive department)Mathematics and Statistics (supportive department)

8 i

79

III( first two « ais split III ill( -Unified )(momunterilisuplinar% gcnral min ulurn) stressing bassiwursc s itl ,\«Olint AM ,\ 411111111'4 fall( )11 .41141

I ionormis Ior the remaining two stars students ma%

spei 1.111J( In Ai wuntani \ dmitust rat ion

I cononni s or Pulit RAI tit 1( nix5 ( liege of ine, ring (ctlicster sssic m initiated in

1(1-5)

I outuird l9(,2 -joint Is b% gmerimic lit of Saudi

ralmt and the fisted Nations Spei ial Fund throughALS( () %%ith the l'imersit in 1967

I nrollmnt 19 -5--6 1019 studentsgree awarded

B S in I irgin« ring-5 scars plus pro'« t. Eightweek summer if training

adenii scar 04. I4414Cr to September (October-la midi% I ( 1%1 uar% -lune) plus eight we( k summer

itaininv scssion. tai tones or gmernment in-

stallat 04I1,

lk parimi\ri run( helm( al I (tine( n II I irl!in« ringI lei till al I twin((\I« harm al I ngin«tingPetrol( um I ngineering

I fic first two scars of this hsr sear program are «ifil414041for all students and «ffisist m r,d engineering subjects,Including m.1111(11.4( s phssus and 111(1111qt% Allstudents arc xpci tell to ai ince «unix tri% in the Englishlanguage as%%ell as in higher mathematic. A student must(boost a field of specialiration during the third scar in

r ci iomplcte the requirements for a Rai helor ofSilence dcgtuc Iii the fifth sear. .1 stud( nt is required towridui t dfl 11141111411.1d1 1)(4414 under the (lir« t super% isionof a Limits nu mber 1)uring the summer months,stud( ills parrii 'pate in on-the-1ot% experimcntal trainingprogtams

bit all) Agri, it/1w(F(11.1(1(1(11 1965

Enrollnicin 19-5-"O 590 studentsDegree 4014 iiik d

B S I %cars

DepartmentsAgricultural F(onomns and Rural Sociologi,AgronomicsAnimal ProductionPlant Produi non'sod and I and Re, !matronAgricultural IndustriesPlant Protection

'Veterinary Si len«.

., r 1( grit puieraill n ;daunt i tiir I I he

privarti wilt nl iit t it at. 01 maitcrnit stud% and a rt«sn 150,a tut Orr rirui 2 4 h.lurs triune xxiirk plus six hours Iiit

NI1,1( tiir priipiii4 01 Vtlit11).11% Ml (ill Mt

80

88

Under a new a( adermc plan introduced in 10' r--5,there are fie areas of spei

1 General Bran( h2 ( 00« ntranon Sod and Agronormis

( on«.ntranon Agricultural Ewnomws and RuralSociology

( on«tration Plant Production 'and Protection5 ( entr.tt ton Animal Production and

Agricultural IndustriesI he first car is offered in ciipperanon with the College ofArt. the College of Si 'erne as well as the Faculty of Corn -nierce, and wminues through the third year Students arerequired to work in summer training programs

College o/ Educal:l (Semester system initiated in197 i)

Founded 1967Enrollment 1975- 76 1 i15 studentsDc grecs and diplomas awarded BA r% ears (rc neral

Diploma in Film at ion (one seat after B A )

hc primary Juni font of the College of Edui Aim) is totram elementary and secondary school trai hers

Nlain deparumnisCulture

EducationPs( hologsI caching Methods and ( um( ilium

Simons established as hum hes of theArts and Sclera cis

Arabic LanguageEnglish LanguageMathematicsBiologyPhysics

hemistri,Geograph%

History'kids of spec tali/anon ayailable/36 -3r)

Islamic Studies (single area)Ps( holog% and SociologyEnglish Language (single area)History and GeographyGeography and History.Arabic Language (single area)

.Suennfic held(Physics and MathematicsBiology and ChemistryChemistry and PhysicsMathematics (single area)

A loin( program with he Ministry of Education to trainteachers of secondary schools in modern mathematics iscurrently in us third year

Hie rumor college program began in the fall of 1975and is designed for part-time students With this format,only the best stucknts will be -able to complete theprogram in two years

Non-education students who desire certification to teach

olleges of

at the sewlidars school level will find that a one yearprogram beyond the bachelor degree is' offered Upon its

completion. the General Diploma in Education is award-ed The General Diploma in Education for intermediateschool headmasters is also offered and can be attainedthrough additional course work,

8 School of MedicineFounded 1969Enrollment 1975-76. i73' studentsDegree awarded. Doctor of Medicine (M.D ) 8 yearsDepartments

PhysiologyOtolarngologyInternal MedicinePathologyForensic MedicineOpthamologyGynecologySurgeryHygiene

The first two years of the eight-year program arepreparatory in which courses are taught primarily by thefaculty of the College of Science There is special emphasison English and physical sciences during the first year, andon biological and chemical sciences during the secondyear The following five years are spent with generalcourses concentrating on the traditional study of medicine.The final year is devoted to specialization and a practicumusually in one of the nine departments listed above.

The first group of students expected to graduate will bein 1977 An agreement for supervision and technical ad-vice has been arranged with the Unvicrsity of London

Ina:Wet:Arabic Institute for Non-ArabsInstitute of Oceanography

Grading at the Uncersity of Riyadh:Old System

ExcellentVery GoodGoodPassPoorVery Poor

Honors: Degrees with "first class honors" were award.cd when a student's grades in the final year were"Excellent" overall and grades in the previous yearwere at least "Very Good" overall and provided therehad been no failures on the final examinations

Degrees with "second class honors" were awardedwhen a student's grades in the final year were "VeryGood" overall and grades in the previous year were atleast "Good" overall and provided there had been nofailures on the final examinations.New System

Approved June 16, 1973 by the Supreme Council of

the total number of men and women admitted to the aiademii

yet 1974.75

8J

the University: Some faculties became colleges in1974, others changed in 1975. The credit hour systemwas adopted at that time and may appear as either"semester" or "academic units" in the college tran-scripts presented to insitutions

Grade Percen tage Value

Excellent 96-10080-89

5

Very Good 4

Good 70-79

60-69

3

Pass 2

Failure 0-59 1

Honors: A graduate is awarded a bachelordegree with grade "Excellent" if thisstudent has passed successfully all subjectsof study required and provided the ac-cumulative average is not less than 4.25 outof 5.00.A graduate is awarded a bachelor degreewith grade of "Very Good" if the studenthas passed successfully all subjects of studyrequired, provided the accumulativeaverage is 3.50 to 4.24.A graduate is awarded the bachelor degreewith grade "Good" if the student haspassed successfully all required subjectsprovided the accumulative average is 2.50to 3.49.A graduate is awarded the bachelor degreewith grade "Pass" if the student has passedsuccessful,, all subjects required providedthe accumulative average is 2.0 to 2.49.

Attendance: A student is required to attend the lecturesand laboratory regulary. A student may be excluded fromthe examination if he fails to attend at least 25% of therequired hours allotted toteach course.

Women at the University of Riyadh: Women are ex-ternal students in all colleges except the School ofMedicine. They attend lectures offered through a system ofclosed circuit television. Students must use telephones toask the lecturer questions. They also confer directly withspecially appointed women tutors. Medical School classesare held in the afternoon in regular classroom andlaboratory facilities.

OTHER INSTITUTIONSINSTITUTE OF PUBLIC ADMINISTRATIONLocation: Riyadh (branches offering general trainingestablished in 1971 at Jeddah and Dammam)Founded. 1961, by Royal DecreeEnrollment. 1974-75: 1500 studentsDepartments.1. In-Service/General Training:

1974-75: 600 persons received training, there are

12,000 alumni of the program.$1

Purpose: To train middle management and other per-sonnel who have experience as governmental em-ployees.a. The Muddle Management Program is a six month

program which offers courses in public ad-ministration, planning and development, intermediate finance, intermediate statistics, ad-ministration in the Kingdom, personnelmanagement, administrative supervision, highersecretaryship and school administration.

b. The Operational Management Programs, which arefrom two to four months duration, offer in-troductory finance, personnel, material ad-ministration, office work, Arabic typing, English-typing and secretaryship, introductory statistics, ad-vanced Arabic typing and a program for librarians.

c. Special programs are also arranged for variousgovernmental agencies to meet their specific trainingneeds are from one to four months in length.

d. English Language Center: There have been 2500persons who have studied English at the I.P.A.-820at the introductory level; 1160 at the intermediatelevel; and, 520 at the advanced level.

2. Pre-Service Training:1974-75: 400 persons received training, there are 600alumni of the program.Purpose: To provide training for future governmentemployeesThe six programs available currently are. legal studies,

financial studies, customs studies, statistical studies,typing and hospital administration. Library Science is to beadded in the near future. All programs (with the exceptionof the typing course) are two years in length.

AdmissionGraduation from secondary school or college (depen-

ding on the level for which one is being prepared) isrequired in all programs

Graduate ProgramA two-year graduate level legal studies program is of-

fered for Islamic Unviersity graduates. The emphasis is oncriminal law with a Diploma of Legal Studies (which isrecognized as a Master of Arts equivalent for employmentpurposes in Saudi Arabia) awarded at the end of two yearsof 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 criticaland creative thinking among top level officers of thegovernment about what, why and how they performtheir tasks.

Thus far seminars on on hospital administration,education and training of manpower, law and develop-ment, personnel and position classification. management82

90

process, project evaluation, and creative problem solvinghave been held. These seminars are normally from threedays to one week in length.

I.P.A. as a whole:Currently awards no academic degrees, but hopes toestablish a Master in Industrial Managementprogram by 1977.Make training availabe to public servants in theEastern and Western Provinces. Branches have beenestablished in Dammam and Jeddah, respectively.Currently has 60 faculty members with an additional20 studying abroad for higher degrees.

* * * * * * * *The following specialized colleges/academies may

send students to the United States for further study:THE KING ABDULAZIZ MILITARYACADEMY (COLLEGE), RiyadhTHE KING FAISAL AIR FORCE COLLEGE,RiyadhTHE INTERNAL SECURITY FORCESCOLLEGE, Riyadh

The General Secondary School Certificate is required forconsideration for admission to all of the above institutions.The programs vary from two to three years in length. (SeePlacement Recommendations concerning transfer credit.)

The following are examples of official universitydocuments.

CRETIFICATION OF BACHELOR DEGREE AWARDED(UNIVERSITY OF RIYAD)

University 01 RiyadRiyad

Saudi ArabiaRegistration Bureau

Mr.

Certificate

No. 3,134/10

Date : 4/12/1971

The University of Riyad hereby, certifies that

has graduated in the

Faculty of and obtained the degree of Bachelor

of Co=erce, Accounting -&Busineas with grade EXCELLENT

plmtn9 stration 1ST CLA.33 HO5S.

in 1970 19 71.

This certificate has been given to hint upon his own request .

Head Registrar Dean Vice Rector

/4/ / C0420111.212162'' . reembli/4- ,c-17" osaibiT2...aLti ?latter 1 A. A. 1010wititor....

No. S

9 .1.83

UNIVz%i'&07e

RlYAD

141.UDI ARABIA

This is to certify chat

fron the Faculty of Comnerce, Department of

slssion of the academic year 1390/1391 1.11,

the following is a detailed record or

request.

TESTIMOBIAL

HO

: 3435/10

DATE: 4/32/1973

was awarded the degree of Bachelor of ce.:1-12ice

Accounting and Business Administration, University of Biyad, in the fir3t

1970/1971 A.D.

-with general grade mar GOOD, MOND 01488 HONCURS).

his academic career.

This testimonial has been given to hill at his

o.n

[FIRST YEAR 67/68

SECOND YEAR 68/69

THIRD YEAR

SUBJECTS

69/70

GRADES

FOURTH YEAR

70/71

1

SUBJECTS I

r.RA:::S1

SUBJECTS

GRADES

SUBJECTS

GRADES

Principles of Law

frincipls of Busi-

floss Adninistratiian

Economic Geography

Principhs of

Accounting

Principles of

Economics

Islamic Culture

rrinciples of Ila.Gh

Eathematics

English Language

Rublic Administra-

tion

Year Work

Y.Good

Pass

Pass

Y.Good

Good

PUS

Y.Good

Good

Good

Pass

Industrial Organize-

tion & Production

Management

Economics

Commercial Law

Accounting

Marketing

Public International

Law

Commercial & Financ-

ial Mathematics

-

English Language

Year Work

Good

Y.Good

Good

Y.Good

Mama.

Goo&

Y.Good

Good

Good

000D

Financial Accounting

Cost Accounting3

Business Admin.

"Human Relations"

Business Admin.

"Sales"

Public Finance

ftmel.

.Good

Good

Emil.

Good

Good

Eros)...

t.Good

I1.Good

IY.000d

..e......

LG0op

Petroleum Accounting

Tax Accounting

Banking Accounting

Government Account-

in(

11ShpG,rial Policies

Cost Accounting

-pplicd Accounting

Investment & Securi-

Ly "rc.lysis

Business Admin.

"Specialized Enter-

prises"

Commercial Law

Year Work

Exwa.

Good

Y.Geod

Y.Gocd

Good

.Good

Good

£xeel.

Y.Good

r.Gooa

Social Economics

Statistics

Commercial Law

Insurance

Auditing

Year Work

VGRADE--..

I

t.--

1GRADE

GOOD

GRADE

GRADE

V.GOOD_

(0,110910014_WPITfaSSLINZNOURN))

1GENEW.L GRADE

N.B.- According to regulations ( In the 1st ar2nd Years4.: "EXCELLENT

1:

equivalent to 9O

and over, "VERY GOOD" from

(IN THE 3rd. AI 4teear ):

60% to less than

"GOOD" from 65% to less than 80%,iand "PASS" from

ap 655.-

"Excel." from 85% and over, "V.Good" from 75% to

--"podkprom 65%fto- /

from 60% to 642'.

THE DEAN

FACULTY REGISTRARL

JI /

,/-'

)-1.) fr ...4..

A. N. WWII:1G

\,."-

,....

rtan

fo-V

iri:

g-.

C.A

)A.1

A\ j N'i

cat

FXAMPI.E II OF UNIVERSITY TRANSCRIPT OF GRADES

KINGDOM OF SAUDI ARABIA

UNIVERSITY OF RIYADFaculty of Science

Riyadh

TESTIMONI AL

This is to certify that Mr.

granted the Degree of Bachelor of Science in Pure Mathematics/Applied Mathematics

grad. Excellent and first class honours, en June 1974.

His academic record is detailed MI follows

has been

with

SUBJECTG II A D E

First Yeas19701197/

Second Year11,1 / 1972

Third Year1972/1973

Fourth Year

1973/1974

Pure Mathematics Excellent Excellent EXcellent ExcellentApplied Mathematics V.Geed Excellent Excellent ExcellentGeneral Mathematics

,Physica IT,Geed ExcellentChemistry 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.: ,

Pass = 60 64

Vey/ Good = 75 84

Good = 65 :4

Excellent = 85 101)

85

93

SAUDI ARABIA PLACEMENTRECOMMENDATIONS

I. English Proficiency RecommendationIt is strongly recommended that all zpplicants fromSaudi Arabia present proof of adequate proficiency inEnglish based upon acceptable standardized tests suchas TOEFL.

II. Primary, Preparatory, and Secondary School Admission

It is recommended that students at this level be ad-mitted to their corresponding grade level. Evaluation ofsubject deficiencies should be determined in accordancewith the individual U.S. institution's curriculum.

III. Freshmen AdmissionA. Students presenting the General Secondary

Education Certificate with an overall percentage of75 or better in either the Literary or Scientific streammay be considered for Freshman admission to highlyselective Institutions. Students obtaining an overallpercentage of 60 or better may be considered forFreshman admission to other institutions. In bothinstances students should be considered for ad-mission in fields appropriate to their background.

B. Students presenting the Diploma of Science In-stitutes from Secondary Religious Institutes may beconsidered for Freshman admission following thepercentages recommended for the general secondarystream (Item A-above) in programs appropriate totheir background.

C Students presenting the Secondary IndustrialTechnical Institute Certificate, representing 13 yearsof education, may be considered for Freshman ad-mission to applied engineering and engineeringtechnology programs, without advanced standing.

IV. Teacher Educa', ..n

A Training Programs for Elementary Teachers1. Graduates of the three year Elementary Islamic

Institutes should be considered for Freshman ad-mission.

2. Pre-Service Training Program graduates should beconsidered for Freshman level admission withoutadvanced standing

3. In-Service Training Program graduates should beconsidered to have completed the intermediatelevel of education. Graduates should be con-

Spear/ Corer:der:mon for Admustom Officers Secondary tran-scripts show the maximum and minimum number of points whit hare possible for a student to earn on the General SecondaryEducation Certificate Examination, sometimes referred to as thet.rwthlyph. as well as the total points whit h the student has ob-tained In order to convert the scores into percentages the U S ad-missions officer should divide the maximum number of points in.to the student's "obtained marks Thr grading stale is listedbelow

100 90% Excellent

80 89% Very Good

70 - 79 Good

50 - 69% Pass

86

9 i

V.

VI

sidered for admission at the senior high schoollevel with appropriate high school credit granted.

4. Graduates of In-Service Training Programs con-ducted at the Colleges of King Abdulaziz Univer-sity and the University of Riyadh should be con-sidered for transfer admission and awarded crediton a course-by-course basis appropriate to the in-stitution's policy.

5. The newly developed plan for opening of JuniorColleges offering the Associate of Arts degree willhave to be evaluated on a course-by-course basis,since this plan is still in the preliminary stage.

B. Training Programs for Intermediate Teachers1. Graduates of the "Crash Programs" for

Mathematics and Science teachers should be con-sidered for admission at Freshman level withoutadvanced standing. This recommendation alsoapplies to graduates of the Art Education and thePhysical Education Training Institutes.

C. Training Programs for Secondary Teachers(B.A. required, see Graduate Placement Recom-mendations)

Transfer AdmissionsA. Students who complete university level studies and

achieve at least an average of "Good" may be con-sidered for admission at the appropriate level, andmay be awarded transfer credit on a course-by-coursebasis.

B. Students presenting course work from the Instituteof Public Administration, who meet the freshmanadmission requirements (Section III, above) prior toadmission to the institute, may be considered for ad-mission at the appropriate level and may be awardedtransfer credit on a course-by-course basis. This,recommendation applies primarily to the two-yearpre-service training programs discussed earlier.

C. Students applying from the King Abdulaziz MilitaryAcademy, the King Faisal Air Force College, and theInternal Security Forces College may be consideredfor admission to the undergraduate level inprofessional programs such as law enforcement oradministration of justice, and related areas withtransfer credit awarded on a course-by-course basis.

D. Transfer credit should not be awarded for coursestaken during preliminary (preparatory) programssuch as those formerly offered by King AbdulazizUniversity and currently offered by the University ofPetroleum and Minerals and King Faisal University.

. Graduate AdmissionsA. Students with an undergraduate degree from the

University of Riyadh, King Abdulaziz University,the Islamic University of Imam Muhammad IbnSaud, the Unviersity of Petroleum and Minerals, theIslamic University and King Faisal University with anaverage of "Good" should be considered for ad-mission at the graduate level.

B. Post-graduate work at the above institutions may be

awarded appropriate course credit according to theinstitution's policy.

SPECIAL SERVICES

AVAILABLE

The Saudi Arabian Educational Mission, 2223 WestLoop South, Suite 400, Houston, Texas .77027, provideslogistical and other support for its students in the UnitedStates and can also serve as an invaluable resource to in-

stitutions enrolling Saudi students.The mission's functions are outlined as follows:

The Saudi Arabian Educational Mission to the UnitedStates of America and Canada is an office of the Govern-ment of the Kingdom of Saudi Arabia.

Administratively it is attached to the Saudi ArabianMinistry of Education, and diplomatically it functions un-der the auspices of the Royal Embassy of Saudi Arabia inWashington, D.C.

The activities of this office are manifold. Under theScholarship Program of Saudi Arabia, it administers thescholarships to more than three thousand Saudi studentsattending U.S. academic institutions. Ti r 'evolves

monitoring of their academic progress, issuance 0, traveltickets to and from Saudi Arabia, medical coverage,payment of tuition and other mandatory fees, sendingtheir monthly allowances and looking after the generalwell-being of the students and their families ac-

companying them.The office undertakes procurement of materials and

equipments, invites bids and tenders, and recruitment offaculty and staff members for the universities and govern-mcnt'offices in Saudi Arabia

The office also promotes cultural relations between thetwo countries by promoting exchange programs amongacademic institutions involving scientists, researchers andacademicians in programs of mutual interest.

BIBLIOGRAPHY

Abd-el Wassie, Abd -el Wahab. Education in SaudiArabia. England Macmillan & Co 1970.

American Friends of the Middle East. "Saudi Arabia."FA ME Report. Washington, D.C. January 1974

"Saudi Arabia." AFME Report.Washington, D C., January 1975.

Hammad, Mohamed A. The Educational System andPlanning for Manpower Development in Saudi

Arabia. unpublished doctoral dissertation, Indiana

University, 1973

International Handbook of Universities. Paris. The In-ternational Association of Universities, 1971.

Jammaz, Saud Ibrahim, Riyadh Linviercuy. unpublisheddoctoral dissertation, Unviersity of Southern Califor-nia, 1973.

Kingdom of Saudi Arabia. Development Plan Central

Planning Organization, 1970.

. Education in Saudi Arabia. Land of Achieve.ment. Ministry of Information, 1974.

The Bi-Annual Report of the Ministry ofEducation' (1971.72 and 1972.73) presented to the In.ternational Bureau of Education, Geneva: for its Thirty.

Fourth Session, September 1973. Ministry of Education,

1973.

. Statistical Yearbook. Ministry of Finance andNational Economy, 1971.

Metcalf, John E Saudi Arabia, A New Economic Survey.New York: First National City Bank, 1974.

Munro, John. "On Campus in Saudi Arabia," ARAMCOWorld Maganize. New York: July August 1974.

National Association for Foreign Studerit Affairs. "SaudiArabia." NAFSA Newsletter: January, 1973.

. "Saudi Arabia." NAFSA Newsletter: April,1973.

. "Saudi Arabia." NAFSA Newsletter: May 1973.

Saudi -Arabia. New York: The League of Arab States,1973.

"Saudi Arabian Second Five-Year Plan: Highlights of thePlan." Saudi Economic Survey: Ashoor Public

Relations, 1975.

Sharp, Theodore, Inez Sepmeyer, Martena Sasnett. TheCountry Index. North Hollywood, California: In-ternational Education Research Foundation, Inc.,1971.

Thomas, Alfred, Jr. Saudi Arabia (World EducationSeries). Washington, D.C.: American Association ofCollegiate Registrars and Admissions Officers, 1968.

U.S. Department of State. Background Notes: SaudiArabia. Washington, D.C.: 1965.

. Background Notes: Saudi Arabia. Washington,D C.: 1973.

U.S Department of Health, Education and Welfare. In-formation and Education Around the World.Washington, D.C.: 1959.

Walpole, Norman C., et. al. Area Handbook for SaudiArabia. Washington, D.C.: Foreign Area Studies,The American University, 1971.

87

MIDDLE EASTERN MOSAIC

I ee Thomplon

During the Middle Eastern Workshop in October.November 1975 the participants became aware as theyvisited in Egypt, Saudi Arabia, Kuwait and Jordan (in lieuof Lebanon). that each of these countries is in the processof tumultuous change and that each country has a specialrole in the affairs, not only of the Middle East, but also inthe affairs of the rest of the world.

The rapidity withwhith. the almost simultaneous tcarmg down and tonstgittion of buildings occurs in SaudiArabia is electrifying to witness Other changes, not sohighly visible but nonetheless detectable, are also in

to Egypt is in the process of its own kind of change',Apes and aspirations for a better future, supplying

,. idership through the human resources of its ownrd .111edot.ated cadre to assist with the enormous

:ding teachers to Kuwait and Saudi Arabia-ntortesold position, thr site of political

serves as a pivotal listening and speak-ing 'iaist ot the stances of the Near East Kuwait's.developmc. =. resembles and rivals even the most opulentof the "I ales of the Arabian Nights Describing "what itwas like" is no small task, nor an easy one, as many of theaspects and factors involving life and the peoples who livethere are nut simply nor accurately perceived and inter-preted nor easy to explain

With some exceptions, this was a first visit into the Mid-dle East for most of our group It was a highlyilluminating. enriching and rewarding experience to rever-se roles with the students (who so often later becamefriends), who had frequently stood in our offices or visitedour homes and from whom we had been able to learnsci much It is hard for us to comprehend and give suffi(lent credit to the qualities of adaptability and innerresources which these students exhibit during their stay inthe United States Because they generally present such anintegrated and successfully functioning demeanor, meansthat it was probably even more difficult to visualize theirhomelands or actualize experiences which have been ex-pressed or described through other media But reverse theprocedure. we did, and somehow it is quite different to ar-rive in a totally Arabic-speaking metropolis with 8 millionpeople. Cairo. tharucifind oneself in_a romance-languagespeaking capital of the world A way of life, iernunes old,meets some of the currents of the presentay in the blend-ing of the fumes and bustle of the bumper-to-bumperbus /Fiat /Mercedes /donkey cart melange which criss-crossthe Nile over its numerous bridges However. the soundand light show at the Pyramids of Gizeh exemplifies and..n:uatcs some of the tmurasts of the modern MiddleEast a, 'he men of today live among the works of theirforN1?...

It was a very heartening time to he in Egypt As oftenhappens. we seemed to be recognized as Americans and

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people of all ages and description along the.strCets wouldinquire., (sometimes in very limited'English) . "Americans? Good! Most Welcome." Sincewe had departed at a tune when other events of internalstrife in the Middle East were threatening and escalating,this made such a reception more meaningful. The legen-dary hospitality of the Middle East bespeaks, not just ofhospitality. but of a philosophy of living It is importantand essential to understand that this emanates from the in-terconnections and loyalties that exist between familiesand friends in an absolute manner which is difficult for usto conceive We are casual, capricious and sometimesbusiness-like in our relationships and dealings butgenerally it suits our own needs and has little to do withfamily, honor, or loyalty to another.

With us. we took every kind of perception and ex-pectation conceivable . . from minds filled withtabulations of facts and figures involving economic con-ditions and oil output. to a Scheherazad-Sinbad orien-tation In the presence of billboards in Arabic, I oftenfOund myself thinking of the statistics from a study of theAmerican Council on Education which reveal that eventhough 100 million persons speak Arabic throughout theworld, Middle Eastern language enrollments in the U S.draw only about 1.300 students per year Of these. all buta handful drop by the wayside before they become trulyproficient. In reverse, it makes all the more admirable thetenacity and capability displayed by the Arab student whooften has to expend well over a year intensively studyingEnglish in order to participate and then study in Englishspeaking countries, Some of us returned home expressingthe desire to enroll in basic Arabic courses.

Egypt's nationalism and pride does not preclude a deep-rooted .and evident interest in relationships with thewestern world Its historicity includes centuries of service asthe crossroads, not only of Europe and southern Africanpeoples, but as the east-west fulcrum of Middle Easternand Mediterranean neighbors Today it serves as mentorand leader in untold ways At present, despite its severedual handicap of poverty and illiteracy, Egypt supplies as

many as 25% of its trained teachers, and also some of itsbest ones, to several other countries of the Middle EastEgypt as one of the oldest civilized nations of the worldwill continue to supply future educators, administratorsand leaders to shape much of the policy and practiceswhich are forged in the Middle East.

TIMELESSNESSTime is the commodity to be found most in abundance

in Egypt and brings to mind an anecdote which is

illustrative and appropriate:As two U N delegates c:iyerccd, one from Mexico and

one fi.om the Middle East, the Mexican representativeinquired of the Middle Easterner,

"Don't you have some expression which is equivalent inmeaning to 'Mafiana>"

The -latter replies. "Ycs, but it doesn't have the same

9u

sense of urgency tia'ad bukra, inshallah (after

tomorrow, God willing)This element, plus bureaucratic practices and inef-

ficiencies seem to make it very difficult to accomplish mat-ters of even reasonable urgency However, it began to beevident that this is not only true for strangers but also for

the populace itself, so that a certain resignation, patience.persistence or sat/off-fa:re must be developed

Many of the other matters of life's substance take

precedence in the Middle East over that quantity we nametime and this is truly important to gaining insight in com-paring the basis If value systems

INSHALLAHIF GOD IS WILLINGThis kind of fatalistic outlook is as much a part of the

land and peoples of the .Middle East as are the minaretsand mosques which are omnipresent in their punctuationof the sky and landscape The relatiooshiN between theouter or external ramifications of this view and the private,inner sources emanating from within each individual. are

not always easily discernible.Even a suPaicial look opens to some extent a glimpse

Into our own cultural background. For the most part,because of elements of our own culture and training and

acceptance of the concepts of individualism, the needs of a"personalized god or religion" and the active pursuit of"being master of our own fate," we are probably more un-comfortable than we like to admit, and often frustratei,and finally condescending in our (forked) acceptance ofthis alien philosophy, usually carrying it off with a display

of humor if it can be managed. It dors, however, representa very serious difference in fundamental values and means

a reverent acceptance to the submission ot the will of God,the basis of Islamic precepts It does mean that a tolerance

and sensitivity and understanding must be cultivated,

then respected and preserved. It is sometimes un-fathomable to us of the western world how complicated,tedious or unproductive certain processes can be but wemust try to remember that at the same time some of our

own actions of expediency, efficiency and im-

personalizaton become dehumanizing, humiliating and

superficial I am aware that my thinking often lacks thehumility, grace or judgment to remember that I am of avery young melting pot nation which is not exceptionallynationalistic, yet at the same time highly pragmatic in per-formance and reaction. I know, too, that it becomes easierfor me to believe in the world of the Middle East, that achance meeting in the airport at Luxor with a friend Of afriend from Connecticut is a matter of fate, or I will findmy lost suitcase . inshallah.

I have thought back, many times, on another incidentwhich occurred during my stay. After speaking for an hourwith one of Egypt's modern writers, a man of letters well

known throughout his country, we began to discuss

belie-TS, dissimilarities and differences between his country

and mine.Finally he said, "It's all a matter of fate.'

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When I disavowed this, he replied, "How else can youexplain the fact that several days ago I received this child'stov (a small white bear on his desk) destined to be a gift tomy young nephew, son of my brother. He lives in the same

town as you do and the toy was brought to me by a friendwho recently was in Russia. Then you appear, and youshall carry it home in your suitcase. It all fits together.'

And so I did carry it home, wondering more frequently,

in retrospect, about fate

MOHAMMAD. THE SON . . OF THE HOUSEOF

To the most inexperienced eye, the evidence..of thestrong family network and tics is everywhere abun-

dant . . . even in unexpected ways and places . . . like

the evening spent in a city night club watching the folkdancing. But equally compelling to see was the family

seated nearby . . . the parents, two pre-puberty agedchildren, their grandmother, someone who fit the categoryof a favorite uncle, one or two other adult friends, all en-

joying the performance together.It was said by one of our Middle Eastern hosts, "In the

United States everybody works; women don't need to getmarried; but in the Middle East tradition dictates the needfor a family." And according to the Koran, it is incumbentupon every male to marry and have children. I suspect it is

this heritage, the direct tracing of antecedents, thedrawing of parameters of accepted societal norms thatprobably enables the Middle Eastern student to journey towestern lands, pursue his course of study and live a richlyrewarding life, then return to his homeland and usually

readjust into what is a secured, predominant familial

hierarchy. This is becoming more hazardous, however,with the rapidly-changing needs imposed upon each ofthese individuals by their society. In Saudi Arabia andKuwait, although many manifestations of the old ways oflife remain, family upheaval is occurring as the demands ofmodernization channel young, highly educated personsfrom the accustomed influence and sphere of their ex-tended family to other cities or more urbanized parts ofthe country. In addition, throughout the Middle East thegovernments are making concerted efforts to settle thenomads which is in effect also contributing to the ur-banization process. The transplant of a young family fromMecca to Riyadh, for example, is an undertaking which in-

volves leaving established family and its tics and con-veniences and makes of that young family one of thegrowing numbers of apartment dwellers in an unknownand sizeable city, a great distance removed. This is achange of virtually calamitous proportion.

In the oil-rich countries of the Middle East the themes ofthe old world and of the new world are not always perfectly

meshed. Traditions and cultural conservatism are often af-

fronted by modernization, institutions and technology.

The medium of educational exchange and expansion hasbrought exposure on a sizeable scale for the first time todifferent measures, standards and ways of living. In Saudi

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('

Arabia the Hai or annual pilgrimage has focused only onthe ,ritual and homogeneity of those who follow Islam,with pure or restricted purpose, a traffic simply of faithand devotion Now the outer world bursts in upon theresource-laden centers bringing ideas and practices whichmay be at least debatable, and at the other extreme, com-pletely altruistic or unrealistic

THE MOSQUES AND THE MINARETSEven though in the western world there is relatively easy

access to schooling, newspaper, radio and television, whichcondition us to think of all of this as the accepted norms ofliving, some of this nonchalance and acceptance may havereceived a slight jolt, as we came to realize that the chanceswere one in four or five that our taxi drivers could read an

address, carefully written iR Arabic on a scrap of paperThis means, in part, that a r?emendous emphasis is placedon the spoken language, and much of it is learned througha process of rote memorization (One boatman en-countered on the Nile spoke six different languages, in-cluding French, German, and Italian . . all acquiredfrom his clientele, as he plied the river.)

It is necessary to realize that this learning is imbeddedhistorically in transmittal of the teachings of the Koran.Most of the students 4r.bo come from the Arabic world withfully literate capacities have an andergirding of hours,months, and years expended to the training, meaning,and interpretation of the sacred teachings of the Prophet.This same training often endows the Middle Eastern per-sonality with other attributes, including discipline andrespect, which are often significant factors in the learningprocess.

The mosques and minarets symbolize the bclicfs andpractices embodied in Islam. While it is an extremely in-dividualistic kind of faith in which man's actions are dctcr-mincd by God, on the other hand, man has the self..responsibility, primarily through his own good works oracts to afirm_and practice his faith The Five Pillars of Faithare vested in' the (1) Creed of Islam; (2) prayer; (3) fasting;(4) the pilgrimage; and (5) charity. It is, thus, that Islamproclaims not only bclicfs, but it is essential to carry on theworks described by God through man's acts and actions.The study of the Koran and its teachings forms a strong,formalized religious framework, utilized daily.

Scholars and knowledgeable students of Islam have ob-served certain phenomena which are somewhat unique toIslam Islam seems especially suited to the needs of thepeoples of the arid, desert lands, and its growth and adop-tion and retention has, for the most part, followed such ageographic pattern. The character of the Islamic city or'municipal center' has some important differences from itswestern counterpart, in which all the organizational needsand services, including 7olitical and governmental aspectsare located. The Islamic city or urban ccntcr correspondsmore to a hierarchical social structure rclating to thereligious and cultural structure of the society. In times pastit served as a fortress, where security was to be found. And

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9 8

logically, all of the practices of the Pillars of the Faithvarebest served through an urbanized setting the situatingand protection of the mosque(s), the five daily prayers atthe call of the muezzin, the Fast of Ramada., with its noc-turnal emphasis, and the Pilgrimage itself to the cities ofMecca and Medina. This in turn points to a certain levelorstandard of living, the mid class, a necessity for theideal practice of being a Moslem.'

CHIAROSCUROWhile there are innumerable forces interacting and

responsible for the behavior, actions, and responses of anyculture, they are by their very nature complicated and notso easily discernible, nor definable. It is essential in theMiddle East to have some idea of the historical antecedentsof certain customs and practices. In prime focal view is theoutward manifestation of concealment: the black veils.What really lies behind this usage? Some recent researchmay offer insights into the adherence to this practice,found in some parts of the Middle East. Behind thoseveils, which are getting thinner and shorter, and in somecasts have been banished by the wearers, for variousreasons, there are women and girls of considerable charm,intelligence and beauty.

In actuality, the wearing of such a veil has not been anabsolute heritage historically, although the question ofmodesty and family honor do's appear to pre-date theIslamic period. Discussions of this matter include referenceto the "modesty code," (1) for both men and women, (2)as individuals, and (3) as a group. This is not necessarilyassociated with religious values, so that it is not thought tobe an Islamic practice, per se. This concept assumes thatthe value of the code and honor involved is thought of as acollective possession of the group. It is to be practiced andresponded to through the malts of the tribe, and primarilyto protect the honor of their women, and to affirm theirown fighting ability. Apparently marriage tics are less im-portant than blood ties, an interesting contrast to com-parable ideals held in some western societies. To preserveand venerate so zealously such a concept means that cer-tain procedures and regulations must be adhered to:

(1) definite, fundamental .behavioral codes areestablished and understood for women;

(2) these also set the role for men;(3) since one of the purposes is for the protection of

women (and the tribe thereby), the men become the only"public actors";

(4) this means a certain segregation of the sexes, withduties and activities of each sex delimited and supervised.

This organizational pattern of Arab society has also beendescribed as applicable to small-scale personalized units,such as those typified by the ancient Arab families/tribes,until the present. Cataclysmic or revolutionary changeshave begun to occur. Urbanization and education are

,dePlanhol Xavier. The World of hlam, (New York Cornell UniversityPress, English translation. 1959)

beginning to alter some of these patterns. an s un-certain what will emerge 2

THE SECOND SEXThe status of women in the Middle East is changing:

since the advent of Islam in the 7th Century, women's lothas improved Accor g the the Koran, the manage con-tract as well as any i witch might occur, must be amutually-concluded agree t -, In the case of pluralmarriage (up to four permitted), each wife must be treatedequally, which often means separate households. Eachmarriage partner has independent property rights. Therole of women has encountered many ups and downs sincethe 7th Century. but among many changes is the fact thatpolygamy is dying out

Lebanese women attained the vote in 1953 and nowmake up about 40°k of the country's workers. Theyusually do not participate in arranged marriages, and arefree to date This is still not generally true however, inKuwait and Saudi Arabia However, at the urging of hisWife, Queen Iffat, the late King Faisal by royal decreepaved the way to open public education for womenbeyond the elementary level in 1960. In Kuwait largernumbers of women than men Itske occasionally beenenrolled in the institutions of higher education. In Egyptthe government has made two important statements regar-ding the status of women. The Constitution of 1956guaranteed to women, "compatability between her role inthe society and her duties in the family." The second, theNational Charter of 1962, included a statement of theequality between men and women: "Woman must beregarded as equal to man, and she must therefore shed theremaining shackles that impeded her free movement, sothat she may play a constructive and prof ,undly importantpart in shaping the life of-the country." In Saudi Arabiathe Girls' Education Administration indicates that it ex-pects to (2) give girls a clear understanding of theirresponsibilities towards their children, their homes,and society, and (b) to satisfy prevailing educational needsthroughout the country. There is still considerable am-bivalence on the part of girls in Saudi Arabia as to whetheror not they want to opt for schoolin or domesticity,although many, many more young m vied women arecontinuing schodl If the opportunities ar cproferred in thejob market, this may be one of the keys of solution of un-fulfilled manpower needs. At present the curricula forgirls' education is strictly prescribed, with little latitude orvariance permitted, and the same is true of the jobsituation. To date there are only a handful of qualifiedSaudi women to fulfill teaching posts; most of these are oc-cupied by non-Saudis (Syrian, Lebanese, Sudanese, Egyp-tian, etc.) Nonetheless, in less than 10 years the programof public education has progressed from the first provisionsfor elementary education of girls to the opening of the

'Dodd. Peter C Family Honor and the Forces of Change in ArabSociety.' (New York Cambridge University Press -- International Jour.nal of Middle fast Studies. Volume 4, No l , January i')74)

99

Girls' College of Education in Riyadh, with a four-year un-dergraduate curriculum. As growing numbers of men ofthe Middle East become highly educated, many questionswill be posed regarding responsibilities and attitudes in-volved in a marriage partnership when the wife has at-tained or ended schooling at a junior high level or lower.

UNDER CONSTRUCTIONEvidence of the seriousness and intent of the develop-

ment of theeducational levelin tic .fiddle Eastern coun-tries is found in the portion on Education of the SecondFive Year Plan of Saudi Arabia, which is presently inoperation.; This ambitious undertaking reflects bothshort-term attainable goals, as well as long-range projec-tions, and includes every phase of the educative process.The almost total illiteracy of the Fifties has already beeneroded, although the undertaking is a task almost un-paralleled. The Saudi Minister of Education observed, "Adrop of water spilled on a rock is seen in its entirety; if youdrop it in the sea, it is not observed!"

Accounting of the Five Year Plan shows that many ofthe planned school enrollments are on target, but thecrunch is greatest with the requirements for adequately-prepared teachers. Prior to this time the concept of usingone group which has received a certain educational level tothen train in turn the level below, has been the most rapidexpedient for accommodating the growing numbers ofschooling-hungry Individuals. Adult education for bothmen and women is an area of intense interest, withtelevision, for example, just coming into use as an in-structive method. Summer campaigns for literacy trainingto nomadic and rural groups also figure prominently inplanning, as do health building techniques, and hot mealprograms. Cultural affairs and development of antiquitiesprograms are anticipated, and emphasis will continue onhigher educational levels for girls. While in this country weoften tend to feel that college attendance is a relativelysimple matter to accomplish, this concept and outlookhave not traditionally pervaded educational philsophy inthe Middle; East. Financial support in the form of pay-ments and housing allowance are available to enableeveryone who is able to become educated.

The planning, the development, the action_go on, un-daunted and unrelenting. Several members of the Saudfamily, Ministers of the Supreme Educational Council ofthe Kingdom, expressed concern that the needs of actionand decision making are so pressing that there is notadequate time to step'back to assess and evaluate. One ofthese men observed ruefully, "There are acute shortages ofeverything but money."

There are numerous logistical and infrastructureproblems, such as, for example, questions like: In outlyingareas of the country which should takepriority . . . building the schools, or building the roads toget to them? Or, could helicopters be used to convoy

'Refer to attached Statistical Summary of Education in Saudi Arabia

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students to school-1 And then, where can enough helicop-tcr pilots bc found to make such a proposal feasible? Thegreatest lack is manpower, and especially those trained togive middle or supporting services, to sustain theburgeoning growth in the pell-mell rush to modeinizeTraditionally, this kind of work has not been sought, as ithas not been respected, well paid, or socially edifying. Thisis- reflected in the educational options selected by the in-tellectual elite of the youth of the country; the first choiceis medicine; second-ranking is in theengincering fields.followed third by other choices in arts and sciences

These forces of growth, combined with planning for thefuture, while living in the present arc almost indescribablein their juxtaposition. It is admirable, breath-taking . . . in the sense of taking away one's breath,challenging to thc imagination, and poignant beyondwords to thc observer. In addition to some of the intangi-ble implications mentioned earlier, such sights meet theeye as a steel and glass office building towering above theport of Jiddah. In the harbor lay 160 vessels waiting to beunloaded, some of them threrc as long as four months . .

because of the lack of mens or manpower to unload them,and even though work continues 24 hours a day. InRiyadh, the old adobe fortresses and structures fromseveral centuries past arc giving way to products of moder-nity. Kuwait City has been the scene of bulldozing andabandonment, of replacements with high-rises andmodern villas. However, Kuwait's Science and NaturalHistory Museum opened in 1972 hopes to preserve some ofthe ancient heritage. It is thought that the desert nomadswill disappear entirely:is they are quickly becominganachronistic in this development. In some of the desert:\plains and countryside of Egypt and Jordan, life continues,unruffled by these currents of change in the midst.

'Shall the day ofpartIng bethe day of gathering?"The Prophet. Gibran.

In addition to meeting the needs of the academic careersof the many students of the countries we visited in theMiddle East, by improving and updating knowledge of ad-missions credentials, it can be very useful and meaningfulthat we, in the United States, insure a continuing andproductive experience for those students after their ac-ceptance and arrival. Our institutions and communititcsnccd to bc informed about, and responsive to (a) the per-sonal and societal needs of the individual student, both athome and abrool; (b) the functioning of this person in hisor her own country; (c) the kinds of goals this person hasset; (d) the reaction this individual makes to differentcultural stimuli; and lastly, the ways of finding solutions tothese crestions in a sensitive and helpful manner, as thestudent or scholar lives in an alien western environment.The presence of the large number of students who arcstudying in the United States is an unparalleled op-: xtunity for mutual interchange and development of in-formed and knowledgeable attitudes toward one another.

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These scholars and students who arc spending a part oftheir educational preparation in the United States can befar more instructive to natives of the United States than allof the information gleaned second-hand from such sourcesas books, newspapers, television, or other news media. Bysuch an ongoing interchange the participants can also laythe foundation for intercultural relationships contributingto world well-being on many levels, in the future ahead.

Some thoughtful consideration is being given by MiddleEastern educators to the practice of sending very young,undergraduate students out of their own countries forschooling before they have gained sufficient maturity intheir own cultures. Some of the factors of a more. "opensociety" in which marriage customs, for example, arc lessstructured, can cause serious confusion or trauma amongyoung students who arc already out of the sphere of ex-tended influence of a highly - structured familial system.Even though some students appear to adjust better to lifeand circumstances in another country when they arcyounger, this may cause .dissonance upon their return tothc homeland. It was the expression of several educatorsinterviewed that students-be sent out of their own coun-tries for an cxtcndcd stay only when they arc older andmore mature, so that their own cultural attributes may befurther inculcated.

Language learning and facility is foremost in con-fronting and solving adjustment problems in the transitionfrom one culture to another. Adequate preparation cannot be minimized, and a lengthy time in the process ofpreparation is often required. Many smaller schools, com-munities and programs offer the best means of assisting inthis kind of learning.

A second matter for very serious consideration is that oforientation. The immersion in the life and customs ofanother land can be broadening and strengthening, orbecome a continuing ordeal with little understanding orrapport developed. Fortunately, the outgoing, direct andhonest approach elicited from many of these students is avery, positive trait which can be dealt with on a like basis.As soon as possible it should be determined what kind oforientation, if any, the student has had, either before thedeparture from home, or upon initial arrival, by whom, orwith what agencies, so that necessary information can besupplied, or inaccuracies corrected, and a fruitful begin-ning made'. The use of a willing and informed group of hisown countrymen can be very valuable and helpful ininitial assistance, and also a sympathetic, experienced hostfamily, or an American student with the time and the in-terest. Feedback from the student is also a vital clement tomake sure what levels of understanding have actuallytaken place. A few of the institutions of higher learning inthe Middle Eastern countries do have orientation programsor seminars especially for the purpose of preparing thestudent for an overseas stay. Some of the staff of theseschools realize however, that the adjustment problemsmay be acute and cxtcndcd, and may make the differencein a successful academic undertaking.

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Actual on- the -scene culture shock can generally be corn-batted with careful preparation and prompt anion. It hasbeen suggested by one of the officials of 14 Saudi ArabianUnvicrsity (a graduate of one of our midwestern univer-sities) that the adjustment for Saudi students might bemade easier, and (in some cases) more successful if aprogram were devised to "tutor" the student in un-derstanding mores and accepted behaviour patterns on the"Amtrican scene." After some training and preparation,thisNould be accomplished by assigning each student oneoftKe following mentors to assist in thC initial few weeks ormonths: (a) an Americas girl; (b) an American hostfamily; (c) an American counterpart, who is willing andable to explain, for instance, what is involved in theAmerican social system . . . dating, some of Americans'regard for time, what constitutes a bit of the religiousbackground of the United States, a little of what the legalsystem entails in its workings, etc. Since some of thestudents have had little contact with the opposite sex, itcould be very useful, as one example, to explain that whenan American girl smiles directly at the student, it is not asign of immodesty, nor of any hidden meanings. and it isaccepted behaviour on every American campus' orstreet . . . but also very far from acceptable behaviour inthe student's homeland. Many other examples come to,mind.

In an extensive study of adjustment problems made forhis doctoral dissertation Abdulrahman Jammaz has ex-tracted some of the following information from his surveysampling of 400 (out of 921) Saudi Arabian students whowere enrolled through the United States in the winter of1972. The students responding to his questionnaire wcrcgraduate students between 21 and 30 years of age, 60% ofwhom were registered in the Humanities and Social Scien-ces. and who were supported by the Saudi government.

1.A large proportion of the group (62%) wcrc satisfiedwith actual physical, living conditions

2. Academic progress also rated a satisfactory response;several indices wcrc used, including expression andparticipation. 41% rated their satisfaction as

"great", while 40%- indicated "moderate" satisfac-tion. (Only 6.4% were totally dissatisfied, and12% recognized some slight progress.)

3.The matter of student-faculty relationships wasexamined. Because of the ingrained attitude ofrespect for elders in their home country, there wcrcsome difficulties in communication between thestudents and faculty.

4.Questions about leisure-time activities indicatedthat: 11% associated mostly with American studen-ts; 17% associated most frequently with foreign andother Arab students (excluding Saudis), while 33%associated almost exclusively with other Saudi?.

5.Rclationships with most Americans wcrc expressedto be satisfactory. But some caution or skepticismabout continuing, or more than superficial relation-ships sccmcd to be felt

6 Some experience with color or race discriminationwas encountered, cr., cerning culture, or religiousbackgrotind, althou:' 47% indicated that they hadriot experienced any form of discrimination.

7. Descriptions of the American public, outside theacademic community, ranged from "cold and un-friendly and unpleasant" to the other extreme, and62% indicated that the nature of their social contactswith Americans was to the extent of visiting them intheir homes and participating in their community -sponsored activities. 17% reported no relationshipswhatsoever with the American public outside thecollege or university community.

The author states: "A contributing factor ineasing the Saudi Arabian student's adjustment tothe new culture is deep and meaningful social con-tact with American families who have a sincere in-

terest in him,4nd who are willing to introduce theforeign student to the members of the family andacquaint him with community affairs.' ''

A warning rises from other illustrative material in-cluded in this section that formal and superficialcontact with Americans tend to make internationalstudents less satisfied with their relationships withthe American people.

8.In a self evaluation of their own individual ad-justment 66%, of the students "would recommendor advise that an intimate friend, or younger brothercome to the United States to study", while thebalance felt that adjustment problems in a strangeenvironment and system were too difficult orfrustrating.

9. Size of the institution of enrollment also seemed tobe a contributing factor, and the smaller college anduniversity sccmcd to bcttcr suit the needs of thesestudents, who wcrc bcttcr able to adjust in such asetting.

10.1n statistics relating to marital status, of significancewas the fact that married students whose:wives hadbeen left in Saudi Arabia sccmcd to have fewer ad-justments to make than those whose wives ac-

_

companicd their husbands.11. Fifty-seven percent of the students who wcrc study-

ing in the United States had been employed prior totheir arrival, and in most casts, this meant con-siderable loss of status or importance, adding fur-ther stress to these students.

What clearer directives could be outlined for drawingplans and implementing action than those taken fromsuch a summarization? Sufficient numbers of students andscholars have confronted this labyrinth previously to un-derstand its imperatives. The confusion of dwelling in the20th century can be profitably explored by the mutual el-

4 Jammaz, Abdulrahman, Saudi Strdesits it the United Stater A Studyof Their Adirstmeot Problems (Michigan Michigan State Unviersity,PhD , 1972. Educat.on higher )

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forts, of those who seek to learn, and adapt, and construct,and those who serve as teachers, counselors . .. and friends.The effects of changes in family circumstances or newsfrom home can seriously effect the emotional reactions andfunctioning of the Middle Eastern student, and should notbe minimized. Careful and sympathetic counseling is anecessity in times of stress for this individual. Groundworkshould be laid so that there is an openness and ability tocommunicate when there is a need

Without the experience of the discovery of the depthswhich lie below appearances, many erroneous findings aridconclusions can evolve, resulting in mistrust, isolation , andanger which can assume the defensive cloak of rejection.The close linkage between elemental fear and trust canbest be understood and interpreted in today's world by ex-tended cross-cultural exchange. And trust is implicit insending one's sons and daughters into the world of theunknown (Riding an unknown camel in a strange desertalso contains certain of the elements of trust . )

PEACE BE WITH YOUThe impact of this visit was of the highest order. The

may courtesies, unexpected kindnesses, the openness andsincerity which was always given in response to questions,the warmth and depth of those whom we met will linger inmemory always. For all of this, and more, there can neverbe enough gratitude. The final assessment for each of us isall part of our own mosaic of being and meaning. Some ofthe psychological, emotional, and physical reactions ex-perienced by each of us have been described by one of themembers of the Jordanian team, as he thought of themeaning of the Holy Land in the Middle East, when herecorded these words:

"To attempt to describe the scene standing on the veryspot where Moses had stood centuries ago, with the DeadSea to my left across the 100 mile valley of the River Jor-dan; Jerusalem straight ahead, perhaps 75 miles away, asdistinct as a few kilometers away; and Jericho to my rightalong with the Mount of Olives just beyond it, was over-whelming Suddenly, I felt that I had, in fact, made apilgrimage to the center of all Judeo - Christian tradition.To have walked just a few kilometers from Madaba to thishistoric site caused me to think about the fact that some ofthe same stones upon which I had walked were also walkedby Moses and his crowds, by Abraham and other biblicalfigures. And so, as I stood there soaking up all that therewas to take in, I found myself realizing once again thatrelations among people come down to the basics. Politics isonly a function of what people have in common, their ownself-dignity, their own pride, but more important than allof these, their own sense of history

And this is what I will take away with me more thananything else, as I leave the Middle East. Common toEgypt, Saudi Arabia, particularly Jordan and Lebanon aswell as other Arab countries, there is a tremendous sense ofhistory We in the United States have only a glimpse othistory and accomplishment, certainly one that we can he

94

1 t 4

proud of. However, we have only a minor portion of thetremendous sense of survival that I sensed common to allcountries in our short Middle East stay." .

We each learned more from this trip than can ever bedescribed; many rimes we drew upon the known facets ofour lives "at home" to draw comparison or, makeanalogies. Our perspectives and outlook have grown, and Ithink each member of the group is acutely aware of theeducational challenges and urgent needs to be met. Ourresponsibility to respond to the outreach of the peoplesand governments of the Middle East made to the peopleand resources of the-United States Must take precedenceover many other lesser tasks. This is a riod of almost in-conceivable growth and development in hich to provideessential 'educational services and resources 'to build thoseinvaluable human resources of the Middle Ear, and forthe benefit of all men's global interaction and funkre

BIBLIOGRAPHY

Geddes, Charles L.. Editor "Bibliographic Series"No. 1 Islam in Paperback (1969)No. 4 An Analytical Guide to the Bibliographies on theArabian Peninsula, (1974)No. 5 An Analytical Guide to the Bibliographies on theArab Fertile Crescent (1975)Denver: American Institute of Islamic Studies.

Hamad, Mohamed A.. The Educational System and Plan-ning for Manpower Development in Saudi Arabia.Indiana: Indiana University, PhD., 1973.

Jammaz, Abdulrahman. Saudi Students, in the UnitedStates: A Study of Their Adjustment Problems. Michi-gan: Michigan State Unviersity, PhD., 1972.

Parker, Orin. "Cultural Clues to the Middle EasternStudent." Washington, D.C.: AFME, (AmericanFriends of the Middle East, Inc.), 1976. (Copies avail-able for $2.00) .

Patai, Raphael. The Arab Mind. New York: Scribner's,1973.

dePlanhol, Xavier The World of Islam. New York: Cor-nell University Press, 1959.

Polk, William R, The United States and the Arab World.Cambridge. Harvard University Press, 1965..

Polk, William R. & William J. Mares. Passing Brave. NewYork: Random House, 1974.

,

Walpole Norman, et al Area Handbook for Saud:Arabia. Washington, DC US Government Print-ing Office, 1971.

PeriodicalsThe folowing references with selected issues dealing

with the subject matter were utilized.

a

1 ) 3

The Christian Science Monitor. Boston, MassachusettsInternational Journal of Middle East Studies New Yorkand London, Cambridge University Press.The National Geographic, National Geographic SocietyWashington, D.C.The New York Times New York, New York.

95

The

follo

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ters

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ters

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2.

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gree

s =

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01, M

aste

rs =

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°Bac

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gree

s =

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58, M

aste

rs =

1,4

44.

w) A

'Bac

helo

r de

gree

s =

12,

390,

Mas

ters

= 3

88, P

h.D

.'s =

2t.-

--"B

ache

lor

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2, M

aste

rs =

2,0

05, P

h.D

.'s =

29.

APPENDIX A

WORKSHOP STAFF

Project DirectorRobert). HeftingAssistant Dean for Graduate & InternationalAdmissionsUniversity of ColoradoBoulder, Colorado

Admit:turas:ye DirectorRobert HanniganDean of Student ServicesUniversity of ArkansasFayetteville, Arkansas

Report EditorFrank) MolekAssociate Director of AdmissionsGeorgetown UniversityWashington, D C

WORKSHOP PARTICIPANTS

Caroline AldrichAssociate Director of AdmissionsCalifornia State University, 011(0Chico, California

Allison BirrellGraduate Admissions CounselorWayne State UniversityDetroit, Mit higan

Dona Bred-len( kAdmissions Administrative AssistantUniversity of CaliforniaBerkeley, California

George BrooksDirector, International EducationUniversity of Northern ColoradoGreeley, Colorado

Kathleen BnisickInternational Student CounselorMontgomery County Community CollegeRockville, Maryland

Lynne CampAssistant Director, Graduate and Professional AdmissionsRutgers UniversityNew Brunswick, New Jersey

9$

106

Pete DeLucaDire( tor of AdmissionsTrinidad State Junior CollegeTrinidad. Colorado

Dorothy DeM illerAssistant Foreign Student Admissions OfficerUniversity of Arizona'Tic son. Arizona

Walter Dowdy, JrDirector of Special ProgramsKalamazoo Valley Community CollegeKalamazoo, Michigan

Richard ElkinsDire( tor of AdmissionsKansas State UniversityManhattan; Kansas

Claudine Fisher. ObserverAssociate Dire( tor of Admissions and RecordsColorado State UniversityFort Collins. Colorado

Sari HalaszDirector. Graduate AdmissionsUniversity of California, Los AngelesLos Angeles, CalifOrnia

Eunice HoffmanStudent Admissions ExaminerUniversity of WisconsinMadisonMadison, Wisconsin

Gary HopkinsInternational Student Admissions OfficerUniversity of DelawareNewark, Delaware

Hattie Jarmon, ObrerverEducational SpecialistAcademic Advisory ServicesOffice of International Training, AIDWashington, D C

Johnny JohnsonDirector, Graduate AdmissionsUniversity of KentuckyLexington, Kentucky

Max LaGroneAssistant Director of AdmissionsUniversity of TexasAustin, Texas

Josephine LeoDirector. International Film .it ion Serviie%University of Mary LindCollege Park. Maryland

Marguerite MarksAdmissions ()filter. Foreign StudentsPortland State UniversityPortland, Oregon

Duchess MillsForeign Student AdvisorMidlands Technical CollegeColumbia, South.Carolina

James RemillardAssistant Director for Foreign AdmissionsState University of New YorkBuffalo, New York

Inez Sepmeyer, ObserverAdministrative Services Officer. Admissions OfficeUniversity of CaliforniaLos Angeles, California

Maria SimpsonAssistant Director of AdmissionsIowa State UniversityAmes, Iowa

Ronald Thomas IliDirector of Foreign AdmissionsSouthern Illinois UniversityCarbondale, Illinois

Lee Thompson, ObserverNAFSA Community Section Chairperson-ElectBoulder, Colorado

Diane WoodOffice of Undergraduate AdmissionsUniversity of MichiganAnn Arbor, Michigan

October 17October 18

APPENDIX BCOUNTRY VISITS

EGYPT

AFME OfficeOreintation LectureAssociation of Arab UnivesitiesDiscussion

October 19October 20

October 21

October 22

Ot tober 23

Ministry of EducationSupreme Council of UniversitiesMinistry of Higher Education. Foreign

Cultural RelationsCairo UnviersityMinistry of EducationThe National Council for Education, Scien-tific Research & TechnologyAssiut UnviersityAssiut UnviersityPort Said School, Zamalek (private,language, co-educational school)Ain Shams Unviersity, Faculty of EducationFaculty of Technology, Matareya

October 26 Helwan UnviersityAin Shams Unviersity, Office of the

PresidentMinistry of Education:

Curriculum affairsExaminations AffairsPrimary Teachers Education

VisitTeachers education primary schoolfor girls, Aggassia

October 27 University of AlexandriaMinistry of Education:

Preparatory EducationVocational Education

Vist a preparatory schoolVisit a vocational school

October 28 Ministry of Education:Secondary Education

Higher Institue of Technology, ShobraAmerican Unviersity of Cairo

October 29 Al -Azhar UnviersityMinistry of EducationVisit a primary schoolHigher Institute of Technology, HelwanHigher Institue of Social Work, GardenCityHigher Institute of Social Work, GardenCityHigher Institute of Physical Education(girls)The National Council for Education, Scien-tific Research & Techhology

October 19

October 20October 21October 22

r, October 23October 24

10?

JORDANAmerican Friends of the Middle East OfficeMeeting Tour ofJerashUniversity of Jordan, Office of the PresidentMeeting with Nadia Helou, AFME, BeirutAmerican Center (USIS)lecture and

discussion with Ministry of Education Of-ficialsPetraAqaba and Amman

99

O. tuber 25

October 26

October 27

UNRW A Amman Training CenterUMRWA Wadi Seer Vocational TrainingCenterMinistry of Education (Teacher Training)United States EmbassyUNRWA Educational Development CenterUNRWA preparatory schoolUniversity of JordandiscussionMttlistry of EducationGovernment Secondary SchoolVocational Training School

KUWAITtober 20 Ministry of Education specialized

meetings with the Department of Elemen-tary Education, Secondary Education.Primary Education, Planning andCurriculum

October 21 Tour of boy's secondary school and a girl'ssecondary school - meeting with all principals

and review of science facilities and

classrooms

October 22 Prepared in-country research on secondaryschool visitationMinistry of Educationindividual teammembers visited specific departments:Teacher Training Institute, Curriculum andExaminations DepartmentPrivate School VisitsPrimary ant-intermediate school visitsTechnical Institutevisit

October 24 In-country research for ReportOctober 25 Kuwait Universityvisit with Secretary

GeneralOctober 26 Special Education instructors meeting

and tour of facilitiesOctober 27 Kuwait University-tourof research facilities,

meeting with Rector, Deans, representativesof the Ministry of Education

October 23

SAUDI ARABIA

October 20 University of Riyadh-DiscussionsRegistrar and Admissions Office

October 21 Visit to College of Engineering and Collegeof Education, Vice Rector's Office, Univer-sity of RiyadhVisit to Girls Education Administration andData Center, Ministry of Education

October 22 Visit to Institute of Public Administration,the Islamic University of Imam MuhammadIbn Sa'ud, the Girls CollegeMeetings with representatives of the EnglishLanguage Ccntcr and the U S.-SaudiArabian Joint Commission on EconomicCooperation

October 23 Team divided: six persons to Dhahran, fourto Jeddah

100

October 24 Work session on Report

October 25 Jeddah group met with representatives ofKing Abdulaziz University, visited ModelVocational School and Al-Thaghr ModelSchoolsDhahran group met with representatives ofthe University of Petroleum and Minerals

October 26 Jeddah group returned to King AbdulazizUniversityDhahran group met with representatives ofthe King Faisal University

October 27 Ministry of EducationdiscussionOctober 28 VisitRoyal Technical Institute, the

Assima Model Institute and the Com-prehensive School in RiyadhMet tings with Ministry of Education

APPENDIX CCOUNTRY PRESENTATIONSCAIRO

EGYPT DAY IN CAIRO

IntroductionBackground/HistoryPrimary/Secondary EducationTeacher EducationHigher EducationHigher EducationPlacement Recommendations

S. HalaszJ. Leo

D. WoodG. Brooks

J. RemillardR. Elkins

S. Halasz/J. Leo

JORDAN DAY IN CAIRO

Introduction A. BirrellBackground on Educational Development D. BretherickElementary and Secondary Education M. SimpsonVocational/Technical Education P. DeLuca

Teacher Training P. DeLuca

Higher Education L. Camp

Placement Recommendations P. DeLuca

KUWAIT DAY IN CAIRO

Introduction/Overview ofKuwait Educational System

HistoryPrimary/Elementary EducationPublic Secondary EducationPrivate SchoolsTechnical EducationTeacher TrainingKuwait UniversityPlacement Recommendations

108

R. ThomasW. Dowdy

R. HanniganD, DeMiller

C. AldrichW. DowdyR. ThomasC. AldrichR. Thomas

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, Japan, Philippines, Taiwan).Editor, Lee Wilcox

1968 Report of the Training Workshop on the Evaluation of Asian Educational Credentials (Vietnam, Laos, Cam-bodia, Thailand, Indonesi.i. Korea). Editor, Richard Dremuk.

1969 The Admission and Placemeni of Students from Latin America A Workshop Report (Brazil, Central America,Colombia, Venezuela). Editor, Lee Wilcox

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

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

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

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

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

1974 The Admiroon and Academic Placement of Studentr from Selected Countner of Scandinavia A WorkshopReport (Denmark, Finland. Norway and Sweden) 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 ofthe U.S Office of Education, Washington, D C , and are available on microfiche.

109