Education and policy borrowing in the Arabian Gulf: technical and vocational education and training in Saudi Arabia

While policy borrowing in education is a common practice globally, this paper illustrates the problematic nature of drawing on international experts to reform and develop education policy in Saudi Arabia. While the reliance on consultants was initially driven by a lack of expertise in education policymaking, the impetus to compete globally has led to a focus on “international best practices” rather than policies that are informed by the needs of the local context. Changes to the technical and vocational education and training (TVET) agenda illustrate how reforms based on successful policies in other economies have fallen short in addressing the education and work aspirations of young people within Saudi Arabia. Drawing on qualitative data collected from 152 participants in secondary school as well as vocational colleges, this paper illustrates that despite the education policy rhetoric that positions TVET as a flexible and desirable educational pathway for young people, on the ground policies and reforms do not address the broader challenges within the education system that influence how TVET is perceived and experienced. The paper highlights the importance of incorporating young people’s perspectives to contextualise policies so that they benefit intended recipients.