News & Event

The Ministry of Education seeks to develop education policies, build curricula, and design textbooks, develop mechanisms for evaluating student performance, supervise the work in schools, and provide technical and administrative support to educational bodies in schools. The Ministry also works to gradually grant more administrative and financial powers to the Directorates-General of Education in all governorates, in addition to its constant endeavor to keep pace with technological developments and benefit from them in the field of education, whether through the implementation of the project to install interactive screens in schools, or the completion of the digital transformation project, or through the use of artificial intelligence technologies. This is in addition to the continuation of efforts to consolidate science and innovation among students and members of society.

The number of teachers in government schools for the 2025/2026 academic year reached 66,379, distributed across 1,303 schools. The number of administrative and technical staff in government schools reached 11,183, including 4,420 males and 6,763 females. The number of teachers in special education schools reached 241, and the total number of administrators in special education schools reached 46. At the beginning of the current academic year, the Ministry completed the appointment procedures for 3,436 teachers who passed the written examinations and personal interviews, in order to meet the actual need for teaching staff in various specializations.

The Ministry of Education strives to equip school buildings with all available resources to improve the quality of education and create a conducive school environment for the success of the teaching and learning process. In this regard, the Ministry announced at the beginning of the 2025/2026 academic year the handover of (16) new school buildings to be operated in (9) educational directorates, including (4) schools in Muscat Governorate, (3) schools in North Al Batinah Governorate, (2) schools in South Al Batinah Governorate, (2) schools in Dhofar Governorate, and one school each in Al Dakhiliyah, South Al Sharqiyah, North Al Sharqiyah, Al Dhahirah, and Al Wusta Governorates. The highest safety and security standards were observed in the construction of these schools.

The Ministry, in its maintenance, renovation, and expansion projects for school buildings in the governorate education directorates, ensured the provision of operational requirements for the educational process, in accordance with the latest technical and scientific specifications. This was done to guarantee a suitable school environment, considered one of the most important aspects supporting the teaching and learning processes. In the educational expansion project for the 2025 year, an amount of (20) million Omani Riyals was allocated for additions to (80) schools. In addition, expansions were implemented in (68) schools at a cost of (15) million Omani Riyals, and (53) schools were received and opened at the start of the academic year. As for the renovation project, an amount of (7) million Omani Riyals was allocated to the general directorates of education in the governorates to renovate a number of their schools during the 2025 year, and an amount of (4) million Omani Riyals was allocated to prepare and refurnish (77) science laboratories as a third phase, and the first and second phases were completed by preparing and refurnishing (118) science laboratories, and the improvement of the educational environment in more than (120) schools was completed by establishing and preparing sports fields and canopies and expanding cooperative societies.

The Ministry has completed the first and second phases by supplying and installing (48,000) air conditioning units at a cost of (12) million Omani Riyals, and work is underway on the third and fourth phases by supplying and installing (48,000) air conditioning units at a cost of (11) million Omani Riyals. More than (25,000) air conditioning units have been completed, representing 52% so far.

The Ministry was keen to prepare school buildings in terms of security, so it worked on having emergency exits equipped with a push locking system, exit signs, fire extinguishers of three types (foam, carbon dioxide, and water), elevators stopping in the event of a fire alarm, smoke and heat sensors with an audible alarm system, fire-resistant doors in science labs and electrical rooms, assembly points during a fire, an evacuation plan approved by the Civil Defense, filters to purify water from any impurities or pollution, surveillance devices in schools (cameras), and a box containing basic first aid equipment.

Out of concern for the safety of students from overcrowding in school transport, and the steady increase in the number of students, and the accompanying growth in the tributaries in the various governorates of the Sultanate of Oman, the Ministry of Education - represented by the Directorate-General of Projects and Services, the School Transport Department - has worked to develop and strengthen this sector, which has witnessed during the past three years a remarkable growth in the number of school buses, amounting to about (12) thousand additional buses, at a financial cost that exceeded (14.4) million Omani riyals.

This expansion was undertaken to keep pace with the increasing number of students and to meet the actual needs for school transportation, raising the annual expenditure on this sector to more than 100 million Omani rials. This covers the allocations for contracting over 21,600 school buses of various types. In the current academic year 2025/2026, the fleet was augmented with 878 new school buses at an annual cost of 5.2 million Omani rials. North Al Batinah Governorate received 21% of this funding, allocated to contracting for 184 new buses. The Ministry stipulated that the new school buses must be manufactured no earlier than 2023, possess all necessary safety and security features, and be equipped with an automated system that tracks the school bus's route. This system includes internal and external surveillance cameras and sensors to prevent accidents such as students being left behind or being struck by vehicles.

The Ministry has begun implementing a project to develop transportation services by contracting with a specialized company to manage the school transport fleet in the Wilayat of Barka, South Al Batinah Governorate. This initial phase includes 17 schools, and the experience will be evaluated before its gradual expansion to encompass all educational directorates in the governorates. In a related effort, the Ministry created 432 bus attendant positions for students with disabilities during the current academic year, enhancing the quality of services and providing a safe environment that meets their specific needs.

The Ministry concluded continuous contracts for (4) years with (13) printing houses to produce textbooks. This year, all textbooks were supplied before the start of the academic year, as the printing of textbooks was completed, and the number of copies of textbooks that were printed amounted to (19,332,066) copies at a cost of (4,860,000) Omani Riyals.

The Ministry has prepared 14 new curricula for various grades and subjects, including: the Social Studies curriculum for the seventh grade, the Islamic Education curriculum for the ninth grade, and the Chinese Language curriculum for the eleventh grade. It has also finalized the guides for Physical and Health Education, Visual Arts, and Music Skills for grades 5 and 6. The new academic year will see the full implementation of the international English language curriculum for grades 7 and 8, the Information Technology curriculum for grades 6 and 12, and the continued implementation of the international Environmental Science curriculum for grade 12.

The Ministry implemented the “Digitalization of Curricula” project for grades (1-12) to achieve the goals of the e-learning and digital transformation strategy, which is concerned with converting the educational content of the curricula from its paper form to interactive digital content that can be accessed via the Internet and information and communication technology devices. This transformation includes the use of modern technologies such as cloud computing, educational software, online educational platforms, and multimedia such as video, audio, and animation to enhance the teaching and learning processes and make them more interactive and interesting.

This project comes with the support of the private sector, represented by BP Oman, as one of its contributions to social investment, with the aim of enriching the content of school curricula within the e-learning system and the digital repository, by providing diverse digital educational resources for all educational stages, which are compatible with the different learning styles, and making interactive digital content available to the beneficiaries of the educational process, starting from the teacher, the student, and the parent, up to educational supervisors and researchers interested in the field of education.

The plan for this project was built in a manner consistent and in line with the plan for authoring and updating the curricula for grades (1-12). The stages of converting books began in the academic year 2022/2023 for grades (1-4) according to a plan prepared for that purpose. The first stage of the actual implementation of the project in schools began during this academic year 2024/2025 in some schools for grades (1-4) in the educational directorates in the governorates. Teachers and supervisors were trained on how to effectively employ digital books in the lesson, and they were given the permissions to access the digital books library. Schools were directed to activate the project within the lessons, and then evaluate the application from all aspects.

The project includes a range of interactive educational activities, audio materials, interactive educational films, learning objects, animations, educational games, digital stories, virtual reality (VR), augmented reality (AR), and simulation technologies, in addition to advanced types of interactive digital content reflecting the latest technological developments in the field. The digital book contains interactive digital content with clear educational objectives and procedures designed to facilitate learning for both teachers and students. This content varies according to the nature of each subject and is compatible with the latest technologies, such as smartphone applications, tablets, and various e-learning environments, along with a variety of multimedia resources (digital images, animations, spoken words, etc.).

Given that the teacher is the cornerstone and plays a pivotal role in the educational process—by equipping students with knowledge and diverse skills, providing them with life experiences both inside and outside the classroom, shaping their personalities, and preparing them optimally for life and work—the Ministry has been keen to offer high-quality professional development programs targeting new teachers, paving the way for their efficient and effective integration into the educational system. These programs align with national objectives to promote the principle of lifelong learning and develop educational, technical, and cognitive skills, keeping pace with educational advancements and meeting the demands of the educational field.

These programs contribute to empowering new teachers to familiarize themselves with the schoolwork environment, understand educational policies and legislation, and apply effective teaching practices, thus ensuring a strong professional start that positively impacts the quality of education in the Sultanate of Oman. The Directorate-General of Educational Supervision implemented the third orientation program for new teachers at the beginning of this academic year, targeting approximately 4,000 teachers across various disciplines. The program, conducted in the educational directorates, focused on preparing teachers in the field, equipping them with essential knowledge and skills, introducing them to educational projects and developments, and fostering positive attitudes towards the teaching profession from day one. The Directorate also organized an orientation program for newly appointed educational supervisors and school administrators, with the participation of 399 appointees from various educational directorates and the Ministry's headquarters. This program aimed to enhance their leadership and administrative competencies and provide a comprehensive overview of their new roles, in line with the Ministry's focus on investing in educational leaders.

On another front, the Specialized Institute for Professional Training of Teachers offers diverse professional development programs for the academic year (2025/2026), targeting new teachers, experienced teachers, and administrative staff. These programs aim to enhance educational performance and improve the quality of education. Among the most prominent are the New Teachers Program, implemented through in-person training, e-learning, and field-based learning; and the Equal Educational Opportunities Program, in cooperation with the Arab Women's Organization, which covers 872 schools. The Advanced School Leadership Program and the School Sports Experts Program are also key offerings for leaders and experienced teachers. The Institute is also working on implementing several programs in risk management, the Noor e-learning system, and the TIMSS program in preparation for the 2027 international study. Additionally, it offers 11 short supplementary programs for skills development, as well as specialized programs in Arabic, mathematics, science, English, special education, assessment, modern curricula, sign language, autism spectrum disorder, and continuing education. Training is also provided on the use of interactive whiteboards. All these programs are designed to promote modern educational practices in line with the aspirations of Oman Vision 2040.

The programs are implemented in three ways: direct training, e-learning, and work-based learning. Direct training includes small group training, cooperative learning sessions, problem-solving activities, and modeling some effective teaching strategies and methods, with the aim of developing teaching practices and methods. E-learning is based on the use of an electronic platform that contains e-lessons and includes questions that are answered in posts and discussions. Work-based learning is based on the application of new methods and strategies to bring about changes in teaching and learning practices, and their evaluation based on evidence collected by the teacher from experienced colleagues and evaluation by students.

At the beginning of 2026, the Ministry is preparing to launch the first international conference on the teaching profession in the Middle East, entitled "Sustainable Education in the Age of Artificial Intelligence," in cooperation with regional and international organizations, as a manifestation of its commitment to supporting the professional empowerment of teachers and developing educational policies.

The Ministry began implementing technical and vocational education in the fields of Business Administration and Information Technology in the 2023/2024 academic year in four schools (two for boys and two for girls) in the governorates of Muscat and North Al Batinah, targeting approximately 200 students (50 students per school). In the 2024/2025 academic year, the Ministry introduced six engineering and industrial specializations: Engineering Maintenance, Mechanical Manufacturing Engineering, Steel Structure Maintenance, Welding and Metal Forming, Occupational Health and Safety, and Lifting and Lowering Operations. This was done in partnership with the Oman Energy Society (OPAL) in selected schools in the same two governorates, with an expected enrollment of approximately 600 students (300 per governorate). This implementation is based on the professional standards for these specializations and the Level 4 standards of the Omani Qualifications Framework.

This plan was characterized by flexibility to achieve a balance between basic and optional subjects, with (24) lessons per week, for (3) days within the school, and specialization subjects, with (16) lessons per week, for two days in private training institutions, to equip these students with professional and technical skills, and prepare them to enter the labor market, or to join higher education institutions in the same specialization, or another specialization.

In this regard, the Ministry continued its efforts to enhance the vocational and technical education track in the various governorates of the Sultanate of Oman, in line with the aspirations of students and the requirements of the labor market, and consistent with the objectives of the “Oman 2040” vision, which aims to diversify education paths and enable young people to acquire professional and practical skills that qualify them for a promising future. Within the framework of the expansion plan for the current academic year 2025/2026, the Ministry accepted 890 students in the governorates of Muscat and North Al Batinah in engineering and industrial specializations. The expansion included accepting an additional 100 students in each of the two governorates in the specializations of business administration and information technology, while ensuring equal opportunities for males and females.

In a qualitative step towards diversifying specializations, the Ministry introduced a specialization in “Travel and Tourism” to be implemented starting from the current academic year 2025/2026, in both the governorates of Dhofar and Al Dakhiliyah, with 100 students in each governorate. The implementation will take place in two schools in the Dhofar Governorate, namely Al Saidiya Basic Education School and Khawla Bint Hakim Basic Education School, while the Al Dakhiliyah Governorate adopted “Abi Ubaida” Basic Education School for boys and Umm Al Fadl Basic Education School for girls.

The Ministry’s efforts in this regard continued in cooperation with partners in the public and private sectors to ensure the readiness of the educational environment, in terms of preparing and equipping curricula and training teachers and trainers on curricula, teaching methods and assessment. Many field visits were also carried out to the schools implementing the program and educational and training institutions, and awareness programs were implemented for students and parents about the specializations offered in the vocational and technical education track. This was preceded by the implementation of English language training programs for tenth-grade students with the aim of preparing them to study the specializations of business administration and information technology, which are taught in English. Specialists in the Directorate-General of Vocational and Technical Education carried out field visits to training institutions with the aim of introducing students wishing to enroll in engineering and industrial specializations to the study and training environment.

The Ministry continues its intensive efforts to harness technological capabilities and modern resources to ensure secure access to quality education, in line with the priorities of Oman Vision 2040. Within this framework, the Ministry is working to complete the implementation of the Digital Transformation Program, which is based on three main integrated tracks. The first track includes education management and institutional resources projects, covering the digitization of various procedures related to the student data management system and school operations. The second track is the "Digital Schools" initiative, which utilizes a range of devices and technological systems. This year, 339 3D printers were provided to tenth-grade students, and 3,360 interactive screens were distributed to schools in grades 1-4 to cover all classrooms. Additionally, the Mobile Computer Labs project provided 433 schools in grades 3 and 4 with 599 mobile storage units containing a total of 19,450 laptops. While the third track focuses on e-learning projects, the Ministry has completed the procedures for the Noor platform and launched it to include all schools in the Sultanate at a rate of 100%, which represents a qualitative leap in the digital education track.

The Ministry also sought during the past period to enable the digital infrastructure of all schools, especially in providing the Internet network in various regions of the Sultanate of Oman, where the Ministry worked - in coordination with the telecommunications companies - to upgrade the Internet speed to ten times the previous speed, from (100) megabits to (1000) megabits for all schools, using fiber optic technology (fiber) or the fifth generation (5G) technology. The Ministry also coordinated with the Telecommunications Regulatory Authority to upgrade the Internet network in remote schools using Starlink satellite technology, which covers about fifty (50) schools in the various educational directorates.

The Ministry of Education is making efforts to spread the culture of artificial intelligence in the educational process, through the implementation of educational and training programs that enhance the educational process and acquire future skills and are presented to members of the teaching staff and students, due to the great opportunities that artificial intelligence technologies provide to improve and develop education.

In continuation of these efforts, the Ministry, represented by the Directorate-General of Information Technology, is undertaking several plans at the planning level. These include forming the National Artificial Intelligence Team under the umbrella of the Digital Transformation Committee, governing its plan, preparing a draft executive program for artificial intelligence in the teaching and learning process, developing the plan for the Ministry's central artificial intelligence team, forming artificial intelligence teams in the education directorates in the governorates and developing their plans, designating a day for artificial intelligence, and issuing a set of guidance manuals, such as a guide to artificial intelligence tools and awareness of their uses, a guide to ChatGPT and its uses, a Midjourney user guide, and a guide to artificial intelligence for use in the educational process. Additionally, a number of publications have been prepared, including "Digital Footprint" and publications for "Digital Smarter." Team members have participated in local and international workshops, events, and conferences. The International Artificial Intelligence License (IAIDl) program has been implemented for 30 trainees from various departments within the Ministry and education directorates in the governorates. At the systems and applications level, accounts have been provided for a range of artificial intelligence tools and applications to several directorates and departments within the Ministry, with the aim of increasing efficiency and improving performance. Work and improvement, from which a number of directorates and consultants have benefited.

In the field of information technology infrastructure, the Ministry, represented by the Directorate-General of Information Technology, designed and established an artificial intelligence laboratory in the North Al Batinah Governorate, and worked on designing and establishing an artificial intelligence laboratory in the Al Dhahirah Governorate, and signed memoranda of understanding with a number of entities, in order to serve the four themes in their general form. As for the level of schools, the team worked on implementing AI-enabled halls in discovery centers, or AI halls in schools, and enabling the infrastructure of technical schools (educational technologies).

The Ministry of Education launched the Educational Monitoring System, a new digital platform that allows schools to input detailed data on their readiness for the new academic year, identifying completed and incomplete aspects. This provides a centralized tool for monitoring school preparedness at the district and provincial levels, contributing to faster interventions, the provision of appropriate technical support, and ensuring that all preparation requirements are met on time. The system is distinguished by its ability to revolutionize monitoring and follow-up processes through full digitization, ease of use, and data accuracy. This fosters administrative integration between schools, educational directorates, and the Ministry within a unified system, guaranteeing a successful and smooth start to the academic year by promptly addressing schools' needs from day one.

The Ministry expanded its inclusion programs in educational directorates, benefiting approximately 2,700 students. It also completed the adaptation of curricula to Braille for visually impaired students, provided language rehabilitation books for students with learning difficulties, and enhanced speech and language services by appointing new specialists in schools. This year, the Ministry implemented specialized training programs for special education supervisors and teachers to work with students with autism spectrum disorder, and sign language courses for newly appointed teachers of the hearing impaired. The Ministry continues to implement the fourth edition of the "Tharwa" program for discovering and nurturing gifted students through diverse enrichment programs that enhance students' creative and cognitive abilities. This national program aims to establish a framework for identifying and nurturing gifted students in mainstream schools. The Directorate adopted the application of a career aptitude test for gifted students to identify their talents and determine their career paths, thus facilitating the provision of appropriate support programs. The Career Interests Scale was applied to the category of students who passed the Creative Abilities Profile (PCA), and the Arab Talents Scale. Through the application of the scale, a database of students was prepared according to their career interests, and the guide to enrichment activities for talented students was prepared.

As part of developing the Adult Education Strategy 2030, the Directorate has developed a long-term development plan to improve the adult education system in the Sultanate of Oman in all its aspects, based on regional and international theoretical and applied frameworks in the field of adult education. It meets the future needs of adult education in the Sultanate of Oman and reduces the illiteracy rate in the Sultanate of Oman by expanding the opening of branches that attract illiterate people in various governorates of the Sultanate of Oman, and the programs offered to them. A number of specialized programs have been implemented in this aspect, with the opening of virtual classrooms for distance education for grades (7-12) via the “Noor” platform, confirming the principle of continuous lifelong learning, and providing flexible educational alternatives that consider the needs of different segments of society.

The Scouts and Guides of the Sultanate of Oman demonstrated a strong presence and remarkable activity throughout 2025, through high-quality participation and intensive involvement in local, regional, and international events. This reflects the Sultanate's role in supporting the Scout and Guide movement, enhancing youth empowerment, and developing leadership and community skills. In mid-January, the Sultanate of Oman participated in the International Scout Gathering in the sisterly State of Kuwait, held under the theme "Leadership and Influence." Representatives of the Scout and Guide committees from the Gulf Cooperation Council (GCC) countries discussed several topics related to developing joint Gulf Scout work. The gathering coincided with the Youth Empowerment Forum, which aimed to prepare young leaders capable of actively contributing to society through training programs and specialized workshops.

Furthermore, in February, the Sultanate participated in the 10th International Scout Meeting in the Emirate of Sharjah, under the theme "Scouting and Sustainable Development." This event brought together 300 Scouts from 80 countries worldwide and included a program of environmental, training, and skills-based activities. In April, the Directorate-General of Scouts and Guides organized the 7th Scout and Guide Gathering for People with Disabilities, under the theme "Towards a Sustainable Digital Future," at the Al Amal Club in Muscat Governorate. The gathering aimed to empower this group and enhance their integration into society. The Directorate also implemented a training program for Rovers participating in the Omani Youth Journey to Europe. This program included orientation and training camps, honing sailing and maritime skills, and cultural presentations showcasing Omani identity. Last May, the Directorate conducted an awareness week entitled "Protection from Harm," aimed at raising awareness about ways to prevent harm in scouting and educational environments. Additionally, a "Struggle for Survival" course was held at the Sultan Qaboos Scout Camp in Al Musannah, in cooperation with the Royal Air Force of Oman.

In July and August, the Dhofar Governorate hosted the 24th Girl Guides Summer Camp and the Gulf Advanced Scout Camp, as well as the 2nd Arab Forum for Scout and Guide Leaders and the 17th General Assembly meeting of the Arab Parliamentary Scout Union. The Sultanate of Oman also participated in the 24th Arab Regional Conference for Girl Guides in Algeria, which discussed the development of regional plans and strategies for the period 2025–2028, in addition to electing regional committees. In October 2025, Oman participated in the 4th meeting of the Scouts and Guides Committee in Kuwait, which adopted several recommendations, most notably the unified Gulf strategic plan for Scouts and Guides (2026–2030). Furthermore, Oman organized the World Scout Jamboree on the Air and Internet 2025 under the theme "A World Made by Youth," with key events held at the Middle East College and the Royal Oman Amateur Radio Society.

The Scouts of the Sultanate of Oman also participates this November in the 31st Arab Scout Conference in Abu Dhabi, United Arab Emirates. The conference includes a variety of workshops covering innovative education, scouting, leadership, empowerment, global scouting policies, and the future of volunteer work. In a related context, the Directorate-General of Scouts and Guides implemented a total of 150 events by the end of October 2025; 107 local and 43 internationals. These included 130 in-person events, 18 virtual events, and two blended events, with the participation of over 8,555 individuals from various backgrounds. This reflects the breadth and effectiveness of Omani scouting activities in building the capacities of young people and enhancing the Sultanate's presence in regional and international scouting forums.

The Sultanate of Oman participated in the 43rd session of the General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO), held in Samarkand, Uzbekistan. The conference was attended by delegations from member states of the organization, as well as representatives of international and regional organizations and civil society organizations. The Omani delegation was headed by HE Dr. Madiha bint Ahmed Al-Shaibaniyah, Minister of Education and Chairperson of the Omani National Commission for Education, Culture and Science. In her address to the General Conference, she conveyed the greetings of His Majesty Sultan Haitham bin Tariq, Sultan of Oman, and his wishes for the success of the conference and the achievement of its noble goals.

Last October, the Omani National Commission for Education, Culture and Science organized the Regional Forum on Media and Information Literacy, entitled "Empowering Minds in the Age of Artificial Intelligence." Over three days, the forum discussed successful practices in media and information literacy, raising awareness of digital challenges, the role of national and regional policies in supporting media literacy, and the relationship between generative artificial intelligence, media, and information. It targeted teachers, supervisors, and curriculum designers in schools; academics and students in media studies at higher education institutions; journalists and editors in various media outlets; and those working in communication and media departments across the government, private sector, and civil society. The forum aimed to introduce the concept of media and information literacy, highlighting UNESCO's role in promoting awareness of users' rights in the digital space, the conscious and ethical use of information, and the ability to distinguish between credible and misleading information in light of the increasing use of artificial intelligence.

The Sultanate of Oman also successfully added two new Omani figures to UNESCO's program commemorating the 50th or 100th anniversaries of significant historical events and globally influential personalities: the poet Abdullah bin Ali al-Khalili, marking the centenary of his birth, and the Omani linguist, grammarian, and poet Muhammad bin Yazid al-Azdi, known as al-Mubarrad, marking the 1200th anniversary of his birth. This brings the total number of Omani figures included in this international program to nine. It is worth mentioning that the Sultanate of Oman has managed to include 7 Omani figures on UNESCO’s program to celebrate the fiftieth or centenary of important historical events and globally influential figures during the past years, namely: the linguist Al-Khalil bin Ahmed Al-Farahidi in 2005, the physician Rashid bin Omairah Al-Hashimi Al-Rustaqi in 2013, the encyclopedist and social reformer Sheikh Nour Al-Din Abdullah bin Hamid Al-Salmi in 2015, the physician and physicist Abu Muhammad Abdullah bin Muhammad Al-Azdi, nicknamed Ibn Al-Dhahabi, in 2015, and in 2019 it managed to include Abu Muslim Al-Bahlani Al-Rawahi, and the Omani navigator Ahmed bin Majid Al-Saadi in 2021, and in 2023 UNESCO included the historian and poet Hamid bin Muhammad bin Raziq in this program.

The Ministry of Education continues its efforts to equip school students with future skills. On September 30, 2024, it formed a team to develop tools for measuring this empowerment. This team worked to develop fourteen indicators based on the skills adopted in the Omani National Framework for Future Skills, to measure the extent to which students in the Sultanate of Oman's school system have acquired these future skills. The development of these indicators is a direct response to one of the recommendations of the Omani National Framework for Future Skills, which emphasizes the need to align education with global transformations, national trends, and the evolving needs of the labor market. Their importance lies in their contribution to translating visions and policies into actionable educational practices, and in supporting the development of a flexible, innovative, and inclusive education system. Local educational expertise was engaged, and international literature was reviewed to ensure the work is comprehensive, realistic, implementable, and continuously evolving. The action plan was developed to include the following phases:

1. Analysis of National Reference Documents: Review and analyze the objectives of Oman Vision 2040, the School Education Law, the Omani Philosophy of Education, the National Education Strategy 2040, and the Omani National Framework for Future Skills to identify educational principles and strategic directions.
2. Study of Global Literature on Future Skills: Review international reports such as those from the Organization for Economic Co-operation and Development (OECD), UNESCO, and the World Economic Forum to identify globally prioritized skills and compare them with the local context.
3. Identifying Future Skills Relevant to the Omani Context: Select 14 key skills based on their alignment with national trends, labor market needs, and the current state of education in the Sultanate of Oman, while considering global contexts such as financial literacy, green education, and others.
4. Development of Measurable Educational Indicators: Develop measurable indicators for each skill that consider individual differences, are appropriate for different educational stages, and can be used in planning and evaluation.
5. Designing an Educational Description for each skill: Providing an educational description for each skill, performance indicators for each skill and its levels, and mechanisms for implementing these indicators for each sector.
6. Educational and Technical Review of the Guide: Involving educational experts and field practitioners in reviewing the guide's content to ensure its accuracy, realism, and feasibility.
7. Producing the Guide in an Official, Publishable Format: Formatting and designing the guide's content, and providing a digital and print version usable by various educational entities.
8. Developing a Dissemination and Training Plan for the Guide: Preparing training programs and workshops for all sectors within the Ministry, school principals, and teachers to ensure understanding and effective application of the guide in educational settings.

The team currently working on the guide and indicators is conducting an educational and technical review. The procedural guide for implementing future skills indicators targets a range of educational groups, including educational decision-makers, career guidance specialists, activity specialists, curriculum specialists, educational supervisors, training specialists, educational assessment specialists, educational researchers, school principals, and teachers. Following the completion of the review and evaluation of the indicators and guide, all departments within the Ministry's headquarters and all educational directorates in the governorates will receive training on using, implementing, evaluating, and monitoring the indicators.

The Ministry of Education achieved commendable accomplishments in several regional and international competitions during 2024 and 2025, reflecting the development of the gifted student care system and the focus on science and innovation in the Sultanate of Oman. In the field of science Olympiads, students won a number of medals, including a bronze medal and two honorary certificates at the 2024 Arab Mathematics Olympiad in Qatar, seven silver medals and five bronze medals at the Gulf Science Olympiad in Saudi Arabia, and a bronze medal at the International Junior Science Olympiad held in Romania. In the Arab Championship for Mathematics and Logic Games, hosted by Tunisia in 2025, the students won one gold medal and two silver medals, while they won one silver medal and two bronze medals in the International Nuclear Science Olympiad (INSO 2025) in Malaysia, in addition to two gold medals and two bronze medals in the tenth Arab Chemistry Olympiad in the sisterly Hashemite Kingdom of Jordan.

In the field of robotics and artificial intelligence, students excelled at the Arab Robotics Championship, achieving top rankings and prestigious awards. These included second place in the Sumo Challenge (Advanced category), awards for Best Strategy, Best Design, and Best Programming, as well as a Jury Prize and second place in the Innovation category. The team also won first place in both the Robotics Arena Champions and Community Impact awards at the Gulf Robotics Olympiad, in addition to the Engineering Design award. They achieved fourth place in the Teamwork Challenge at the VEX Robotics Competition. Furthermore, students from the Sultanate of Oman won a gold medal and several special awards in the field of information technology during their participation in the International Invention, Innovation, and Technology Exhibition (ITEX 2024) in Malaysia. They also won a silver medal and a special award in the field of environment at the same exhibition. Finally, they achieved first place in the intermediate level category at the Sheikha Fadia Al-Saad Al-Sabah Scientific Innovation Competition 2024 in the State of Kuwait. In the 2025 edition of the same exhibition, the students continued their excellence, winning two gold medals in the fields of Information and Communication Technology, Multimedia, and the Environment, in addition to a silver medal in Biotechnology and Health, and special awards in the field of Information Technology during their participation in the International Science and Engineering Fair (ISEF 2025). They also won first place in the secondary school category in the Sheikha Fadia Al-Saad Al-Sabah Scientific Innovation Competition 2025 in Kuwait. These achievements are the fruit of the Ministry of Education's ongoing efforts to support gifted students and develop their scientific and technical capabilities, and reflect the advanced position that the Sultanate of Oman has reached in the fields of innovation and quality education.