**8. Philosophical position**

*Education Systems Around the World*

stakeholders [7].

In the past decade (2000 to the present), the Ministry of Education has reoriented its approach in dealing with educational problems and issues through data-driven approach and reliance on empirical evidence and data driven information. Three important initiatives were implemented: (1) provide support to school administrators with important training to develop the educational skills, knowledge, and capacities; (2) the elimination of the two track system (Arts track versus Science track), which came as a result of the study carried out in 1993, to provide equal and equitable opportunities for all; and (3) the implementation of the e-government learning system network, to reach all areas in the Sultanate. The e-government process was appealed as a major tool in the development of public services and in the contribution of the knowledge-based economy, for instance, the development of the educational portal and scaling it to all schools, planned and implemented by 2016 to cover all schools in Oman. The management system, however, has been used only for administrative purposes. More recently, it has extended to reach parents and students, which included data of teachers and administrative staff as well as student's achievement. It had the capabilities to have parents check on their children's work and progress. In addition, the Internet Protocol (IP) was introduced to facilitate the communication between the units of the Ministry and regional educational offices. The intent of the Ministry was to initiate the process to allow the technology to be used by teachers, students, and

Future endeavors ensued the development of the creation of interactive electronic curricula of English language from grade one to grade 12 as well as mathematics and science being electronically mediated in Arabic and English. The flagship project was to build a digital model equipped with the latest educational and technological equipment. The Ministry intention was also in its awareness of the technology teachers and school administrators as well as students and parents. The technological endeavor and importance of engaging stakeholders in the educational process are mostly

The Ministry of Education has also stressed on the importance of the private sector and other stakeholders on the improvement and development of the educational program. The Ministry of Education signed a number of partnership agreements with Oman International Bank which financed the printing of textbooks, conferences, and resource centers in schools as the Dawhat Al-Adab General Education School. The partnership between Oman International Bank and the Ministry of Education spearheaded an initiative as part of the social responsibility initiatives that went beyond the concept of commercial sponsorship. It aimed at creating a culture of citizenship where students could experience their responsibilities and prerogatives, thus creating individuals with moral, cultural, and national aspirations that could provide the best of their abilities inside an institution or in the public. Other important players have been the Omantel and Oman Mobile, two telecommunication giants; both companies have made great efforts to provide excellent services to support activities and improve the educational process. Omantel provided the infrastructure resources to establish the Educational Portal project designated for the public schools in Oman, and it also provided a bundle of low price Short Message Service (SMS) to enable parents to keep in touch with schools and be updated continuously with their children's academic performance. In consortium with the latter, the ministry also implanted a number of initiatives in science and mathematics and their interrelation with economy and sustainable social development. Not the least, the ministry also stressed on the significance of data-research-driven policy and that such research is grounded from the field rather from some theoretical and western model. It also appeared that the Ministry made

overcoming the digital gap to raise the technological know-how [30].

**86**

The philosophical position of the Ministry of Education was published 1978, in a white paper which tied the educational curriculum to human development, citizenship, and society. Education was seen as couched in strong cultural traditions and Islamic values were thought to build on the Omani character, a character open to society as a whole, able to deal with the technological advances to modernize society. It also stressed on the individual to develop holistically, including physically, intellectually, and spiritually. With overemphasis on the Omani identity extending from its Islamic roots and Arab background, education was also thought to modernize society, especially the technological advancement of society. Four main frames that this philosophy drew upon are (1) teaching couched within a strong cultural tradition and Islamic values; (2) education being able to live within a social and natural world; (3) teaching the individual to learn; and (4) teaching the individual to learn about his identity and citizenship.

The two-cycle structure from grade 1 to grade 10 was believed to improve mathematics, science, English, and computers which were introduced early in the first cycle. The approach was also to allow students within the system and reduce attrition or school leavers. The new structure also helped to rewrite the curriculum and to align the way it was taught. The approach was to rethink the "old" focus on content and curriculum and teaching method centered around student activities in the classroom [31]. The approach was to make the curriculum more engaging to student lives where classroom instruction teachers relied less on rote learning and memorization in their teaching and more effort was given to student-centered activities. No doubt, this has come with new teaching method, using concrete material improved strategies for student assessment and evaluation. Thus, the new curriculum stressed on five main objectives:


The main challenge was to keep pace with the technological change and new educational methods required to prepare Omani children for life and work with new conditions created by the present modern global economy. These required a high degree of adaptability and a strong background in science and mathematics curricula being designed to achieve the knowledge, skills, and attitudes that Omanis will need.

#### **8.1 Teaching and learning**

The basic education approach reduced the theoretical and abstract concepts in the curriculum, and through relevance to the material, whether in mathematics and science, there was stress on applications and problem-solving. There was also greater stress on higher-ordered thinking, compatible with ways that assessed individual levels as well as innovative use of technologies. School teachers were drawn to scientific thinking approaches in dealing with knowledge, away from the stress on the subject matter and theoretical component.

Teacher methodologies were also key to the new challenges, while the classroom teaching was assessed to be old and outdated to the knowledge available, classroom environments, and teaching approaches. The new teaching methods shifted from teacher-centered to student-centered where students were given greater responsibility for their own learning. The shift was to move away from a lecture but to organize and simulate activities having relevance to real-life applications. Teachers were encouraged to inform the students of the objectives, what is to be learned and what has been learned. Continuously, teachers discussed with students what they have discovered in the classroom as a group. Further, the structure of the classroom was reorganized to accommodate for group work and collaborative learning.

#### **8.2 Classroom assessment**

At the juncture of the reform a philosophical turn took place in the conceptualization of how assessment was being used in schools. Philosophically, the assessment was not simply to draw out the mistakes and weaknesses, but also to improve the educational practice and develop the whole educational process, as in providing appropriate classroom environment in which students can successfully demonstrate their abilities across a wide range of skills. To achieve this, the ministry prepared the document underpinning the principles of assessment and evaluation and how to put them in practice through planning, teaching, recording, and reporting. Thus, teachers in the classroom take the responsibility for student assessment, whether in observation performance-based assessment, projects, paper-and-pencils, tests and quizzes, interview and student presentations, and portfolios. Thus, in assessments which are multifaceted, there might be no one way to assess the teachers who were given the opportunity to select their curriculum and to align with their teaching styles.

Assessment started being applied in the teaching learning cycle which stressed on the teaching of students. To measure success, teacher class practices shifted from assessing how much the curriculum has covered to whether students learned and whether the learning was meaningful [18]. This approach also allowed for teachers to know their students and draw on devising curriculum and learning exercise suitable for student ability level, specifically, the new assessment methods: (a) evaluation through the collection of information and student interest in the subject; (b) planning based on student interest; and (c) teaching based on student interest [32].

Teachers were required to use continuous assessment methods with their pupils and work every day by using assessment instruments such as checklists and recording sheets of student development. Assessments were no more used to see where students are but to see if they could face the challenges and what improvements they could make. Focus of assessment shifted from being seen as end of the course element, but as being part of the educational process where students and teachers can draw on such elements in form of instructional strategies as student oral works, projects, reports, quizzes, short tests, examinations, homework, practical performance, and portfolios. Assessments did not stop there; the ministry wanted

**89**

*Educational Reform in Oman: System and Structural Changes*

integrate technology in the learning and assessments [24].

of students to address the challenges and strength of each student.

a 360-degree approach that involved also teachers, administrators, and school staff. In terms of teacher assessment, its use was thought to understand what actions teachers were taking in the classroom. The ministry assigned a four-tear system in which assessors are known as supervisors in the school. The school had established three layers: the first supervisory level was at the school, the second at the state level, and lastly Ministry of Education. The goal of the school assessment was mainly to see whether the national objectives have been achieved and created three layers of checks and balances. The assessment philosophy drew on basically whether students have used knowledge and critical thinking skills that allowed them to move

Certainly, teachers were more likely to be effective in their approaches as in doing more critical thinking and problem-solving. Teachers paradigmatically shifted from rote to higher ordered thinking. Teachers were trained to provide more opportunities for classroom activities to take place with students leading the classroom or through active learning opportunities. With that came the change in the assessments inside the class and outside; rather than stress on the final summative assessments, there was greater weightage put on class assignments and continuous assessments with applications to real world problems that

The assessments were also conceptualized not only to address the learning outcome through the delivered curriculum but were individualized to fulfill the needs

With the speed of the reform, there has been a great impetus to assess whether the changes brought to the educational system was significant to the extent that it provided the needed changes conceptualized by the leadership in Oman. It was important also to address the feedback from stakeholders, the changes, and whether they have materialized into successful outcomes. In 2004, the ministry started to evaluate the new program, and this was done through the different directorships in the different regions. Important challenges were pointed out. First since 1970, great and tremendous infrastructure development was materialized [8]. However, like many Gulf Arab countries (for example Nasser [34]) on International scores as the Trends in International Mathematics and Science Study, Oman had scores below many countries and boys scoring well below girls. School graduates lacked critical skills, particularly in English and other subjects. Thus, for Oman's education system

The establishment of the basic and post-basic education was a significant signpost in the Omani educational reform particularly in structural and system wide changes [35]. The establishment of year 11 and year 12 was a bundle aligned with the curriculum and the workplace, drawing on broader and integrated curriculum

Teachers were trained at writing objectives and aligning to content and learning outcomes. Teachers continued to write objectives in the scope and sequence of the curriculum material. They were required to develop their educational curriculum and activities that suit the environment of the school and change the teaching approach, with greater autonomy given to schools and community of learning [36]. The main challenge facing Oman was a need to keep pace with technological change and new educational methods required to prepare Omani children for life and work in the new conditions created by the present modern global economy. Charged with an appetite for change and high degree of adaptability, Oman thought

*DOI: http://dx.doi.org/10.5772/intechopen.84913*

forward in learning [33].

**9. Final remarks and conclusion**

needing to improve, standards needed to be raised.

with linking learning outcomes to the workplace.

#### *Educational Reform in Oman: System and Structural Changes DOI: http://dx.doi.org/10.5772/intechopen.84913*

*Education Systems Around the World*

The basic education approach reduced the theoretical and abstract concepts in the curriculum, and through relevance to the material, whether in mathematics and science, there was stress on applications and problem-solving. There was also greater stress on higher-ordered thinking, compatible with ways that assessed individual levels as well as innovative use of technologies. School teachers were drawn to scientific thinking approaches in dealing with knowledge, away from the

Teacher methodologies were also key to the new challenges, while the classroom teaching was assessed to be old and outdated to the knowledge available, classroom environments, and teaching approaches. The new teaching methods shifted from teacher-centered to student-centered where students were given greater responsibility for their own learning. The shift was to move away from a lecture but to organize and simulate activities having relevance to real-life applications. Teachers were encouraged to inform the students of the objectives, what is to be learned and what has been learned. Continuously, teachers discussed with students what they have discovered in the classroom as a group. Further, the structure of the classroom

was reorganized to accommodate for group work and collaborative learning.

At the juncture of the reform a philosophical turn took place in the conceptualization of how assessment was being used in schools. Philosophically, the assessment was not simply to draw out the mistakes and weaknesses, but also to improve the educational practice and develop the whole educational process, as in providing appropriate classroom environment in which students can successfully demonstrate their abilities across a wide range of skills. To achieve this, the ministry prepared the document underpinning the principles of assessment and evaluation and how to put them in practice through planning, teaching, recording, and reporting. Thus, teachers in the classroom take the responsibility for student assessment, whether in observation performance-based assessment, projects, paper-and-pencils, tests and quizzes, interview and student presentations, and portfolios. Thus, in assessments which are multifaceted, there might be no one way to assess the teachers who were given the opportunity to select their curriculum and to align with their teaching

Assessment started being applied in the teaching learning cycle which stressed on the teaching of students. To measure success, teacher class practices shifted from assessing how much the curriculum has covered to whether students learned and whether the learning was meaningful [18]. This approach also allowed for teachers to know their students and draw on devising curriculum and learning exercise suitable for student ability level, specifically, the new assessment methods: (a) evaluation through the collection of information and student interest in the subject;

(b) planning based on student interest; and (c) teaching based on student interest [32]. Teachers were required to use continuous assessment methods with their pupils and work every day by using assessment instruments such as checklists and recording sheets of student development. Assessments were no more used to see where students are but to see if they could face the challenges and what improvements they could make. Focus of assessment shifted from being seen as end of the course element, but as being part of the educational process where students and teachers can draw on such elements in form of instructional strategies as student oral works, projects, reports, quizzes, short tests, examinations, homework, practical performance, and portfolios. Assessments did not stop there; the ministry wanted

stress on the subject matter and theoretical component.

**8.1 Teaching and learning**

**8.2 Classroom assessment**

**88**

styles.

a 360-degree approach that involved also teachers, administrators, and school staff. In terms of teacher assessment, its use was thought to understand what actions teachers were taking in the classroom. The ministry assigned a four-tear system in which assessors are known as supervisors in the school. The school had established three layers: the first supervisory level was at the school, the second at the state level, and lastly Ministry of Education. The goal of the school assessment was mainly to see whether the national objectives have been achieved and created three layers of checks and balances. The assessment philosophy drew on basically whether students have used knowledge and critical thinking skills that allowed them to move forward in learning [33].

Certainly, teachers were more likely to be effective in their approaches as in doing more critical thinking and problem-solving. Teachers paradigmatically shifted from rote to higher ordered thinking. Teachers were trained to provide more opportunities for classroom activities to take place with students leading the classroom or through active learning opportunities. With that came the change in the assessments inside the class and outside; rather than stress on the final summative assessments, there was greater weightage put on class assignments and continuous assessments with applications to real world problems that integrate technology in the learning and assessments [24].

The assessments were also conceptualized not only to address the learning outcome through the delivered curriculum but were individualized to fulfill the needs of students to address the challenges and strength of each student.

## **9. Final remarks and conclusion**

With the speed of the reform, there has been a great impetus to assess whether the changes brought to the educational system was significant to the extent that it provided the needed changes conceptualized by the leadership in Oman. It was important also to address the feedback from stakeholders, the changes, and whether they have materialized into successful outcomes. In 2004, the ministry started to evaluate the new program, and this was done through the different directorships in the different regions. Important challenges were pointed out. First since 1970, great and tremendous infrastructure development was materialized [8]. However, like many Gulf Arab countries (for example Nasser [34]) on International scores as the Trends in International Mathematics and Science Study, Oman had scores below many countries and boys scoring well below girls. School graduates lacked critical skills, particularly in English and other subjects. Thus, for Oman's education system needing to improve, standards needed to be raised.

The establishment of the basic and post-basic education was a significant signpost in the Omani educational reform particularly in structural and system wide changes [35]. The establishment of year 11 and year 12 was a bundle aligned with the curriculum and the workplace, drawing on broader and integrated curriculum with linking learning outcomes to the workplace.

Teachers were trained at writing objectives and aligning to content and learning outcomes. Teachers continued to write objectives in the scope and sequence of the curriculum material. They were required to develop their educational curriculum and activities that suit the environment of the school and change the teaching approach, with greater autonomy given to schools and community of learning [36].

The main challenge facing Oman was a need to keep pace with technological change and new educational methods required to prepare Omani children for life and work in the new conditions created by the present modern global economy. Charged with an appetite for change and high degree of adaptability, Oman thought

#### *Education Systems Around the World*

to advance in those critical subject areas as in science and mathematics in order to apply such knowledge and skills to the technology that Oman needs. New and redeveloped science and mathematics curricula and the scientific approaches in school learning were being designed to achieve the knowledge, skills, and attitudes that young Omanis may need to learn and adapt to the very different future they will face. New methods of teaching, using concrete artifacts, improved strategies for student assessment, and evaluation will all be aspects of the curriculum reform. Underlying the educational reform pillars and frame was an integrated development which included physical, intellectual, social, and individual attributes. Thus, the philosophy stressed on the collective formation in line, and compatible with individual needs.
