تنويع مصادر التمويل الذاتي بالمدارس السعودية في ضوء فلسفة المدرسة المنتجة بالاستفادة من الخبرات الدولية
The aim of the study is to identify the philosophy of the productive school as one of the sources of self-financing for education, uncover the reality of the productive school in the Saudi educational system, and present international experiences in light of the productive school. This is done in order to propose measures for implementing the productive school in the Saudi educational system. To achieve this goal, a descriptive documentary method was used, analyzing documents and evidence available on the websites of the Ministry of Education in various countries. The research yielded several results, including the United States' reliance on diverse sources of education funding, including private financing sources represented by the productive school under the name of "School to Work," which heavily relies on partnerships with the private sector, industrial companies, and the community. On the other hand, the New Zealand experience excelled in implementing the productive school by adopting a self-management approach, which contributed to its independence in policy-making, strategic decision-making, and financial decision-making. The Danish experience focused on establishing some secondary schools as mechanisms for training, work, and production, known as "Production Schools," as one of the pathways of secondary education that connects learners with academic and vocational subjects to prepare them for the job market. Finally, the research proposed several measures for implementing the philosophy of the productive school in the Saudi educational system. (Published abstract)