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Education in Oman : the drive for quality : Summary report (Arabic)

Since the 1970s, public education provision in Oman has flourished. Almost all Omani children of basic education age are now enrolled in schools, along with a high proportion (86 percent) of those of post-basic education age. The Government of Oman has turned its attention to ensuring that the achievements made to date are not only maintained but also further enhanced to achieve a high-quality, efficient and relevant education system. This report is the result of an education sector study undertaken collaboratively by the Government of Oman and the World Bank to analyze the strengths and weaknesses of the system and to provide recommendations to continue to improve education outcomes in Oman. Drawing on evidence and information from a wide variety of sources, this report concentrates on pretertiary education and examines aspects of access to education, quality of learning, teachers and teaching methods, relevance of education to the labor market, and the financing and management of the education system. This report acknowledges the tremendous achievements that Oman has made in education provision to date and the capacity and political will that has facilitated the remarkable accomplishments. The challenge of improving education quality is not insurmountable for Oman, but it will require a shared vision, careful planning, focused use of resources and collaborative work involving all relevant stakeholders.


  • Document Date


  • Document Type

    Education Sector Review

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  • Country


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    Middle East and North Africa,

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  • Doc Name

    Summary report

  • Keywords

    academic skills, access to education, access to knowledge, achievement data, achievement in mathematics, Achievements in Education, adult illiterates, adult learners, adult literacy, adult literacy education, adults, Appropriate Teaching, appropriate teaching methods, appropriate training, average class size, basic education, basic education cycle, basic education programs, basic education system, basic education teachers, basic schools, birth rates, Career Guidance, class size, class sizes, class time, classroom, classroom practice, classrooms, commitment to education, community education, critical thinking, curriculum, Curriculum Development, demand for education, dropout rates, Early childhood, Early childhood education, Education Assessment, education data, education development, education expenditure, Education for All, education for children, education management, education outcomes, education policies, education sector, education services, education strategy, education system, educational development, educational facilities, educational infrastructure, educational levels, educational outcomes, educational policies, educational stakeholders, educational standards, educators, effective teaching, enrollment rate, enrollment rates, equal opportunities, experienced teachers, extracurricular activities, Female participation, final grade, formal education, formal education system, formal learning, formative assessment, gender differences, gender equality, gender gap, GER, Gross enrollment, Gross enrollment ratio, Higher education, Higher education institution, higher education institutions, higher education qualifications, illiteracy, leadership, learners, learning, learning achievement, learning activities, learning difficulties, learning objectives, lesson plans, level of student achievement, life skills, lifelong learning, literacy courses, literacy education, Literacy levels, literacy program, literacy programs, literacy rates, literacy services, low enrollment rates, modern education, national assessment, national assessments, national education, needs of learners, number of students, opportunities for teachers, parent involvement, Participation in education, physical education, preschool education, primary level, private education, private enrollments, Private Schools, problem solving, Public expenditure, public school, public schools, qualified teachers, qualified teaching force, quality learning, quality of education, quality teaching, rates of access, reading, reading skills, recurrent education expenditures, remote schools, Repetition rates, school attendance, school curricula, school days, school dropouts, school education, School enrollments, School graduates, school leavers, school level, school levels, school life, school management, school operations, School Performance, School principals, school programs, School Project, school readiness, school teachers, school teaching, school year, school-age, school-readiness, schooling, schools, Science Study, secondary education, service training, skills development, social benefits, special education, special needs, special needs children, special needs education, student achievement, student learning, student learning achievement, student learning outcomes, student teachers, Student-teacher ratio, supply of teachers, teacher, teacher deployment, teacher development, Teacher Education, teacher education institutions, Teacher preparation, teacher qualification, teacher qualifications, teacher ratios, teacher recruitment, teacher requirements, teacher trainers, teacher training, teachers, teaching, teaching force, teaching materials, teaching methods, teaching quality, universal primary education, visual impairment, vocational courses, Vocational training



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Education in Oman : the drive for quality : Summary report (Arabic). Washington, D.C. : World Bank Group.