The Tensioned Nature of Curriculum Reform: What the Kingdom of Saudi Arabia Can Learn from the Experience of Others?

Brendan Mitchell,Abdulrahman Alfuraih

doi:10.5901/jesr.2016.v6n3p93

Abstract

This paper examines the tensioned nature of curriculum intent and reform or re-energization with a particular focus on English language teaching and learning. The paper presents recent examples of referenced examples of English language curriculum reform projects in South Korea, Malaysia, Indonesia and the Gulf Cooperation Council Countries which the Kingdom of Saudi Arabia can draw upon in its continued and imperative education reform initiatives. In addition to discussing the (English language) curriculum reform efforts of the aforementioned countries and region the tensions associated with the reforms are investigated and reported. The paper highlights the critical relationship between both professional development for teachers and school leadership support and curriculum reform which are the variables to achieving curriculum reform success. Successful curriculum reform is necessary for the Kingdom of Saudi Arabia (and Arab nations in general) to recognize economic and development goals and move away from an economy solely reliant on oil revenues. DOI: 10.5901/jesr.2016.v6n3p93

Highlights

This paper presents recent examples of referenced events that are used to demonstrate the tensions that exist in curriculum intent and reform or re-energization with a particular focus on English language teaching and learning
The methodology followed enabled the primary question of this paper, “The Tensioned Nature of Curriculum Reform: What the Kingdom of Saudi Arabia Can Learn from the Experience of Others?” to be explored and highlighted in the conclusion that while models of other countries could be followed there will be significant tensions associated with the reform efforts
The report provides comparative data on employment, education development indexes and literacy rates all of which did not bode well for Gulf Cooperation Council Countries and, in particular, the Kingdom of Saudi Arabia. Countries such as Singapore and South Korea have been suggested as curriculum reform models that could be replicated or adapted due to their success and their rapid ascendance across education indexes because of improved student performance on international testing assessments such as The Program for International Student Assessment (PISA) and The Trends in International Mathematics and Science Study (TIMMSS)

Summary

Introduction

This paper presents recent examples of referenced events that are used to demonstrate the tensions that exist in curriculum intent and reform or re-energization with a particular focus on English language teaching and learning. The paper highlights examples of conflicting national imperatives, especially, in religion and economics, come to the foreground in the decision-making level around curriculum priorities This inherent reference to tensions is evident in Pinar, W. Al-Farabi goes onto say, “The goal of education is to lead the individual to perfection since the human being was created for this purpose, and the goal of humanity’s existence in this world is to attain happiness, which is the highest perfection—the absolute good” (Al-Talbi, 1993, p.2) It demonstrated Al-Farabi’s contribution to understanding both traditional and contemporary educational philosophies and the tensions associated with tradition, especially the religious foundations of Islam and the contemporary economic aspirations for a nation. As curriculum and associated reform activities progress the paper will provide a reference point for further in depth studies on both reform activity development and its successes

Methodology

The Asian Experience

The Gulf Cooperation Council Countries

Interdependence Between Curriculum Reform and Teachers’ Skill

Conclusion