Oman Vision 2040: An Outcome of Omani Leaderships’ deep love for their country II

Oman Vision 2040: An Outcome of Omani Leaderships’ deep love for their country II



Omani government and leadership have set number of priorities for the development, progress and prosperity of their nation and EDUCATION is among them is on top of priorities. Omani leadership has a vision to convert its country into a knowledge-based society. L Developing the different levels of the educational system and improving educational outcomes have become necessary to build Omanis’ confidence in their identity and commitment to their social values. This is attainable through increasing the quality of basic and higher education and developing scientific and educational curricula,
so that graduates are acquainted with competitive qualifications and employability skills to enter the local and a leap is required in quality and quantity in the domain of scientific research and development, through the international labour market. Such graduates will have an adequate level of productivity and competitiveness to build a knowledge-based economy, enhance job security in the private sector and foster a participatory relation between the private and the public sectors. In addition to this, a developed educational system also entails the development of educational institutions, faculty and staff, the application of international standards for accreditation, the use of modern teaching and learning techniques, and the dissemination thereof as national culture. Provision of diverse and sustainable sources of funding to support applied scientific researches to promote
innovation in various fields and strengthen partnership between the academic and research institutions on the one hand and the private sector on the other. The various stakeholders need to join forces to promote the role of citizens and society in advancing economic development. This necessitates the establishment of a stimulating educational and vocational training system to afford individuals high-level skills to enter the labour market, raise their productivity and improve the efficiency of the economy in general. Values of competition and qualification should prompt individuals to seek high-ranking jobs based entirely on merit. This implies adherence to institutional values and a performance-based qualification system.
Another aspect of joining forces also entails maximizing national capabilities through a national system established to nurture talent, creativity and entrepreneurial potential.
Objectives of education policy includes:
v A high-quality education system with social partnership
v An integrated and independent system to govern and evaluate the educational ecosystem against national and international standards.
v Value enforcing curricula that incorporate Islamic principal and Omani identity are inspired by Oman’s history and heritage are consistent with the contemporary requirements of sustainable development and future skills; and support the diversification of learning pathways.
v A system that empowers human capabilities in the educational sector
v An effective national system that nurtures scientific research , innovation and are creativity to build a knowledge based economy and society.
v Diversified and sustainable funding source for education scientific research and innovation
v National talent with dynamic capabilities and skills that are competitive locally and internationally.

Developing the different levels of the educational system and improving educational outcomes have become necessary to build Omanis’ confidence in their identity and commitment to their social values. This is attainable through increasing the quality of basic and higher education and developing scientific and educational curricula,
so that graduates are acquainted with competitive qualifications and employability skills to enter the local and international labour market. Such graduates will have an adequate level of productivity and competitiveness to build a knowledge-based economy, enhance job security in the private sector and foster a participatory relation
between the private and the public sectors. In addition to this, a developed educational system also entails the development of educational institutions, faculty and staff, the application of international standards for accreditation, the use of modern teaching and learning techniques, and the dissemination thereof as national
culture. A leap is required in quality and quantity in the domain of scientific research and development, through the provision of diverse and sustainable sources of funding to support applied scientific researches to promote innovation in various fields and strengthen partnership between the academic and research institutions on the
one hand and the private sector on the other. The various stakeholders need to join forces to promote the role of citizens and society in advancing economic development. This necessitates the establishment of a stimulating educational and vocational training system to afford individuals high-level skills to enter the labour market, raise their productivity and improve the efficiency of the economy in general. Values of competition and qualification should prompt individuals to seek high-ranking jobs based entirely on merit. This implies adherence to institutional values and a performance-based qualification system. Another aspect of joining forces also entails maximizing national capabilities through a national system established to nurture talent, creativity and entrepreneurial potential.

Indicators Based value Target 2030 Target 2040
Global innovation index 32.8 value Rank 69/127 Value 41.91 or top 40 countries Value 51.98 or top 20 countries
Education for all development index Value 0.938 Rank 51/92 Value 0.984 or top 20 countries Value 0.989 or top 10 countries
Skills global competitiveness index Value 71.6 Rank 36/140 Value > 76 or top 20 countries Value 83.2 or top 10 countries
Global talent competitiveness index Value 43.93 Rank 56/119 Value 55.57 or top 30 countries Value 62.63 or top 20 countries
Quacquarelli Symonds Ranking of World
Universities - Average rank for Omani Universities
listed within the top 500 Value 25.7 Ranking 450/500 Top 300 universities Top 300 universities
Ranking of world universities No of Omani universities 1 university Ranking 450/500 3 universities 4 universities
Number of Graduates from Programs or
Institutions for Gifted Students (at all
education levels) out of Identified Gifted
Students Under development

Priority: Health

Omani Leadership and government have given health sector among its top of priorities. They have set certain targets in this sector according to their vision. An inclusive and equitable healthcare system should cover all of Oman governorates, with the participation of government, the private sector, and civil society. This coverage should include more medical specialties and specialized medical institutes and universities to develop medical staff of various specializations. The desired healthcare system should follow international best practices in accreditation, be it in medical services, healthcare centres, medical laboratories or medical personnel.
A new necessary culture will emerge to redefine the relationship between citizens and healthcare institutions. Community awareness will increase regarding the concept of health being the responsibility of all, and technology will play a key role in delivering medical services and preventing diseases, ensuring communication and raising awareness about health and healthcare services. Technology will also help to overcome geographic and distance barriers to ultimately deliver world-class health services to all citizens and residents of Oman.