credential evaluation: saudi arabia

Page Admissions wRAP Up - February 2007

Admissions Coordinator Update By Marybeth Gruenewald Happy New Year to all of you. Recently, your RAP Team members met in Washington D.C. for NAFSA Winter Leadership Meetings. During the course of the weekend, we examined our completed tasks for 2006 and created a new work plan for 2007. A number of our RAP team members rotated off the team at the of December 2006. Our new team members as of January2007 are: • Admissions and Credential Evaluation Network Manager: Wade Bird

from Seattle University ([email protected]) • Overseas Educational Advising Network Manager: Mardi Klein from

Emerson College ([email protected]) • English Language Training & Administration Coordinator: Kelly Franklin

of Maryville College ([email protected]) • English Language Training & Administration Network Manager: William

Fish of the Washington International Education Council ([email protected])

• Sponsored Program Administration Coordinator: Christopher Bramwell

of AMIDEAST ([email protected]) • Information Management Coordinator: John Eriksen of Bryant

University ([email protected]) • Marketing and Recruitment Network Manager: Cheryl Darrup-Boychuck

of usjournal.com ([email protected]) I urge you to visit the Recruitment, Admissions, & Preparation Knowledge Community at http://www.nafsa.org/knowledge_community_network.sec/recruitment_admissions. Sign up for the networks that interest you and take advantage of the resources available. Please email your RAP Team members if you have ideas for publications, training programs, or RAP hot issues of major importance to you. Your RAP representative to the Annual Conference Committee for 2008 (to be held in Washington D.C.) is Nancy Katz, our current Admissions wRAP-UP Credential Section Editor. She will have a busy year ahead filled with RAP conference subcommittee meetings, deadlines, and session & workshop proposals to review. This is her last wRAP-UP newsletter as an editor. After this issue, our Credentials Section will have two new

Volume 4, Issue 1

February 2007

I N S I D E T H I S I S S U E :

Editor’s Rap 3

Saudi Educational System

5

Saudi Perspective on Studying in America

20

The Saudi Scholarship Program

22

The View from Out Here

264

Letter to the Editor 28

Credentials Evaluation: Saudi Arabia

31

A D M I S S I O N S W R A P U P A N E W S L E T T E R F O R T H O S E I N T E R E S T E D I N I N T E R N A T I O N A L A D M I S S I O N S A N D R E C R U I T I N G

NAFSA: ASSOCIATION OF INTERNATIONAL EDUCATORS

Featured credentials evaluation in this

issue:

Saudi Arabia

This publication has been developed by

NAFSA members for use by their colleagues.

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reproduced without written permission from

NAFSA: Association of International

Educators.

The opinions expressed in Admissions wRap

Up solely reflect those of the authors and

do not necessarily reflect those of NAFSA:

Association of International Educators.

Admissions wRap Up and NAFSA neither

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accuracy of content and/or opinions

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Admissions wRAP Up - February 2007

overseas educational advisor with a U.S. counterpart. In advance of the upcoming conference in Minneapolis, we are asking for volunteers from the United States to partner with an overseas advisor. About one month before the conference, the overseas advisor will email their Embassy/Country Fair handouts to their U.S. partner. The advisor will limit their Country Fair handouts to a few pages, and the U.S. partner will have copies made of the handout. Each advisor and his or her U.S. partner can decide on the number of copies to be made as well as where to meet to make the exchange before the Fair. It will be easy for the U.S. partners to have the photocopying done, and then send the handouts to their conference hotel. Most importantly, it will cut down on the photocopying expenses that Overseas Advisors have in advance of the conference. If you want to volunteer, please send a brief email to RAP’s Admissions Coordinator, Marybeth Gruenewald ([email protected]) with the words A FAIR ALLIANCE in the email subject line. Marybeth Gruenewald is the Admissions Coordinator for the Recruitment, Admission and Preparation Knowledge Community

volunteers: the Credential Editor will be Peggy Bell Hendrickson of the University of North Texas, and her partner as Document Specialist will be Emily Tse of International Education Research Foundation, Inc. (IERF). We extend our thanks to Nancy for all of her hard work during these last few years. Nancy, you have helped the wRAP-Up newsletter become one of the top downloads on the NAFSA website. We welcome Peggy and Emily to the newsletter team! A Fair Alliance Many of you attend the NAFSA annual national conference and are able to meet our EducationUSA Advisors at the Embassy/Country Fair. This fair is a great opportunity to pick up resources from the overseas advisor, including lists of recognized higher educational institutions, educational ladders, overviews of educational credentials, etc., which we can take back to our offices and immediately use to help us in our admissions and credential evaluation decisions. The overseas advisors come from near and far, and this travel can be a huge expense for them. They work in offices with small budgets and large demands. The NAFSA national RAP team has created a partnership opportunity for United States institutions, credential evaluation organizations, campus recruiters, and other interested groups. A Fair Alliance will partner an

(Admissions Coordinator - continued from page 1)


senders” in those years? Were they external or internal factors? Did we have any control over the matter or did we just take what we could get? Are these kinds of data useful in helping us understand future-oriented trends or do they just provide us with an ex post facto view? Let’s take the case of Iran. For many years, Iran was one of the top sending countries of students to the US. In 1979-80, it was #1 with 51,310 students studying in the US; by 1984-85 the number was down to 16,640 (#6); ten years after being at the zenith, Iran had 7,440 students in the US and today (2005-06) it’s down to 2,420 (#42). Why was it the #1 sending country for a number of years? And why did it drop off of our map so suddenly and precipitously? While it’s dangerous to say that any one factor is the cause for an outcome, in the case of Iran it can be argued that both the rise and decline of the number of Iranian students coming to study in the US was closely linked to the political and diplomatic relationship between Iran and the US. Prior to 1979, the US and Iran were close allies. In 1979, the Iran Hostage Crisis occurred (in which Americans were taken hostage and held for 444 days before being released) and diplomatic relations were severed. So in 1979 – 1980, in the case of Iran, it probably was not rocket science for any US school to predict that the number of Iranians coming to the US for study would drop precipitously. Let’s take a look at China. Could we have predicted back in the early 1980s (when Chinese enrollment at schools in the US was less than 5,000) that China would be the #1 sending country by the early 1990s and hit a high enrollment of nearly 65,000 in 2002-03 (a growth of more than 13-fold)? Could we have looked at the political situation and diplomatic relationships with the US? Perhaps, but it would have proved a bit tricky. We had a warming of relations in the early 1980s followed by a cooling after the events at Tiananmen Square and followed again by a gradual warming. Maybe the 1991 bid for hosting the 2000 Olympics in which China came in second (with only two votes shy of first-place Sydney) was an early indicator of a new openness and potential for growth in student mobility. Or maybe China’s interest in joining the General Agreement on Tariffs and Trade (GATT) and the

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Editor’s Rap By Steven Shaw, University at Buffalo The other day, I received a call from a colleague asking if I knew of some magic formula to predict where the next wave of international students would be coming from or if there was at least some way to identify where to invest scarce recruitment dollars. As you can probably guess, we came to the obvious conclusion that there is not a “magic formula” and that maybe the most we can hope for is to figure out which resources and tools might best help us with the latter question. This concern about understanding our international student markets and our market shares is not an idle one. With increased global competition and greater student choice, few schools can sit back and say, “Well, if it shrinks there, we’ll probably see the numbers made up from somewhere else.” If we take that approach, we risk losing students. Institutions need to plan ahead, understand global markets and wisely invest recruitment dollars. This requires that we understand our primary markets, secondary markets, and “diversity” or “fringe” markets. You don’t have to look very far back in our history to observe the phenomenal growth of international student enrollments in the US and how quickly the order of the “sending countries” can change. What was once a primary market can quickly become a fringe market. I’m sure you can probably name the top five countries of origin (“sending countries”) of international students to the US for 2005-06 (India, China, Korea, Japan and Canada, in case you’ve forgotten). But what about from 1994? Or 1982? Or 1973? Give it a try – no cheating, but you can check at the end of this article for the answers. (Source: Institute of International Education’s “Open Doors” annual reports) Okay – so you looked. Me, too (and truth be told, I feel good if I can remember the order from a couple of years ago let alone a couple of decades ago). As we engage in this little memory exercise, I’d like us to consider the following. What factors contributed to those countries being “top


again. In the meantime, keep your eyes and ears open, keep up with current events around the world, and network with your peers and colleagues, both in the US and abroad.

Steven Shaw is the editor of Admissions wRAP Up. In his free time, he is the Director of International Admissions at the University at Buffalo (New York)

World Trade Organization (WTO) first expressed in the mid-1980s would have been a strong indicator. Or could China’s 1978 decision to reform its national economic policy have been a key indicator? You can see that the art of predicting is tricky at best and maybe really undoable for the average international admissions officer. Maybe we cannot predict how student mobility trends to the US will change. Or, it may be that we observe the too late to say we predicted it. But I think we do have access to a basket of resources and tools that, if we are mindful and aware, will help us see what’s going on around us and maybe, just maybe, be more informed about what’s coming our way. At the very least, it will be useful to be aware of:

• Political situations and diplomatic relationships

• Economic trends and what those might mean for import service sectors

• “Gatekeeper” trends (for example, the numbers of test takers for TOEFL, GRE, and GMAT; the number of student visas issues and denied)

• Changes in the educational systems of other countries (for example, the rapid expansion of access in China, the slow and uneven expansion of access in India, Koreans’ general dissatisfaction with education in Korea, the impact of the Bologna Accord on European education)

• “Soft diplomacy” efforts by the US and other countries

• Perceptions of others about the US I doubt that we’ll ever reach the point where any one of these indicators will serve as THE predictor of international student markets; it will more likely be some complex combination and interaction of these and other factors. Will Saudi Arabia be the next “hot” market because of its scholarship programs or will the regional political situation drive down enrollments? Will it be one of the Commonwealth of Independent States, such as, Azerbaijan, Kazakhstan, Kyrgyzstan, Turkmenistan or Uzbekistan with their new oil and gas money? Maybe Vietnam? An African or Latin American country? Check back in ten years when we play the “Can you name the top five sending countries?” game

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Answers: Top Five Sending Countries to the US 1994: China, Japan, Taiwan, India, Korea 1982: Iran, Taiwan, Nigeria, Canada, Japan 1973: India, Hong Kong, Canada, Taiwan, Iran

Source: IIE Open Doors reports


The Kingdom of Saudi Arabia’s Educational System By Peggy Bell Hendrickson, University of North Texas Background Information The Kingdom of Saudi Arabia comprises almost 80% of the Arabian Peninsula, or approximately one-fourth the size of the United States. Located in the southwest corner of Asia, Saudi Arabia is at the crossroads of Asia, Africa, and Europe. Desert covers more than half of the 2.25 million square kilometers of the country which is divided into 13 provinces. Saudi Arabia’s western coast features a coastal plain with a mountain range running parallel to the Red Sea. The mountains in the west are rich in minerals and limestone while the eastern region enjoys rich reservoirs of oil. Image taken from: http://www.the-saudi.net/saudi-arabia/images/map.JPG Religion and economic development strongly influence the education system of the Kingdom of Saudi Arabia. Like many nations, the first schools were established primarily as a way of educating a religious populous, but colleges teaching math and languages began as early as the mid-1800s. Formal education began in earnest in 1925 with the establishment of the General Education Management Center. In 1932, the Kingdom created a free, public system of education from kindergarten to university studies; it was followed by a private school system a decade later and extensive

public schooling in the mid-1950s. Increases in government funding dramatically affected higher education in the 1980s; university enrollment increased 95% during that time. Female students are admitted to education with the same standards as males, and they follow the same school curriculum. However, their participation in all aspects of education is completely separate from male students, and they were not always given the same opportunities for education. Formal education for girls and women began as a result of appeals from middle-class men to the government so they could marry educated Saudi women. Women were first admitted to universities in 1961, and the first government school for girls was built shortly thereafter. In 1970, more than three times as many male students were enrolled in education in Saudi Arabia; as of 2000, the numbers were almost equal between the sexes. Until 2003, the General Presidency for Girl’s Education supervised primary and secondary education for girls, and the Ministry of Education oversaw the education of boys; now they are combined. The number of female graduates from Saudi universities has grown at an average rate of 2.5 times that of male graduates in recent years since drop-out rates are much higher for boys and men than for girls and women. To promote girl’s education and training, two female assistant deputies have been appointed at the General Establishment of Technical Education and Vocational Training, billions in Saudi Riyals have been earmarked for female technical colleges and training institutes, and the Ministry of Labor is creating 200,000 jobs for women. The 1970s saw rapid industrialization with the discovery of oil in the Kingdom, and the Ministry of Higher Education was created in 1975 to address the increased need for a skilled and educated labor force. During the late 1970s and 1980s, tens of thousands of Saudi Arabian students studied in the USA, many on government scholarships. In 2004, foreign investors were allowed into the private education market, and the Ministry of Education began its 10 year reform plan to correspond with the 25 year reform of higher education scheduled to start in 2007. The 2006 population of Saudi Arabia approximates 24.5 million, and it is expected to double by 2050.



The government also estimates that between 7 and 9 million guest workers reside in Saudi Arabia, holding positions in oil, financial, managerial, engineering, and scientific sectors. A major goal of the government is to increase “Saudization”, or the development of the workforce in the Kingdom by replacing foreign guest workers with Saudi nationals of both sexes. Some of the expected changes to all levels of the education system articulate with this need to fill Saudi jobs with Saudi graduates at the secondary and tertiary levels, but that will involve minimizing the differences between skills taught in schools and skills needed in the workforce. Saudi Arabia has identified a major disconnect between higher education academic programs and the needs of the labor market with a flood of liberal arts graduates and a dearth in scientific and engineering fields. In the next five years, it is estimated that the General Establishment of Technical Education and Vocational Training and the private sector will train 500,000 Saudis for the job market. The Saudi education system has faced many challenges over the last several decades, primarily as a result of the ever-increasing numbers of students and rising technological needs for educating and training them for the workforce. Demographic data about Saudi Arabia highlights the emergency faced by the education structure: 60 percent of Saudi Arabia’s population is under the age of 18, the median age of a Saudi national is 21, and almost one third of the students who graduate from secondary school are unable to enter any level of higher education. Clearly, the country’s education system has reached critical mass. Education is free at all levels but is not compulsory at this time for any of its 4.7 million primary and secondary students as well as almost one million students in higher education. The public education system provides students with free education, books, and health services. University students also receive financial assistance and free housing. In addition, female students are often provided with free transportation. The priority given to education for all is reflected in the rapidly increasing budgetary allocations for the education sector. According to Arab News, more than a quarter of the Kingdom’s $23.3 billion 2006 education budget has been dedicated to increasing scholarships and creating

(Saudi Arabia - continued from page 5) new schools at all levels; higher education has been listed as one of the Kingdom’s top priorities. In just the last few years, three new public universities have been approved and still others have been created through mergers, and other higher education institutions in the technical sector have also been created or approved. The budget increases will also go towards increasing the capacity of current schools, increasing the number of primary or secondary schools by almost 50%, building dozens more technical colleges, and opening a hundred vocational training centers. In addition, the Ministry of Higher Education has announced that, for the first time, foreign universities may open campuses in the Kingdom. As of February 2006, 44 international universities had applied for licenses to operate in Saudi Arabia. The Ministry of Higher Education and the Saudi Arabian Cultural Mission began a new scholarship program in 2005 to provide scholarships for 15,000-17,000 students to study abroad during the last half of the decade. Most students are going abroad to the US and Canada, but they are also looking increasingly towards the East. In addition, other scholarship programs have been made available through schools and private companies for students to study in Saudi Arabia. Most of these scholarship programs include tuition, room and board, transportation, and stipends for spouses and children. The high expense involved in sending students abroad is one of many reasons the Kingdom needs to expand its own educational offerings. These recent changes allude to the overtaxed nature of the Saudi education system. In June 2005, 230,000 graduates completed secondary education, but only 155,000 of them were able to enter tertiary education programs of any level. That means that 75,000 Saudi high school graduates were unable to further their education, which would lead to better jobs and increasing the stability and economy of Saudi Arabia. The Kingdom of Saudi Arabia has recognized that its education infrastructure and capacity are limited which explains the scholarship programs for studying abroad as well as the aggressive building campaign for local schools and the enthusiasm for private and foreign institutions



Education Bodies Education is overseen by a network of ministries and government offices that work together to create an educated citizenry. The Higher Commission for Education Policy and the Higher Education Council merged in 2004 to form the Supreme Education Council to increase education standards and consistency. The Supreme Education Council administers and reviews the higher education system, regardless of the immediate supervising body. The following supervising bodies administer education in the Kingdom of Saudi Arabia: Ministry of Education The Ministry of Education oversees the education of male and female students from pre-school until they graduate secondary school. In addition, the MOE also governs the curriculum and development of teacher training and women’s colleges at the tertiary level. Ministry of Higher Education The Ministry of Higher Education is responsible for the public and private universities and colleges throughout the Kingdom. General Establishment of Technical Education and Vocational Training (GOTEVOT) GOTEVOT supervises the technical and vocational programs in the Kingdom of Saudi Arabia at both the secondary and tertiary levels. Previously run by the Ministry of Labor and Social Affairs and the Ministry of Education, respectively, training centers and technical institutes were transferred to GOTEVOT. GOTEVOT supervises three training levels: vocational training, secondary technical education, and higher technical education. In addition to public secondary and tertiary technical schools, almost 500 private institutions at both levels fall under the purview of GOTEVOT, all of which must have their curriculum approved by GOTEVOT. In 2005, the Kingdom and Britain signed an agreement that provides international accreditation to vocational training through GOTEVOT and the British Council. As a result, GOTEVOT graduates can receive UK certificates and diplomas through Edexcel International and City and Guilds in addition to GOTEVOT certificates. Ministry of Civil Service The Ministry of Civil Service oversees the Institute of Public Administration, funded by the

(Saudi Arabia - continued from page 6) Saudi government to maintain the public administration system of the country. Ministry of Health and the Saudi Commission for Health Specialties The Ministry of Health supervises and approves 21 public institutes and 25 intermediate health colleges and as well as the King Fahd Medical City Faculty of Medicine. The Saudi Commission for Health Specialties supervises an additional 71 private health institutes. In 2003, the Saudi Commission for Health Specialties took over the supervision of private health training from GOTEVOT. Ministry of Defense and Aviation The Ministry of Defense and Aviation administers education through military secondary schools, academies, institutes and training centers, and military medical colleges and universities. In particular, the Ministry of Defense and Aviation manages the Military Medical College of Health Sciences, King Fahd Health University, and other military academies and schools. Ministry of Interior The Ministry of Interior oversees the education offered through Naif Arab University for Security Services and King Fahd Security College. Royal Commission for Jubail and Yanbu To create a skilled labor force of Saudi nationals in Jubail and Yanbu, the Royal Commission built schools that provide a religious and technical education environment for children as well as for adults. Specifically, the Royal Commission created the Industrial Colleges in Al-Jubail and Yanbu. Private Institutions Private institutions exist at all levels and receive governmental funding and administrative support; their numbers have increased dramatically in the last decade as the Kingdom seeks to expand educational opportunities for its citizens. Regulations for education allow private establishments and welfare organizations to create private institutions that are on par with state institutions at all levels of education from primary education to universities. The state supervises private institutions in the same way it supervises public schools: at the primary and secondary level, private institutions are supervised by the Ministry of Education while technical and vocational schools are supervised by GOTEVOT. Private universities and colleges



are supervised by the Ministry of Higher Education unless otherwise noted. The Ministry of Education's General Directorate of Private Education is responsible for the supervision, follow-up, and planning of the Private Education Departments at the level of primary and secondary education. For primary education, one of the Ministry's goals is evaluating the private sector to maintain equity and balance between the private and state schools. Higher education institutions in the private sector are monitored by the appropriate supervising body. To ensure consistency during this rapid expansion of higher education, in 2005, the Kingdom established the National Council for Academic Assessment and Accreditation for accrediting post-secondary schools. The commission is responsible for accrediting new programs and new institutions of higher education as well as periodic evaluation of the academic performance of existing higher education institutions. This includes revision of academic programs, publishing accreditation information, creating and maintaining degree level standards, and establishing benchmarks for quality during those periodic evaluations. After institutions have been granted full accreditation by the committee they will be expected to complete an evaluation once every five years and an external peer review conducted by the Commission. Primary and Secondary Education Structure Primary and secondary education in Saudi Arabia follows a 6+3+3 pattern seen in many parts of the world. Through new initiatives and additional financial support, the Kingdom is attempting to increase its enrollment in preschool programs, but the numbers of enrollments are limited. Public awareness programs are being implemented to encourage families to prepare their children for the school environment by sending them to pre-school, but currently few take advantage of this opportunity. While education is currently not compulsory in Saudi Arabia, support from the government has tremendously increased enrollments in primary and secondary education in the last 20 years. Currently, Saudi Arabia operates almost 4,000 public secondary schools and almost 1,000 more private secondary schools to hold its nearly 300,000 secondary school students. Licenses for opening private primary and secondary institutions are granted only to Saudi citizens,

(Saudi Arabia — continued from page 7) and these primary and secondary private schools have no responsibility to grant completion certificates at any stage of education. However, state supervision of private schools ensures a level equal to that of governmental schools. In 2001, the National Center of Assessment in Higher Education (NCAHE) began developing standardizing testing for entrance to higher education institutions. Working in conjunction with ETS, the center administers aptitude tests for colleges, universities, and training departments, and an English Language proficiency test is being developed. Primary Education (Six years; Ages 6-12) Primary education in the Kingdom of Saudi Arabia begins at age six and runs for six years. This level of education creates a base in language, history, math, Islamic studies, and geography for both boys and girls, but girls also study home economics while boys study physical education. Schools are not co-educational. Leaving Certificate: Shahadat Al Maddaaris Al ‘ibtidaa’iyyah (Elementary School Certificate) Intermediate Education (Three Years; Ages 12-15) Intermediate schooling lasts three years, from ages 12 to 15. Intermediate studies continue the same curriculum that students began during their primary education. Boys and girls continue to follow separate paths regarding physical and home economic education. Leaving Certificate: Shahadt Al-Kafa’at Al-Mutawassita (Intermediate Education Certificate) Secondary Education (Three Years; Ages 15-18) General Secondary Education. General secondary school studies begin following the curriculum of primary and intermediate education. First-year secondary students begin with a continuation of the previous studies. Those who score 60 percent in their first-year coursework choose between literary and scientific streams of education. Those who fall below the 60 percent mark are automatically placed into the literary stream. Graduates are eligible for higher education based on the results of the General Secondary Education Certificate (GSEC) and the new placement tests created by the National Centre for Assessment in Higher Education (NCAHE), if required by the institution.



Leaving Certificate: Shahadat Al-Marhalat Al-Thanawiyyat (General Secondary Education Certificate, GSEC) awarded after passing the Tawjihi (General Secondary Examination). Religious Secondary Education. This curriculum closely follows the general curriculum with more emphasis on religious studies. Just like general secondary education, students are split into separate tracks based on first year grades. Graduates are eligible for university studies in humanities and social sciences.

Leaving Certificate: Shahadat Al Thanawiyyah Al-’aama lil Ma’aahid Al-Ilmiyya (Religious Institute Secondary Education Certificate)

Technical Secondary Education. Technical and vocational education comes under the purview of the General Organization for Technical Education and Vocational Training. This stream of secondary education falls under three categories: vocational/technical, commercial, and agricultural. All types of study incorporate lessons in Arabic, English, mathematics, science, and religious studies. Vocational/technical students focus on technical fields such as electricity, metal mechanics, architectural drawing, and media production. Commercial studies include bookkeeping, finance, economics, management, and secretarial instruction. Agriculture scholarship includes animal husbandry, applied math and sciences, farm management, and horticulture. Graduates are eligible for non-university higher education and university higher education based on university entrance examinations.

Leaving Certificates: Technical – Diplom Al Madaaris Al-Thanawiyyat Al-Mihaniyyat (Secondary Vocational School Diploma); Commercial – Diplom Al-Madaaris Al Tijaariyyah (Secondary Commercial School Diploma); Agriculture – Diplom Al-Madaaris Az-Ziraa’iyyah (Secondary Agricultural School Diploma)

Higher Education Structure Higher education includes institutes, universities, and colleges, both public and private. Most higher education is available to men and women though education is still kept separate for the two sexes. Higher education comprises half a dozen forms of non-university tertiary institutions in addition to several levels at university.

(Saudi Arabia — continued from page 8) Non-University Higher Education Non-university higher education includes several categories, the most common of which are teacher education and technical colleges. Teacher education comprises the bulk of non-university tertiary education, but technical colleges have seen a major increase in recent years. Teacher Education Teacher education in Saudi Arabia is handled differently based on the level of education being taught and the gender of students and teachers; teacher education can take place in teacher training institutes, junior colleges, colleges of education, and universities. Teacher education reinforces the separation of men and women by varying the educational requirements for teaching. In order to teach at the primary school level, teachers complete a two-year junior college training program and earn a diploma. Depending on their grades, the diploma program may be considered for transfer credits towards a Bachelor degree at a university. Teacher training institutes are being abolished in favor of these junior colleges to encourage teachers to continue their education at a later time to earn a university degree. Men teaching at the secondary school level must complete a Bachelor of Education or a non-Education Bachelor plus a one-year Higher Diploma in Education. Higher Diploma programs focus either on preparing new graduates to teach at the secondary level or on training current teachers for administrative management positions in secondary schools. After women have completed a junior college training program and earned the diploma, they are eligible to teach in female intermediate schools. Colleges of Education provide four-year degrees in education, and those graduates can teach in secondary schools. Postgraduate training is provided in some colleges. Higher education teachers are taught in university education programs, such as King Abdul Aziz University’s Center for Teacher Training and Learning Development. Technical Colleges Colleges of Technology offer one- to three-year diploma and certificate programs. Recently,



some have begun offering Applied Bachelors degrees. GOTEVOT has established Colleges of Technology in almost all major cities and their numbers will continue to grow. In 2004, enrollment in these colleges was over 25,000 with expectations to more than double by 2010. Girls in the Kingdom will have the opportunity to receive vocational and technical education for the first time; the government is building more than a dozen female higher institutes and colleges in the next five years. The basic aim of the Colleges of Technology is training assistant engineers through diploma programs. In addition, the Bachelors program in Engineering at the Riyadh College of Technology provides a major boon to the technical education system of Saudi Arabia. Leaving Certificate: Ash-Shahadat Al-Jami’iyya Al-Mutawassita (Technical College Certificate); may be considered for undergraduate transfer credits. Community Colleges Community Colleges are generally linked to public universities, and they offer programs up to the level of diplomas or Associate’s degrees. Sometimes, they offer vocational programs supervised by GOTEVOT, and the diplomas will specify that the programs are vocational rather than higher education. Higher Technical Institutes Higher Technical Institutes offer one- to two-year diploma programs in technical and financial/commercial areas of study. Graduates from Higher Technical Institutes will earn a Higher Technical Institute Diploma or a Diploma of the Higher Institute for Financial and Commercial Sciences. Leaving Certificate: Shahadat Al-Ma’had Al-Fanni Al’aali (Certificate of the Higher Technical Institute); may be considered for undergraduate admission with transfer credits to institutions in the US and elsewhere that are willing to accept transfer credits from vocational-type institutes. Institute of Public Administration The IPA is a government institution responsible for training civil servants and maintaining the public administration system of the country. It offers two- and three-year diploma programs in areas such as banking, hospital administration, data processing, and personnel studies.

(Saudi Arabia — continued from page 9) Leaving Certificate: Shahadat Itmaam Dawrat Ma’had Al-‘idaarah Al-‘aammah (Institute of Public Administration Certificate of Completion of the Course in specific field); may be considered for undergraduate admission with transfer credits to institutions in the US and elsewhere that are willing to accept transfer credits from vocational-type institutes. Military Military colleges and academies offer diploma programs and three-year Bachelor’s degrees in military or naval science. Some Saudi universities will accept transfer credits from military institutions and others will not. Leaving Certificate: Baccaloreus Al-‘uluum Al-‘askariiyah (Bachelor of Military Science), Baccaloreus Al-‘uluum Al-Bahriyya (Bachelor of Naval Science), Baccaloreus Al-Tayaraan (Bachelor of Air Force and Aviation Technology); may be considered for undergraduate admission with transfer credits to institutions in the US and elsewhere that are willing to accept transfer credits from vocational-type institutes. University Higher Education (Public and Private) University higher education follows a more straightforward structure than the non-university education structure. The university system includes public and private universities, teacher’s colleges, women’s colleges and now a women’s university, and a handful of other institutions of higher education. Public higher education institutions are currently unable to absorb all applicants, despite the steady increase in the number of universities and colleges. The private sector offers educational opportunities in private colleges, universities, and institutes under the supervision of the relevant education bodies. Almost a dozen private higher education institutions have already opened and begun offering classes in the Kingdom, and another 50 private institutions have received licenses and are expected to open by the end of the decade. The Ministry of Higher Education is extending more opportunities to the private sector to create additional institutions and has posted the rules, regulations, and quality control measures for granting licenses to private institutions on their Website http://www.moe.gov.sa/. Regulations for establishing private institutions can be found in the National Commission for Academic Accreditation and Assessment’s Handbook for Quality Assurance and Accreditation.



University Level First Stage. University or higher education begins with a four- or five-year bachelor degree. Bachelor degrees with hospital training or internships generally last five years as do engineering and medicine degrees. Leaving Certificate: Baccaloreus (Bachelor’s Degree) University Level Second Stage. Following the bachelor degree, the second stage of the university system awards a master’s degree upon completion of two years of post-baccalaureate coursework and a thesis. Post-graduate diplomas are also becoming more common, as are professional institutes offering master’s degrees in specialized fields of study.

Leaving Certificate: Darajat al Majisteer (Master’s Degree) University Level Third Stage. The university higher education program concludes with a PhD generally conferred after a dissertation and three years of coursework beyond the Master’s degree.

Leaving Certificate: Arajat Al Doctoorah (Doctorate/PhD) Grading Scales Standard Secondary School Grading Scale: 90 – 100 Excellent 75-89 Very Good 60-74 Good 50-59 Pass 0-49 Fail

Standard University Grading Scales: 5 90-100 A 4.5 B+ 4 80-89 B 3.5 C+ 3 70-79 C 2 60-69 D 2.5 D+ 1 0-59 F Current Education Reforms The aims of Saudi Arabia’s educational reforms are “the enhancement of Islamic values, the promotion of moderation and the strengthening of the concepts of flexibility and respect for the opinions of others.” The reforms also tend to emphasize the need for scientific and technical training to better meet labor market

(Saudi Arabia — continued from page 10) requirements. 10 Year Reform of Education in Primary, Intermediate and Secondary Education The Ministry of Education began a ten-year reform of the primary and secondary education systems in 2004. The Ministry faces several challenges, including increased numbers of students, the information age, and cultural exchange between the Kingdom and the rest of the world. Goals of this reform focus on specific categories: increasing learning among students, improving the quality of education, and enhancing the system. To increase learning, the Ministry plans to begin preparing children for education prior to age six, ensuring all age groups are involved in public education, raising education levels for students with special needs, and eliminating adult illiteracy. Improving the quality of education includes improving the overall quality of the system, using Islamic values when developing school curriculum, and increasing the quality of teachers. The Ministry will augment the system by modernizing the school plan, integrating institutions with the social and economic development needs of the country, developing an infrastructure conducive to increasing technologies and communications relevant to learning, and establishing a system of accountability. 25 Year Reform in Higher Education In the next few years, the Ministry of Higher Education will begin a similar reform that will span two and a half decades. The Ministry of Higher Education has charged the Research Institute at King Fahd University of Petroleum and Minerals with developing and presenting a detailed study for the preparation of a future-oriented plan to develop a first-class higher education system. This project has four main goals and many objectives. The four goals include: studying the major issues and problems associated with higher education in Saudi Arabia; preparing a long-term strategic plan; outlining standards, needs, and outcomes; and preparing a detailed implementation plan for the first five-year phase and continuous strategic planning and operations. The objectives focus on conducting studies on various disciplines of higher education such as admissions and infrastructure while also examining the different higher education sectors like female education, teacher education, and private education that are becoming more



important than ever in Saudi Arabia. Other objectives include improving the overall learning environment, soliciting different opinions via workshops and meet ings, in ternet documentation of the plan, and developing a framework for strategic planning and training. The last few objectives of the research stage of reform will focus on developing short- and long-term action plans for the reform, creating methodologies for effectively implementing the planning and implementation processes, and training universities to create tools and detailed plans to successfully implement the short- and long-term goals of the higher education reform. Tertiary Colleges and Universities and Accrediting Bodies Good sources of information on higher education in Saudi Arabia: “The Development of Education” prepared by the MOE, the MOHE, and GOTEVOT: http://www.ibe.unesco.org/international/ICE47/English/Natreps/reports/sarabia_en.pdf. This document focuses on universities but includes a little bit more. The Ministry of Higher Education GIS (Geographic Information System) Website: http://gis.mohe.gov.sa/EN/. This site can be searched by field of education or parent organization (accrediting body) and lists hundreds of institutes of higher education. Degree-Granting Public Universities (Supervised by the Ministry of Higher Education)

1. Al Qura University (renamed in 1981; est. 1849 as College of Islamic Jurisprudence in Mecca; also called Um Al Qura University)

2. Al Jouf University (est. 2006) 3. Al Qasim University (est. 2004; formerly

branches of King Saud University and Imam Mohammed Bin Saud Islamic University in Al Qasim; also spelled Al Qasseem University and Qassim University)

4. Hail University (est. 2006) 5. Imam Mohammed bin Saud Islamic

University (est. 1974) 6. Islamic University of Medinah (est. 1961;

also spelled Madinah and Al-Madinah) 7. Jazan Univeristy (est. 2006; also spelled

Jizan University) 8. King Abdul Aziz University (est. 1967 as a

private university; became public in

(Saudi Arabia — continued from page 11) 1971) 9. King Fahd University of/for Petroleum and

Minerals (renamed in 1986; est. 1963 as College of Petroleum and Minerals)

10. King Faisal University (est. 1975) 11. King Khaled University (est. 1998;

formerly branches of King Saud University and Imam Mohammed Bin Saud Islamic University in Abha; also spelled King Khalid University)

12. King Saud University (renamed in 1975; est. 1957 as Riyadh University)

13. Taibah University (est. 2004; formerly branches of Imam Mohammed Bin Saud Islamic University and King Abdul Aziz University in Taibah; also spelled Tiba University and Taiba University)

14. Taif University (est. 2004; formerly a branch of Um Al-Qura University in Ta’if; also known as Al Taif University)

15. Women’s University in Riyadh (est. 2005) Teacher’s Colleges (Granting Four-Year Degrees, Supervised by the Ministry of Education)

1. Abha Teachers College 2. Al Ahsa Teachers College 3. Al Baha Teachers College 4. Al Rass Teachers College 5. Al-Jouf Teachers College 6. Arar Teachers College 7. Dammam Teachers College 8. Hail/Hayel Teachers College 9. Jazan/Jizan Teachers College 10. Jeddah Teachers College 11. Makkah/Mecca Teachers College 12. Medina/Madinah Teachers College 13. Riyadh Teachers College 14. Tabuk Teachers College 15. Taif Teachers College 16. Teachers College of Al-Qunfadah/

Qunfodah 17. Teachers College of Bishah

Women’s Colleges (Two- to Four-Year Programs, Supervised by the Ministry of Education)

1. Art College – Dammam 2. Art College – Riyadh 3. Branch of Education College for Teachers

– Dalam 4. Branch of Education College for Teachers

– Khamis Mushayt 5. College of Academy – Hail 6. College of Community – Abha 7. College of Community – Abu Arish 8. College of Community – Arar 9. College of Community – Durumah



10. College of Community – Hail 11. College of Community – Hasa 12. College of Community – Hinakiyat 13. College of Community – Jouf 14. College of Community – Mandaq 15. College of Community – Najran 16. College of Community – Qatif 17. College of Community – Rabiq 18. College of Community – Raniyah 19. College of Community – Tabarjal 20. College of Community – Uqlat Al Sukur 21. College of Geography – Hail 22. College of House Economics – Makkah 23. College of House Economy – Hail 24. College of House Economy – Hasa 25. College of Science – Dammam 26. College Social Science/Social Work –

Riyadh 27. Education College – Abha 28. Education College – Al Ras 29. Education College – Arar 30. Education College – Bishah 31. Education College – Buraidah 32. Education College – Damman 33. Education College – Dawadmi 34. Education College – Dhahran Al Janub 35. Education College – Jeddah 36. Education College – Jubail 37. Education College – Majmah 38. Education College – Medinah 39. Education College – Makkah/Mecca 40. Education College – Riyadh 41. Education College – Sarat Ubaydah 42. Education College – Shaqrah 43. Education College – Tabouk 44. Education College – Uneyzah 45. Education College – Wadi Ad Dawaser 46. Education College Art Sections – Abha 47. Education College Art Sections – Baha 48. Education College Art Sections –

Buraydah 49. Education College Art Sections – Hafar al

Batin 50. Education College Art Sections – Hail 51. Education College Art Sections – Jeddah 52. Education College Art Sections – Jizan 53. Education College Art Sections – Jouf 54. Education College Art Sections – Kharj 55. Education College Art Sections – Madinah 56. Education College Art Sections – Makkah 57. Education College Art Sections – Riyadh 58. Education College Art Sections – Tabuk 59. Education College Art Sections – Taif 60. Education College Branch – Jouf 61. Education College for House Economy

and Art – Buraidah

(Saudi Arabia — continued from page 12) 62. Education College for House Economy and Art – Jeddah

63. Education College for House Economy and Art – Riyadh

64. Education College for Teachers – Afif 65. Education College for Teachers – Al

Gunfudah 66. Education College for Teachers – Bel

Garin 67. Education College for Teachers –

Biljurashi 68. Education College for Teachers –

Bukariyah 69. Education College for Teachers –

Buraydah 70. Education College for Teachers – Dubah 71. Education College for Teachers – Hawdat

Beni Temim 72. Education College for Teachers –

Hureymilah 73. Education College for Teachers – Jeddah 74. Education College for Teachers –

Khurmah 75. Education College for Teachers – Lith 76. Education College for Teachers – Madinah 77. Education College for Teachers – Makkah 78. Education College for Teachers – Muhayil

Asir 79. Education College for Teachers – Mukwah 80. Education College for Teachers –

Muzahmiyah 81. Education College for Teachers – Najran 82. Education College for Teachers – Namas 83. Education College for Teachers – Quraiyat 84. Education College for Teachers –

Quwayiyah 85. Education College for Teachers – Rafha 86. Education College for Teachers – Riyadh 87. Education College for Teachers – Sajir 88. Education College for Teachers – Samtah 89. Education College for Teachers – Ula 90. Education College for Teachers – Yanbu 91. Education College for Teachers – Zulfi 92. Education College Science Sections –

Abha 93. Education College Science Sections –

Baha 94. Education College Science Sections –

Buraydah 95. Education College Science Sections –

Hafar Al Batin 96. Education College Science Sections – Hail 97. Education College Science Sections –

Jeddah 98. Education College Science Sections –

Jizan (Continued on page 14)


99. Education College Science Sections – Jouf 100.Education College Science Sections –

Kharj 101.Education College Science Sections –

Madinah 102.Education College Science Sections –

Makkah 103.Education College Science Sections –

Riyadh 104.Education College Science Sections –

Tabuk 105.Education College Science Sections –

Taif Source: Ministry of Higher Education: http://gis.mohe.gov.sa/EN/ Colleges and Universities Supervised by the Ministry of Defense and Aviation

1. King Abdul Aziz Military Academy 2. King Fahd Health University 3. King Fahd Naval College 4. King Faisal Air (Force) Academy 5. King Khalid Military Academy 6. Military College of Health Sciences

(several branches) 7. Military Vocational Training Institute (in

conjunction with GOTEVOT) Public Colleges and Universities Supervised Separately from the Ministry of Education and the Ministry of Higher Education

1. Al Jubail Industrial College – est. 1978; two-year technical college supervised by the Royal Commission for Jubail & Yanbu

2. Institute for Public Administration – Ministry of Civil Service

3. King Fahd Medical City Faculty of Medicine – Ministry of Health

4. King Fahd Security College (King Fahd Security Academy) – Ministry of Interior

5. Naif Arab University for Security Sciences (est. 1972 as Naif Academy of Security Services and Naif Arab Academy for Security Sciences; renamed in 2004; also known as Prince Naif Arab University for Security Sciences) – Ministry of Interior

6. Yanbu Industrial College – est. 1989; two-year technical college supervised by the Royal Commission for Jubail & Yanbu

(Saudi Arabia — continued from page 13) Private Colleges Offering One to Three-Year Diplomas Supervised by GOTEVOT

1. Al Andalus Institute for Technology and Training, Jeddah

2. Al Baha Private College for Science (also known as Al Baha Al Ahliyya College of Science), Baha

3. Al Alamiah Institute for Computer Technology (formerly known as Sakhr Training Center), Dammam

4. Al Khaleej Institute for Applied Sciences (also known as New Horizons Computer Learning Centers), Riyadh

5. Institute of Industrial Management and Information Technology, Dhahran

Note: The establishment of private tertiary schools is still in its infancy within the Kingdom of Saudi Arabia and is expanding rapidly with new private colleges and universities being approved almost monthly. At present, GOTEVOT and the various ministries do not publish a complete list of their private colleges and universities and instead focus on the schools they directly manage rather than the schools they supervise in conjunction with a private company. The few schools listed here are the only ones this author has been acquainted with and do not represent the complete picture of private, non-technical colleges in Saudi Arabia. Private Colleges/Universities Supervised by the Ministry of Higher Education

1. Al Faisal University (approved 2006) 2. Al Yamamah College (est. 2004) 3. Arab Open University (est. 2003; first

distance learning program approved 2006)

4. College of Business Administration (est. 2000)

5. Dar Al-Hekma College (est. 1999) 6. Effat College (est. 1999) 7. Ibn Sina Medical College (est. 2004) 8. Prince Mohammed (Bin Fahd) University

(approved 2006; aka PMU) 9. Prince Sultan University (est. 1999) 10. Riyadh College of Dentistry and

Pharmacy (est. 2004) 11. Prince Sultan College for Tourism and

Business (also know as Prince Sultan College for Administration or Hotel Sciences) (est. 1999)

12. Prince Sultan Private College for Girls (est. 2000)

Note: The establishment of private tertiary



schools is still in its infancy within the Kingdom of Saudi Arabia and is expanding rapidly with new private colleges and universities being approved almost monthly. At present, GOTEVOT and the various ministries do not publish a complete list of their private colleges and universities and instead focus on the schools they directly manage rather than the schools they supervise in conjunction with a private company. The few schools listed here are the only ones this author has been acquainted with and do not represent the complete picture of private colleges and universities in Saudi Arabia.

Colleges and Institutes Supervised by the Ministry of Health

1. College of Health Science – Abha (male) 2. College of Health Science – Abha

(female) 3. College of Health Science – Al Ras 4. College of Health Science – Hail 5. College of Health Science – Hasa 6. College of Health Science – Dammam 7. College of Health Science – Jeddah

(male) 8. College of Health Science – Jeddah

(female) 9. College of Health Science – Jizan 10. College of Health Science – Jouf 11. College of Health Science – Makkah

(female) 12. College of Health Science – Riyadh

(male) 13. College of Health Science - Riyadh

(female) 14. College of Health Science – Tabuk 15. College of Health Science – Uneyzah

(female) 16. Health Institute - Arar (female) 17. Health Institute - Bishah (female) 18. Health Institute – Bukariyah 19. Health Institute – Buraidah 20. Health Institute – Dawadmi 21. Health Institute - Hafar Al Batin (female) 22. Health Institute - Hail (female) 23. Health Institute - Hasa (female) 24. Health Institute - Jizan (female) 25. Health Institute - Jouf (female) 26. Health Institute - Kharj (female) 27. Health Institute – Madinah 28. Health Institute - Madinah (female) 29. Health Institute - Majmah 30. Health Institute - Makkah 31. Health Institute - Najran (female) 32. Health Institute - Qatif (female) 33. Health Institute - Tabuk (female)

(Saudi Arabia — continued from page 14) 34. Health Institute - Taif (male) 35. Health Institute - Taif (female) 36. Health Institute - Wadi Ad Dawaser 37. Secondary Health Institute - Madinah

Academies and Training Institutes Offering One to Three-Year Diploma Programs Supervised by the Saudi Commission for Health Specialties

1. Al-Madain Center for Health Training, Riyadh

2. Al-Riyan Academy for Health Sciences, Medina

3. Arab Institute for Health Sciences, Hafr Al-Batin

4. Armed Forces Hospital, Riyadh 5. Asir Center for Health Training, Asir 6. Bakari Academy for Health Eligibility,

Medina 7. Center for Health Promotion Training,

Riyadh 8. East Institute of Health, Riyadh 9. Future Gate Institute for Medical

Education, Riyadh 10. Health Education Institute, Althea Noi 11. Health Training Center 12. Institute for Advanced Health Training,

Jeddah 13. Institute for Advanced Health Training,

Mecca 14. Institute for Emergency Medicine, Riyadh 15. Institute for Health Training, Asir 16. Institute for Health Training, Jeddah 17. Institute for Health Training, Mecca 18. Institute for Health Training, Medina 19. Institute for Health Training, Riyadh 20. Institute of Health Sciences, Hassa 21. International Academy of Health

Sciences, Allers 22. International Academy of Health

Sciences, Arar 23. International Academy of Health

Sciences, Asir 24. International Academy of Health

Sciences, Dammam 25. International Academy of Health

Sciences, Ha’il 26. International Academy of Health

Sciences, Hassa 27. International Academy of Health

Sciences, Jeddah 28. International Academy of Health

Sciences, Mecca 29. International Academy of Health

Sciences, Medina 30. International Academy of Health

Sciences, Najran (Continued on page 16)


31. International Academy of Health Sciences, Riyadh

32. International Academy of Health Sciences, Tabouk

33. International Academy of Health Sciences, Taif

34. International Academy of Sciences, Baridah

35. International Academy of Sciences, Dammam

36. International Academy of Sciences, El Sakaka

37. International Academy of Sciences, Hafr al Batin

38. International Academy of Sciences, Hassa 39. International Academy of Sciences,

Jeddah 40. International Academy of Sciences,

Mecca 41. International Academy of Sciences,

Riyadh 42. International Center for Health Training,

Riyadh 43. King Faisal Hospital and Research Center,

Jeddah 44. King Faisal Hospital and Research Center,

Riyadh 45. Mandalom Functional Health, Riyadh 46. Mandaldrasat Medical Training, Medina 47. National Academy of Health Disciplines,

Tabouk 48. National Institute of Health Training,

Riyadh 49. Prince Sultan Heart Center, Riyadh 50. Saudi Center for Health Training, Riyadh 51. Saudi German Institute, Asir 52. Saudi German Institute, Medina 53. Saudi German Institute for Science,

Jeddah 54. Saudi German Institute for Science,

Mecca 55. Saudi German Institute for Science,

Riyadh 56. Saudi German Institute of Health

Sciences, Jeddah 57. Saudi German Institute of Health

Sciences, Mecca 58. Saudi Institute for Health Services,

Jeddah 59. Saudi Institute for Health Services, Mecca 60. Saudi Institute for Services, Jeddah 61. Saudi Institute for Services, Mecca 62. Specialized Academy for Medical Training,

Brida 63. Specialized Academy for Medical Training,

Jeddah

(Saudi Arabia — continued from page 15) 64. Specialized Academy for Medical Training, Mecca

65. Specialized Academy for Medical Training, Medinah

66. Specialized Academy for Medical Training, Riyadh

67. Specialized Academy for Medical Training, Taif

68. Specialized Health Institute, Riyadh 69. Technical Institute for Health Training,

Dammam 70. Technical Institute for Health Training,

Jeddah 71. Technical Institute for Health Training,

Medinah 72. Technical Institute for Health Training,

Riyadh 73. Technical Institute of Health, Hafr Al-

Batin 74. Women’s Institute for Medical Training,

Taif

Source: http://eng.scfhs.org/ Community Colleges Offering Intermediate, Pre-Bachelor diplomas Supervised by the Ministry of Higher Education

1. Community College of Al-Kharj (part of Imam Mohammad Bin Saud Islamic University)

2. Community College of Baha (part of Um Al-Qura University)

3. Community College of Dammam (part of King Fahd University for Petroleum and Minerals)

4. Community College of Ha’el (part of King Fahd University for Petroleum and Minerals)

5. Community College of Hafr Al-Batin (part of King Fahd University for Petroleum and Minerals)

6. Community College of Jazan (part of King Khaled University)

7. Community College of Jeddah (part of King Abdul-Aziz University)

8. Community College of Najran (part of King Khaled University)

9. Community College of Riyadh (part of King Saud University)

10. Community College of Tabook (part of King Abud-Aziz University)

Colleges of Technology offering two and three year diplomas supervised by GOTEVT

1. College of Hotel and Tourism, Medina (newly approved)



2. Technical Agricultural College, Buraidah 3. Technical College, Abha 4. Technical College, Alahsa 5. Technical College, Alahsa (girls) (newly

approved) 6. Technical College, Arar 7. Technical College, Baha 8. Technical College, Bisha 9. Technical College, Buraidah 10. Technical College, Dammam 11. Technical College, Dawadmi 12. Technical College, Hafr Albaten 13. Technical College, Hail 14. Technical College, Jazan 15. Technical College, Jeddah 16. Technical College, Jouf 17. Technical College, Kafji 18. Technical College, Khamis Mushait 19. Technical College, Kharj 20. Technical College, Kunfutha 21. Technical College, Kwaia’ya 22. Technical College, Madina 23. Technical College, Majma’a 24. Technical College, Mecca 25. Technical College, Najran 26. Technical College, Onaizah (newly

approved) 27. Technical College, Qatif (newly approved) 28. Technical College, Qurait 29. Technical College, Rass 30. Technical College, Riyadh 31. Technical College, Riyadh (girls) (newly

approved) 32. Technical College, Tabuk 33. Technical College, Tabuk (girls) (newly

approved) 34. Technical College, Taif 35. Technical College, Wadi Aldwaser 36. Technical College, Yanbu 37. Technical College, Zulfi 38. Telecommunication College, Riyadh 39. Telecommunications & Electronics

College, Jeddah 40. Trainers’ College, Riyadh

Source: http://www.gotevot.edu.sa/gotevot/dept_info.asp?type=C#blank.htm Translated by Ahmad Al-Masri, Cultural Affairs Specialist, US Embassy-Riyadh Sources My many, many thanks to the wonderful Karen Fellabaum, Education Advisor at the American Embassy in Riyadh, without whom this article would not have been possible.

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“We thought it would be like the American movies!” A Saudi Perspective on Studying in America By Elizabeth White, University at Buffalo When the Saudi Arabian government in 2005 announced a scholarship program that would send thousands of Saudi students to U.S. universities, many Saudi students jumped at the chance to receive an American degree sponsored by their government. Twelve students who chose to take advantage of this opportunity are currently studying at the University at Buffalo, The State University of New York; half are enrolled in UB’s English Language Institute and half are enrolled in degree programs. Four of the students, Abdullah Balkhyoor, Fahad Bindayil, and brothers Mohammed and Mashhour Alhalaifi, first heard about the Saudi Scholarship Program when a full-page advertisement ran in the major Saudi newspapers. They had to navigate a lengthy application process in order to be considered. A standardized test similar to the American SAT was required. The scores on this exam, as well as grades from high school, were the main academic criteria; students also had to have graduated from high school within the last three years. Some students, such as Abdullah, sent their scholarship applications to the Saudi Cultural Mission in Washington, D.C. The Mission then facilitated the university application process on behalf of the student, placing him or her at one of a number of universities that had been approved by the Saudi government. Others decided on their own where to apply to and filed the applications themselves, still choosing from the same government-approved list. According to Mohammed, this was not easy to do with limited skills in English. “Most of us had to have friends or relatives help us fill out the applications,” he says. “We couldn’t read them.” These students and most of their friends say they applied to two or three universities and faced the daunting task of navigating different applications and understanding each university’s requirements.

From left to right: Fahad Bindayil, Mohammed Alhalifi, Abdullah Balkhyoor, and Mashhour Alhalaifi

After they had applied and were accepted, they waited anxiously for their I-20s. They knew that the visa application process would be difficult and wanted to begin their studies as early as possible. Many students found that they had to postpone their plans because of delays in receiving their I-20s and in the visa application process. Abdullah was one of those students. “I wasted a whole year of my life waiting for my visa,” he says. He complains fervently about the visa application process in Jeddah, remembering waiting in blocks-long lines just to make an appointment for a visa interview, then finding out the U.S. Embassy decided to close the day of his scheduled interview, months later, due to a temporary dispute with the local government. He ended up applying at the Embassy in Riyadh instead, where the process moved more smoothly. “We were the lucky ones,” he says. “Many people spent lots of time and money and still didn’t get a visa.” Fahad notes that the visa application process was more cumbersome for the first group of scholarship students, but it has improved: “Now they have a better process for applying for your visa. You can make your appointment online.” The students smile as they recall their expectations of American culture before they arrived. Abdullah remembers his grandmother’s tears as she said goodbye; when he asked why she was crying, she said, “I’m afraid they’re going to kill you!” As Mohammed puts it, “We thought it would be like the American movies. Because our English was so poor, we couldn’t read the information that came with our I-20s



that told us how safe it was here.” Afraid for their safety and unable to communicate in English when they first arrived, they huddled in their on-campus rooms. As their confidence grew and they encountered more Americans, they realized “it was just normal here…just like home.” They have found Americans to be kind and curious. Much laughter ensues as they recall some questions they have been asked - “Do you have refrigerators in Saudi Arabia? What about cell phones?” – and the surprised looks as people notice their Western clothes. University staff had concerns of their own before the first round of Saudi scholarship students arrived. “I have to admit we were a little worried about enrolling the Saudi students,” says Kathy Curtis, associate director of UB’s English Language Institute. “Whenever there are more than five students from any one country, it can be an issue.” Ms. Curtis strives for balanced diversity in the intensive English program and works hard to avoid potential cliques that can form if there are many students from any particular country. Having worked with the Saudi students for the past year, though, she speaks highly of the students and their work ethic. “They have been excellent students. I believe they appreciate that having a solid command of English will only make them better prepared for their academic studies. Four of them have taken part-time jobs this semester on campus as a way to improve their English comprehension. The fact that they are going to wash dishes and clean up tables says a lot for them considering they are on scholarship.” Some cultural adjustments were necessary on the part of the Institute, as well, according to Curtis. “As a staff, we had to remind ourselves about having Muslim students in class. We kept an eye on their holidays, and made adjustments to our activities so as not to exclude any of our Saudis who were fasting. We had to make some Friday afternoon class adjustments last semester.” The students speak very favorably of the accommodations that have been made to allow them to practice their religion comfortably. A prayer room and ablution station are available in the Student Union and a nearby mosque is attended by both students and faculty. All of the Saudi scholarship students are anxious to prove themselves academically and to make friends with their American classmates; they are determined not to waste the tremendous

(Saudi student perspective - continued from page 20) opportunity they have been given. “I’m a Buffalonian now. This is home,” Mohammed says proudly. In their heavy winter coats, they grin when Mashhour adds dryly, “It’s great in the summer.”

Elizabeth White is in the Office of International Admission at the University at Buffalo (New York)


The Saudi Scholarship Program: A Puzzle or a Prize? How a private IEP and public university developed a joint marketing, recruitment, retention and matriculation strategy for the Saudi program By Dr. Sue Namias, ELS Language Centers/Indianapolis and Sara Allaei, Indiana University Purdue University Indianapolis In the late summer and early fall of 2006, many universities and Intensive English Programs (IEP) throughout the United States began to receive inquiries from Saudi Arabian students about the admissions process. These prospective students indicated they were nominees for full scholarships from the Ministry of Higher Education (MOHE). The inquiries were rather vague and the administrators at the universities and IEPs were left scratching their heads in puzzlement, because there had been no official announcement about a Saudi-sponsored scholarship program.

At ELS Language Centers/Indianapolis, a private IEP, and at its host institution, Indiana University-Purdue University Indianapolis (IUPUI), an urban, public university of 29,000 students, we found ourselves in the same position as many of our peers in educational institutions and English programs across the U.S. In late summer of 2006, both ELS and IUPUI began to receive numerous inquiries about the application process, with numbers increasing dramatically in just a few weeks. It became clear that we needed to address this influx of inquiries from Saudi students quickly and efficiently. It also became clear that several key pieces of information were not available to us, and we would need to be proactive in our search for the answers.

Phase I – Filling in the Information Gaps The IUPUI Office of International Affairs staff involved with international student admission and recruitment invited ELS administrative staff to meet to begin putting the pieces of the Saudi scholarship puzzle together. It appeared that the Saudi Scholarship program had potential to be a significant source of international students over the next five or more years. However, we were left wondering: “How many Saudi scholars can

we expect in our programs? Why are students applying directly instead of via referrals from the Saudi Cultural Mission as with past Saudi scholarship programs? Can we expect a significant yield from this flood of inquiries? What is this “list” of approved fields of study and institutions referred to by the students? When will they be arriving? How much time will they need in intensive English study? How many of these scholars will be undergraduates and how many graduates?”

In response to the lack of official information, representatives of both ELS and IUPUI visited the Saudi Cultural Mission in Washington, D.C. The Saudi advisors were able to provide background information about the scholarship program and answer some questions, but certainly not all. IUPUI utilized the Arabic language skills of a staff member to review the MOHE website to obtain information about the majors approved by the Ministry. During this initial information gathering phase, both IUPUI and ELS communicated frequently and shared information as it became available. It quickly became clear that the range of science, business, and engineering programs available at IUPUI -- in combination with intensive English study available in sessions beginning every four weeks at ELS -- would be a very strong fit for the scholarship program, if we could work together effectively to assist applicants through the enrollment process. Phase II – Misunderstandings of Application Process / Identifying Inefficiencies in the Inquiry Phase The second challenge faced by both ELS and IUPUI was dealing with inefficiencies created by prospective students’ misunderstanding about the separate application process for each institution, a problem compounded by different IUPUI undergraduate and graduate application processes. Students also did not understand which institution would issue the I-20. Both ELS and IUPUI received multiple, frequent inquiries from applicants and their representatives, requesting conditional acceptance letters and I-20s, the critical documents required by the MOHE to confirm their scholarship. Staff became increasingly frustrated as standard responses satisfactory for other prospective student audiences resulted in a stream of follow-up inquiries.


Phase III – Developing a Joint Response Strategy To address these challenges, IUPUI and ELS staff outlined a strategy for jointly responding to Saudi scholar application inquiries. Although the public university and private IEP had enjoyed excellent professional relations over the years, we had never joined together to develop a joint recruitment strategy for a particular region of the world.

IUPUI and ELS co-authored a standard response tailored to a typical Saudi scholarship inquiry. The core element of the response was a simple flow chart that illustrated the separate ELS and IUPUI application processes in visual terms, with minimal text (see below).

(Saudi Scholarship Program - continued from page 22)

STEP 1 A. Apply to IUPUI http://www.iupui.edu/~oia/AD/

admission_step1.html

B. Apply to ELS - Indianapolis http://www.els.edu/Indianapolis

STEP 2 A. Receive Conditional Letter of Acceptance

(CLA)

B. Receive admission letter and I-20 from ELS -

Indianapolis

Apply for Student Visa and

begin studies at ELS - Indianapolis

STEP 4 Submit proof of English proficiency to IUPUI Office of International Affairs in order to

transfer from ELS to IUPUI

STEP 3

This flowchart was accompanied by step-by-step instructions outlining the application and enrollment processes at each institution, including separate application and application fee requirements, documents required by each institution, and information about I-20 issuance by ELS and SEVIS transfer to IUPUI upon matriculation. IUPUI and ELS staff worked together to simplify the language for the intended audience of non-native English speakers. A parallel flow chart and instructions were designed for graduate level inquiries.

The joint response letter and flow chart was designed in such a way that either IUPUI or ELS could send it to a Saudi inquirer. The impact of this joint response strategy was dramatic. Prior to the implementation of the joint letter, both institutions were receiving numerous email

inquiries from the same students. Almost immediately, the duplication of Saudi inquiries diminished. Phase IV –Raising Campus Awareness via Proactive Communication Communications about the Saudi program between ELS and IUPUI, and within IUPUI, heralded the next significant phase of this program. Staff of both institutions discussed the potential impact on the campus of the sudden appearance of a large number of Saudis. During spring 2006, IUPUI convened a campus-wide meeting of academic program representatives, student advocates, and housing and student life administrators to brief them on the growing presence of Saudi students at ELS and to assess the campus climate for welcoming a significant



number of students from Saudi Arabia. Another meeting was held with the campus police to alert them to the incoming population of Saudis. Again, IUPUI and ELS chose to be proactive in communicating the arrival of a large group of students from Saudi Arabia in the context of a harsh national security climate and often negative media coverage. Phase V – Facilitating Cultural and Campus Adjustment After the initial difficulties of obtaining a student visa and finding housing, cultural adjustment issues began to arise, as with most cultural groups newly arrived in the States. What was different about this particular group was that it was so large. In the spring of 2006, about 62 of 125 ELS students were from Saudi Arabia. The number increased in the fall of 2006 to 93 out of 160 students. ELS felt it was important to assist these students in preparing for academic study at the university, while making them feel comfortable in their new culture. IUPUI wanted to welcome the Saudi scholars to the campus, and the IUPUI campus police wanted to inform the students that they were on the campus to ensure their safety along with the rest of the university community. Again, ELS and IUPUI joined together, this time to develop and deliver a “Cultural Orientation for Saudi Scholars.” In addition to the sharing of cultural information, this orientation program included presentations by a native Arabic speaking IUPUI faculty member on US classroom culture and by campus police on the role of the University police force. The program concluded with a sharing of traditional Saudi refreshments. The program was very well received and appreciated by the students. Phase VI –Matriculating Students into IUPUI Programs This final phase of the Saudi program centered on matriculation challenges. The timing of a Saudi scholar’s transfer to the university was important to the student and to the academic programs. ELS began to communicate the individual student’s progress in English on a session by session basis with IUPUI advisors. Individual IUPUI departments also met with ELS staff on a regular basis to track student progress. Communications flowed freely between ELS and IUPUI academic program staff and international student advisors as Saudi scholars approached the end of their intensive English studies. Students traveling home between their ELS study

(Saudi Scholarship Program - continued from page 23) and matriculation at IUPUI needed advising about procedures for travel under these circumstances. Almost all the undergraduate Saudis had already been issued a “Conditional Letter of Admission” promising acceptance to IUPUI upon successful completion of their English language program, so completing the final admission was relatively simple. However, most of the graduate level students had not yet applied to graduate programs. Therefore, ELS staff shared counseling responsibilities with the IUPUI international recruitment staff in an effort to assist these graduate students in finding suitable programs of study. Again, the public university and private IEP worked together to address the needs of these Saudi scholars. Most Valuable Strategies and Lessons Learned It has been just over one year since the first Saudi scholar arrived at ELS and since matriculated to IUPUI. More than 20 Saudi scholars have already matriculated into IUPUI, with Saudi Arabia appearing in the Top 10 Countries at IUPUI for the first time in IUPUI’s international student enrollment history. Approximately 20 more are expected to matriculate in January 2007, and by fall 2007, we anticipate that Saudi Arabia will be in the top five countries represented by IUPUI international students, after many years of minimal enrollment. ELS and IUPUI have learned many valuable lessons in joining together to recruit and welcome these Saudi scholars. The most valuable strategies included:

• Visits to the Cultural Mission • Joint planning between private IEP and

public host university • Joint response to inquiries • Communications across the campus • Sharing of English readiness information

between ELS and academic units • Co-counseling students • Joint information meetings for campus

representatives, including campus police • Implementation of a joint “Cultural

Orientation Program for Saudi Scholars” • Reevaluation

The Saudi Scholarship Program has brought thousands of Saudi scholars to the States. ELS and IUPUI look forward to continuing to work together to address this specific group’s needs as the program continues. Both educational institutions, one private and one public, are now



striving to apply the same spirit of cooperation and creativity to improve the recruitment, marketing, and matriculation efforts of all nationality groups. The Saudi Scholarship Program may have begun as a puzzle, but it has turned into a prize, inspiring us to develop new joint response strategies and share communications for the benefit of our institutions, but, more importantly for that of our students.

Dr. Sue A. Namias is Director of ELS University Projects at the ELS Language Centers/Indianapolis. Email: [email protected]

Sara Allaei is Assistant Dean & Director for International Services, Indiana U n i v e r s i t y - P u r d u e U n i v e r s i t y Indianapolis. Email: [email protected]

(Saudi Scholarship Program - continued from page 24)


The View from Out Here By Karen Bauer, US Embassy-Riyadh In November 2006, I had the fortunate opportunity to visit five universities across the United States and meet with Saudi students to talk about their experiences on campus. For many Education Advisors, we seldom interact with our advisees once they reach colleges and universities. The chance to converse with Saudis was rewarding and beneficial. All of the students I encountered were willing to share their experiences in the United States, relating stories of new friendships, homesickness, sharing their culture and confronting stereotypes. It is clear that representation of Saudi students on U.S. campuses is growing and one can expect this number to continue to climb. Growth, Development and Transparency A routine function in our Education Advising Office (EAO) is to scan the English language dailies and maintain an archive of newspaper articles related to education in the Kingdom. I was surprised on December 13, 2005 when the 2006 annual budget appeared in the newspaper, allocating $23 billion to education. This amounts to 26% of the total budget and demonstrates King Abdullah's commitment to the youth of Saudi Arabia. As 2006 unfolded we have seen:

• Refinement of the scholarship program, aiming to bring 15,000+ students to the U.S. over a five year period.

• Addit ional scholarship program destinations announced for Canada, Germany, UK, France, Italy, China, Singapore, South Korea, India, Malaysia, Australia, New Zealand, etc.

• Royal decrees for four new public universities in Al Baha, Al Jouf, Jizan, and Tabuk

• The creation of hundreds of new schools, technical colleges and training centers.

The Public Affairs Section at the U.S. Embassy-Riyadh commissioned a study by Educational Credential Evaluators (ECE), Inc. to record the rapid growth and expansion of the Saudi education sector domestically and through scholarships abroad. Available resources and publications about Saudi's educational system fail

to comprehensively reflect the current environment, and many U.S. institutions are eager for clear understanding and transparency. Admissions officials will find the ECE publication presently underway, The Educational System of Saudi Arabia, to be an invaluable resource, as it will be to all those interested in the Kingdom's system of education. Equalization/Recognition of U.S. Degrees in Saudi Arabia One of the first steps of the college search process for a Saudi student is to research which U.S. colleges and universities are approved for degree equalization/recognition by the Ministry of Higher Education (MOHE). It is crucial that a Saudi student attends a recognized institution as her/his degree will need to be equalized/recognized by the MOHE or the Saudi Arabian Cultural Mission (SACM). If a U.S. institution wishes to see if it is recognized, the following directions will facilitate navigation of the Arabic website.

1. The first option allows a student to search for a specific institution (e.g., University of Denver) * Go to www.mohe.gov.sa * Click on 5th right green bullet point * In the 'Country' drop-down box, select

the 6th country (America), click Go * Click on 1st blue line * Type name of college/university or city/

state * Click on Search

2. The second option allows a student to

search by field of study (e.g., marketing). * Go to www.mohe.gov.sa * Click on 5th right green bullet point * In the 'Country' drop-down box, select

the 6th country (America), click Go * Click on 2nd blue line * Type name of major * Click on Search

Recruitment Given the current Department of State travel warning (http:// travel.state.gov/travel/saudi_warning.html) and visa procurement issues, recruitment in Saudi Arabia can be challenging. However, in November 2006, two tour consolidators, Linden Educational Services and U.S. Educational Group traveled to Saudi Arabia to recruit students and both had favorable interest from local students. In addition, local



saudi-arabia/non_immigrant_visas.html ). This documentation includes a pre-paid MRV (Machine Readable Visa) application fee receipt that can be purchased from any Samba Bank for SR 380 (US $100). Cash is not accepted for the application fee. Effective November 1, 2006, all applications for all types of visas must be completed online through http://evisaforms.state.gov. Typed or handwritten applications will not be accepted after October 31, 2006. Please refer to the visa page of the U.S. Embassy website for specific details on required documentation. If a student comes to his/her appointment without the I-20 and SEVIS receipt, he/she will be given a yellow sheet of paper at the end of the interview, indicating the items that still need to be submitted. With the interview complete, any further checks or additional processing procedures can then be initiated by the Consular Section. Sometimes these procedures can take more than two months. As the student leaves the interview and passes through the Consular Section waiting area, he/she will see a FedEx vendor. If the student does not wish to return to the U.S. Embassy-Riyadh in order to deliver items listed on the yellow sheet of paper, he/she has the option of purchasing two FedEx envelopes: one that would be addressed to the Embassy and one that would be addressed to the student. A visa cannot be issued more than 120 days before the start date listed on the I-20. When a student is cleared for the visa, it will not be placed in his/her passport until 120 days, or less, before the start date listed on the I-20. A student cannot enter the United States on a student visa more than 30 days before the start date listed on the I-20. In conclusion, the education system in Saudi Arabia is being developed and refined. Hopefully this information will provide U.S. admission officers with a better understanding of the Kingdom, opportunities for recruitment, U.S. degree equalization/recognition and information on visa procedures.

Karen Bauer is an Education Advisor at the U.S. Embassy-Riyadh in Saudi Arabia

exhibitions have good attendance; the third annual Saudi International Education and Training Exhibition (IETEC) http://www.dhahran-expo.com/edhibition/2006/ietex/ will take place in Dhahran from April 23-26, 2007, followed by The Middle East Education and Training Exhibition and Symposium (MEETES) http://www.acexpos.com/index.php in Jeddah from April 30-May 3 2007. In an effort to assist in the process of visa procurement for U.S. school officials desiring to visit Saudi Arabia, the Foreign Commercial Service (FCS) of the U.S. Department of Commerce recently announced an assistance program in Saudi Arabia available to accredited institutions of higher learning that are in good standing with their accrediting bodies. The U.S. Export Assistance Center (EAC) now distributes the following contact information to all colleges, universities, educational touring groups and organizations who express interest in recruiting in Saudi Arabia.

W. Eric McDonald, Director U.S. Export Assistance Center U.S. Commercial Service U.S. Department of Commerce P.O. Box 10026 400 North 8th Street, Suite 412 Richmond, Virginia 23240-0026 Tel: 804-771-2246/Fax: 804-771-2390 E-mail: [email protected]

U.S. Embassy - Riyadh Consular Section - Visa Advice for Students The Consular Section at the U.S. Embassy-Riyadh advises students who wish to begin study in the United States in September 2007 to initiate the visa application process approximately eight months in advance. This means that during the month of January, students should go to the appointment website located at http://ksa.us-visaservices.com. Students should 1) purchase a pin, 2) complete and print out the required forms, and 3) select an appointment date. Even if a student has not received an I-20 and has no SEVIS receipt, he/she should still initiate these appointment procedures. On the interview date, the student must come to the U.S. Embassy-Riyadh between 8:00 and 10:00 AM with the required documentation that is clearly stated on the visa page of the U.S. Embassy website (http://riyadh.usembassy.gov/

(View from Out Here - continued from page 26)


Letter to the Editor (The article mentioned in this letter is reprinted at the end of Jim Frey’s reply) Dear Editor: In the “Q & A with Jim Frey” section (page 9 Admissions wRAP Up – May 2006) Mr. Frey implies that an Open University award is not a valid degree if it has been studied in a country other than the United Kingdom. He also suggests that degrees should not be recognized unless the teaching institution is itself authorized to award degrees. There are currently more than 30,000 students from 45 accredited partner institutions registered for Open University validated awards. For many of these students further study at a North American university will be of interest. Given the key role that NAFSA members play in the admission process of overseas applicants to U.S. universities, I would be grateful if you would agree to publish some clarification for your readers, and would like to take this opportunity to explain our arrangements to you. We would like to draw to your attention the fact that the Open University is a world class university with more than 200,000 of its own directly registered students all over the world. The Open University was granted university status by the Queen’s Privy Council in 1969 (http://www.open.ac.uk/foi-docs/charter.doc). The Open University was also accredited by The Middle States Commission on Higher Education in March 2005. In addition, the Open University offers a national and international accreditation and validation service through its Validation Services (OUVS). This organization was established at the request of the UK government’s Secretary of State for Education in 1992, at the same time as the Council for National Academic Awards (CNAA) ceased to exist. OUVS approves institutions and validates their higher education programmes through a rigorous peer review process. Institutional approval and validation is subject to periodic review and annual monitoring. The awards that students gain when they have successfully completed an approved programme at an OU associated or accredited institution is an Open University award, conferred under its

Royal Charter. As a UK awarding institution, all Open University awards – wherever they are delivered – are subject to UK quality assurance requirements and expectations, as specified by the UK’s Quality Assurance Agency for Higher Education (QAA) in its Academic Infrastructure. This includes, for example, the use of UK Subject Benchmark statements, The Framework for Higher Education Qualifications and requirements for external examiners. The quality assurance arrangements required of approved institutions provide the Open University with assurance that the academic standards achieved by students on validated programmes are equivalent to those of other similar UK degree programmes. For example, external examiners, who are usually faculty members at British Universities, monitor assessment practices at programme level. Their role includes, for example, approving assessment tasks, scrutiny of marking and grading practices, and approving marks and grades for Open University awards. The Open University’s Handbook for Validated Awards, describes the principles and regulations that underpin the accreditation and validation activity. The Handbook is available on request and on-line from our webpages at www.open.ac.uk/validate. A complete list of our approved partner institutions can also be found on those webpages. The University also provides a publication for students who are registered for validated awards and I enclosed a copy of this for your information. The question that gave rise to Mr. Frey’s response relates to the status of a Diplom as an entrance qualification to an MBA programme that was studied for at a German Berufsakademie and refers to advice received from “the OSEAS centre in Heidelburg”. The questioner does not specify from which German Berufsakademie the applicant in question has obtained the Diplom. There are Berufsakademien in nearly all German federal states, however only BA Baden-Wurttemberg is accredited by the Open University. The advice given to the enquirer by OSEAS that students can send their Diplom credentials to the Open University to be certified as a bachelor degree is incorrect. The Open University validates Bachelors with Honours programmes, not Diplom. Any student who has successfully completed an OU approved programme at BA Baden-Wurttemberg graduates



with a degree certificate for a Bachelor with Honours OU award. We would be pleased to offer any further clarification necessary to ensure that students wishing to enroll at an OU approved institution, or those who have gained a validated award and wish to enroll for further study at an institution in the United States, are treated equitably and fairly. Enquiries about approved institutions or validated programmes should be directed in the first instance by e-mail to the following address [email protected]. Yours sincerely, Dr. Kate Clarke Director, OUVS The Open University

****************************

Jim Frey’s reply: In my judgment, two requirements must be met in order for a degree to merit recognition as a valid academic qualification: 1. The degree-awarding institution must be officially recognized as degree-granting by the authorities who have jurisdiction over tertiary education in the country in which the institution operates. 2. The degree-granting institution must have taught the student who received the degree if the degree represents completion of a taught degree program. Alternatively, the institution must have set, administered, and marked (graded) the examinations passed by the student if the degree represents completion of examinations based upon self-study. Open University is officially recognized as a degree-granting institution by the authorities who have jurisdiction over tertiary education in the United Kingdom. Thus the first requirement is met. Open University sets, administers, and marks examinations taken by self-study students. Thus the second requirement is met for those students who take those examinations. In my judgment, a degree awarded to a student whom the degree-granting institution has neither taught nor examined is not a degree that merits

(Letter to the Editor - continued from page 28) recognition as a valid academic qualification. The Open University Validation Services (OUVS) may serve a valuable function within the educational system of the United Kingdom. But reviewing, approving, validating, accrediting and other similar activities do not academically link a student to OUVS or to Open University in a teaching/examining relationship. In my judgment an organization cannot delegate the teaching/examining functions to someone else and use that process to produce academic degrees that merit recognition elsewhere. The student about whom the original question was asked was taught and examined by a Berufsakademie in Germany, not by Open University. If the student had received a degree from Open University on the basis of examinations administered by Open University, using what was learned at the Berufsakademie as preparation for the examinations, I would have had no problem accepting the degree. But the student did not do that. Instead, an Open University degree was used to paper over the student's actual educational achievement at the Berufsakademie. I believe that achievement ought to be judged on its own merits. James S. Frey, Ed.D., Senior Advisor & Founder Educational Credential Evaluators, Inc.

**************************** ORIGINAL QUESTION AND ANSWER Question: A German applicant to our MBA program holds a Diplom from a Berufsakademie—by all indications NOT equivalent to a U.S. bachelor’s degree. But, according to the OSEAS center in Heidelburg, students then send this credential to the Open University in the United Kingdom to be certified as a bachelor degree. So how should one view this credential? Response: In my judgment, a credit course is one that can be credited toward the academic requirements of a degree program at the institution that taught the course. In my judgment, a degree program is acceptable only if the teaching institution is officially recognized as degree-granting by the authorities who have jurisdiction over tertiary education in the country in which the student was educated.



Your applicant was taught by a Berufsakademie in Germany, not by the Open University. Therefore any involvement by the Open University is not relevant. The Open University is not an officially recognized degree-granting institution in Germany. Even if it had actually taught the student, I would consider any degree it awarded in this situation to be unacceptable. I believe the Diplom awarded by the Berufsakademie has to be judged on its own merits, and only on its own merits.

****************************

Admissions wRAP Up welcomes letters to the editor. The editor reserves the right to edit letters for space and clarity without changing the original meaning. Writers must include their full name, address, e-mail address and telephone number.

(Letter to the Editor - continued from page 29)


This is meant to be used as a guide to help you in determining the admissibility of a student with a specific foreign credential, given, of course, that the student meets all of your other admission requirements. This guide is not an official endorsement by NAFSA: Association of International Educators. Remember that intelligent people disagree even when they are looking at the same facts! This tool is meant for you to begin to see the process of how to evaluate a credential from another country, and why your assessment might be different from a colleague’s assessment. The evaluation of a foreign credential usually entails several steps, such as:

gathering information on a country's educational system, gathering information on a particular credential, determining where the credential falls on the US credential benchmark spectrum, determining if the student is admissible given institutional policies, and determining placement and transfer credit, if warranted

Ascertaining the benchmark comparability of a credential should be carefully distinguished from determining the admissibility of a student. Students may have the equivalent to a US bachelor's degree, but they may not be admissible to your institution. Thus, the evaluation of a foreign credential is heavily determined by your institutional type and your institutional policies. Below, you will find that the benchmark comparability and the admissibility determination are clearly separated into two steps. In the following section, you will see several credentials from Saudi Arabia. You will also see evaluations from three sources: 1. The National Council on the Evaluation of Foreign Educational Credentials: The “Council” was an

interassociational group that provided guidelines for interpreting foreign educational credentials for the placement of holders of these credentials in US educational institutions. The membership of the Council reflected the diversity of US education institutions for which recommendations were made. Council recommendations were not directives, nor did they make judgments about the quality of programs and schools. The Council was dissolved in March 2006, but its recommendations from previous publications are included, when available.

2. U.S. educational institutions: The following evaluators volunteered to evaluate the educational credentials

appearing in this newsletter: • Peggy Bell Hendrickson, International Education Adviser, International Admissions, University of North

Texas • Melanie Gottlieb, International Credential Specialist, Webster University • Elizabeth Kibler, Assistant Director, Graduate and Professional Admissions and Academic Support Unit,

University of Illinois at Urbana-Champaign • Cecilia Barajas, International Admissions Counselor/Representative, Eastern Michigan University

3. Credential evaluation service: In this issue, we have invited Hany Arafat of SpanTran Educational Services

to evaluate the educational credentials.

CREDENTIAL EVALUATION SECTION


C R E D E N T I A L EVA L U AT I O N: SA U D I A R A B I A F I R S T S E C O N D A R Y S C H O O L C L A S S


C R E D E N T I A L EVA L U AT I O N: SA U D I A R A B I A F I R S T S E C O N D A R Y S C H O O L C L A S S

G E N E R A L C R E D E N T I A L I N F O R M AT I O N

E VA L U AT I O N F R O M : N AT I O N A L C O U N C I L O N T H E E VA L U AT I O N O F F O R E I G N E D U C AT I O N A L C R E D E N T I A L S

E VA L U AT I O N F R O M : U . S . E D U C AT I O N A L I N S T I T U T I O N S University of North Texas (Moderately Selective)

Need a copy of the high school completion certificate. However, GPA is too low for admission to UNT.

Webster University (Competitive)

One year of high school. Need grade two and grade three transcripts

Eastern Michigan University (Moderately Selective)

First High School year, out of three. Note: Would recommend an educational ladder. Where is the information for 2003 and beyond? We would only use a Ministry of Education sealed document, and they only issue sealed docs after program is completed. This document lacks the endorsement.

E VA L U AT I O N F R O M : E VA L U AT I O N S E R V I C E SpanTran Educational Services Completion of 10th grade

Credential name in original language

First Secondary School Class

Country Saudi Arabia

Recognition/accreditation body Ministry of Education

Prior level of education required Intermediate Education (9 years)

Official length of program 3 years

Time period covered One year (1422H*) (2002)

Program type Academic

Institution Al Orouba Secondary School

No current placement recommendation available


C R E D E N T I A L EVA L U AT I O N: SA U D I A R A B I A F I R S T , S E C O N D A N D T H I R D S E C O N D A R Y G R A D E - S C I E N C E S E C T I O N


C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A F I R S T , S E C O N D A N D T H I R D S E C O N D A R Y G R A D E - S C I E N C E S E C T I O N


E VA L U AT I O N F R O M : N AT I O N A L C O U N C I L O N T H E E VA L U AT I O N O F F O R E I G N E D U C AT I O N A L C R E D E N T I A L S No current placement recommendation available


High school equivalency. Need the official General Secondary Education Certificate


Completed secondary education; would admit as a freshman


Equivalent to high school graduation. Freshman admission. Page one is the cumulative academic history. Some programs may require or seek ACT or SAT test scores for placement into classes such as biology, chemistry or physics. If ACT/SAT is available, use for placement in possible advance courses.

E VA L U AT I O N F R O M : E VA L U AT I O N S E R V I C E SpanTran Educational Services Completion of U.S. 12th grade. Remarks: Must submit proof of success on the

General Secondary School Certificate Examination to establish high school equivalency


First, Second and Third Grade—Science Section



Prior level of education required Intermediate Education (9 years)

Official length of program 3 years

Time period covered Three years (completed in 1422H)* (2001)


Institution Manarat Al-Sharqiah at Khobar


C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A B A C H E L O R A P P L I E D M E D I C A L S C I E N C E S


University of North Texas (Moderately Selective)

Bachelor equivalent (but grades are too low to meet UNT Graduate School admissions requirements)


Bachelor of Science; graduate program admission

University of Illinois at Urbana-Champaign (Selective)

Bachelor’s equivalent. The GPA for the last 3 years = 3.29/5. A GPA of 4/5 would be required for full status admission; therefore, the student would not be eligible for full status admission. NOTE: With departmental support, the student would be evaluated for limited status admission. All admission materials (personal statement, letters of reference, work experience, etc.) would need to be reviewed to make this decision


Bachelor’s equivalent; graduate admission. May need additional test scores such as GRE or GMAT, Miller, TOEFL/IELTS/MELAB. King Saud University is a highly selective school with a Carnegie ranking.

C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A B A C H E L O R A P P L I E D M E D I C A L S C I E N C E S



E VA L U AT I O N F R O M : U . S . E D U C AT I O N A L I N S T I T U T I O N S

E VA L U AT I O N F R O M : E VA L U AT I O N S E R V I C E SpanTran Educational Services Bachelor of Science in Clinical Laboratory Science


Bachelor Degree of Applied Medical Sciences and Academic Record



Prior level of education required General Secondary Education Certificate

Official length of program

Time period covered 1997—2002


Institution King Saud University


C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A

U N I V E R S I T Y A C A D E M I C R E C O R D


C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A

U N I V E R S I T Y A C A D E M I C R E C O R D

Bachelor of Business Administration Bachelor of Business Administration


C R E D E N T I A L EVA L U AT I O N: SA U D I A R A B I A U N I V E R S I T Y A C A D E M I C R E C O R D




Bachelor equivalent (upon submission of bachelor’s degree), but GPA is too low for admission to UNT even as a second bachelor’s student.


Bachelor of Arts. Admission to (with potential probation) to less selective programs. We would not admit to graduate level to highly selective programs.


Bachelor’s equivalent. The GPA for the last 2.5 years = 2.88/5. A GPA of 4/5 would be required for full status admission; therefore, the student would not be eligible for full status admission. NOTE: The transcripts indicate that the student was in a bachelor’s degree program and that the student graduated. We would admit with the documents provided; however, we would require the student to submit his/her final certificate of degree to our office during his/her first semester of enrollment.


Bachelor’s equivalent. Graduate admission, depending on program placement requirements. May need additional test scores such as GMAT, TOEFL/MELAB/IELTS. Departments such as business school may need additional scores for an admissions index.

E VA L U AT I O N F R O M : E VA L U AT I O N S E R V I C E SpanTran Educational Services Bachelor of Business Administration


Academic Record


Recognition/accreditation body Ministry of Higher Education

Prior level of education required General Secondary Education Certificate


Time period covered 1997—2002


Institution Qassim University (Algaseem University)


C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A I G C S E



C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A I G C S E


International General Certificate of Secondary Education (IGCSE)


Recognition/accreditation body University of Cambridge Local Examinations Syndicate

Prior level of education required N/A

Official length of program Minimum of 11 years primary and secondary school

Time period covered 2001


Institution Manarat Al Riyadh School – English Section



Incomplete high school equivalency record. Unable to admit student without at least 5 passes on the GCSE in college-preparatory subjects.


High school completion. Normally we require 5 completed IGCSE’s, but based on the strength of the applicant, we would likely make an exception with Freshman admission. Would like to see a 5th subject or an explanation of why 5th subject was not taken.


High school certificate; British education pattern; freshman admission, no advance standing.

E VA L U AT I O N F R O M : E VA L U AT I O N S E R V I C E SpanTran Educational Services High school graduation if target institution accepts 4 IGCSE passes (with

English and math). Remarks: need more information about studies leading up to the IGCSE examination.


C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A S T U D E N T ’ S E D U C AT I O N A L A N D T R A I N I N G R E P O R T



C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A S T U D E N T ’ S E D U C AT I O N A L A N D T R A I N I N G R E P O R T


Student’s Educational and Training Report


Recognition/accreditation body General Organization for Technical Education and Vocational Training (GOTEVOT)

Prior level of education required General Secondary Education Certificate (grade 12)


Time period covered 1998-2002


Institution College of Technology at Dammam



Undergraduate transfer student. We would need a syllabus in order to determine transfer credits for degree plan. UNT does not transfer courses in English language. However, the transfer of other courses into the degree program would determine the level of admission (freshman, sophomore, etc.).


Associate’s degree in technical field; admission with probation to less selective programs only with transfer credit up to 64 semester hours. Highly selective programs would not admit.


Undergrad transfer. Transfer credit for 2.0 grades, to be determined by a course-by-course evaluation.

E VA L U AT I O N F R O M : E VA L U AT I O N S E R V I C E SpanTran Educational Services Associate of Applied Science in machine tool technology; need more

information regarding the official length of the program.


C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A B A C H E L O R ’ S D E G R E E I N C H E M I S T R Y



C R E D E N T I A L E VA L U AT I O N : S A U D I A R A B I A B A C H E L O R ’ S D E G R E E I N C H E M I S T R Y


Bachelor’s degree in chemistry and transcripts


Recognition/accreditation body Ministry of Higher Education

Prior level of education required General Secondary Certificate of Education


Time period covered 1999– 2001/2000—2005


Institution King Abdul Aziz University and Taibah University



Bachelor equivalent, eligible to apply to Graduate School.


Bachelor of Science. Admit to graduate level.


Bachelor’s equivalent. The GPA for the last 2.5 years = 3.98/5. A GPA of 4/5 would be required for full status admission; therefore, the student would not automatically be eligible for full status admission. NOTE: Since the student’s GPA is just under the full status admission minimum, our office would consider admitting with full status with departmental support. All admission materials (personal statement, letters of reference, work experience, etc.) would need to be reviewed to make this decision.


Bachelor’s (chemistry); graduate admission. GPA is 3.0, will need to calculate all classes, eliminating repeats and withdrawals; need a clear set of transcripts. Will need GRE and TOEFL/MELAB/IELTS scores for possible placement into chemistry department.

E VA L U AT I O N F R O M : E VA L U AT I O N S E R V I C E SpanTran Educational Services Bachelor of Science in chemistry


Newsletter Team

Editorial Board: Marybeth Gruenewald Senior Evaluator Educational Credentials Evaluators, Inc. [email protected] Linda Jahn International Academic Credential Evaluators [email protected]

Nancy Katz International Educational Consultant [email protected] Pat Parker Assistant Director of Admissions Iowa State University [email protected] Steven Shaw Director of International Admissions University at Buffalo [email protected] Marjorie Smith Associate Dean, International Student Admission University of Denver [email protected] Kate Trayte Freeman Executive Director, International Students and Scholars Services Drexel University [email protected]

Special thanks to the Deborah Hefferon Content Committee: Independent Consultant [email protected]

Doug McBean Senior Policy Coordinator University of Toronto [email protected]

Special thanks to: Jim Frey President

Educational Credential Evaluators, Inc. [email protected]

Questions? Feedback? E-mail: [email protected]

What credentials would you like evaluated? What topics would you like covered?

What did you like about this newsletter? What can we improve upon?

credential evaluation: saudi arabia

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