Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640303
Title: Education reform in Oman 1970-2001 : the changing roles of teachers and principals in secondary schools
Author: Al Manthri, Yahya
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2001
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Abstract:
Since 1970, when Sultan Qaboos came to power, Oman has developed an educational system which owes its origins to an Islamic curriculum and, being an Arab country, has been characterised as having centralised, hierarchical leadership. School teachers and principals were predominantly expatriates from other Arabic-speaking countries, although this has been changing rapidly. The educational system was rigid, with few opportunities for Omani children to develop self-learning strategies or for schools to teach subjects which meet the demand for globally competitive skills and competencies. Educational policies, introduced since 1995, and reflecting these global economic pressures, make it imperative that Oman's schooling system is reformed. Thus, a major reform programme was introduced, which aimed to bring changes to the curriculum with new subjects (life skills, English, ICT) and more child-centred, interactive styles of teaching and learning. Consequently, school teachers and principals are expected to implement the changed content of the curriculum and practices in administration. This is no easy task and the thesis addresses the problems faced in implementation. Chapter one examines the literature on globalisation and draws attention to its impact on the education system of Oman, whilst chapter two teases out the impact on the curriculum in particular. Through a critical review of curriculum theory, and the relevance to Oman, it becomes clear that there are real problems in the rapid implementation of curriculum reform. An historical account of the development of Oman's education system, in chapter three, explores in detail the phases of this implementation. It becomes apparent that appropriate leadership, at the level of the school principal and school teacher, is crucial for the success of these current educational innovations. Chapter four, therefore, delineates the various approaches to educational administration and leadership and argues that collegial, moral, leadership is most appropriate for efficacious implementation of the reforms. Whether such leadership exists, or indeed can be encouraged to exist, is the substance of this research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.640303  DOI: Not available
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