1.2 Justification for the Example: Oil is ending
Saudi Arabia depends heavily on oil and gas products. Although the country is still the second largest producer of oil products, shortly come after Venezuela with over 263 billion barrels of oil, it is notable these are not enough renewable fuels. Saudi is heading in a tricky situation Mehta, (2013), where it has to rely more on industries and technology than oil. So far, a sizable number of Saudi's still see education a luxury they should not have. In fact, the tackling of humanities is motivated by the desire to meet the religious requirement threshold, then the quality concern. The most important concern is the pace that K-12 Education set. On the other hand, there is a genuine growing culture that motivates the growth of education sector. Alsuwaida (2016) specifies there are historical, ideological, and political as well as, government policies that are in place to oversee the implication and teaching of the learning while ensuring that the appropriate cultural traditions are adopted at each stage of education development. In fact, the K-12 education present does not allow the adoption of science education, because we have naturally relied on science courses.
3.0 Justification for the Example: KFU College of Engineering Right but Late
So far, Saudi Arabia is not that badly off as compared to the persuasion of science courses. Baki (2004) illustrates Saudi Arabia has a gender-segregation policy for education systems which denies the proper diversification or hybridizing of education. However, in different institutions are attempting to close the gap, for instance, KFU College of Engineering and provide student opportunities for the first-hand experiences in science and engineering (Kfu.edu.sa, 2017). Such nanoscale courses and development, as well as recruitment seconded by the various engineering students, presents the appropriate opportunities for the College of Education presents stable argument the adoption of science courses equally with art course. The KFU College also has several expectations, for instance, the course has with time encouraged the recruitment of senior engineering course.
Hence, having reflected on these challenges, we believe that the equal journey of science and the equal journey of arts courses should begin at the level of K-12 education (Mehta, 2013). The destruction and foundational work have been carried to undermine the achievement of different contributions that will encourage the support and the construction of a house of wisdom, equally based on science and technology.
2. Plan for Change
We are proposing change because it is the first line of bringing in a new science program one that is vital and considerate of organizational change. Todnem (2005) justifies change as a compulsory assessment, which helps in identifying the different consensus framework that organizational uses to leverage for growth and change.
The purpose of the project implementation plan is to reintroduce the project plan while identifying the system to be implemented. There is a need to revise the ministry of education to incorporate the science level training at the K-12. This revision is accompanied by the compulsory need for language oriented courses.
2.2 System Overview
To Embrace Science as well, the project implementation plan will be structured narrowly heading southwards. At an early age, Saudi K-12 students should be introduced to calculations. For instance, in Japan where robots have a more future than our oil industry, children are taught to be calculators,
2.3 System Description
The program requests the appropriate intended support that seeks at reintroducing science courses, mathematics, and physical science, as well as English courses two years before bringing in art courses. Introducing science courses at an early age will require hybridizing the current system with the Japanese template of ECD. The goal is to make more science conscious students.
2.4 Assumptions and Constraints
There are several assumptions of hybridizing the ECD based on the assumptions concerning the development and the execution of the right curriculum. In focus, the need to restructure the curriculum to meet the required learning goals depends predominantly on the approach we have to science in general (Lubna et al., 2015). Science is relatively more complex as compared to art; however, different people have different abilities. However, a human being is a moldable creation, if the right resources are supplied at the right time, a human being can be extremely productive. Hence, in coming up with the right project resources, we are required to identify our resources, based on the following critical factors
Curriculum reused or purchased
Approach to constraints
2.5 System Organization
Hallinger (2003) the project implementation mechanism depends naturally on the quality and the system in place to see it works. Once the above critical factors are in place, there should be a committee, agencies, and a board sanctioned by the ministry education. The goal is to come up with a perfect education system that will inspire the development of a perfect education system one that meets the capital goals of the change plan. Mehta (2013) explores the different accountability pressures that are related to introducing a new education curriculum. It is easily notable that the system of education is heavily successful based on the different education approaches used to maximize the benefits of education.
3. Literature Review
I am more inspired by the Change and Classical management theories which not only inspires me but motivates me that the huge task ahead is possible. In response, I state that the exercise control is generally the main preoccupation and the classical theory (Stafffullcoll.edu, 2017). The literature distinguishes between classical management from scientific management philosophy accompanied by the general principles of development while placing an appropriate scientific philosophy. The two theories introduce us to important classical management principles that surround the identification of the appropriate organizational characteristics for the creation of a new education program. The design principles are therefore mentored by the classical theory but fueled by other theories. The specialization applies to the damaging fissure occurs for separate strategy and policy creation that are important for organizational goals.
3.1 Theory of reasoned action
The theory of reasoned action was mentored by Martin Fishbein. The theory champions for the Information Integration theory. The theory reasoned action predicts for behavior intention that compromised for stopping the appropriate attitude predictions for predicting behavior. The reasoned action strengthens the evaluation for the support and persuasive goals. There is a need to evaluate the attitude to support the persuasive goal. There is a need to create a new attitude that will involve strengthe...
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