Educational Reform in Oman: System and Structural Changes

Nasser, Ramzi

doi:10.5772/intechopen.84913

Cited by 21 publications

(17 citation statements)

References 7 publications

(5 reference statements)

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“…The WHO further stated that, lack of awareness about refractive errors among the individuals and their family was one of the major barriers to seek appropriate eye care 2 . In the Sultanate of Oman, primary and secondary education is provided free of cost and the school strictly monitors student attendance 16 . The country has a well-structured school eyescreening program that is established in line with the WHO recommendations for early detection, diagnosis and management of refractive errors 17 .…”

Section: Discussionmentioning

confidence: 99%

Parents’ Awareness and Perception of Children’s Refractive Error. A Qualitative Study

Ghailani

Noushad

Khurshid

et al. 2020

MJPHM

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Uncorrected refractive error is the leading cause of moderate and severe visual impairment across the globe. An important driver for early detection and management of refractive errors among children is appropriate parental awareness. This study aims to understand the awareness and perception among parents of children with refractive errors utilizing the conceptual framework of Health Belief Model. This qualitative study focused to conduct semi-structured interviews of parents who sought eye care for their children. Thirty-five parents who visited an eye care center for refractive error correction of their children between 5 to 15 years of age were purposively selected. The four constructs of the Health Belief Model (perceived susceptibility, perceived severity, perceived benefits and perceived barriers) were applied to prepare the interview guide. The voice records of participants were transcribed verbatim, coded and qualitatively analyzed to generate relevant themes. All participants were well aware of refractive errors and the implications of them on the visual and social development of children if they leave the errors untreated. However,there were varying perception about refractive error leading to serious consequences. The enanced quality of life with proper refractive correction prompted parents to seek timely eyecare for their children.

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Section: Discussionmentioning

confidence: 99%

Parents’ Awareness and Perception of Children’s Refractive Error. A Qualitative Study

Ghailani

Noushad

Khurshid

et al. 2020

MJPHM

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“…The findings reported by Al-Ani (2017) contradict Nasser (2019), who notes that the ministry of education in Oman had adopted sector-wide changes, which involved the complete modification of the curriculum, the integration of practice-based learning and pedagogical approaches, which are aligned with workplace needs and international benchmarks.…”

Section: The Relevance Of Example and Problem Based Learning In Egypt And Omanmentioning

confidence: 97%

“…The interventions include the construction of the STEM center in Muscat that specializes in transferring programming skills to school going children within the capital city and the 'Traveling STEM Festival' for rural and other areas outside Muscat (DAI, 2020b). The contrasting evidence reported by Al-Ani (2017) and Nasser (2019) makes it challenging to investigate the short and long-term effects of example-based learning and problem-based learning on enhancing cognitive load among STEM students in Oman. From the researcher's point of view, policymakers' inconsistencies should be addressed in the educational sectors because the arguments made by Al-Ani (2017) and Nasser ( 2019) are based on observations drawn from the educational sector in Oman.…”

Section: The Relevance Of Example and Problem Based Learning In Egypt And Omanmentioning

confidence: 99%

التأثیر قصیر وطویل المدى للتعلم القائم على حل المشکلات والتعلم المعتمد على الأمثلة فی العلوم والتکنولوجیا والهندسة والریاضیات فی تحسین العبء المعرفی بین المتعلمین المصریین والعمانیین

البادري¹,

عليوة²

2021

مجلة البحث العلمى فى التربیة

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The study's main objective was to investigate the long and short-term effects of problembased and example-based stem learning on enhancing cognitive load among Egyptian and Omani students. The sample population comprised of 350 teachers and educational stakeholders aged (25-60 years) -an equal number of respondents was drawn from each country. Mixed methods were employed in this research to test the validity of the hypotheses and draw relationships between STEM learning and cognitive load. The tools for data collection were teacher reports, student performance, and engagement reports, questionnaire. The data were analyzed using the Pearson correlation, linear regression, and the Chi-square test. The study results showed that example and problem-based learning methods were superior, particularly peer modeling, erroneous working examples, and standard working examples. The effective peer modeling pedagogical interventions were observing animation, psychomotor skills, self-efficacy, earning/retention, and highly structured problems. The integration of the pedagogical interventions in STEM learning could unlock critical thinking and creative skills among learners, leading to better extraneous, germane, and intrinsic cognitive loads; this would translate to higher success rates in STEM education national development. On the downside, there are critical constraints to unlocking students' potential such as an unclear vision and mission for STEM graduates with university level and new systems.

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“…Building educational research capacity seems particularly important in the current context of educational reform in Oman. Since the early 1990s, the Omani education system has undergone significant developments aimed at raising its quality and bringing it in line with the ambitious modernization plans set by the country’s leadership (Al Balushi & Griffiths, 2013; Nasser, 2019). We argue that producing contextually relevant, high-quality research is crucially needed not only to guide the ongoing reform programs but also to assess their impact on educational outcomes.…”

Section: The Study Contextmentioning

confidence: 99%

Building Educational Research Capacity: Challenges and Opportunities From the Perspectives of Faculty Members at a National University in Oman

Hammad

Al-Ani

2021

Sage Open

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The purpose of this article is to explore the perceptions of faculty members regarding research capacity building in the field of Education. It particularly seeks to identify the challenges and opportunities associated with this practice from the perspectives of these members. The study adopted a qualitative research design, using focus group interviews to collect data from a sample of faculty members in the College of Education at a national university in Oman. The results revealed the existence of some challenges that hampered educational research, including time constraints, the lack of a collaborative research culture, the lack of research training, and the absence of a clear research agenda. The analysis also identified a number of capacity building opportunities such as a research-supportive environment, the availability of research funding, and the role of research groups. The study concludes with some recommendations to improve educational research capacity both in Oman and in the Arab region in general.

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Educational Reform in Oman: System and Structural Changes

Cited by 21 publications

References 7 publications

Parents’ Awareness and Perception of Children’s Refractive Error. A Qualitative Study

Parents’ Awareness and Perception of Children’s Refractive Error. A Qualitative Study

Building Educational Research Capacity: Challenges and Opportunities From the Perspectives of Faculty Members at a National University in Oman

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