SAKAKA, 29 November 2006 — A debate on the prominence of religious education and materials in the Kingdom’s schools was the focus of yesterday’s kick-off of Saudi Arabia’s Sixth National Dialogue, a regular forum that began in 2003 aimed at bringing together Saudis from all walks of life to discuss their respective visions for the present and future of the country.
Some of the participants calling for a reform to the Kingdom’s education system argued that religious teaching, even in science classes, is playing a hegemonic role, marginalizing the core curriculums required to learn and succeed.
Others defended the prominence of religious teaching in public schools, saying that outsiders are trying to change Saudis. But both sides agreed that the current system requires some reform in order to address the needs of the Kingdom in terms of skilled workers.
Saleh Al-Fowzan, a religious scholar, said that religious education has always been a part of the Saudi system, but that terrorism is something new.
Critics of the Saudi system claim that the religious education system in the country has created a breeding ground for extremist thinking.
Whatever the case may be, participants of yesterday’s dialogue agreed on the need to implement some key changes to the system.
Mohammed Abu Saq, Shoura Council member, said a strategy is needed to determine the direction of education in the Kingdom. There is lack of coordination between educational bodies, he said.
Fatima Al-Tisan, a Najran-based media coordinator, said in order to move up in the education system our ideology needs to be correct.
Participants also suggested adding awareness of human rights and driving lessons to deal with corresponding problems facing society.
Unemployment among Saudis has been a persistent problem due to a lack of skills among the native population.
Companies complained that most Saudi graduates are not adequately prepared to secure jobs in the private sector. Participants attributed the problem to the current education system.
Another participant said that the system needs to pinpoint the goals it wants to achieve, such as equipping students with the tools necessary to compete in the market. “Now the educational system does not serve the economic growth, for example. Graduates are not able to express themselves in English, some can’t even in Arabic,” he said.
This year’s discussions aim at studying the reality of education system and pinpointing the main issues it faces. Secondly, the forum is a chance to know society’s point of view in general (and the academic community in general) on the current education system and methods of developments.
Participants were given 60 minutes in all — three minutes each — to speak, followed by 30 minutes to the Education Ministry to respond.
