October 7, 2005

GREAT ACHIEVEMENTS IN THE FIELD OF EDUCATION IN THE SULTANATE OF OMAN. SULTAN QABOOS' UNIVERSITY: A SCIENTIFIC EDIFICE FOR QUALIFIED CADRES. THE IMPORTANCE OF THE ROLE OF THE PRIVATE SECTOR IN EDUCATION. The Omani Government has taken pains to ensure that the population of the Sultanate is capable of sustaining a good standard of living. Outsiders to Oman are astounded by the tremendous development the country has undergone since the accession of Sultan Qaboos, to the throne. The Sultan sets 'Five-Year Plans' to cater for social and economic improvements which target particular areas such as education, health, housing, the economy, trade & industry, agriculture, communications, youth, women's interests, information, tourism and environment. These plans are objectively designed and paced to match the country's requirements. EDUCATION The rate of school construction prior to 1970 averaged one school every 19 years. The first school in Oman was built in 1914, followed by a second in 1940, with the Saidiya School in Muscat. A sister Saidiya School was established in Salalah in 1959. This was the last school to be built in Oman before the Renaissance. Within the first five months of Sultan Qaboos' reign, 16 primary schools were opened to educate over 9500 pupils, a 433% increase in the number of schools and a 662% increase in the number of scholars. For the first time in Oman, girls were able to receive education. By the end of 1985, educational institutions were present in all regions of the Sultanate. Figures as at the end of the 1998/99 academic year state that there are now 968 schools throughout the country, covering primary, preparatory and secondary levels of education. During the 1998/99 academic year, there were over 271,000 male students and over 257,000 female students attending schools from primary level to secondary level throughout the Sultanate. In 1976, the first teacher training college was opened, which, in 1977, underwent a comprehensive modernisation programme. In 1989, three teacher training colleges were opened in Nizwa, Sohar and Ibri, with a further five opened in Muscat, Salalah, Sur and Rustaq. The Omani Government firmly believes that the development of the country is dependent upon its human element, rather than its material element. To this end, in 1989, the Government established a Ministry of Education and vocational training centres which teach aspects of skilled labour, engineering, health sciences and finance. In November 1982, the foundation stone for the Sultan Qaboos University was laid and in the academic year 1986/87, it received its first intake of pupils. Initially, the University had five colleges: education, Islamic studies, medicine, engineering and agriculture. Today, there are seven colleges which offer degrees in 52 different subjects. Each year, the University reserves seven places for students from each of the GCC countries. They are selected in their home country and are required to submit the appropriate papers in order to register. The College of Education and Islamic Sciences is the University's largest college and has an extensive list of specialist subjects. It is geared mainly to train a new generation of teachers broadly qualified outside the narrow confines of academic thinking. PRIMARY AND SECONDARY EDUCATION Education has been a major government priority since 1970. In recent years the Basic Education system has been introduced and improvements made to the syllabi at all levels so that they are linked to the demands of the labour market and thereby enabling society to keep pace with modern developments in the world at large. The rapid progress achieved in education by the Sultanate of Oman is reflected in reports by international organizations including the UNESCO (2001) and the World Bank (2001). DEVELOPMENTS IN EDUCATION There are currently 1, 022 schools in Oman, including three special education schools, with a total of nearly 600,000 male and female pupils. In the coming year 2003 2004 a modernised Omani curriculum for the kindergarten stage will be introduced in all private schools, while several other educational projects have already been implemented. Nearly 300 schools are teaching the two stages of the Basic Education System, which aims to develop the pupil's abilities. Independent and analytical thinking is encouraged and curricula focus on the individual student's needs. The syllabi is constantly being updated and textbooks reviewed, and several new subjects have been introduced into the school curriculum to reflect modern trends. In the past year, a number of new textbookds have been written for Basic Education schools and for primary, preparatory and secondary schools. Teaching staff are fully involved in the development process. PRIVATE SCHOOLS The government encourages the private sector to invest in education. Since 1977, 132 private schools have been opened. These follow three district programmes which follow an Omani syllabus, the bilingual programme in which selected subjects are taught in English, and the English Language syllabi in which schools can introduce their own programmes. The Basic Education system has bee adopted in 82 private schools. ERADICATION OF ILLITERACY Major priorities are the Sultanate's literary and adult education programmes, begun in 1998 to teach adults from 15 44 years of age to read and write. In 2002 2003 there were 375 literacy classes with over 6,000 students. Annually the government honours those contributing to literacy programmes, as well as graduates from these programmes who have subsequently completed university studies. Secondary school graduates have now been enlisted and trained to teach literacy classes in the remote regions, and adult education centers have been set up with free reading material to enable the newly literate to continue their education. As an acknowledgement of its achievements in this area, the Sultanate was the recipient of the Arab Education, Culture and Science Organisation's first prize for services to the eradication of illiteracy. Arab Literacy Day and World Literacy Day are celebrated every year. SPECIAL EDUCATION In 1974 1975 a Special Education section was set up for Omanis with special learning needs. While some were initially sent to study in other countries, there are now institutes in Oman for the deaf, dumb and blind and for those with learning difficulties. The private Amal Institute for the Blind, with boarding facilities, was opened in January 2002. Around 600 students are currently being taught at special education schools, and blind people between the ages of 11 and 35 are now accepted in literacy classes. In an experimental system, students with learning difficulties in certain subjects are being taught in regular schools in some regions. TEACHER TRAINING Through ongoing efforts towards Omanisation, over 76% of the Sultanate's teachers and over 97% of administrative and supervisory staff are now Omanis. The government is currently seeking to implement programmes to upgrade the qualifications of teachers and technical and administrative staff to BA level. In 2002, training programmes were held for employees, and in-service training centers have been set up in most of the Sultanate's educational regions. There has been a steady increase in the number of training programmes for teachers and supervisors in the Basic Education system. Some members of staff are enrolled on BA, MA and PhD degree courses, and school principals and inspectors are studying at Sultan Qaboos University for higher diplomas in school administration and inspection. THE SCHOOL ENVIRONMENT HEALTH AND HYGIENE The School Environment Health and Hygiene has been held annually since 1991 and the Sultan's Cup is awarded to the winning region. HIGHER EDUCATION In the 70s and early 80s higher studies were only available through overseas scholarships, which were thus crucial in producing trained and qualified Omani personnel. However in 1994 the government addressed the crucial need for higher education and the expansion of numbers and scope of higher educational institutions, both government and private, to meet the needs of the labour markets. HIGHER EDUCATION COUNCIL The Higher Education Council was set up by Royal Decree no 65/98 to draw up a general policy for higher education and scientific research in the Sultanate's higher educational institutions and to regulate student numbers and intake procedures. It is also responsible for evaluating the performance of existing institutions and approving proposals for new private universities. THE ACCREDITATION BOARD The Accreditation Council was set up by Royal Decree no 74/01. The Board is an independent body responsible to the Higher Education Council Three permanent committees make recommendations on accreditation of higher education institutions, accreditation of higher education institutions, accreditation of programmes of study and quality control. HIGHER EDUCATION INSTITUTIONS Higher educational institutions began to appear in the sultanate in the early 1980s with the establishment of the Omani Institute of Bankers (currently the Institute of Banking and Financial Studies) in 1983 and the Intermediate Teachers' Colleges (currently Colleges of Education) in 1984. The Technical Industrial College (currently the Higher Technical College) was opened in the same year to provide specialist vocational qualifications. Health institutes were also established to train Omani nurses, radiographers, physiotherapists and dental hygienists to work in the government hospitals. The former Institute of Sharia Jurisprudence, Counsel and Guidance has been divided into the Institute of Sharia Sciences for boys of 13- 18 years and the Sharia Law College. The private sector became involved in higher education during the second half of 1990s and there are at present fourteen private colleges and one university, the University of Sohar. SULTAN QABOOS UNIVERSITY Sultan Qaboos University is the realization of the promise announced by Sultan Qaboos Bin Said during the 10th anniversary of Oman's National Day in 1980. Construction started in 1982 and the first Sultan Qaboos University students were enrolled in 1986. In accordance with the Royal Directives the University commenced with five colleges; namely Medicine, Engineering, Agriculture, Education and Science. The College of Arts was opened in 1987, and a College of Commerce and Economics was opened in 1993. The design and construction of the campus was carried out with great attention to the fulfillment of these objectives, with the overall appearance of the buildings carefully planned to accommodate the physical, intellectual, and spiritual needs of students, faculty and staff. Set in a valley beneath the stark panorama of the nearby foothills of the Oman Mountains, the University is a tasteful array of buildings designed with arches and courtyards and constructed in white and pink sandstone in a manner that reflects traditional Omani and Islamic architecture. The University was constructed on an axis in the valley with one end aligned toward Mecca. This axis line starts at the gates of entrance to the University, runs through the Administration Building with its massive Omani doors, and extends uninterrupted through the middle of the academic buildings to the University Mosque at the western end of the campus. The Mosque, with its large dome and minarets, is situated on the higher ground of the campus, and is visible from many points within and around the University. During the design period, the University landscaping was carefully considered and the original plantings have since become verdant gardens and flower beds. The plantings include species, native to Oman and other Gulf regions, that grow and flourish in an arid environment. The landscaping provides shade from the sun, shelter against the wind, and splendid display of colour from flowers and foliage throughout the year. The traditional Islamic separation of the sexes is maintained in the architecture of the University. There is separate access to buildings through lower and upper walkways for men and women and separate seating in the classrooms. Altogether, the campus portrays the rich heritage of Oman and Islam while incorporating all the efficiencies of modern life. The result is an educational and living environment which is both functional and attractive. POST GRADUATE STUDIES AND RESEARCH AND RESEARCH CENTERS Sultan Qaboos University provides outstanding support and services for the researchers. The financial and moral support is in the form of HM Grants Funds, Internal Funds, External Funds, Contacts, Consultancy and Services. Research activities cover many areas that demanded and highly important to the society. SQU offers many exciting opportunities and provides a range of services to the local industry. EXTERNAL RELATIONS: The office facilitates and encourages external participations and in building strong bonds with local, regional and international Universities and research centers and institutions with an objective of putting SQU on the world map of scientific research and postgraduate studies. INNOVATION: The office encourages innovations and publication and ensures both staff and student's intellectual property protection. POSTGRADUATE STUDIES: Sultan Qaboos University provides outstanding support and services for its postgraduate students. Postgraduate provision is designed to be of high quality and of direct relevance to Omani Society. Whether students are planning to study full-time or part-time, and wherever they are in their career, our postgraduate programs seek to meet their academic and professional development needs. Taught courses at Sultan Qaboos University offer students an excellent foundation that support the research activity needed to graduate from our postgraduate program. Students benefit from the close relationship developed between our taught courses, industrial research needs and research conducted at the University, where our research feeds directly into and benefits our teaching. RESEARCH CENTERS: Sultan Qaboos University has established eight research centers, with objection for some to conduct research where the others to coordinate multi-disciplinary research and services to the industry and society at large. SCIENTIFIC PUBLICATION: Sultan Qaboos University encourages publications that market the University knowledge and findings. The University publishes four Scientific publications. COLLEGES OF EDUCATION The six colleges of education (located around the country) provide Omani teachers with comprehensive university level training that covers all relevant professional, educational and cultural areas. The colleges of education have an intake of over 2000 students per year. In the 2002 2003 academic year 8529 male and female students enrolled. They included 480 male and female teachers with intermediate diplomas studying for BA degrees. In 2002 the Colleges of Education employed some 926 male and female personnel. More that 50 students are currently on post-graduate scholarships abroad. The colleges staff is expected to rise to around 20% by the end of the Sixth Five-Year Plan. THE SHARIA AND LAW COLLEGE The Sharia and Law College was established in 1997 to train personnel in Sharia sciences, Islamic and legal studies to fill posts created by the reform of the judiciary and auxiliary bodies such as the Public Prosecutor's Office, the clerks of the courts and the legal profession. Other factors such as foreign investments and the Sultanate's entry into the World Trade Organization agreement influenced the need for legal and judicial expertise. It consists of three main departments: the Islamic Sharia Department, the Law Department and Usul Al Din (Fundamentals of Religion) and Islamic Culture Department. The College awards BA degrees in both Isalmic Sharia and the law. MILITARY HIGHER EDUCATION Military Higher Education Institutions are the police college at the Sultan Qaboos Academy for Police Sciences in Nizwa, the Royal Air force of Oman's technical training Institutes, the Royal Guard of Oman Technical College and the Institute of Topographical Sciences. PRIVATE UNIVERSITIES, COLLEGES AND HIGHER INSTITUTES Oman has invited the private sector to establish universities, colleges and institutes, supervised by the Ministry of Higher Education. By 2001/2, the private sector had set up twelve private universities and university colleges. Most private academic institutions have links with recognised outside bodies to ensure high standards and enables private colleges to award recognised qualifications. The student intake of private colleges rose from 2,079 students in 1999/2000 to 5,496 in 2001/2. TECHNICAL EDUCATION Technical education is a government priority, to meet market demand for trained manpower. The number of Higher Technical Industrial Colleges increased from just one in Muscat in 1984, to five around the country by 1993, when the government converted vocational training institutes in Nizwa, al Musana'ah, Ibra and Salalah into technical colleges. Oman's technical colleges launched the Omani National Diploma (OND) programme in 1999, a programme that offers intensive theoretical and practical training, to provide scientific and technical skills. The OND programme trains young Omanis as technicians, and graduates can obtain higher certificates. A short BA programme is to launch at the Higher Technical College in Muscat soon. Technical colleges offer a range of disciplines to meet industrial sector demand for technical qualifications. The main subjects offered under the OND programme are mechanical engineering, electrical engineering, business studies and information technology, architecture and science. The OND programme is taught in English. During 2001/2, 2,204 male and female students joined the five TICs. VOCATIONAL TRAINING Vocational training provides manpower with technical qualifications and skills. It contributes to Omanisation and helps to fulfil Oman's manpower requirements. Oman's current five-year plan and the 2020 Vision of Oman's Economic Future provide for vocational training to meet demand for special skills. In 1999 Omani Vocational Qualifications (OVQ) were launched, linking training to demand for skilled and semi-skilled manpower. Training takes place at vocational training centres in Seeb, Saham, Sur and Ibri. In 2001/2, these centres took in 1,841 trainees. Between 1994/5 and 2000/1, they produced 4,730 semi-skilled graduates and 2,574 skilled graduates. The subjects included motor vehicle mechanics, carpentry, electricity, general mechanics and building construction. The government has tried to ensure that the government and private vocational training sectors complement each other. Training courses based on the National Vocational Qualifications (NVQ) system have been introduced at training centres with certificates awarded by British institutions. The 164 private institutes and centres offer training in technical, vocational and administrative disciplines. The courses include the NVQ and National Projects, where the student pays for his or her own tuition or wins state support. The NVQ system was introduced in 1996 and National Projects in 1998. OMANI NATIONAL VOCATIONAL QUALIFICATIONS (ONVQ) This system has five levels, from basic to upper management or advanced vocational skills. Each Omani National Vocational Qualification consists of units, each representing a component of the job the student is qualifying for. Tutors evaluate the student's performance and on-the-job potential. By 2000, 12,213 men and 4,748 women had enrolled on ONVQ courses at private institutes. Training and employing Omanis is an urgent government priority. The Ministry of Manpower has drawn up a plan of action to improve the performance of government departments, planning, training and employment services for citizens and make it a priority to employ nationals to replace expatriate labour. HEALTH The mission of the Ministry of Health is to enhance the health and well being of all the people of Oman by ensuring the availability of comprehensive health services throughout the Sultanate. In order to attain and sustain the highest possible level of health, MOH cooperates and collaborate with other social and economic sectors, for protecting and promoting the health of the people in their bid to achieve a better quality of life. The Ministry of Health shares with the people, the responsibility for achieving a state of health, which will permit them to lead a socially and economically productive life. The Sultanate of Oman's achievement in the health sector, in a relatively short span of three decades, have been appreciated by the people of Oman and recognized by the international community. The Ministry of Health, through its five-year health development plans, is further improving its health care infrastructure, creating new institution and new programmes to fulfill the unmet needs and to meet new threats from emerging health problems. Since 1970 the Sultanate of Oman has made great strides in developing its health services, leading to striking improvements in the country's public health. The quality of Oman's health care has been praised by international organizations such as the World Health Organization, UNICEF and the United Nations Development Fund. In 1970 the government was responsible for providing most of the country's health services, and for the next ten years was solely responsible for the populations' basic health care. Today it provides 87% of the country's hospitals and hospitals beds, as well as 90% of outpatient services and 90% of inpatient services. In 2002, 98% of children in the government's target group were inoculated against polio, diphtheria, tetanus, whooping cough and measles as part of a series of health programmes designed to reduce the incidence of contagious diseases. The Sultanate has now been polio-free for the ninth successive year and no case of diphtheria has been recorded since 1992. Measles fell to five confirmed cases in 2002, compared with 1,262 in 1990. At present the government operates 48 hospitals, of which 13 are referral hospitals. At the end of 2002 these had 4,455 beds. The referral hospitals are equipped to provide high quality specialized outpatient and inpatient services in such areas as internal diseases, surgery, paediatrics, gynaecology and obstetrics, orthopaedics, eye, ear, nose and throat (ENT) diseases, dermatology and oral health. They also have disease and tissue diagnostics clinics, laboratories and radiography departments. In addition, most health regions have wilayat and local hospitals providing patients with some specialist secondary health care services. The hospitals still provide primary health care services through the specialist outpatient clinics, which received 10 million visits in 2002. The rise in the number of outpatients and inpatients was paralleled by an increase in laboratory, radiography and dentistry services. In 2002 some 221,000 cases were treated at hospital inpatient departments and 95,000 surgical operations carried out. Before 1970 there were fewer than a hundred people employed in the health sector and only 13 doctors. By the end of 2002 there were 17,740 people including 2,497 doctors and 7,057 nurses working in government institutions. Some 58% of the total personnel were Omanis. Prior to 1970, there were no state hospitals except for a small number of health centres containing a maximum capacity of 12 beds. Preventative medicine was non-existent, and diseases were spread rapidly due to contaminated water supplies and lack of sewerage systems. Times have changed rapidly over the last 30 years, and reports by the United Nations have declared Oman as being amongst the world's leading countries in preventative medicine. By the end of 1998, there were 47 hospitals throughout the Sultanate, providing almost 4500 beds. The Health Education Department of the Ministry of Health frequently launches extensive campaigns concerning the likes of breast-feeding, family spacing, anti-smoking and healthy eating. In addition, a National Health Programmes Bureau has been established to supervise three major projects: the Expanded Vaccinations Programme; the Tuberculosis Prevention Programme; and the Blindness Prevention Programme. The Ministry of Health has also worked in conjunction with other Ministries to set up a number of specialist committees such as: the Drinking Water Committee; the Environmental Health Committee; the National Committee for the Prevention of Malaria; and the National Authority for the Health of Woman and Child. SPORTS Sultan Qaboos has surprised the youth of Oman when declared the creation of the Ministry of Sport Affairs. By this new governmental structure, the Sultan is providing a vision to place the country in the next decade among the best sporting nations in the world in term of sport delivery system. A quick review of the recent history, it is clear that several decisions have been taken to enhance the role of sport in the country. Educationally, Oman is one of the few nations in the Middle East that included physical education as compulsory model in school curriculum. Sport clubs are been integrated and joined for the purpose of reducing their numbers and increase their delivery capabilities, they also were allowed to be involved in commercial activities. In addition, sport associations and the Oman Olympic Committee (OOC) are planed to be developed to a more democratic and transparency managerial structures so that they can better serve the sporting movement. Moreover, the change of the sport organization structure from a small department in the Ministry of Education in the 1970s, to the creation of a High Organization of Youth and Sport Activities in the early 1990s and now the establishment of the Ministry of Sport Affairs in the new millennium is a clear message from the Sultan and the government directing the nation toward seeking a new horizon of sport in Oman. The vision of the new horizon shall be to increase the level of performance in three main directions: ( More People, More Medals, and More International Sport Events) . More people means to increase the number of people participating actively in sport events whether recreational or competitive sport aiming towards making the nation active and adopting a healthy life style. Increasing the number of people is associated with enhancing the quality human resources responsible for sport delivery. Technicians like coaches, referees, sport doctors, physiotherapies and sport administrators should be guided with policies that are clear from clientalism or any sense of discrimination and seek to establish an environment suitable for expanding sport industry and create new jobs in the labor market. By more medals we refer to the increase of Oman opportunity in gaining international medals. But this should be initiated by raising the level of sport performance and competition internally between and among the regions before raising any expectations for international participation. National league and competitions should be strongly supported, sponsored and promoted. By more international sport events, we mean the ministry should seek aggressively to host international sport events in Oman , which undoubtedly, will help to boost tourism industry, attract foreign investors, and raise the level of competition in the country. This will provide the base for professional sport system to be established and developed. Oman citizens, male and female, elderly and youth are welcoming the royal decry and they are ready to serve the nation in the best of their abilities. A call is also directed upon the private sector to support this government initiative and participate in the root toward the new horizon for Oman sport.