Oman’s General Foundation Programs: Focus on General Education Principles and Standards

Tuzlukova, Victoria; Inguva, Meenalochana; Sancheti, Pooja

doi:10.17507/tpls.0904.17

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…According to reports, in Oman's HEIs, there is much evidence of both global and local cultures. Other research in similar circumstances has reported findings that coincide with those reported in these investigations (Tuzlukova et al, 2019).…”

Section: Internationalization Of Curriculum In Omansupporting

confidence: 91%

Internationalization of Curriculum in Omani Higher Education: Perceptions of Academic Staff in UTAS

Hubais¹,

Muftahu²

2022

IJHE

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The internationalization of the curriculum (IoC) has been a significant trend in higher education across the globe. However, there is a dearth of literature on this area of research in the Arab countries, including the Omani higher education context. As the key definition and conceptual frameworks of IoC have not been adopted in Omani higher education institutions (HEI), this qualitative study examined lecturers’ understanding of IoC in the Omani higher education context. This was carried out through the employment of the typology of IoC which was proposed by Edwards et al. (2003). To collect data, eight lecturers in an Omani university were interviewed and the thematic analysis of the data revealed that academic staff perceived IoC as important to the institution. Further, the study reported that there are fragmented IoC practices that are primarily based on the ad hoc practices of academic staff. Initiatives should be taken to develop a shared understanding of IoC at the institutional level and in all degree programs in the Omani higher education context. Some suggestions are brought forward for stakeholders to support IoC and help to ensure the quality of degree programs offered.

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Section: Internationalization Of Curriculum In Omansupporting

confidence: 91%

Internationalization of Curriculum in Omani Higher Education: Perceptions of Academic Staff in UTAS

Hubais¹,

Muftahu²

2022

IJHE

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“…Sultan Qaboos university consists of nine faculties, including Arts and Social Sciences, Education, Economics and Political Science, Nursing, law, Medicine and Health Sciences, Physical Sciences, Agriculture and Marine Sciences, and Engineering. The university, which has approximately 17,000 students and 1,000 academicians from 113 different countries, ranks 379th (QS ranking 2020) in the world (Tuzlukova, Inguva, Sancheti, 2019).…”

Section: One Of the Most Important Services Provided By Sultanmentioning

confidence: 99%

Omani Renaissance in International Relations and Political Economy

Yenigun¹

2020

Biosc Biotech Res Comm

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In the last century, though the Sultanate of Oman was seen as an undeveloped country in terms of economics, politics, international relations, and socio-cultural relations, actually, it had been one of the most developed countries in the Middle East previously. Perhaps, because of the existence of historical state experience in her DNAs, and His Majesty Sultan Qaboos' rational governance, Oman has developed and evolved visibly and started to compete with modern countries in the last fifty years. Today, Oman became the most democratic country among the Arabic Gulf countries, top-10 in the university graduation ratio in the world, top-8 in health development according to the WHO, and the safest country for the expatriates in the world. Oman had established a maritime empire in the 17th-19th centuries, but later it started to lose power by the British arrival to the region; then it started to follow isolationist policies in international relations because of new circumstances. After Sultan Qaboos came in power in 1970, first economic and transport, later socio-cultural and democratic developments brought Oman prominence in the Gulf. He pursued wise and balanced foreign affairs among its neighbors in the Gulf, Iran, and the West, and then started to be mediator and backchannel in the region reciprocally. This article shows how Oman succeeded a renaissance in society, politics, economics and international relations.

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“…The choice between the two exams depends on an individual's goals and needs. The learning outcomes of GFPE focus on developing basic language skills (Tuzlukova et al, 2019), while IELTS aims to assess a candidate's ability to use English in academic and professional settings. Accordingly, the learning outcomes of GFPE and IELTS are inconsistent.…”

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confidence: 99%

GFP English Graduates: IELTS 5.0 Condition Affects the Global Skills Achievements

2023

IJFMR

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An achievement of IELTS 5.0 is a strict goal of GFP English Exit requirements. Despite the OAAAQA's requirements, Exit outcomes fail to show that the GFP English graduates have any acquired global competencies. Even in the IELTS 5.0 focused assessments, GFP English deviates in style and methodology, raising concerns about the overall learning outcomes of the students across the three domains of cognitive, affective, and behavioral learning. This study will apotheosize certain highlighted GFP English assessment areas that need to be redesigned with the goal of evaluating students' compatibility with global skills together with the acquisition of the necessary competency equivalent to IELTS 5.0 band score.

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Oman’s General Foundation Programs: Focus on General Education Principles and Standards

Cited by 3 publications

References 10 publications

Internationalization of Curriculum in Omani Higher Education: Perceptions of Academic Staff in UTAS

Internationalization of Curriculum in Omani Higher Education: Perceptions of Academic Staff in UTAS

Omani Renaissance in International Relations and Political Economy

GFP English Graduates: IELTS 5.0 Condition Affects the Global Skills Achievements

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