Teachers, Teacher Education, and Professional Development

During the period of rapid expansion in Oman in the 1970s and 1980s, the need for large numbers of teachers to help increase access to education as quickly as possible meant that many teachers with low qualifications were recruited into the system. Although most were recruited from outside the country, Omani citizens who had completed their secondary education abroad and those who had completed their preparatory education inside Oman also were recruited as teachers. In 1972, nearly 50 percent of the teachers employed in Oman’s schools held qualifications of a lower level than the equivalent of a General Certificate of Secondary Education (GCSE), and only 8 percent held a university degree. By 2008–2009, more than 83 percent of Omani teachers held a Bachelor of Education degree or higher.

The Ministry of Education does not take responsibility for preservice teacher training. The College of Education at Sultan Qaboos University, private institutions in Oman, and institutions abroad are the Ministry’s sources for preparing newly qualified teachers.

Teacher education for Cycle One (Grades 1 to 4) applies to female teachers only, as all Cycle One teachers are all female. These programs emphasize pedagogy, with approximately 30 percent of the coursework devoted to teachers’ areas of specialization (e.g., mathematics, science, English, or the humanities). Programs for Cycle Two teachers place greater emphasis on subject specialization, with approximately 50 percent of coursework devoted to areas of specialization.

Teacher Education Specific to Mathematics and Science

In order to teach mathematics and science, teachers must hold a Bachelor of Education degree, with a specialization in mathematics and science. Teacher education in Oman previously was offered at Sultan Qaboos University and six teacher education colleges around the country. Beginning in 2006, five of the teacher education colleges were converted to technical colleges with teacher education downsized to include one college and Sultan Qaboos University. All teacher education programs are now four year or five year degree programs, and at present there are four private universities offering education programs. The first students attending these universities graduated in 2011.

Requirements for Ongoing Professional Development

Until recently, the Ministry’s Human Resources Development Directorate had sole responsibility for delivering in-service training for teachers in Oman. It provided courses at the central, regional, and school levels with training organized in a cascade approach. This involved identifying trainers at the regional level, training them centrally, and then sending them back to their regions to implement centrally developed training programs for teachers, principals, and subject supervisors.

In an attempt to bring about fundamental change in classrooms, the Ministry has established the Specialised Centre for the Professional Training of Teachers (SCPTT). The center was opened officially in 2014 in a newly adapted temporary facility that houses 56 training classrooms, a library, a science laboratory, meeting rooms, and a restaurant. The center is responsible for meeting the training requirements for all professionals who are involved directly in the classroom learning process (e.g., teachers, school principals, and supervisors) and for providing training at different stages of their career development. To ensure the program has direct impact on student standards, the following principles have been taken as a basis for program design:

Comprehensive—A high proportion of teachers and supervisors from selected subjects and specialties and participation by all schools
Sustained—Two year programs to embed knowledge, skills, and attitudes
Integrated—Face to face training using a wide range of active learning methods, online learning that will enable participants to engage with the center while in the workplace, and workplace training to provide practical opportunities to develop skills and embed practice
Coherent—Developed using international best practices and research and to include all Ministry priorities and initiatives
Accredited—By a qualification from an internationally recognized university or authority, and allowing for credit accumulation leading to the award of higher degrees as teachers progress through their career
Supported—Through ongoing contact, monitoring, and evaluation by trainers

The Ministry has developed professional standards for teachers, principals, vice principals, and supervisors. These standards are an important development in helping to clarify roles and evaluate staff performance, and in determining appropriate staff development programs.