Science Education Impacts on Labor Market and University Expectations of Students by Citizenship Status in the Kingdom of Saudi Arabia

A Comparative Analysis Using TIMSS 2007 Data

Dados Bibliográficos

ID13009884
AutoresAlexander W Wiseman (0000-0002-3674-957X, Comparative and International Education, Lehigh University, Bethlehem, Pennsylvania, USA, autor correspondente), Naif H Alromi (Ministry of Education, Riyadh, Kingdom of Saudi Arabia), Saleh Alshumrani (King Saud University)
Ano2013
Volume12
Fascículo3
Páginas216-229
Data de publicação2013-01-01
Open AccessSim
TipoARTICLE
PeriódicoCitizenship Social and Economics Education (JOURNAL)
Identificadores do periódicoISSN: 2047-1734 • E-ISSN: 2047-1734
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.2304/csee.2013.12.3.216
OpenAlexW2089760307
IdiomaEN
Referências citadas21

This study comparatively examines the impact of students' citizenship status on science education relative to labor market and university expectations in the Kingdom of Saudi Arabia. Specifically, the 2007 Trends in International Mathematics and Science Study (TIMSS) provides science education teaching, learning and achievement data from the Kingdom of Saudi Arabia and each of the Gulf Cooperation Council (GCC) countries, including Bahrain, Dubai (United Arab Emirates), Kuwait, Oman and Qatar. Evidence suggests that the science knowledge and skills taught and learned in Saudi and other GCC schools contribute to the human capital of the students as future labor market participants and impact their future opportunity expectations relative to science. However, the results show that expectations and understanding of the labor market and university needs differ by students' national and non-national citizenship status in Saudi Arabia, in particular

Citizenship · Economic growth · Economics · Human capital · Kingdom · Political science · Education and Islamic Studies · Law · Middle East and Rwanda Conflicts · Socioeconomic Development in MENA

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