Challenges in Education System Affecting Teacher Professional Development in Oman

Autor/inn/en	Al Shabibi, Al Shabibi; Silvennoinen, Heikki
Titel	Challenges in Education System Affecting Teacher Professional Development in Oman
Quelle	In: Athens Journal of Education, 5 (2018) 3, S.261-282 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Foreign Countries; Faculty Development; Barriers; Low Achievement; Gender Differences; Elementary Secondary Education; Educational Needs; Educational Improvement; Grade 4; Reading Achievement; Mathematics Achievement; Grade 8; Curriculum; Teaching Methods; Cultural Differences; Student Evaluation; Evaluation Methods; Teacher Competencies; Educational Policy; Teacher Education; Oman; Hong Kong; Singapore; Qatar; Bahrain; Saudi Arabia; Kuwait; Palestine; Jordan; Syria; Egypt; Lebanon; Iran; Algeria; Japan; South Korea; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Unterdurchschnittliche Leistung; Geschlechterkonflikt; Educational need; Bildungsbedarf; Teaching improvement; Unterrichtsentwicklung; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Schulnote; Studentische Bewertung; Lehrkunst; Politics of education; Bildungspolitik; Lehrerausbildung; Lehrerbildung; Hongkong; Singapur; Katar; Saudi-Arabien; Palästina; Syrien; Ägypten; Libanon; Algerien; Korea; Republik
Abstract	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. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01