1. Rhetoric Programmes in Saudi Universities: Movements of change
By: Hanadi Behairi, PhD, SOAS
Associate Professor of Arabic Rhetoric
Umm al-Qura University, Makkah, Saudi Arabia
09/10/1439
Hanadi Behairi, UQU Saudi Arabia

2. Contents Number of universities offering Rhetoric programs
Curriculum mapping of Rhetoric programs
Problems raised
NCAAA (The National Commission for Academic Accreditation and Assessment)
NCAAA general standards
Center for quality and international academic accreditation for Islamic and Arabic studies
National Standards for Arabic Language programs
Movements of change
Re-designing the curriculum
New subjects
Needs of the labor market
Obstacles
Suggested solutions
09/10/1439
Hanadi Behairi, UQU Saudi Arabia

3. Saudi Universities Number of universities offering Rhetoric programs
Number of Saudi universities
Only two Saudi universities created Rhetoric programmes independently of Arabic language and literature colleges;
Umm al-Qura University in Makkah (1981)
Muhammad bin Saud University in Riyadh (1964)
09/10/1439
Hanadi Behairi, UQU Saudi Arabia

4. Curriculum mapping of Rhetoric programs
Principles of rhetorical writing
2. Rhetoric
3. Searching the library for rhetorical sources
4. Semantics
5. Inimitability of the Qur’an
6. Literary criticism
7. Figures of speech
8. History of Arabic Rhetoric and Criticism
9. Embellishment
10. Stylistics
11. Rhetorical studies of Hadith
12. Rhetorical studies of the Qur’an
13. Modern criticism
14. Studying a rhetorical heritage book
15. Rhetorical studies of Arabic poetry
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Hanadi Behairi, UQU Saudi Arabia

5. Problems raised 09/10/1439 Hanadi Behairi, UQU Saudi Arabia
Weaknesses of learning outcomes
Graduate students lacking rhetorical skills
unemployment among university graduates.
Teaching Rhetoric in schools in a theoretical rather than a practical way.
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Hanadi Behairi, UQU Saudi Arabia

6. Hanadi Behairi, UQU Saudi Arabia
Shifting time
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Hanadi Behairi, UQU Saudi Arabia

7. NCAAA (The National Commission for Academic Accreditation and Assessment )
The National Commission for Academic Accreditation & Assessment was established in by the Higher Council of Education in Saudi Arabia with the responsibility to establish standards and accredit institutions and programs in post-secondary education.
The system for quality assurance and accreditation is designed to support continuing quality improvement and to publicly recognize programs and institutions that meet the required quality standards. The objective is to ensure good international standards in all post-secondary institutions and in all programs offered in Saudi Arabia.
Students, employers, parents and members of the community should be able to have complete confidence that what has been learned by students, the research conducted, and the services provided are equivalent to good international practice. Accreditation of an institution or a program will give public recognition that these standards have been achieved. Saudi Arabian qualifications should be accepted without question anywhere in the world.
09/10/1439
Hanadi Behairi, UQU Saudi Arabia

8. National Standards for Academic Programs
The Commission has developed a set of standards for quality assurance and accreditation of higher education institutions in eleven general areas of activity.
Mission Goals and Objectives
Governance and Administration
Management of Quality Assurance and Improvement
Learning and Teaching
Student Administration and Support Services
Learning Resources
Facilities and Equipment
Financial Planning and Management
Employment Processes
Research
Institutional Relationships With the Community
These standards are based on what is generally accepted as good practice in higher education throughout the world and are adapted to the particular circumstances of higher education in the Kingdom of Saudi Arabia.
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Hanadi Behairi, UQU Saudi Arabia

9. Center for Quality and International Academic Accreditation for Islamic and Arabic Studies
The center was established in 2008 at Umm al-Qura University to be the first to accredit Arabic courses taught to Muslims and non Muslims
The main objective of the center is to examine Arabic Language programs leading to BA degrees around the world in order to ensure that they meet the standards of learning Arabic language and literature and assuring learning outcomes.
09/10/1439
Hanadi Behairi, UQU Saudi Arabia

10. National Standards for Arabic Language programs
In 2010, NCAAA realized that Arabic language and religious programs need specific standards for two main reasons:
(1). The weak learning outcomes
(2) The wide variation of these programs across Saudi universities which makes course equalization difficult.
They establish committees to write detailed specifications for all Arabic language courses and assign every course a weight such as (10%, 5%) on the curriculum mapping.
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Hanadi Behairi, UQU Saudi Arabia

11. Movement of change
Since 2010 a big movement of change has been noticed among Arabic language programs in Saudi universities. They start to compare and contrast their programs with other Arabic programs in the Arab region and around the world in order to write benchmarking reports.
They take care of key performance indicators for academic programs to get to the roots of the core problem of weak graduates.
They study the labor market requirements and their job descriptions to match their needs both in the public and private sectors.
They focus on survey analyses for staff and students to find a suitable solution to students’ poor performance levels.
They emphasize the findings and recommendations of course reports and self study programs .
They organize training and skills development programs for both staff and students.
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Hanadi Behairi, UQU Saudi Arabia

12. Arabic Rhetoric program in Saudi universities
2016
Arabic Rhetoric program in Saudi universities
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Hanadi Behairi, UQU Saudi Arabia

13. What is next?
After more than twenty years of curriculum mapping, many problems have risen in terms of the value of the content and the interrelationship between the theoretical and practical usage of Rhetoric as a kind of art and science.
Therefore, the main problem facing graduate students is finding a job in the labour market, not because of the lack of needs, but rather due to the inability of the students to practise and apply rhetoric to serve their society. This shows that the skills of these students are weak and undeveloped and employers require high quality skills which do not match the average graduating student’s abilities. This results in an increase in the unemployment rate of Rhetoric graduates.
09/10/1439
Hanadi Behairi, UQU Saudi Arabia

14. Re-designing the curriculum
Rhetorical sciences
methodologies of applying rhetorical sciences in order to analyse Arabic literature (poetry and prose)
understanding rhetoric in the Quran and Prophet Muhammad’s speech.
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Hanadi Behairi, UQU Saudi Arabia

15. New subjects and learning outcome
Rhetorical analysis and computer science – Computer Science department
Rhetorical study of media- Media department
Rhetorical study of political speech- Politics department
Rhetoric and social needs- Social service department
Rhetorical techniques in the investment and business sector- Islamic Economy department
Rhetoric in health services (patient relationships)- Medicine department
Comparative rhetorical studies- Arabic and English departments
Rhetoric and knowledge-based economy - Business department
09/10/1439
Hanadi Behairi, UQU Saudi Arabia

16. Academic obstacles
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Hanadi Behairi, UQU Saudi Arabia

17. Needs of the labor market
Private sector (lack of skills)
Public sector
(Ministry of Civil Service)
no job descriptions
no job titles
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Hanadi Behairi, UQU Saudi Arabia

18. Suggested solutions
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Hanadi Behairi, UQU Saudi Arabia