Challenges in Education System Affecting Teacher Professional Development in Oman

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Athens Journal of Education - Volume 5, Issue 3 – Pages 261-282 
https://doi.org/10.30958/aje.5-3-3
doi=10.30958/aje.5-3-3 
Challenges in Education System Affecting Teacher 
Professional Development in Oman 
 
By Amira Sulaiman Al Shabibi

 
Heikki Silvennoinen
† 
 
On international comparisons, the development of Oman’s education system in terms 
of the increase in educational enrolment rates and in the level of teacher 
qualifications has been remarkably rapid. Almost 100% access to basic education has 
been achieved, and almost all students progress onto post-basic education. A report 
from the World Bank in 2001 described the development of Oman’s education system 
in the decades 1970-2000 as "unprecedented" and "unparalleled by any other country".
 
However, international assessments on learning outcomes in literacy (PIRLS), and 
mathematics and sciences (TIMSS) show that Omani students perform very poorly in 
all three subjects, and that boys’ performance levels are significantly lower than that 
for girls. The aim of this study is to describe the present-day situation in Omani 
schooling and the challenges it poses for teacher professional development. The study 
is based on a meta-analysis of a variety of studies, research reports, articles, and 
statistics with the aim of presenting a comprehensive picture of the challenges for the 
development of teaching and learning in Omani schools. 
 
Keywords: 
gender, learning outcomes, Oman, teaching, teacher professional 
development.