The transition from post-basic education to higher education and the world of work in the Sultanate of Oman : from the perspective of 21st century skills and competencies

• Main Author: Al-Harthi, Yahya K.
• Published: University of Nottingham 2016
• Subjects: 378.5353
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.718670

This study examined the transition from Post-Basic Education to Higher Education and the world of work in the Sultanate of Oman from the perspective of 21st century skills and competencies. The study aimed to identify the skills and competencies which are taught now and the way they are delivered in the current curriculum. It also aimed to identify any additional skills and competencies appropriate for inclusion in the current curriculum and to suggest ways of delivering them to students. The study also aimed to examine the extent to which Post-Basic Education schools and their curriculum help students to develop the skills and competencies needed for higher education and world of work. This study adopted a 'Mixed Methods Design' approach, and was carried out in two stages. The first stage followed a quantitative approach in which a questionnaire was designed and implemented with the aim of investigating the most important 21st century skills and competencies that Omani Post-Basic Education students should acquire to enter higher education and the world of work. Over 800 participants responded to the questionnaire representing 86% of the target population. The main participants in this study were employers. Ministry of Higher Education officials. Ministry of Education officials, Post-Basic Education graduates working in different enterprises and Post-Basic Education graduates studying in Higher Education. The second stage involved conducting semi-structured interviews with employers, Higher Education officials and Ministry of Education officials for the purpose of expanding on the issues arising from the questionnaire data and probing further to obtain information on additional issues. In this phase, 18 participants were involved (5 employers, 6 Ministry of Higher Education officials and 7 Ministry of Education officials).