Exploring the Education System in Oman

In the field of vital education, the government has established a robust primary foundation. The educational framework has sufficient capacity to accommodate all school-age children and aims to provide universal access to basic education. However, during the 1997/98 academic year, more than 35,000 primary school-age children (6–11 years old) and over 51,000 secondary school-age children (6–14 years old) were not enrolled in the formal education system.

Clearly, the Ministry formulates strategies to encourage all eligible individuals to attend schools, but the reality on the ground is that a significant number of school-age children do not enroll in schools or drop out before completing their primary or secondary education. Without a solid foundation for basic education, the mere principle of free education alone will fall short of achieving the goal of widespread primary or secondary education.

Sustained collaborative efforts are necessary to increase the enrollment rates in primary and secondary education and to improve the net admission rate for Grade 1.

Capacity: 80%

Oman's sixth and seventh five-year plans aim to eliminate adult illiteracy, targeting an estimated 108,000 uneducated adults for empowerment and development. Adult education initiatives began in 1974/5. By 2001/2, there were 346 education centers in Oman, enrolling 418 male and 5,214 female students. Additionally, 2,214 adult education centers had registered 8,696 students, with an additional 18,540 students enrolled in free education programs.

Oman observes the annual Arab Literacy Day every January. Government campaigns highlight the consequences of illiteracy for both individuals and society. During World Literacy Year in 1990, incentives were offered to Omani educators, administrators, and officials.

Students transitioning from primary to secondary school are recognized by the administration, along with community members who support education. In the 2000/1 academic year, Omani high school graduates were selected to promote adult education in remote areas. The 2001/2 school year saw 127 students—mostly females—trained to become instructors in adult education programs.

In 1970, Oman had only three schools, employing 30 teachers and enrolling just over 900 students. Today, the number of schools has exceeded a thousand. In 1998/9, Oman introduced a new education structure, incorporating ten years of Basic Education and two years of Secondary Education. Upon completing their secondary education, successful students can pursue studies at vocational schools or Sultan Qaboos University. In the future, students will be streamlined at the intermediate level to focus on careers that require specialized and professional training.

Education, once limited to the regions of Muscat and Hoffa in 1970, has expanded nationwide. During the 1990s, primary school coverage expanded rapidly. By 1995/6, Oman had 1,046 schools, including specialized schools and non-government supported institutions. Over half a million young Omanis—506,543 students—were enrolled in these schools.

Educational System

The new Basic Education System consists of two stages: primary education in two cycles, ages 5-10 and 11-15, and secondary education, which spans more than two years. The curriculum aims to impart communication and learning skills, critical thinking, science, and modern technology. In the 2002/3 academic year, 288 schools will adopt the Basic Education System.

The second phase of Basic Education was introduced in 2001/2 in 59 schools (30 for boys and 29 for girls), as well as in five schools open to students who have completed grade four in primary education. The first cohort of primary education students will graduate by the end of the 2006/7 school year. The curriculum reform places greater emphasis on information technology education, even at the elementary level, and the governing body has announced that each subject will have a dedicated teacher in the future.

Oman encourages private entities to establish state-aligned schools, although government involvement in schools is decreasing. By 2002/3, there were 134 private schools.

Key

• Duration of stage in years: 6
• Age level from: 6 to 12 years old
• Primary
• Duration of stage in years: 3
• Age level from: 12 to 15 years old
• Secondary
• Duration of stage in years: 3
• Age level from: 15 to 18 years old
• Credentials awarded: Thaliana Emma (Secondary School Leaving Certificate)

Educational Programs

The secondary cycle spans three years with specialization in the Arts or Sciences in the second and third years. The program culminates in the Thaliana Emma (associate school-leaving certificate). The Secondary Islamic Institute admits individuals who have completed their primary education in the mosque. It offers the same subjects as secondary schools with a focus on Islam and the Arabic language.

Non-University Level

Higher technical education is primarily provided by the Technical Industrial Colleges, offering a two-year program in addition to a foundation year for Thaliana Emma holders, leading to a British Advanced General National Vocational Qualification. They offer programs in Mechanical and Electrical Engineering, Construction, Laboratory Science, Computing, and Business Studies. This program was replaced in July 2000 by the Oman National Diploma. The Institute of Health Sciences, under the Ministry of Health, offers three-year programs in Nursing, Medical Laboratory Sciences, Radiography, and Physiotherapy. Students must pass the Science track of the Thaliana Emma except in Nursing, where either Science or Arts is acceptable. The program includes practical training in hospitals. Additionally, there is the Omani Banking Institute and the Engineering Training Center. The Omani Banking Institute awards a certificate upon completion of a one-year course.

School-Level Studies

• School Level First Stage: Bachelor's Degree: During the initial eighteen months, students in the Faculties of Agriculture, Medicine, Engineering, and Science undertake a foundation course in Science and English before commencing their degree studies. A Bachelor's Degree is awarded after four years in Islamic Sciences, Education, Agriculture, Medical Science, and after five years in Agricultural Engineering, Engineering, Biology, Chemistry, Earth Sciences, Mathematics, or Physics.

• School Level Second Stage: Bachelor's Degree in Medicine and Surgery, Diploma, Master's Degree: A three-year postgraduate program in Clinical Medicine following the Bachelor of Medical Science leads to the Bachelor's Degree in Medicine and Surgery, followed by a one-year internship. A one-year Diploma program in Islamic Sciences is available for graduates in Islamic Sciences seeking specialization. Master's degrees are conferred after two years of study following the Bachelor's degree.
• Admissions to Higher Education
• Admission Requirements: Admission to non-university advanced education programs.
• Name of secondary school certificate required: Thaliana Emma.
• Minimum score/requirement: 50%.
• For admission to: All non-university post-secondary institutions.
• Admission to University-Level Studies: Name of secondary school certificate required: Thaliana Emma.
• Minimum score/requirement: 65%, but 80% is often required for undergraduate studies, while 90-95% may be required for entry into the Faculty of Medicine.
• For admission to: Universities.

Children with Special Needs

Special attention is given to the needs of disabled individuals, especially children, for whom the Ministry has established a well-equipped training center in al-Khoudh, inaugurated in 1987. Skills such as writing, sewing, local science, and carpentry are taught there. The center serves individuals aged 14 to 25 with disabilities. The Ministry assists the newly qualified individuals in finding suitable employment and provides wheelchairs and other assistive devices. Since its opening, the center has trained 428 youths. New facilities are being established to ensure accessibility for those with special needs.

Since 1993, 11 centers have opened across the Sultanate for the care and rehabilitation of disabled children. These centers, supported by the Ministry and staffed by 161 female volunteers, cater to around 700 disabled children. In 1997, a residence for disabled children aged 3-14 was established, currently accommodating 72 children.

Since 1990, the Ministry's efforts have been complemented by the Association for the Welfare of Handicapped Children, a charitable organization that established its first center in al-Quorum. The Association also operates centers in al-Proudhon, Rubaiyat, and Bi lad Bantu Bu Hassan, benefiting over 240 disabled children. In 1998, the foundation stone was laid for a new center in al-Banzai on land donated by an Omani philanthropist.

Sports are an integral part of the disabled welfare program. Oman participates in Gulf, Arab, Asian, and International sporting events for disabled athletes. The disabled sports team achieved gold, silver, and bronze medals at the International Sports Championship for the Disabled in Stoke Mandeville, England, in 1994. Plans are in place for a disabled sports team to compete in the Sydney Paralympics in the year 2000.

However, this is not to imply that education had already ceased in Oman, but constrained resources, a conservative attitude, and the desire to preserve tradition meant that education had been limited, and only the brightest students were able to pursue advanced education, often only if their families could afford it.

The substantial influx of foreigners into this previously isolated region emphasized the need to "catch up." Oman's government recognized the need to cultivate a skilled local workforce for the future, eliminating the longstanding reliance on expatriates to handle even basic maintenance of essential services. Substantial projects for constructing modern schools and universities were initiated and continue to this day, significantly raising educational standards. Arab students are now found in prestigious institutions around the world, especially in the UK and USA, where their abilities match those of students from other countries. The old stereotype of the uneducated Arab has largely vanished.

Oman offers a considerable variety of schools, though state-funded schools are primarily reserved for Omani nationals and Arabs, focusing on Islamic education. The private sector caters to expatriates, with its schools generally meeting a reasonable standard, particularly for primary education. However, a child's secondary education is sometimes better suited in their home country. The Ministry of Education regulates standards in state schools and exerts some influence over the establishment, quality, and operation of private schools, occasionally stipulating that school hours and days align with those of state schools.

A crucial decision for expatriates with school-age children (particularly those at the secondary school level) is whether to send them to boarding school in their home country and, if so, at what age? Do you want to be separated from your child(ren) for an extended period? Is it important for your children to grow up familiar with and connected to their national culture and environment through home education? Oman is undoubtedly a safe and clean environment for children, offering numerous opportunities for recreation and exploration, along with beautiful beaches and a welcoming atmosphere. Do you want to deny them these advantages by sending them to boarding school in a country that might lack these essential benefits? Consider the advice of other expatriates who have faced these challenging decisions.