(Sayigh 1971 , 41 . As Saudi-Arabian Arabia has changed with the discovery of oil and has give away a rich cultural city , it muted continues to depone on traditional set and whimseys that stem from the Islamic belief (Sayigh , 1971 , 41 As a result , compulsory rearing has non been relied upon as the primary way of educating Saudi Arabian children until very recently . The nomadic and tribal nature of the passel in this area of world has not presented the need for testicle schooling until the present . The shift from this nomadic way of history has resulted in the need to provide an program line to children magical spell withal continuing to remain true to Islamic values and beliefs (Sayigh , 1971 , 43Education still only reaches a small portion of the children nourishment in remote areas of Saudi Arabia . Comp ulsory statement has not been offered or required and the skills that are taught are extremely hold . The accessibility of formal schooling is sporadic doneout the region and the preparational skills that children do acquire are not necessarily gained by means of attending school (Sayigh , 1971 , 43 .
One reason because Saudi Arabia has been so slow in embracing the effect of compulsory education is because the society is reluctant to accept a new way of doing things (Sayigh , 1971 , 43 . This reluctance has led to a country that does not include consistent schooling kingdom on a country wide philosophy o f education . Combined with the focus on rel! igious beliefs and values , the Saudi Arabian people are just beginning to pull in the value of compulsory and formal education in enactment religious beliefs but also in teaching academics much(prenominal) as mathematics and languageAnother stumbling block that Saudi Arabia faces with regards to compulsory education lies in Western opinions about what type of education Saudi Arabian children receive (Propkop , 2003...If you want to get a all-embracing essay, outrank it on our website: OrderCustomPaper.com
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