واقع التعلم الأسري في المملكة العربية السعودية ومقارنته بالمملكة المتحد ة

أحلام عبده علي اليحياوي
July 2019
Basic Education College Magazine For Educational & Humanities Sc;2019, Issue 45, p39
The study aimed at identifying the concept of the family learning’s philosophy, growing up, theories, objectives, importance, models, patterns and experiences of some countries in the world. Then, the researcher sheds a light on the reality of family learning, and cultural forces and factors affecting each of the Kingdom of Saudi Arabia and the United Kingdom. The researcher investigated the similarities and differences between them. The study used the comparative approach through George Beriday’s approach that adopted on the description and explanation, interview, and comparison. The study came up with several results; the most important one is the ambiguity of the general framework for family learning in Saudi Arabia. There is no vision for it; there is no evidence to build a structure; which links to education system and its policy. Family learning in Saudi Arabia needs to a supervisory institute, which can be interested in developing plans and programs and straightens them, and this institute dedicates financial situation of the state budget, as there is a partnership with the other government and private institutes and charities in implementation and funding. Family learning in Saudi Arabia is characterized and rooted in Islamic religion, which calls for science and lifelong learning, and the Islam interest in the family, and to magnify its members, and to take care of their rights. Family learning programs in Saudi Arabia focus on parents directly through institutional and educational courses so as to educate them in special centers, and the transfer of expertise for their children at home, without focusing on the child directly. Family learning programs and what they offer to learn the handicraft business, technical and digital skills and to provide for the families a self-sufficiency by raising its economy and to break them out of poverty and unemployment. This allows the support of their children institutionally and educationally by buying stories and educational devices and to join them with educational programs.


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