Evaluating the Internal Policy System of Pakistani Schools in Saudi Arabia: Challenges, Gaps, and Recommendations for Educational Improvement

Abstract

This study evaluates the internal policy system of Pakistani schools in Saudi Arabia, identifying key challenges, gaps, and recommendations for educational improvement. With over 2.5 million Pakistani expatriates in Saudi Arabia, the education of their children is a critical concern. The research focuses on the lack of standardized internal policies, inconsistent implementation, and the need for a robust administrative framework to enhance educational quality. Through a qualitative, descriptive approach, the study examines policies related to school governance, curriculum, teacher training, student assessment, and safety protocols. Data was collected from nine Pakistani schools using surveys, interviews, and checklists. Findings reveal that while 90% of schools have vision and mission policies, only 60% implement them effectively. Similarly, 85% of schools have leave policies, but 25% lack proper implementation. Teacher training policies are present in only 30% of schools, with 35% not implemented. Student counseling policies are available in 50% of schools, but 35% remain unimplemented. The study highlights the absence of uniform guidelines for admissions, fee structures, and safety measures, which adversely affect the quality of education. Recommendations include revising internal policies, involving stakeholders in policy formulation, and ensuring consistent implementation through structured protocols. The study also emphasizes the need for professional development programs, improved safety measures, and the integration of technology in school administration. By addressing these issues, Pakistani schools in Saudi Arabia can provide a more effective and equitable educational experience for students.

Keywords: Pakistani schools, internal policies, educational improvement, Saudi Arabia, policy implementation, school governance.