Oman is one of the Gulf states that places great emphasis on human resource training

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Oman is one of the Gulf states that places great emphasis on human resource training. Higher education institutions (HEIs) must be licensed and accredited by the Oman Academic Accreditation Administration (OAAA) to ensure quality education. In order to be accredited, each institution must implement the General Framework Program (Ministerial Decision No. 72/2008) to “prepare students for effective participation in higher education”. This program is aimed at high school graduates who have not achieved the specified learning outcomes. In the fields of English, Mathematics, Computation and General Learning Skills (1.1 and 1.2 Oman Academic Standards General Basic Programs Document OAC Ministry of Higher Education).

This article examines how the Dofar University Foundation program in the Sultanate of Oman combines an English language program with results-based learning principles. The Ministry of Higher Education of Oman has decided to establish a higher education policy that evaluates the curricula of higher education providers based on standards known as Oman Academic Standards. Students should have acceptable competencies in the following four areas: English, math, arithmetic, and reading skills. This article discusses how the Dofar University Foundation program coordinates its courses with learning outcomes, and how it is a program that presents its courses in the same way as a results-based learning methodology.
Outcome-based learning focuses on developing and implementing a curriculum that focuses on what students can do after being taught. OBE expects teachers to ask students what they want to learn, why they want to learn it, how well students want to learn it, and how teachers know what students have learned.
Thus, in OBE, the desired outcome is selected first, and a curriculum, training materials, and assessments are created to support the intended outcome . According to Spady, the results are “... clear learning outcomes that we want students to demonstrate at the end of an important learning experience”. These results define the curriculum. It is a type of informative teaching and learning. Students know in advance what they will learn and what they will learn, and teachers will know what they need to learn from their students and how to make better use of the experience they have learned in doing what is expected of them. do at the end of the study.
Following Powers (2008) and Biggs and Tang (2006), results-based learning and learning (OBTL) are brought together under five key principles.
1. Learning outcomes should be expressed in terms of what students can do as they master the course content.
2. Teaching methods should be consistent with the goals set in the study.
3. Assessment methods should be consistent with the person's actual teaching methods and the learning outcomes expressed.
4. The subject taught should help students develop cognitive abilities.
5. Curriculum structures should provide an appropriate framework for all classes in the program using the OBTL approach.
The Foundation Program at Dofar University has set up a working group of professors to develop the OAC Learning Outcomes Thinking Method project. This document led to the creation of an effective framework for the English language program called Hand and Sequence. “Scale and Sequence” helped group these specific learning outcomes into a three-level Foundation program that matched the level of difficulty. Thus, a student entering Level 1 should be able to achieve the learning outcomes set by the OAS at the end of Level 3.