NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1142134
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1913-9020
EISSN: N/A
The Saudi Tatweer Education Reforms: Implications of Neoliberal Thought to Saudi Education Policy
Tayan, Bilal M.
International Education Studies, v10 n5 p61-71 2017
The King Abdullah Public Education Development Project or the "Tatweer" education reforms were created to improve the quality of teaching and learning in Saudi Arabia. It was a response to develop generations of Saudis who would contribute to the economic well-being of the nation. The Saudi Tatweer education reforms have been important in highlighting questions about power, globalisation and divergence. Therefore, set against a background of neoliberal discourse, I will assess the influences and impact of the drivers within Tatweer--a seemingly market-driven set of education reforms. With reference to Foucauldian thought on power and governance, I will also raise some questions on whether the Tatweer reforms were rigorous and effective enough in improving the level of education within the Saudi context. Finally, I will consider the importance of Ball's (2003) perspective on performativity, and how market forces and international influence have impacted on Saudi education policy reform.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study; Program for International Student Assessment
Grant or Contract Numbers: N/A