The Tensioned Nature of Curriculum Reform: What the Kingdom of Saudi Arabia Can Learn from the Experience of Others?

Brendan Mitchell, Abdulrahman Alfuraih

Abstract


This paper examines the tensioned nature of curriculum intent and reform or re-energization with a particular focus on English language teaching and learning. The paper presents recent examples of referenced examples of English language curriculum reform projects in South Korea, Malaysia, Indonesia and the Gulf Cooperation Council Countries which the Kingdom of Saudi Arabia can draw upon in its continued and imperative education reform initiatives. In addition to discussing the (English language) curriculum reform efforts of the aforementioned countries and region the tensions associated with the reforms are investigated and reported. The paper highlights the critical relationship between both professional development for teachers and school leadership support and curriculum reform which are the variables to achieving curriculum reform success. Successful curriculum reform is necessary for the Kingdom of Saudi Arabia (and Arab nations in general) to recognize economic and development goals and move away from an economy solely reliant on oil revenues.

DOI: 10.5901/jesr.2016.v6n3p93


Full Text: PDF

Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Journal of Educational and Social Research ISSN 2239-978X(Print) ISSN 2240-0524(Online)

Copyright © MCSER-Mediterranean Center of Social and Educational Research

To make sure that you can receive messages from us, please add the 'mcser.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..