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Human Development in Saudi Education: a Critical Systemic Approach

Author

Listed:
  • Saad Algraini

    (Flinders University)

  • Janet McIntyre-Mills

    (Flinders University)

Abstract

This paper is drawn from PhD research funded by the Saudi government on the policy and governance of Saudi schools (Algraini 2017. A critical systemic approach to human development in education: a case study of the Ministry of Education in Saudi Arabia). The aim of this article is to address human development challenges using the Critical Systems Heuristics approach. The results show that the central policy framework limits the opportunity for teachers and learners to contribute to shaping the curriculum and the process for human development. The Saudi Ministry of Education needs to: a) develop policy that takes into account the structure and the processes that shape education outcomes and b) to represent the voices of service users and service providers who have different and overlapping views.

Suggested Citation

  • Saad Algraini & Janet McIntyre-Mills, 2018. "Human Development in Saudi Education: a Critical Systemic Approach," Systemic Practice and Action Research, Springer, vol. 31(2), pages 121-157, April.
    • Handle: RePEc:spr:syspar:v:31:y:2018:i:2:d:10.1007_s11213-017-9432-9
    DOI: 10.1007/s11213-017-9432-9
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    References listed on IDEAS

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    1. Amartya Sen, 2005. "Human Rights and Capabilities," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 6(2), pages 151-166.
    2. Gerison Lansdown, 2001. "Promoting Children's Participation in Democratic Decision-Making," Papers innins01/9, Innocenti Insights.
    3. Romm, Norma R. A. & Hsu, Cheng-Yi, 2002. "Reconsidering the exploration of power distance: an active case study approach," Omega, Elsevier, vol. 30(6), pages 403-414, December.
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