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8/6/2019 Volunteering Engineers Partner With Teachers to Increase Engineering Awareness in Saudi General Education - April 2011
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April 23, 2011
olunteering Engineers Partner olunteering Engineers Partner ith Teachers to Increase ith Teachers to Increase
ngineering Awareness in Saudi ngineering Awareness in Saudi
eneral Educationeneral Education
. -amal K Al Dabal. -amal K Al Dabal
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Outline
. erformance of Saudi Education
System
. eeds to Move into Knowledge
Society
. audi Aramco Educational
Initiatives
. oving Forward with TISP
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ome Good Results
• ’ (inning Int l Competitions Science, )airs Inventions
• mprovements in Olympiads
• ( / )ocus on Priorities Math Science roblem Solving Critical Thinking• &ncreased Development of Teachers
(ducational Leaders Tatweer
)roject
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Saudi Arabia Ranked 54 Out of 56 Countries in TIMSS 2007 Math
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Saudi Arabia Ranked 51 Out of 56 Countries in TIMSS 2003 Science
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9
Engineering Graduates Vs. High School Graduates
20:1
21:1
23:1
20:1
23:1
2742229222
35810
43694
52396
1356 1420 1534 2158 2172
0
10000
20000
30000
40000
50000
60000
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Year
#ofScienceM
aleHig
hSch
oolGraduatesVs
Engineering
Graduates
Engineering Graduates Male High School Graduates (Science) Ratio
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Unit of measure
* Footnote
Source: Source
Saudi’s current human capital mix favours managers over knowledgeindustry workers such as engineers and doctors
Managers occupy more of the labour poolin KSA than elsewhere . . .
. . . which is reflected, for example, in the lower number of engineers and doctors per capita
Legislators, senior officials, managers
Other professionals(e.g., doctors,lawyers, engineers,scientists)
Professionals, % of labour force
No. of engineers per 1,000 people,1997 and 2005
No. of physicians per 1,000 people, 2005
38.0
53.0
11.44.6
05/25/2011 05/25/2011 05/25/2011 05/25/2011
* Figure from 2004Source: ILO, Ist Saudi Engineering Forum 2006; Euromonitor; KSA Ministry of Planning Statistical
Handbook
3.3
1.9
3.2
1.6
KSA Finland Singapore U.S.
2005 1997
75% arenon-Saudi
83
6255 54
41
17
3845 46
59
05/25/2011
Singa-pore
05/25/2011
05 /25/201105/25/2
011
05 /25/2011
05 /25/2011
05 /25/2011
05 /25/2011
05/25/2011
Malay-sia
5
79% are
non-Saudi*
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Unit of measure
* Footnote
Source: Source
Outline
1.Performance of Saudi Education System
2.Needs to Move into Knowledge Society
3.Saudi Aramco Educational Initiatives
4.Moving Forward with TISP
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Unit of measure
* Footnote
Source: Source 12
63%
57%
48%
48%
47%
Saudi Arabia Employer Survey Shows University Graduates Lack Core Skills
What Skills Do New University Graduates Lack?(Top 5 responses)
Problem Solving
WrittenCommunications
People Skills
Teamwork
Practical Skills
Source: McKinsey 2005, Total Number of CEOs Surveyed: 400
2
?
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Private Sector Perception of Education System Outputs
ck of Ke y S pe ciali za ti ons
The market is in short supply of science and technology programs, which areessential for the development of key industries, such as transport planning,logistics, and water engineering. On the other hand, there are too manynonscience and nontechnology university disciplines, such as humanities andsocial sciences.
ack of PracticeThe curricula taught at higher education institutions are too theory orientedand lack the practical requirements of the business world.
ination between Business and Education
Insufficient coordination, communication, and planning channels betweenthe education and private sectors has resulted in a shortage of requiredskills, thus hindering the economy from responding quickly to emergingopportunities, which are ultimately captured by the competition.
nsufficient“ ”oft Skills
While exhibiting general proficiency in basic skills, graduates from all levelsof the education system lack training in “soft” business skill such asleadership, team motivation, project management, problem solving,communication, and negotiation.
edibility in Assessment Systems
For some countries, the quality of education and knowledge base of recruitedgraduates fall short when tested, suggesting a significant difference betweenofficial indicators on the quality of the education system and the realperception by the business community about the proficiencies of graduates.Often, companies need to conduct extensive internal training on basic skills.
o rk Et hic
Beyond the shortage of technical and business skills, private investors haveraised serious concerns with regard to the professionalism and work ethicsof their employees, an issue pervasive across the region as a whole.
§“We need fewer theoreticiansand more capable professionals and technicians.”
§“Provided with adequatetraining, our technicians areexcellent in running daily operations. However, they
lack problem-solving skills,which are crucial when thingsgo wrong!”
§“Our universities graduategood accountants, but not financial managers.”
§“The country was witnessing fast growth in tourism, but there was not a sufficient number of tourism professionals to meet thegrowth!”
§“Vocational education is [considered to be] for poor- performing students and less privileged individuals… it does not offer seriousemployment opportunities. Anacademic degree is always a preference.”
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1. Quality of Education system 6. Extent of staff training
2. Quality of Math & Science education 7. Brain drain
3. Quality of Management schools 8. Availability of scientist& engineers
4. Internet Access in schools 9. Quality of research
5. Local availability of specializedresearch & training services
ntellectual Capital Readiness or
nowledge Economy
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Intellectual Capital Readinessfor Knowledge Economy
Band 1 Band 2 Band 3 Band 4 Band 5 Band 6 Band 7 Band 8
Switzerland France Estonia Slovak Republic Brazil Botswana Georgia Dominican
RepublicUnited States Ireland Indonesia Latvia Colombia Vietnam Zimbabwe Cambodia
Finland Iceland Costa Rica Croatia Philippines Azerbaijan Gambia Tajikistan
Sweden Norway Qatar Jordan Mexico El Salvador Mongolia Suriname
Singapore Hong Kong SAR Slovenia Poland Kazakhstan Macedonia, FYR Syria Nepal
Denmark Australia Luxembourg Turkey South Africa Uganda Algeria Mozambique
Canada Malaysia Thailand Russian FederationMauritius Egypt Moldova Ethiopia
Belgium Taiwan Puerto Rico Sri Lanka Bahrain Pakistan Madagascar Ecuador
Netherlands Tunisia Chile China Argentina Benin Bosnia andHerzegovina
Nicaragua
Korea Republic New Zealand Lithuania Morocco Senegal Tanzania Mali Guyana
Austria India Spain Greece Uruguay Venezuela Armenia Albania
Germany Czech Republic United ArabEmirates
Uzbekistan Jamaica Honduras Burkina Faso Namibia
Israel Portugal Kenya Montenegro Peru Cameroon Bangladesh
Japan Barbados Romania Bulgaria Kyrgyz Republic Bolivia
United Kingdom Malta Trinidad andTobago
Panama Zambia Mauritania
Hungary Italy Nigeria Libya LesothoOman Saudi Arabia Guatemala Burundi
Kuwait Serbia Paraguay
Ukraine Chad
Timor-Leste
Intellectual Capital
1. Quality of Education system 6. Extent of staff training
2. Quality of Math & Science education 7. Brain drain
3. Quality of Management schools 8. Availability of scientist & engineers
4. Internet Access in schools 9. Quality of research
5. Local availability of specialized research & training services
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Unit of measure
* Footnote
Source: Source
Education Quality & Global Competitiveness
“A Nation's Prosperity and Potential for Progress are Directly Tied to theQuality of its Educational System” Mr. Jum’ah in AUB – July 9, 2008
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Unit of measure
* Footnote
Source: Source
Alignment of Education DisciplineWith Industrial Requirement
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Unit of measure
* Footnote
Source: Source
Alignment of Education DisciplineWith Industrial Requirement
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Unit of measure
* Footnote
Source: Source
Consistent Quality of Teaching is by Far the Most Important Factor DrivingPerformance and is Missing in Most Systems
*Among the top 20% of teachers; **Among the bottom 20% of teachers Analysis of test data from Tennessee showed that teacher quality effected student performance more than any other variable; on average,
two students with average performance (50 th percentile) would diverge by more than 50 percentile points over a three year period depending on the teacher they were assigned Source: Sanders & Rivers Cumulative and Residual Effects on Future Student Academic Achievement
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
90th percentile
S t u d e n t w i t h h
i g h - p e r f
o r m i n g *
t e a c h e
r
53 percentile points
37th percentile
S t u d e nt w i t h l o w p e r f o r mi ng * * t e ac he r
o students with same performance
US
EXAMPLE
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Unit of measure
* Footnote
Source: Source
Survey About Quality in Education – Riyadh – Jan. 2011
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Unit of measure
* Footnote
Source: Source
Survey About Quality in Education – Riyadh – Jan. 2011
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Unit of measure
* Footnote
Source: Source
Survey About Quality in Education – Riyadh – Jan. 2011
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23
Unit of measure
* Footnote
Source: Source
Survey About Quality in Education – Riyadh – Jan. 2011
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24
Unit of measure
* Footnote
Source: Source
Survey About Quality in Education – Riyadh – Jan. 2011
ل ل ا ا ا خ ا ل
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Unit of measure
* Footnote
Source: Source
ملعل ةيعاا – وصا هي خا ةب ن ةل ا
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• .. Awarenesswareness• .. omprehension omprehension•
.. Applicationpplication• .. Analysisnalysis• .. ynthesis ynthesis•
..Evaluationvaluation
Knowledge TaxonomyKnowledge TaxonomyModelModel
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Application ModelApplication Model•
.. nowledge in one discipline nowledge in one discipline• . Application within discipline Application within discipline• . Application across disciplines Application across disciplines• . -Application to real world-Application to real world
redictable situationsredictable situations• . -Application to real world-Application to real world
npredictable situationsnpredictable situations
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Desired Students inKnowledge Society
Strong in Values Sharp Communication Skills and
a Creator of Knowledge( , ) Writing Research
Possess Critical Thinking Skills and Practice Problem
Solving Techniques ,A Good Foundation of Science,Math Engineering and
( )Technology STEM -Self aware and Takes Charge of
Self Development and Future
Plans
Has Understanding of Basic components of Leadership and
Entrepreneurial Skills A Good Citizen with
Involvement in CommunityService
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Student Behaviors -Student centered Approach
Critical Thinking
Problem Solving
Reflective Learning Communications Skills
&Observation Practical Skills
Engagement
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Outline
. erformance of Saudi Education
System
. eeds to Move into Knowledge
Society
. audi Aramco Educational
Initiatives
. oving Forward with TISP
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31
Objective of Educational
InitiativesPrepare the workforce for the future
Contribute to the development
• of the Kingdom’s economy
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32
ummer Students Programs
ummer Gifted Students Program
ummer chool Sports Program
iemens Science DiscoveryMathletics
&ath Science Clubs
-IT BLOSSOMS
iSpark•
ajor Education ajor Education nitiatives nitiatives
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33
Summer Students Programs
Targeted Audience High school & College Students
Start Date Early 1980s
Duration 7 Weeks/8 Weeks
Average No. of Participants 1,700
Location Saudi Aramco TrainingCentersPartner(s) In-House
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34
Summer Gifted Students Programs
Targeted Audience High school gifted students
Start Date 2001Duration Four weeks
Average No. of Participants 200
Location Saudi Aramco Training Centers
Partner(s) Mawhiba
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35
Summer School Sports Program
Targeted Audience High school students
Start Date 2010
Duration Five weeks
Average No. of Participants 1200
Location Saudi Aramco Built Gov.SchoolsPartner(s) MOE
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36
Siemens Science Discovery
Targeted Audience KG & First Grade Students
Start Date November 2010
Duration Three weeks
Average No. of Participants 50,000
Location MOE Training Center - EasternProvencePartner(s) Siemens
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37
Mathletics
Targeted Audience K-12 Local School Students
Start Date February 2011
Duration On-goingAverage No. of Participants 185,000/year
Location MOE schoolsPartner(s) 3P Learning Company
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VERALL PILOT PROJECT -2 Mar -9 Mar -Apr -1 Apr -5 Apr
otal Q's LiveMathletics
,185 693 ,229 179 ,246 075 ,264 867 ,296 041
.otal Q's CurrMathletics
,49 798 ,64 856 ,75 892 ,88 341 ,116 098
otal Questions ,235 491 ,294 035 ,321 967 ,353 208 ,412 139
otal Certificates 232 287 334 482 587
verage First Score %73 %74 %74 %74 %76
verage Current Score %97 %97 %97 %97 %98
verage studentimprovement
%33 %31 %31 %32 %29
Status Summary
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39
Math & Science Clubs
Targeted Audience Middle school students
Start Date December 2010
Duration On-Going
Average No. of Participants 1,500+
Location 15 Selected Public SchoolsPartner(s) Scitech & MOE
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40
MIT-BLOSSOMS
Targeted Audience High school students & teachers
Start Date January 2011
Duration On-GoingAverage No. of Participants All students locally and globally
Location MIT BLOSSOM websitePartner(s) MIT & Scitech
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41
KNOWLEDGE & EDUCATIONKNOWLEDGE & EDUCATION
• OUTHPROGR
M (iSpark)
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Outline
. erformance of Saudi EducationSystem
. eeds to Move into Knowledge
Society
. audi Aramco Educational
Initiatives
. oving Forward with TISP
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Bridging the Gap
•What canprofessionalengineers,engineeringeducators, andengineering
institutions offer?
•What do pre-university (K-12)school management,teachers, students,and parent need,want, and expect?
ngineering Professionals -re UniversityEducators
T h & S h l H
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Teachers & Schools Havea Very Tough Job! Schools are Under Intense Pressure For Students to Achieve Schools are Under Intense Pressure For Students to Achieve
“ ”Higher Gains On Tests“ ”Higher Gains On Tests
Teachers are Coping to Change from the Way They Learned to Teachers are Coping to Change from the Way They Learned to, -Teach to Research based Methods, -Teach to Research based Methods
Teachers are Coping With Having Curriculum Handed to Them Teachers are Coping With Having Curriculum Handed to Them“ !”Rather Than Creating Their Own“ !”Rather Than Creating Their Own
,Teachers Have Many Subjects to Cover Limited Time for,Teachers Have Many Subjects to Cover Limited Time forInitiativesInitiatives
,Very Limited Time if Any for Development,Very Limited Time if Any for Development
Help
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Help
Engineers Have Good Work Ethics Engineers Have Good Work Ethics
Engineers are Good in Analysis Engineers are Good in Analysis
,They Would Bring Different Perspective in Addition to,They Would Bring Different Perspective in Addition to Practical KnowledgePractical Knowledge
-Engineers Need to be Life Long Learning to Stay Competitive-Engineers Need to be Life Long Learning to Stay Competitive Engineers Here Obviously Like to Volunteer to Help Education Engineers Here Obviously Like to Volunteer to Help Education
• ,So This is an Excellent Match Between,So This is an Excellent Match Between
&Teachers Needs Engineers Who Want to&Teachers Needs Engineers Who Want toHelpHelp
Desired Contributors in the Knowledge Society
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Desired Contributors in the Knowledge Society
In-service
Training
Labor Market Based OnService, Multi Skills,
High Technology& Global-oriented
Industries
Life-Long Learner
Buildi
ng a
Knowl
edge
Societ
y
ar ners p ne
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– ar ners p – ne Team
1.Partnership Between Teachers andVolunteering Engineers Would Help
Saudi Education
2.Understanding Each Other’s Role,
Value Added as Well as Challenges
Will Ensure an Excellent Outcome3.Let’s Make it a Success
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April 23, 2011
olunteering Engineers Partner olunteering Engineers Partner ith Teachers to Increase ith Teachers to Increase
ngineering Awareness in Saudi ngineering Awareness in Saudi
eneral Educationeneral Education
. -amal K Al Dabal. -amal K Al Dabal:// . . / .ttp www facebook com jamal aldabal/ / . . / .ttp www facebook com jamal aldabal:// . /ttp twitter com JamalDabal// . /ttp twitter com JamalDabal
. .amal dabal@gmail com.amal dabal@gmail com
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49
Knowledge & Education YOUTH PROGRAM (ISPARK)
Components Course AgeGroup
Institutes Requirements
Visual Arts 1. Marvelous Mobiles 7-10 Corcoran Collegeof Arts & Design
Paper, wires, writing utensils,brushes, stencils, etc.2. Cartooning
3. Portraiture 13-17
4. Mural Mayhem
Multimedia 1. Introduction to Video Production 16-18 USC- School of Cinematic Arts Cameras, black rooms, lights,specific Apps for filmmaking andcomputer animation2. Documentary Making
3. Digital Photography 12-15
4.Animation
AdvancedTechnology
1. Adventures in Game Design 7-10 ID Tech Iphones, Ipads, Ipod touches,other needed Apple software,PCs to use the game designsoftware and VEX robotics
design system
2. Web Design and FlashAnimation
10-17
3. RoboContenders 12-17
4. Programming IPhone & IPadApps
13-17
Fun Science 1. Matter in Motion 12-14 California ScienceCenter
Customized scientific kitsprovided by the center 2. Eco Explorers
3. aMAZing Robots 14-17
4. Fantastic Physics 10-12
Back
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Value Proposition1.Proven Expertise in Educational Administration2.Educational Measurement; Curriculum and Test
Design; Standard Setting
3.Technology Integration
4.Instructor Selection, Recruitment, Training,Certification, Supervision and Assessment
5.Networking with Leading International EducationalInstitutions and Professional Societies
6.Follow Thru & Excellent Project Execution Capabilities
7.Unique Quality Experience with Saudi Aramco Schools
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