Yahya Saud Al Sulaimi Minister of Education Born in 1954, Mr. Yahya Saud Al Sulaimi was appointed as Minister of Education in Oman in 2001. He is the chair of the supreme committee for educational policies and development, a member of Higher Education Council in Oman, a member of Civil Service Council in Oman, member of the ministerial committee for coordination between the consultative council and the government. Mr. Alsulaimi participated in various educational conferences and seminars around the world and currently leads comprehensive educational reforms in Oman.

Quality education for all

The world of the twenty-first century is witnessing a period of rapid change. The globalisation of the world economy and rapid developments in information and communication technologies are blurring boundaries between countries. Not only is the world becoming more interdependent, it is also becoming far more complex and uncertain.

To survive in a globalised world, countries need creative and flexible citizens who are technologically literate, can engage in analytical thinking and are skilled communicators. To achieve sustainable development and to obtain a competitive advantage in this changing world will, therefore, depend more and more upon the quality of, and investment in, human resources.

All countries are being forced to respond to these developments by reassessing their educational priorities. In the Sultanate of Oman, the quantitative expansion of educational provision over the last three decades has achieved the goal of providing universal access to education. Attention has now, therefore, shifted towards meeting the challenges of globalisation by introducing measures to qualitatively improve its education system at both Basic Education and post Basic Education levels.

The objectives and functions of education are being redefined and renewed to fit with the new realities of the twenty-first century. For example:

• the curriculum is being updated to include more relevant areas for study, such as information technology and life skills;
• courses and materials are being revised to reduce theoretical content and increase real-life applications which are more meaningful to the experience of students;
• traditional book-based libraries are being replaced by learning resource centres which provide students with access to a wide range of resources including the Internet;
• teachers are being trained in the use of student-centred learning approaches which promote cooperation, problem-solving and critical thinking;
• the examination-driven assessment system is being amended to include the use of a wide range of assessment and evaluation instruments.

The Dakar Framework for Action (UNESCO, 2000) stated, "Education... is the key to sustainable development and peace and stability within and among countries, and thus an indispensable means for effective participation in the societies and economies of the twenty-first century, which are affected by rapid globalisation." It is only through providing access to a quality school education system that young people will be able to acquire the required skills for admission into an ever more scientifically and technologically complex world.