Interview: Einas Suleiman Al Eisa, President, Princess Nourah bint Abdulrahman University
In what ways is higher education for women contributing to the Kingdom’s long-term economic goals?
EINAS SULEIMAN AL EISA: The advancement of women in higher education in Saudi Arabia aligns closely with the Kingdom’s long-term economic and workforce diversification goals, including enhancing gender equality. Substantial investment in women’s education prior to the launch of Vision 2030, the Kingdom’s long-term economic agenda, prepared women for integration into the workforce once the strategy was implemented.
The plan aims to further integrate women into the local workforce, and their participation in the job market increased from 20% in 2017 to 35% in 2023. This improvement has contributed to a more diverse workforce, and spurred innovation across new and developing sectors such as entertainment, tourism and media. This rapid evolution of the job market is challenging education institutions to adapt and evolve.
How can institutions empower women to lead and succeed in traditionally male-dominated sectors?
AL EISA: Higher education institutions – especially those for women – are crucial in supporting women in the job market, particularly in leadership roles in male-dominated industries. These institutions have been reforming their academic programmes to align more closely with the needs of the new economy. This includes collaborating with the private sector to design curricula, and offer mandatory internships and professional certifications to enhance job readiness.
There is also an emphasis on developing soft skills and values. Education platforms are used to assess and enhance skills, and address weaknesses. Courses on global citizenship and sustainable development goals are now part of university requirements, preparing students to be proud of their national identity and aware of their role in the global community. New courses on topics such as artificial intelligence ensure graduates are equipped with up-to-date technological skills.
Leadership development is another focus, with initiatives designed to train women for executive roles across various sectors. This includes partnerships with international institutions to provide training and coaching. The establishment of a dedicated centre to support women in leadership, which offers programmes tailored specifically to the needs of Saudi women, is an asset in terms of helping them succeed.
Which priorities are likely to shape collaboration between employers and educational institutions to ensure that the necessary skills are available?
AL EISA: The evolving economic landscape necessitates direct collaboration between education institutions and employers to foster a workforce that supports economic growth in alignment with the principles of Vision 2030, which emphasises learning for working. The priority is to bridge the gap between academic learning and practical economic application, ensuring that education directly contributes to economic prosperity. This approach underlines the need for education to evolve beyond traditional, isolated academic settings into dynamic, real-world engagement arenas.
To achieve this goal, institutions are re-evaluating and innovating their partnerships with the private sector. For instance, business schools have integrated simulations in which students participate in a virtual enterprise environment that mimics real business operations. Students apply their specialised skills in departments like human resources and marketing under the guidance of real industry executives, enriching their experience.
Similarly, language and cultural studies initiatives in the Kingdom have adapted their focus to further satisfy the emerging demands of the market. By redefining their academic focus, these programmes ensure that their graduates are well-versed in their respective fields, as well as imbued with a deep sense of national identity and global citizenship. This makes them ideal candidates for positions that require adept cultural navigation.
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