On a weekday night this January, thousands of flag-waving youths packed Olaya Street, Riyadh’s main shopping strip, to cheer a memorable Saudi victory in the GCC Cup football final. One car, rock music blaring from its stereo, squealed to a stop, blocking an intersection. The passengers leapt out, clambered on to the roof and danced wildly in front of the honking crowd. Having paralyzed the traffic across half the city, they sped off before the police could catch them.
Such public occasion was once unthinkable in the rigid conformist kingdom, but now young people there and in other Gulf states are increasingly willing to challenge authority. That does not make them rebels: respect for elders, for religious duty and for maintaining family bonds remain pre-eminent values, and premarital sex is generally out of the question. Yet demography is beginning to put pressure on ultra-conservative norms.
After all, 60% of the Gulf’s native population is under the age of 25. With many more of its citizens in school than in the workforce, the region faces at least a generation of rocketing demand for employment. In every single GCC country the native workforce will double by 2020. In Saudi Arabia it will grow from 3.3m now to over 8m. The task of managing this surge would be daunting enough for any society, but is particularly forbidding in this region, for several reasons.
The first is that the Gulf suffers from a lopsided labor structure. This goes back to the 1970s, when ballooning oil incomes allowed governments to import millions of foreign workers and to dispense cozy jobs to the locals. The result is a two-tier workforce, with outsiders working mostly in the private sector and natives monopolizing the state bureaucracy. Private firms are as productive as any. But within the government, claims one study, workers are worth only a quarter of what they get paid.
Similarly, in the education sector, 30 years spent keeping pace with soaring student numbers has taken a heavy toll on standards. The Saudi school system, for instance, today has to cope with 5m students, eight times more than in 1970. And many Gulf countries adapted their curricula from Egyptian models that are now thoroughly discredited. They continue to favor rote learning of "facts" intended to instill patriotism or religious values.
Even worse, the system as a whole discourages intellectual curiosity. It channels students into acquiring prestige degrees rather than gaining marketable skills. Of the 120, 000 graduates that Saudi universities produced between 1995 and 1999, only 10,000 had studied technical subjects such as architecture or engineering. They accounted for only 2% of the total number of Saudis entering the job market.
According to the author, the Saudi education system is characterized by its excessive emphasis on
A．technical creativity.
B．intellectual cognition.
C．conservative values.
D．nonconformist images.