**7. The Ministry of Education restructuring**

The Ministry of Education in Oman had administrative and legal jurisdiction of all public schools from grade 1 to grade 12. The Ministry had gone through several restructuring initiatives, the most significant has been the impetus to decentralize the educational system and give autonomy to the directories in the different regions in Oman. The reform was also significant because it drew upon policies which allowed autonomy to the different directories (Ministry of Education Centers) around the country working within a total quality framework and implementing a new curriculum, student assessment, and pedagogical implementation. The directories which spread all over Oman were responsible for evaluating and assessing the educational planning, collecting data from students, teacher training, and the development of the educational sector as well as coordinating with other ministries to address student needs. The central offices in the different regions of Oman were mainly responsible for the implementation of policies established by the Ministry of Education. The different directories within the Ministry of Education also encouraged schools to take up new initiatives and proposals for the improvement of the educational system. The most striking change was to provide teacher autonomy to cover the curriculum with any content they may provide and see fit for the educational purpose of their classes.

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 stakeholders [7].

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

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

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Omanis will need.

*Educational Reform in Oman: System and Structural Changes*

substantial effort to draw on the different stakeholders whether the ministries, the public sector, or non-profit organizations. The ministry also stressed on parent involvement and businesses to provide support and involvement in the school [7]. Another important restructuring initiative focused on the assessment and evaluation in the belief that students and teachers, even administrative-staff, have substantive responsibilities including curriculum development and evaluation.

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

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

4.Building positive attitudes of pupils toward their subjects and schooling

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

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

**8. Philosophical position**

identity and citizenship.

curriculum stressed on five main objectives:

1.Developing critical thinking skills

2.Developing problem solving skills

5.Encouraging independence

3.Developing collaborative and cooperative work

substantial effort to draw on the different stakeholders whether the ministries, the public sector, or non-profit organizations. The ministry also stressed on parent involvement and businesses to provide support and involvement in the school [7].

Another important restructuring initiative focused on the assessment and evaluation in the belief that students and teachers, even administrative-staff, have substantive responsibilities including curriculum development and evaluation.
