Job training and satisfaction in Saudi Arabia
Globalization, neoliberalism, and education: Teaching, learning and leading in the world schoolhouse
School of Education
Since 2016, Crown Prince Muhammad bin Salman bin Abdul-Aziz al-Saud has made several ground-breaking policies to transform Saudi society, most notably lifting the ban on female drivers and allowing for social and cultural activities, such as movie theatres and concerts (Chara, 2018). This opening up of the country also included a new socioeconomic vision, known as the Vision 2030 (Kingdom of Saudi Arabia, 2017). The vision centres on three pillars: a vibrant society, a thriving economy, and an ambitious nation (Vision, 2030). In order to achieve the vision, the government established 13 realization programs, one of which is the Human Capital Development Program (HCDP; Vision, 2030). The HCDP aims to improve the quality of education and job training to meet the needs of the labor market and international standards (Vision, 2030). However, there is a paucity of research exploring education job training in Saudi Arabia, especially research that could inform the implementation of Vision 2030. Therefore, the purpose of this study was to address this gap (Al-Sayyed, 2014; Albahussain, 2000; Alzalabani, 2002) through an exploration of how government employees’ attitudes and expectations influenced the satisfaction of job training at The Higher Institute for the Promotion of Virtue and Prevention of Vice at Umm Al-Qura University.