Developing the Professional Education Curriculum in Secondary Education Courses System in the Kingdom of Saudi Arabia in the light of the Achieve the Requirements of the Kingdom vision 2030.

  • AbdulAziz Awaad Alotabi Director of Planning and Development Department, Ministry of Education, Saudi Arabia, aziiz1700@gmail.com

Abstract

This study is extracted from thesis, aimed at developing a methodology for vocational education in secondary education, the curriculum system in the light of the systemic approach to achieve the requirements of the vision of the Kingdom of Saudi Arabia 2030, and the study sample consisted of (121) expert specialized in curricula in Saudi universities, and the researcher used the descriptive approach to achieve the goals of the study, using a tool The requirements of the professional education curriculum consisting of (71) words, and the results of the study reached the following:

  1. The appropriate parts to distribute the of professional education Curriculum requirements to achieve the requirements of the kingdom vision 2030 are the objectives, content, teaching methods and activities, the learning means and the assessment including 71 sentences.
  2. The availability of professional education curriculum requirements is in low degree against the objective of an arithmetic average of (2,19), the others are in average degree like the learning means (2,62), the content (2,64), the assessment (2,64), the activities (2,73) and the teaching methods (2,84).
  3. The significance degree of professional education curriculum requirements in developing the Curriculum is high for the parts such as the objectives (3,53), the assessment (3,63), the content (3,67), the activities (3,75), the learning means (3,67) then the teaching methods (3,78).
  4. The average degree of the continuous scenario on professional education requirements in developing the curriculum whereas the activities (1,34), the assessment (1,43), the learning means (1,51), the objectives (1,51), the content (1,52) but the teaching methods are in average degree in arithmetic average (1,61).
  5. The high degree of transformation scenario on professional education requirements in developing the curriculum whereas the content (1,68), the objectives (1,71), the learning methods (1,71), the teaching methods (1,86) but the assessment is with an average degree in arithmetic average (1,60).

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References

Canning، R.(2012). The vocational curriculum in the lower secondary school: material and discursive practices، The Curriculum Journal، Vol. 23،. (3) ، 327–343.

Canning، R.(2012). The vocational curriculum in the lower secondary school: material and discursive practices، The Curriculum Journal، Vol. 23،. (3) ، 327–343.

Kwok. & Tan. Gee.(2004) Scaffolding Supports in Project-based Learning through Knowledge Community (KC): collaborative learning strategies and pedagogical facilitation." Proceedings of the 8th Global Chinese Conference on Computers in Education. Hong Kong، China.

Smith، S.(2012). The Impact of Career and Technical Education Programs on At-Risk Secondary Students، Ph. D، college of education : Walden University، Minneapolis. USA.

Published
2022-03-15
How to Cite
Alotabi, A. (2022). Developing the Professional Education Curriculum in Secondary Education Courses System in the Kingdom of Saudi Arabia in the light of the Achieve the Requirements of the Kingdom vision 2030. International Journal of Research in Educational Sciences. (IJRES), 5(2), 177 - 239. Retrieved from https://iafh.net/index.php/IJRES/article/view/326
Section
Articles