DOCSLIB.ORG

Devolving Decision-Making to Private Schools of the Sultanate of Oman: a Practical Exploration of Challenges and Potentials

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Devolving Decision-Making to Private Schools of the Sultanate of Oman: a Practical Exploration of Challenges and Potentials Devolving decision-making to private schools of the Sultanate of Oman: a practical exploration of challenges and potentials MAHMOOD MOHAMED AL ABRI PhD Doctor of Philosophy University of York Education October 2018 Abstract This research explores the different perspectives of education stakeholders in respect of decision-making in Omani private schools, with the intention of improving such decision-making. Specifically, it investigates private schools’ decision-making processes according to the current Ministry of Education (MOE) system. It also explores the perceived need to devolve decision-making authority from central to school level, as well as the potential outcomes of such change. It identifies the decision-making areas that could be decentralized to school level authority, and those areas that are too problematic or unacceptable to change. Finally, it proposes a model of devolved school-based decision-making. This is a qualitative research study. In depth semi-structured interviews were conducted with 93 purposefully selected participants, from both central and local level, who are all involved in decision-making affecting schools. The interviews were transcribed, coded and analyzed using qualitative thematic analysis and an inductive approach to draw out the findings of the research. The research findings confirm that the current MOE system of decision-making is still highly centralized in Omani private schools, and indicates the complex and various decision-making constraints at school level. The study calls for gradual decision- making devolution to private school authority from the MOE in order to improve educational quality and school efficiency. However, the devolution process should run according to specific criteria and requirements in the Omani context. The results identify areas of student, staff and school affairs could be devolved to the schools’ authority, and indicate specific areas relating to the estate management, curriculum and instruction that need to remain under central control. If private schools are granted decision-making authority, a School Board needs to be formed in every school in order to control a decentralized decision-making process. The study concludes by suggesting a strategy of devolving decision-making authority to Omani private schools, as well as offering some recommendations which would hopefully be implemented by the MOE and private schools. 2 Table of Contents Abstract ........................................................................................................................ 2 Table of Contents ......................................................................................................... 3 List of Tables ................................................................................................................ 8 List of Figures ............................................................................................................... 9 Acknowledgements ..................................................................................................... 10 Declaration ................................................................................................................. 11 Chapter One: Study Introduction ................................................................................. 12 1.1 Overview ........................................................................................................... 12 1.2 Statement of the problem .................................................................................. 13 1.3 Aims of the study ............................................................................................... 14 1.4 Research questions ........................................................................................... 15 1.5 The researcher’s motivation for this study ......................................................... 16 1.6 Study structure .................................................................................................. 17 Chapter Two: Research Context ................................................................................. 19 2.1 Introduction ....................................................................................................... 19 2.2 The Sultanate of Oman: an overview................................................................. 19 2.2.1 Geographical and demographic features .................................................... 19 2.2.2 Economic features ...................................................................................... 21 2.2.3 Political features ......................................................................................... 22 2.3 The Education System in Oman ........................................................................ 24 2.3.1 Development of the Omani education system ............................................. 24 2.3.2 Omani private schools ................................................................................ 27 2.3.2.1 Economic factors influencing private schooling in Oman ...................... 27 2.3.2.2 The development of private schools ..................................................... 29 2.3.2.3 Types of Omani Private Schools .......................................................... 31 2.3.2.4 Private schools finance ......................................................................... 34 2.3.2.5 Private schools support ........................................................................ 34 2.4 The management of the education system ........................................................ 35 2.4.1 Educational legislation and decision-making ............................................... 35 2.4.2 Decentralization in the education system .................................................... 36 2.4.3 The management of private schools ........................................................... 37 2.5 Summary ........................................................................................................... 40 Chapter Three: Literature Review ............................................................................... 43 3.1 Introduction ....................................................................................................... 43 3.2 Centralization of education ................................................................................ 43 3 3.3 Decentralization of education ............................................................................ 45 3.3.1 Types of education decentralization ............................................................ 46 3.3.2 Devolution of decision-making power .......................................................... 50 3.3.2.1 The concept of decision-making ........................................................... 50 3.3.2.2 Rationales for devolving decision-making ............................................. 51 3.3.2.3 Advantages of devolving decision-making authority to schools ............. 54 3.3.2.4 Disadvantages of devolving decision-making authority to schools ........ 57 3.4 SBM as a mean of improving decision-making .................................................. 58 3.4.1 Definition of SBM ........................................................................................ 59 3.4.2 Characteristics of SBM ............................................................................... 60 3.4.3 Requirements of SBM implementation ........................................................ 61 3.4.4 Forms of SBM ............................................................................................. 62 3.4.4.1 SBM types ............................................................................................ 62 3.4.4.2 SBM models ......................................................................................... 64 3.4.5 Formation of a school council ..................................................................... 65 3.4.6 Styles of decision-making participation ....................................................... 66 3.4.7 Accountability system ................................................................................. 68 3.5 Studies of the devolution of decision-making authority ...................................... 68 3.6 Change management in education .................................................................... 78 3.6.1 The concept of change and management in education ............................... 78 3.6.2 The importance of change management in education ................................. 80 3.6.3 The change process ................................................................................... 81 3.6.4 Resistance to change ................................................................................. 82 3.6.4.1 Causes of resistance to change ........................................................... 83 3.6.4.2 Overcoming resistance to change ........................................................ 85 3.7 Summary ........................................................................................................... 89 Chapter Four: Research Methodology ........................................................................ 91 4.1 Introduction ....................................................................................................... 91 4.2 Research Paradigm ........................................................................................... 91 4.3 The stage of piloting interviews ........................................................................
Load more

Recommended publications
  • Omani School Students' Knowledge, Attitudes and Behaviors Towards
    EURASIA Journal of Mathematics, Science and Technology Education, 2020, 16(11), em1898 ISSN:1305-8223 (online) OPEN ACCESS Research Paper https://doi.org/10.29333/ejmste/8552 Omani School Students’ Knowledge, Attitudes and Behaviors Towards Date palms: Investigating the Role of Gender and Geographical Regions Khalsa Alaiwi 1, Abdullah Ambusaidi 2* 1 Biology teacher, Ministry of Education, OMAN 2 Humanities Research Centre, Sultan Qaboos University, OMAN Received 28 April 2020 ▪ Accepted 28 August 2020 Abstract The date palm occupies a special place in the Arab cultural heritage in general, and the Omani heritage in particular. The development of the agricultural sector and date palms cultivation depend mainly on the human factor represented by the farmlands with scientific skills and knowledge. This study explores Omani school students’ knowledge, attitudes, and behaviors towards date palms in light of two variables: gender and geographical area. The research follows a descriptive method, where a questionnaire consisting of 50 phrases about the date palms was distributed (25 knowledge, 15 attitudes, and 10 behaviors). The sample consisted of 894 students (447 males and 447 females) randomly selected from different schools in two geographically different governorates or regions (Muscat and Dakhiliya). The results showed a lack in students’ knowledge of date palms, while they showed positive attitudes and behaviors. Knowledge about date palms among male and female students is the same, but attitudes and behaviors are more positive with male students than female students. In addition, students who live in Al-Dakhiliya (Interior) Governorate have more favorable attitudes and behaviors than those living in Muscat Governorate. The results also showed statistically significant differences at (α = 0.05) in the students’ attitudes and behaviors on the date palms due to the existence of date palms in their homes or a family member working in the agricultural field.
    [Show full text]
  • Vision Document
    Vision Document Draft - September 11, 2019 Royal Directives “Developing the future vision (Oman 2040) with mastery and high precision in light of broad societal consensus and with the participation of all segments of society. The vision should be relevant to the socio-economic context and objectively foresee the future, to be recognised as a guide and key reference for planning activities in the next two decades.” Vision Document 7 Address by His Highness Sayyid Haitham bin Tariq Al Said foundations for social well-being and relevant basic services for all segments of society. The vision has also attached great importance to governance and its related topics, given that Minister of Heritage and it influences all national priorities in terms of enforcing oversight, ensuring the effective use of Culture, Head of Oman national resources, honouring principles of integrity, justice, transparency, and accountability; 2040 Main Committee so as to boost confidence in the national economy and promote competitiveness across all sectors under the rule of law. It is with Allah’s guidance and amidst broad societal consensus that Oman’s vision for the future, “Oman 2040”, was developed. In line with the Royal Directives of His Majesty Sultan The vision was developed over several stages. The committees started by identifying the Qaboos bin Said, the vision is relevant to the socio-economic context and objectively foresees vision themes, and pillars, followed by a current status analysis and identification of national the future, to be recognised by the Sultanate as a guide and key reference for planning priorities. To achieve role integration, the Future Foresight Forum was organised, followed by activities in the next two decades.
    [Show full text]
  • Challenges in Education System Affecting Teacher Professional Development in Oman
    Athens Journal of Education - Volume 5, Issue 3 – Pages 261-282 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. Introduction Oman is located in the Middle East, bordered by the United Arab Emirates, Saudi Arabia, and Yemen. In 2017, the estimated population of Oman was 4.74 million. A large share of the population are foreigners, about 600,000 people, mostly guest workers from Egypt, Pakistan, India, Bangladesh, and the Philippines.
    [Show full text]
  • Community Health Nursing in Oman
    : Curre re nt a R C e h v t i l e Al-Zadjali M., Health Care Current Reviews 2014, 2:3 a w e s H Health Care: Current Reviews DOI: 10.4172/2375-4273.1000128 ISSN: 2375-4273 Short Communication Open Access Community Health Nursing In Oman Al-Zadjali M1, Sinawi F1, Sheeba M1, Al Busaidi M1, Al Jabri S1 and Silbermann M2* 1The Oman Specialized Nursing Institute, Sultanate of Oman, Oman 2The Middle East Cancer Consortium, Israel *Corresponding author: Dr. Michael Silbermann, Executive Director, P.O. Box 7495, Haifa 31074, Israel, Tel: 972-505606335; E-mail: [email protected] Rec date: Jul 29, 2014, Acc date: Sep29, 2014; Pub date: Oct 1, 2014 Copyright:© 2014 Al-Zadjali M. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Introduction adopted the global goal of “Health for All by Year 2000”. The primary healthcare services were given the priority in Oman since the Alma- Community health nursing is one of the nursing specialties that Ata declaration in 1978 as it was considered as the first portal of entry have always been valued for its role in providing care in a variety of to all levels of care as well as the key strategy for achieving the target of practice settings including homes, schools, work places or other the global goal. Consequently, in year 1980, the number of the health community institutions [1].
    [Show full text]
  • The Policies of the Gulf Regimes in Facing of the Repercussions of the Arab Uprisings: with Application to Saudi Arabia, Kuwait, Oman Sultanate and Bahrain
    Asian Social Science; Vol. 15, No. 4; 2019 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education The Policies of the Gulf Regimes in Facing of the Repercussions of the Arab Uprisings: With Application to Saudi Arabia, Kuwait, Oman Sultanate and Bahrain Buthaina Khalifa1 1 Member of Academic Staff, Bahrain University, Bahrain Correspondence: Buthaina Khalifa, Bahrain University, Bahrain. E-mail: [email protected] Received: February 9, 2019 Accepted: March 11, 2019 Online Published: March 29, 2019 doi:10.5539/ass.v15n4p119 URL: https://doi.org/10.5539/ass.v15n4p119 Abstract The current study aims to scrutinize and analyze the Gulf regimes' policies in facing of the repercussions of the Arab uprisings. The research has selected four countries as case studies, which are Saudi Arabia, Kuwait, Oman Sultanate and Bahrain. In this vein, the study seeks to answer the main question: to what extent the Gulf regimes succeeded in facing the repercussions of the Arab uprisings? To answer this question, the study adopts the theoretical framework of the functional-structural approach, which has been developed by Gabriel Almond. This approach contains four main functional requirements, which are: structure, function, performance style and capabilities. The study has focused on system performance and capabilities in order to analyze the outputs, capabilities and performance of the Gulf regimes, and the extent to which the interaction of these capabilities contributes to the stability of the political system and increase its ability to adapt to changing circumstances and challenges. The study has reached many findings, the most important of which is that the Gulf countries have had the ability to face the repercussions of the popular uprisings, leading to the decline of them.
    [Show full text]
  • Représentât^148500014 / Reçu CLT/CIH / ITH ICH-02 - Form Le United Nations
    Représentât^148500014 / Reçu CLT/CIH / ITH ICH-02 - Form Le United Nations . Intangible - 8 MARS 2019 Educational, Scientific and . Cultural Cultural Organization . Héritage REPRESENTATIVE LIST 0F THE INTANGIBLE CULTURAL HERITAGE 0F HUMANITY Deadline31 March 2019 for possible inscription in 2020 Instructions for completing thé nomination form are available at: htt s://ich. unesco.or /en/forms Nominations not complying with those instructions and those found below will be considered incomplète and cannot be accepted. States Parties are further encouraged to consult thé aide-mémoirefor completing a nomination to thé Représentative List of thé Intangible Cultural Héritage of Humanity, which is available on thé same webpage. A. State(s) Party<ies) .\^T For multinational nominations, States Parties should be listed in thé order on which they hâve mutually agreed. SultanateOfOman B, Name of thé élément B. 1. Name of thé élément in English or French Indicate thé officiai name of thé élément that will appear in published material. Not to exceed 200 characters Oman! Khanjar: thé symbol ofAuthenticity and national cultural identity. B. 2. Name of thé élément in thé language and script of thé community concerned, if applicable Indicate thé officiai name of thé élément in thé vernacular language corresponding to thé officiai name in English or French (point B.1). Not to exceed 200 characters 4jsl£î| A^jA AJj^Jlj ^SL^ÏI Joj : ^Lull ^=J| B.3. Other name(s) of thé élément, if any In additionto thé officiainame(s) of théélément (point B.1), mention alternate name(s), ifany, by whichthé élément is known. Saidi Khanj'ar Form ICH-02-2020-EN- revised on 21/03/2018- page 1 Nizwani Khanjar Suri Khanjar Batini Khanjar (Sahli Khanjar) Sadahia khanjar (Janbiya) C.
    [Show full text]
  • Analytical Study of Technology Enhanced Learning in Arabic Language in Primary Level Education in Government and Private Schools of Oman
    Third Middle East College Student Research Conference, Muscat, Sultanate of Oman Analytical study of technology enhanced learning in Arabic Language in primary level education in Government and Private schools of Oman Tahani Rhaid Aljabri Vikas Rao Naidu Prakash Kumar Udupi Student, Department of Faculty, Department of Faculty, Department of Computing, Middle East College, Computing, Middle East College, Business Studies, Middle East College, Sultanate of Oman Sultanate of Oman Sultanate of Oman Education technology is one of the key application areas of Multimedia during these days. In the early stage, technology- based learning was limited to only those educational institutions which could afford it. But in this era of information technology, it became very important to incorporate various means of making the learning process more interesting and engaging not only in the higher education sector but also in school level. One similar application of the above context is defined in the proposed project which is design of educational application in Arabic for the children of age group 3-5 years in Al Ajial private school, Oman. This application is the solution or the problems and learning difficulties suffered by children in school. This educational application can influence how to learn basic skills such as reading, writing and mathematics and in a way to learn high- level skills such as organization and time planning, abstract thinking, and the development of long memory or short-term and interest in school and subject. This application will also be easy to use to the students in terms of the allocation of their subjects and materials required.
    [Show full text]
  • Oman with Special Reference to Study of Spices Industry
    A Global Country Study Report On Oman with Special Reference to Study of Spices Industry College Code: 770 College Name: Shri Jaysukhlala Vadhar Institute of Management Studies (JVIMS) Master of Business Administration Year: 2013 Guided by: Ashok Bantwa Guide’s email address: [email protected] Designation of guide: Assistant Professor 1 2 Executive Summary The Sultanate of Oman is the other name of Oman country. Oman is a monarchy in which the Sultan of Oman exercises ultimate authority but its parliament has some legislative and oversight powers. The United Nations Development Programme (UNDP) listed Oman in November 2010, from among 135 countries of the world, as the most-improved & developed country during the preceding 40 years. As per international indices, Oman is one of the most developed and prosperous countries of the Arab world. Since ancient times India has been the largest producer of spices in the world. Spice became one of the first and most enduring links between Asia and Europe. It was this spice trade that led to intense competition among various European nations. The demand for Indian spices was very high in Europe and elsewhere. India export various spices to different countries of world including Oman. The cuisine of Oman is a mixture of several staples of Asian foods. Most Omani dishes tend to contain a rich mixture of spices, herbs, and marinades. Most Omani dishes tend to contain a rich mixture of spices, herbs, and marinades. While Omani food varies within different regions of Oman, most dishes across the country have a staple of curry, cooked meat, rice, and vegetables.
    [Show full text]
  • Blended Learning in English Teaching and Learning: an Overview of Current Practice in Oman
    Blended Learning in English Teaching and Learning: An Overview of Current Practice in Oman. Innovative Teaching and Learning Journal, 4 (2), 59–70. Blended Learning in English Teaching and Learning: An Overview of Current Practice in Oman Maryam Al Mashaikhi1, Sanitah Mohd Yusof1, Lokman Mohd Tahir1 and Noor Azean Atan1 1School of Education, Universiti Teknologi Malaysia *[email protected] Received: 27 October 2020 Received in revised form: 7 December 2020 Accepted: 15 December 2020 Published: 15 December 2020 ABSTRACT Education has undergone a revolution in the 21st century, witnessing the implementation of information communication technology (ICT) as a vital element of teaching and learning. As such, ICT is commonly used in all aspects of education, especially to teach English. In terms of English language teaching, traditional strategies have been replaced by modern techniques where technology is integrated. Recently, the blended learning model has been widely adopted as a viable strategy. Therefore, this conceptual paper addresses the use of ICT for teaching in Oman. It critiques this use, specifically within Oman’s English language curriculum, with an in-depth review of the literature. It demonstrates that the blended learning model offers a flexible platform for English language education. It also recommends that Omani English language teachers apply blended learning principles and techniques in their classroom practice. Moreover, it reviews the blended learning framework implemented to teach English in Oman. The goal of this paper is to provide a comprehensive picture of how ICT may be introduced into Omani education. This is proposed based on previous studies conducted in the Omani context, and on the blended learning literature.
    [Show full text]
  • Transnational Higher Education in Selected Private Colleges in Oman: Academic Staff Perceptions and Experiences
    The University of Sheffield Transnational Higher Education in Selected Private Colleges in Oman: Academic Staff Perceptions and Experiences Salim Khamis Al abry A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield Faculty of Educational Studies School of Education July 2018 ABSTRACT The primary aim of this study was to develop an in-depth understanding of Transnational Higher Education (TNE) in Oman by investigating the implementation of TNE programmes hosted by two Omani private colleges. TNE in private Higher Education (HE) is the outcome of government policy requiring all private Higher Education Institutions (HEIs) to establish collaborative partnerships with credible international universities; the latter being responsible for awarding the degrees. With the private HE sector in Oman currently accommodating about 50 percent of the new students entering the national HE system, it was important to examine issues around the nature of institutional partnerships; curriculum development; academic impact (teaching and learning, and quality of education) as well as problems or challenges faced in the delivery of TNE programmes by private local HE colleges. By recognising the dearth of research in this area, this qualitative study focused on the perceptions and experiences of academic staff regarding TNE in Oman. It also examined the policy drivers for TNE in Oman and its implications at the national and institutional levels, in order to understand the political and economic context in which these institutions were operating in. Data were generated primarily through the use of semi-structured interviews carried out with 27 academic staff from two selected private colleges.
    [Show full text]
  • The National Strategy for Education 2040 the National Strategy for Education 2040 Executive Summary
    Executive Summary The National Strategy for Education 2040 The National Strategy for Education 2040 Executive Summary First Edition 2018 Illuminating Words It is well understood that education is the basis of development. In the various stages of education and through its diverse curricula, national manpower, which is necessary for domestic development and for the implementation of its pro- “ grammes, is prepared. Therefore, it has been necessary, for the success of de- velopment plans and the execution of its programmes, to work to secure the quality of output of all types of educational establishments in accordance with the general policies of the state, to help attain the goals that we all aspire to achieve. During the past period, various systems of education and curricula were imple- mented and different training programmes were executed, but the matter calls for greater attention to be accorded to linking the educational output to the require- ments of the labour market. Hence one of the priorities of the current stage of development and the next stage, which we prepare for is to revise the educational policies, its plans and its programmes, which need to be developed to keep pace with the changes that the country is going through. More attention should be accorded to the requirements imposed by scientific and cultural development towards the evolution of a generation armed with awareness, knowledge and the abilities required for worthwhile work. The establishment of the Education Council seeks to promote this sector. Therefore, all departments in charge of education at all levels have to cooperate with this Council in total dedication and perseverance.
    [Show full text]
  • NORRAG News 50 the Global Politics of Teaching and Learning: the Real Story of Educational Cultures and Contexts
    NORRAG THE GLOBAL NEWS POLITICS OF 50 TEACHING AND LEARNING: JUNE THE REAL 2014 STORY OF EDUCATIONAL CULTURES AND CONTEXTS NORRAG NEWS 50 JUNE 2014 Editorial Address for this Special Issue: Kenneth King, Saltoun Hall, Pencaitland, Scot- land, EH34 5DS, UK Email: [email protected] The invaluable support to the Editor by Robert Palmer is very warmly acknowledged. Email: [email protected] Secretariat Address: Michel Carton, Executive Director Graduate Institute of International and Devel- opment Studies (IHEID), Post Box 136, Rue Rothschild 20, 1211 Geneva 21, Switzerland. Email: [email protected] NORRAG News is supported by the Open Society Foundations (OSF), whilst the Coordination of NORRAG, as well as the translation of NORRAG News into French and Spanish is supported by the Swiss Develop- ment Cooperation (SDC). The translation of NORRAG News into Arabic is made possible thanks to the sup- port of the Ministry of Higher Education of the Sultanate of Oman. Dissemination of NORRAG News to key meetings is handled by the Netherlands Organisation for International Cooperation in Higher Education (NUFFIC). None of these, of course, is responsible for the content of NORRAG News. Free on website: www.norrag.org from June 2014 What is NORRAG? Since its launch in 1985, NORRAG has established itself as a broad-based multi-constituency network of researchers, policymakers, NGOs and consultants that aims to intermediate between research and policy, offering and producing neutral knowledge and critical analysis of complex international
    [Show full text]