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History of Education in the Sultanate of Oman

Education in the Sultanate of Oman has witnessed a long historical journey, beginning with traditional education based on Quranic schools (Katateeb) and learning circles in mosques, then gradually developing into formal government and private education, leading to a modern and advanced educational system.

First: Traditional Education

Prior to 1970, education in Oman was primarily based on Quranic schools and learning circles in mosques, where attention was given to teaching the Holy Quran, the principles of the Islamic religion, the Arabic language and arithmetic.

Among the most prominent historical schools and mosques that played an educational role were Al Rahil School, established by the scholar Mahbob bin Al Rahil in Sohar; Qasra Village School; Al Bayadha Mosque Institute in Al Rustaq; Al Dharh School in Bahla, established by Abu Mohammed Abdullah bin Baraka Al Sulaymi Al Bahlawi and funded from his own money; in addition to Al Qal'ah School in Nizwa.

These schools and mosques contributed to graduating generations of scholars, writers and talented individuals who enriched Omani heritage in the fields of Islamic jurisprudence, monotheism, language and poetry. Among the most prominent scholars of these schools were Al Bashir bin Al Munthir, Moosa bin Abi Jabir Al Izkaoi, Al Munir bin Al Nayyir Al Riyami Al Ja'alani, Mohammed bin Al Mu'alla Al Kindi, and Salama bin Muslim Al Awtabi.

Due to the limited spread of formal education prior to 1970, children were often taught by male and female teachers of the Holy Quran in various places, including under the shade of trees, in public meeting places known as the “Sabla”, in mosques, and in the homes of male and female teachers.

The age group of learners generally ranged from six to fourteen years, and a student who was able to recite the entire Holy Quran was known as a “Khatam Al Quran”. After completing the memorization of the Quran, some students moved on to learning circles in mosques, the prevalence of which was associated with the presence of qualified scholars, particularly in the Wilayats of Nizwa and Al Rustaq, which were among the most prominent centres where scholars gathered, in addition to learning circles in Bahla, Sinaw, Al Mudhaibi, Al Ghafat and Al Hamra.

At that time, there were no unified standards for assessing the educational process, and the quality of memorization of the Holy Quran was one of the most prominent indicators of a student’s excellence.

Prominent Traditional Schools

1. Al Khor Mosque School in Muscat (1871–1888)

It was established in Muscat near Al Jalali Fort during the reign of Sultan Sayyid Turki bin Said. Sheikh Sulaiman bin Mohammed bin Ahmed Al Kindi was among the first to teach there. The subjects taught included the Holy Quran, the principles of religion, and Arabic language sciences, including reading, writing, grammar and rhetoric.

2. Al Zawawi School in Maghab, Muscat (1871)

It was established during the reign of Sultan Sayyid Turki bin Said, and education continued there until the reign of Sultan Sayyid Said bin Taimur. The subjects taught included the Holy Quran and the Arabic language, including reading, writing and grammar.

3. Sheikh Rashid bin Aziz Al Khusaibi School

The school was based in the Sheikh’s house, where he received a number of students and taught them religious sciences and Arabic language sciences, including grammar, rhetoric and logic. He continued performing this role for nearly forty years. Among his most prominent students was the writer and poet Sayyid Hilal bin Badr Al Busaidi.

4. Al Wakil Mosque School

It was located in Muscat opposite the house of Sayyid Nadir bin Faisal and included a number of students who studied under the poet Sheikh Mohammed bin Shaikhan Al Salmi. Among the most prominent were Sayyid Taimur bin Faisal and Sayyid Nadir bin Faisal, during the reign of Sultan Sayyid Faisal bin Turki.

5. Bait Al Wakil School (1888–1913)

It was established near a house known as “Bait Al Wakil” and taught the Holy Quran, Islamic jurisprudence, monotheism and the Arabic language.

6. Boudhina School (1914–1930)

It was named after Mohammed Ali Boudhina, who came from Tunisia to Oman during the reign of Sultan Sayyid Taimur bin Faisal and also taught at Al Zawawi School.

At this school, girls received education alongside boys, and classes were held in a rented house in Muscat. The curriculum included the Holy Quran, the Arabic language, history, geography and arithmetic, and followed a study plan comprising six lessons per day.

The school had approximately 120 male and female students, who received their education in a spacious room. In 1930, Boudhina moved with his students to the First Sultani School established by the government. Among those who studied at Boudhina School were Sultan Sayyid Said bin Taimur and Sayyid Shihab bin Faisal.

7. Sayyid Nadir bin Faisal School (1932–1935)

Education at the school began during the reign of Sultan Sayyid Said bin Taimur. Sheikh Ahmed bin Sulaiman bin Zahran Al Riyami was among its teachers. The subjects taught included the Holy Quran, monotheism, Islamic jurisprudence, the Arabic language and arithmetic, and the school included a number of boys and girls.

In 1935, the students of this school and the students of Al Khor Mosque School joined the Second Sultani School.

Other schools that had a presence in the history of education in Oman included Bait Al Baruni School in Samail and Al Muhammadiyah School in Musandam.

Second: Beginnings of Formal Government Education

The transition from traditional education to formal education in its modern sense began in 1930, with the establishment of a limited number of schools that were subject to government planning and supervision, adopted specific and diverse curricula, and had appointed teachers, in addition to school administration.

Despite their limited spread, these schools formed the nucleus of formal education in Oman prior to 1970.

1. The First Sultani School

It was established in 1930 during the reign of Sultan Sayyid Taimur bin Faisal, under government supervision in Muscat. It was administered by Ismail bin Khalil Al Rasasi, who came from Palestine to Oman in 1929 and later became Director of Education during the reign of Sultan Sayyid Said bin Taimur, remaining in that position until 1970.

A number of teachers from Arab countries taught at the school. The curriculum included the Holy Quran, monotheism, Islamic jurisprudence, the Arabic language, science, health, history, geography and national education.

In 1932, the school also witnessed the establishment of the nucleus of the first Scouting movement in Oman by Ismail Al Rasasi. In its early stages, the activities were limited to some camping skills and short outdoor excursions.

2. The Second Sultani School

The Second Sultani School replaced the previous school beginning in 1935. It was housed in a rented building in Muscat and included a number of girls alongside boys.

The school operated on a full-day system and taught the Holy Quran, Islamic jurisprudence, monotheism, the Arabic language and Arabic calligraphy, in addition to anthems, the English language, history, geography, national education, arithmetic, health and physical education.

Education began with the preparatory grade, followed by Grades One, Two and Three of the primary stage.

3. Al Saidiya School in Salalah

Al Saidiya School in Salalah is considered one of the earliest formal schools for boys in the Governorate of Dhofar. It was opened by Sultan Sayyid Said bin Taimur in Muharram 1355 AH, corresponding to March 1936.

Initially, it consisted of three rooms; one was allocated to younger students, the second to older students, while the third was used as a storeroom.

In its early years, education was limited to the Holy Quran, Quranic recitation, the principles of the Islamic religion, as well as reading, writing and basic arithmetic operations. The school subsequently underwent further developments, most notably the construction of a new building dedicated to educational purposes in 1955.

4. Al Saidiya School in Muscat

Al Saidiya School in Muscat was opened in 1940. Its opening marked the beginning of a more advanced stage of formal government education in Muscat, as it was established in a purpose-built school building comprising classrooms, administrative offices and teachers’ rooms.

Education consisted of two stages: a two-year pre-primary stage and a six-year primary stage. Successful students were awarded the Primary Certificate issued by the Department of Education.

A number of Omani teachers and teachers from Arab countries taught at the school, while textbooks were imported from several Arab countries, including Egypt, Palestine and Lebanon.

Islamic education also received considerable attention, alongside extracurricular activities such as drama, sports and excursions. In 1944, Sultan Sayyid Said bin Taimur presented the school’s students with a collection of Arabic calligraphy copybooks known as “Al Salasil Al Dhahabiya”.

5. Al Saidiya School in Muttrah

Al Saidiya School in Muttrah was established and opened in November 1959. It was initially located in Bait Al Mundhari in Harat Al Shamal, Muttrah.

Education began with approximately 200 students in the preparatory, Grade One and Grade Two primary classes. In December 1960, the school moved to a purpose-built school building at its current location, and Grades Three and Four of the primary stage were opened in the same year.

During the following two years, the primary stage was completed through Grade Six, and successful students were awarded the Primary Certificate. The first cohort graduated in 1963.

These schools, together with the learning circles in mosques, contributed to the education of generations of intellectuals, scholars and writers who played a prominent role in stimulating the cultural and intellectual movement and enriching Omani heritage.

Third: Private Schools

Alongside formal government education, Oman witnessed the establishment of a number of formal private schools that contributed to the provision of educational services.

Private Schools in the Wilayat of Muttrah

The Wilayat of Muttrah witnessed notable activity in the field of private education from 1925, and the most prominent private schools established there included:

1.      Mr Mohammed bin Jawad Darwish School.

2.      Mr Baqir bin Ramadan bin Murad School.

3.      Mr Jawad bin Jaafar Al Khabouri School.

4.      Mr Hassan bin Ali Hashim School.

5.      Mr Mohammed bin Ali bin Taqi Al Lawati School.

6.      Mr Abdullah bin Ali bin Abdullah Al Mohammed School.

7.      Mr Qasim bin Abdullah bin Mohammed School.

8.      Mr Abdul Ridha bin Ali bin Abdullah School.

These schools were licensed by the Wali of Muttrah and were subject to government supervision by the Department of Education. Some of their premises were houses used for educational purposes, and the number of students in each school ranged from 150 to 300 male and female students.

The curricula included the Holy Quran, the Arabic language, the English language, arithmetic and geography. Some of these schools were distinguished by their cultural and sports activities, and educational services were provided in return for tuition fees.

Al Ghazali School in the Wilayat of Sur

Al Ghazali School is considered one of the earliest formal private schools in the Wilayat of Sur. It was opened during the reign of Sultan Sayyid Said bin Taimur in 1948. It was founded by the two brothers, Abdullah and Alawi, sons of Ahmed Al Ghazali, and the school was built at the expense of a number of sheikhs and residents of the Wilayat.

Fourth: The Educational Renaissance after 1970

The education sector in the Sultanate of Oman underwent a fundamental transformation after Sultan Qaboos bin Said, may his soul rest in peace, assumed the reins of power on 23 July 1970, when expanding and universalizing education throughout the country became one of the foremost priorities of the Renaissance.

Sultan Qaboos, may his soul rest in peace, emphasized the importance of education in building the state and society, stating at the beginning of the Renaissance: “Education was my greatest concern... and we saw that our first efforts had to be directed towards spreading education.”

Accordingly, the education sector witnessed significant expansion in the numbers of schools, students and teachers, alongside the development of curricula and infrastructure and the diversification of educational pathways.

The number of schools increased from 3 schools with approximately 900 students in 1970 to 207 schools with approximately 55,752 male and female students in the 1975/1976 academic year.

Preparatory education also began in the 1972/1973 academic year, followed by the introduction of secondary education for the first time in the Sultanate in the 1973/1974 academic year.

The education budget increased from OMR 1,031,079 in the 1970/1971 academic year to OMR 97,302,061 in 1981/1982.

Five-Year Plans and the Development of Education

The First Five-Year Plan (1976–1980)

The First Five-Year Plan focused on developing educational services and diversifying educational pathways through the establishment of model preparatory schools with a vocational orientation, specialized institutes for technical education, institutes for male and female teachers, and a commercial secondary school, in addition to religious education represented by the Islamic Secondary Institute.

The Plan also focused on improving the school environment, replacing rented schools or temporary facilities with schools constructed using permanent building materials, and providing laboratories, libraries and workshops for vocational activities.

During this period, Al Amal School for the Deaf and Mute in Muscat was established as the first school dedicated to persons with disabilities, with educational and rehabilitation programs provided in accordance with students’ needs.

The Second Five-Year Plan (1981–1985)

This Plan continued the expansion of education, alongside the development of its quality. It witnessed an increase in the number of primary and preparatory schools and the provision of laboratories, libraries, workshops and family education rooms in girls’ schools.

Teacher training institutes were also developed and converted into intermediate colleges as of the 1984/1985 academic year. A commercial school for girls was established, industrial secondary education was introduced, and the Intellectual Education School in Muscat was opened to provide educational and rehabilitation services for students with intellectual disabilities.

The number of male and female students sent abroad on scholarships also increased from 1,068 students in 1981/1982 to 2,681 in 1985/1986, representing an increase of approximately 151%.

The Third Five-Year Plan (1986–1990)

The Third Five-Year Plan focused on achieving a balance between quantitative expansion and qualitative development of education, maintaining a balance among the different educational stages, and linking educational outcomes with the needs of national development.

This period witnessed a notable increase in the number of schools and students, as well as the diversification of educational pathways. The opening of Sultan Qaboos University in 1986 also represented an important milestone in the development of higher education and the preparation of specialized national cadres.

The Fourth Five-Year Plan (1991–1995)

The Fourth Five-Year Plan aimed to continue achieving a balance between quantity and quality, among the different educational stages, and between expenditure on and returns from education, alongside the continued Omanization of teaching positions.

This period witnessed the development of a number of intermediate colleges into Colleges of Education offering bachelor’s degrees. The Educational Qualification Institute was also established to qualify university graduates from non-education specializations to work in the teaching profession.

The Fifth Five-Year Plan (1996–2000)

The Fifth Five-Year Plan focused on developing education in line with economic, social and technological changes, and preparing Omani citizens to meet the demands of life and work in the twenty-first century.

During this period, the Ministry of Education began implementing the Basic Education System, which aimed to improve the quality of education and develop learners’ skills, including communication, self-learning, scientific and critical thinking skills, and the ability to adapt to new developments.

The Sixth Five-Year Plan (2001–2005)

The Sixth Five-Year Plan continued to focus on the qualitative development of education, while maintaining the expansion of educational services and the gradual development of the various educational stages.

The Seventh Five-Year Plan (2006–2010)

The Seventh Five-Year Plan continued efforts to develop education and improve the quality of educational services. It witnessed important steps in the implementation of Post-Basic Education for Grades Eleven and Twelve, alongside the expansion of the Basic Education System.

Education indicators for the 2006/2007 academic year, which represented the first year of the Plan, were as follows:

An Ongoing Journey towards the Development of Education

These historical stages reflect the significant transformation witnessed by the education system in the Sultanate of Oman, beginning with Kuttab schools and learning circles, followed by the beginnings of formal education, the major expansion of education after 1970, and subsequently the development of curricula and educational infrastructure, the diversification of educational pathways, and the use of technology in the educational process.

This journey has contributed to building a more comprehensive and advanced education system that supports the development of Omani citizens and their capabilities and skills, and enhances their role in the national development process.

Fifth: Development of Education during the Reign of His Majesty Sultan Haitham bin Tarik

With His Majesty Sultan Haitham bin Tarik, may Allah protect and preserve him, assuming the reins of power in the Sultanate of Oman on 11 January 2020, education in Oman entered a new phase of development and modernization, characterized by a focus on building a higher-quality and more flexible education system, enhancing the use of technology and innovation, and aligning educational outcomes with the requirements of the economy, society and the labour market, in line with the objectives of Oman Vision 2040.

The Royal leadership has accorded education particular attention as one of the fundamental pillars for developing Omani citizens and enhancing their capabilities, investing in human capital, and preparing generations capable of keeping pace with rapid scientific, technological and economic changes.

Digital Transformation in Education

This period witnessed a notable acceleration in the digital transformation of the education sector and the increased use of modern technologies in education, school administration and educational services.

The COVID-19 pandemic, which began in 2020, contributed to accelerating the shift towards e-learning and distance learning, expanding the use of digital platforms and systems, and developing the capabilities of teachers and students in using educational technologies.

The Ministry of Education also moved towards enhancing integration among digital systems and platforms and providing educational services electronically, thereby facilitating access to information and services for students, parents and teachers, and improving the efficiency of educational and administrative processes.

Education and Modern Technologies

The growing emphasis on the use of artificial intelligence and emerging technologies in education, leveraging them to develop the educational process, support personalized learning, analyze educational data, improve decision-making, and focusing on the development of digital and future skills has become an important part of education development trends, helping students adapt to a work environment characterized by rapid technological advancement and changing skill requirements. With the global acceleration in the use of artificial intelligence, a new phase in the development of education in Oman has begun, based on utilizing smart technologies to improve the learning experience, support teachers, develop educational content, analyze data, and enhance the ability of educational institutions to make data-driven decisions.

The need has also emerged to raise awareness of the responsible and ethical use of artificial intelligence and to prepare students and teachers to engage with these technologies as tools that support learning and creativity.

Curriculum Development and Future Skills

The Ministry of Education continued its efforts to develop curricula and educational programs in line with students’ needs and future requirements, while enhancing critical thinking, creativity, problem-solving, self-learning, research and inquiry skills.

Enhancing Technical and Vocational Education

This period also witnessed greater attention to aligning education with the needs of the national economy and the labour market, strengthening pathways related to vocational and technical education, science, technology, engineering and mathematics, and encouraging students to acquire practical skills that help them transition from education to employment and productivity.

Greater emphasis was also placed on entrepreneurship, innovation and the development of student projects, thereby fostering a culture of initiative and self-reliance among students.

Supporting Teachers and Developing Educational Competencies

Teachers have received particular attention as one of the most important elements in developing the educational process, through strengthening training and professional development programs, developing digital and educational competencies, and enabling teachers to use modern educational tools and technologies.

Continuous professional development has also become more closely linked to the actual needs of the educational process and the skills it requires.

Education within the Framework of Oman Vision 2040

Education represents one of the key sectors for achieving the objectives of Oman Vision 2040, which focuses on building a high-quality education system, preparing citizens with the knowledge and skills required for the future, promoting scientific research and innovation, and linking education to the needs of the economy and development.

Within this framework, education development efforts have shifted from a focus on quantitative expansion towards a greater focus on the quality of education and its outcomes, the efficiency of the education system, skills development, and the promotion of innovation and digital transformation.

Towards a More Integrated Education System

Education during the reign of His Majesty Sultan Haitham bin Tarik, may Allah protect and preserve him, represents a continuation of the educational journey that began with traditional education and learning circles, followed by the establishment of formal education and the significant expansion of education after 1970, leading to the current stage of digital transformation, innovation and artificial intelligence.

This journey is moving towards building a modern, flexible, digital and learner-centred Omani education system, capable of preparing a generation equipped with the knowledge, skills and values that enable them to contribute effectively to sustainable development, compete in the knowledge economy, and participate in building the future of the Sultanate of Oman in accordance with the objectives of Oman Vision 2040.