The Development of Curriculum for Girls in Saudi Arabia
Fahad Alharbi1
1The University of Kansas, Lawrence, USA.
DOI: 10.4236/ce.2014.524226   PDF   HTML   XML   5,801 Downloads   8,813 Views   Citations


This paper illustrates the development of curriculum for girls in Saudi Arabia and how it has changed and been challenged over time. Several factors have played important roles on impeding girls’ education. Society was the main impediment, as it used to refuse any change and fight that change. Girls in Saudi Arabia are segregated from boys in different schools, but in the past, they also had to take different subjects and curriculum that what boys were studying. There are three major challenges that girls’ education faced until they were given the same quality of education that boys received. The first challenge started during King Faisal’s era when girls were allowed to go to public schools but under different directors than boys’ institutions. The second time was in 2002, when the girls’ education was moved under the Ministry of Education. The last challenge began with King Abdullah’s project for developing education, whereupon girls received the same quality of education as men.

Share and Cite:

Alharbi, F. (2014) The Development of Curriculum for Girls in Saudi Arabia. Creative Education, 5, 2021-2026. doi: 10.4236/ce.2014.524226.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Alamri, M. (2011). Higher Education in Saudi Arabia. Journal of Higher Education Theory and Practice, 11, 88-91.
[2] Alireza, M. (1987). Women of Saudi Arabia. National Geographic, 172, 422-453.
[3] AlMunajjed, M. (1997). Women in Saudi Arabia Today. United States: St. Martins Press.
[4] Dewey, J. (1902). The Child and the Curriculum Including the School and Society. New York: Cosimo, Inc.
[5] Elyas, T., & Picard, M. (2013). Critiquing of Higher Education Policy in Saudi Arabia: Towards a New Neoliberalism. Education, Business and Society: Contemporary Middle Eastern Issues, 6, 31-41.
[6] Gordon, L. D. (1987). The Gibson Girl Goes to College: Popular Culture and Women’s Higher Education in the Progressive Era, 1890-1920. American Quarterly, 39, 211-230.
[7] Hakeem, A. A. A. A. (2012). Nedam Altaleem Wo Syasth [Education system and policy]. Cairo: Etrak.
[8] Hamdan, A. (2005). Women and Education in Saudi Arabia: Challenges and Achievements. International Education Journal, 6, 42-64.
[9] Lacey, R. (1981). The Kingdom: Arabia and the House of Saud. New York: Harcourt Brace Jovanovich.
[10] Lloyd, C. B., Mensch, B. S., & Clark, W. H. (2000). The Effects of Primary School Quality on School Dropout among Kenyan Girls and Boys. Comparative Education Review, 44, 113-147.
[11] Mashroa Almalek Abdullah Ltatwer Atalyem (2012). King Abdullah’s Project for Developing Public Education.
[12] Smith, D. E. (1987). The Everyday World as Problematic: A Feminist Sociology. Boston: Northwestern University Press.
[13] Steele, C. M. (1997). A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance. American Psychologist, 52, 613.
[14] Tanner, D., & Tanner, L. N. (1975). Curriculum Development: Theory into Practice. New York, NY: Macmillan.
[15] Ministry of Higher (2010). Women in Higher Education: Saudi Initiatives and Achievements. Riyadh: Ministry of Higher

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.