Post-basic Education Research Articles

Investigating the necessity of having digital repositories in postbasic education in Oman

Investigating the necessity of having digital repositories in postbasic education in Oman

Gender and Access to Higher Education among Refugees in Dadaab and Kakuma Kenya: Challenges and Possible Interventions

Education plays a critical role in rebuilding societies torn apart by conflicts and violence that are often driven by socio-economic injustices and political differences. This makes people both young and old flee their homes and countries to seek refuge in other places ending up in refugee camps. While children in refugee camps are able to access some form of education at lower levels of learning, more male youth than their female counterparts tend to seek post-basic education outside the confines of refugee camps. Statistics show an increase of youth attending secondary school from 4% in 2011 to 10% in 2017. However, there were fewer young women than men accessing higher education in 2016, thus creating a gender disparity in favour of men with thirteen out of 91 students enrolled in tertiary education being female while 78 were males. This article, therefore, explores the challenges experienced in accessing higher education by both female and male refugees, as well as provides suggestions on enhancing gender equity in participating in higher education. The article is informed by findings from a desk review on the implementation of the Borderless Higher Education for Refugees (BHER) in Dadaab and the Quality Secondary Education in Emergencies (QSEE) in Kakuma. The article further utilises findings from responses to an unstructured questionnaire that was administered to students undertaking the two programmes to explore their perceptions on challenges experienced in accessing higher education by refugees. Findings indicated that refugees face a myriad of challenges that compromise their ability to access higher education including, early marriages for girls, lack of scholarships to enable them to access education, limitation of movement which hinder them from joining other students in universities where they are enrolled for open learning.

The 'sleeping elephant': The role of mentorship of critical care nurses in Zambia.

To develop and evaluate a Zambian context-specific mentorship model that supports registered nurses completing emergency, trauma and critical care programmes in Zambia. In Zambia, emergency and trauma and critical care nursing are relatively new specialties, with education and training programmes less than a decade old. A train the trainer mentorship programme was developed and delivered at two colleges of nursing. Ethics approval was gained in both Zambia and the UK. Documentary data analysis and focus groups were used. Focus groups included stakeholders and nurses in practice who had completed the train the trainer programme and were using the mentorship model. The critical review of the literature revealed there was a paucity of evidence on the role of mentors in critical care. However, national documentation identified that most post basic education programmes are at Diploma Level with limited content that focuses on bedside teaching, mentorship and assessment content. Feedback from representatives attending the stakeholder workshops and focus groups which included participants who had completed the training programme enabled the mentorship model and workshop to be developed and evaluated. Nurses are the backbone of healthcare systems in Africa and the world. Mentorship and assessment in practice enables nurses to develop the competence and skills to lead practice, support peers and junior colleagues. This paper has identified the need for a context-specific formalised mentorship model to support specialist practice and this project has provided the foundations for mentorship of emergency, trauma and critical care nurses in Zambia.

برنامج إرشاد مقترح لرفع دافعية الإنجاز في ضوء جائحة كوفيد-19 لطلبة التعليم الأساسي وبعد الأساسي في محافظة جنوب الشرقية بسلطنة عمان

This article discusses a proposed counseling program to raise achievement motivation in light of the Corona pandemic (Covid-19) and blended education among students of basic and post-basic education in the Governorate of South Al Sharqiyah in the Sultanate of Oman. The article is part of a research project carried out by the researcher in government schools affiliated with the Ministry of Education, with the aim of building a proposed indicative program suitable for training students on study habits and skills, which contribute to raising the achievement motivation among students. The study sought to identify the components of the counseling program based on training in studying skills, study habits that contribute to raising achievement motivation and raising students' achievement levels. The (proposed) program was designed for the extension program, based on previous studies and theoretical literature. The researcher benefited from the study of Abu Alia (1993); Al-Sawalmeh (2001); and Tarawneh (2005). Where the program (10) consisted of: A demonstration for a proposed period of time between (15 to 25) minutes. It aims to meet the first acquaintance and clarify building relationships, and the second session to introduce students to the concept. The situation is under observation. As for the third academic meetings, they aimed to discuss skills: managing time during the lecture, taking notes during the lecture, remembering and forgetting how to review courses, how to prepare for the exam, and dealing with care with the exam. And suggested many appropriate guiding methods, to achieve the objectives of the pilot program, which represents: (dialogues, debate, modeling, cooperative education, brainstorming, feedback, emergency management, homework, instructions, silent reading, relaxation). The researcher recommends applying this program of counseling proposed by the counseling and psychological counseling specialist, psychologist and social worker in schools to students of basic education and post-basic education in the Governorate of South Al Sharqiah in the Sultanate of Oman and psychological and academic counseling centers in Omani public and private universities and colleges.

Knowledge on Glasgow Coma Scale Scoring Among Nurses in Intensive Care and Emergency Department: A Descriptive Cross-Sectional Study

Background Knowledge on the assessment of patients' conscious level by using the Glasgow Coma Scale (GCS) among nurses working in the Intensive Care Unit (ICU) and Emergency Medicine Department (EMD) remains a major challenge. Lack of knowledge and expert skills on assessment of conscious level among nurses has been associated with outcomes such as mortality, prolonged hospitalization, and development of complications associated with the primary conditions and hospitalization. This study aimed at assessing the knowledge on GCS scoring among nurses working in EMD and ICU for possible interventions to improve the quality of nursing care to patients in need of close monitoring. Methods The study used a cross-sectional descriptive approach. Data were obtained from 76 nurses working in EMD and ICU recruited by simple random sampling technique. Data were collected by using a self-administered English structured questionnaire after obtaining informed consent from the study participants. Data were then cleaned for missing information analyzed using SPSS computer software version 21. Descriptive and inferential statistics were used to analyze the demographic and knowledge responses. Fisher's exact test was used to determine the association between socio-demographic characteristics and knowledge level; p<0.05 was considered statistically significant. Results This study included 76 nurses; the majority 42(55.3%) working at the ICU. In general, none of the nurses had attended any formal training on GCS Scoring. Majority of the nurses had moderate level of knowledge 51(67.1%) and none had poor knowledge. Although there was no statistically significant difference in knowledge level among the study nurses based on the socio-demographic characteristics, nurses with age 21-30years, working experience 1-3years, and working in ICU, had good knowledge compared to other subgroups. Conclusion and Recommendations The study found that the majority of the nurses had moderate level of knowledge. Since none of them had attended any formal training hence the level of knowledge demonstrated might be from experience sharing and bedside training. The findings suggest the need for post-basic education training for nurses on GCS scoring. In addition, continual profession training focusing at improving nurses’ skills on GCS scoring should be strengthened.

Pattern and determinants of self-medication among pregnant women attending antenatal clinics in primary health care facilities in Ogbomoso, Oyo State, Nigeria

Background: Self medication in pregnancy has continued to be on the front burner of the global public health discourse due to the increased incidence of abortion, foetal malformation and antimicrobial resistance that were found to be associated with it. Inspite of this burden, in Nigeria, most studies on self-medication were conducted on the general population with only a few carried out among pregnant women. Therefore, this study was carried out to determine the prevalence and factors associated with self-medication among pregnant women in Oyo State. Methods: The study was a hospital-based cross-sectional survey. A multi-stage sampling technique was used to select 347 pregnant women who attended antenatal clinics at 56 primary health care facilities in Ogbomoso. A semi-structured, interviewer-administered questionnaire was used to obtain information on the practice of self-medication. Data were analyzed using SPSS version 25; bivariate analysis was done using Chi-square and binary logistic regression was used to identify the predictors of self-medication in pregnancy. The level of statistical significance was set at p < 0.05. Results: The mean age of the respondents was 27.0 ± 6 years. The majority (76.6%) of the respondents had poor knowledge of self-medication. About half of the respondents self-medicated with the analgesics (83.1%), antibiotics (66.7%) and antimalarial drugs (28.9%). Nausea and vomiting (90.4%), diarrhoea (67.8%), back pain (62.1%) and fever (28.8%) were the common medical problems. The main reasons for self-medication were previous experience with the drugs (50.9%), the suggestion by family about the drugs (45.2%) and advice from the community pharmacists (31.6%). The proportion of the respondents who used herbal concoction was 30.0% and the reasons given for the herbal use were low cost (47.6%) and perceived efficacy (42.9%). The proportion of pregnant women who gave a history of abnormality in the previously born baby (ies) was 13.0%. Cleft lip (66.7%) was the most prevalent abnormality. The determinants of self-medication were age (aOR: 0.7, 95% CI: 0.33- 0.97), education (aOR: 0.7, 95% CI: 0.49 - 0.99), confidence in other health workers’ prescription (aOR: 0.4, 95% CI: 0.15 – 0.88), relief from discomfort (aOR: 2.8, 95% CI: 1.46 – 5.42) and suggestion by families (aOR: 3.6, 95% CI: 1.62 – 8.05). Conclusion: The prevalence of self-medication was high and was more pronounced among married, urban dwellers and those with post-basic education including the respondents aged 25 years and above. This may be explained by the higher proportion of the respondents with poor knowledge of self-medication. Health education, especially during antenatal clinics, on the dangers associated with self-medication in pregnancy, is therefore recommended.

PATTERNS OF BRAIN THINKING BY NED HERMANN AMONG STUDENTS OF POST-BASIC EDUCATION IN THE PROVINCE OF SOUTH EASTERN OMAN

This article discusses the patterns of brain thinking according to (Ned Hermann) among post-basic education students in the South Sharqiyah Governorate in the Sultanate of Oman and it is part of a field study conducted by the researcher in government schools affiliated with the Ministry of Education in the Sultanate of Oman. The research problem lies in the lack of awareness among students of post-basic education in the Governorate of South Sharqiya in the Sultanate of Oman of the importance of knowing their thinking patterns in the close relationship between him and his academic achievement, and thus choosing a major in a way that is consistent with his thinking style. And therefore his inability to complete the study normally or lose the opportunity to learn. Therefore, it constituted a very important problem that deserves study and research. Therefore, the study aimed at identifying the brainstorming patterns according to (Ned Herman) among post-basic education students in the Governorate of South Al Sharqiyah in the Sultanate of Oman, and to answer the study question, the researcher used the descriptive analytical method to identify the brainstorming patterns according to (Ned Hermann) among post-basic education students. By selecting a random sample of (654) male and female students for the academic year 2020-2021 AD, the results showed that of the students constituting (11.16%) of the total of the actual sample, they have a secondary preference for patterns, as for the basic patterns, the degree of students' ownership of the patterns varied Between having only one pattern, and some having all four patterns(A-B-C-D), and the results indicate that the prevailing pattern among students is their possession of all four types (A-B-C-D), and what constitutes (39.3%), and the lowest pattern is the pattern that combines (B-D) with a rate of (0.76%). The results also showed on the level of the number of patterns that type (A) came first at the level of monotypes.

“We Too have Arrived”: The shifting Gender Balance in the post-Basic Education System in Ghana.

“We Too have Arrived”: The shifting Gender Balance in the post-Basic Education System in Ghana. Gloria Boateng Full Text: PDF DOI: 10.15640/ijgws.v9n2a1

Reluctance Reasons for Grade 10th Students to choose physics from their point of view in Sultanate of Oman: أسباب عزوف طلبة الصف العاشر عن اختيار مادة الفيزياء من وجهة نظرهم في سلطنة عمان

The aim of study was to reveal the reasons for the reluctance of students in the tenth grade to choose physics in the Sultanate of Oman, from the point of view of the students themselves post-basic education schools. The study used the descriptive analytical approach. The sample of the study consisted of 367 students and it was selected in a stratified random method. A questionnaire was developed to answer the research questions. The results of the study showed that the reasons related to the subjects of physics and to the science teachers have a high level of influence in the reluctance of students to choose physics. The results showed statistically significant differences at the level of significance (α = 0.05) in the axis of the reasons related to physics subjects in favor of female students and differences in the axis of the reasons related to the students themselves. Consequently, the researcher recommended analyzing the subjects and the curricula of physics by specialists in the fields of education and science and redesigns them in accordance with the scientific development and levels of students according to international standards. The researcher directed school professionals to intensify guidance for 10th grade students towards the requirements of the labor market associated with physics.

دور مُعلِّمي الدراسات الاجتماعيَّة في تنمية بعض قيم المواطَنة العالمية لدى طلبة الحلقة الثانية من التعليم الأساسي وما بَعد الأساسي في سلطنة عُمان

هدفت الدراسة الحالية إلى التعرف على دور معلمي الدراسات الاجتماعية في تنمية قيم المواطنة العالمية لدى طلبة الحلقة الثانية وما بعد الأساسي في سلطنة عمان، علاوة على تحديد أثر متغيرات التخصص والنوع والخبرة التدريسية؛ وظفت الدراسة المنهج الوصفي التحليلي من خلال إعداد استبانة تکونت من (30) عبارة موزعة على ثلاثة أبعاد، هي: بعد السلام العالمي وبعد الحوار وبعد التسامح. وقد طبقت الدراسة على عينة مکونة من (163) معلما ومعلمة بعد أن تم التأکد من صدقها وثباتها الذي بلغ (0.96). وبعد إجراء المعالجات الإحصائية اللازمة؛ أظهرت النتائج أن المتوسط العام لدور معلمي الدراسات الاجتماعية في تنمية قيمة السلام العالمي والحوار والتسامح کان مرتفعا، وجود فروق ذات دلالة إحصائية بين معلمي الدراسات الاجتماعية فيما يتصل بدورهم في تنمية قيم المواطنة العالمية لدى طلابهم تعزى لمتغير التخصص لصالح تخصص التاريخ، وفي متغير النوع لصالح الإناث، في حين أظهرت نتائج الدراسة عدم وجود فروق ذات دلالة إحصائية بين معلمي الدراسات الاجتماعية في تنمية قيم المواطنة العالمية تعزى لمتغير الخبرة التدريسية. وفي ضوء نتائج الدراسة، أوصى الباحثان بضرورة تضمين برامج إعداد معلمي الدراسات الاجتماعية أساسيات إکساب الطلبة قيم المواطنة العالمية، وعقد حلقات ودورات تدريبية في کيفية تنمية المعلمين قيم المواطنة العالمية لطلبتهم. الکلمات المفتاحية: قيم، المواطنة العالمية، معلمو الدراسات الاجتماعية، تربية المواطنة، التربية في عمان The role of social studies teachers in developing some values of global citizenship among students of the second cycle of basic education and post-basic education in the Sultanate of Oman Dr.. Saif Nasser Al-Maamari Salma Al-Alawi The current study aimed to identify the role of social studies teachers in developing the values ​​of global citizenship among the students of the second and post-basic cycle in the Sultanate of Oman, in addition to determining the impact of specialization, gender and teaching experience variables in this role. The study employed the descriptive analytical method through preparing a questionnaire consisting of (30), divided into three dimensions: the dimension of world peace, the dimension of dialogue and the dimension of tolerance. The tool was applied to a sample of (163) male and female teachers after it was confirmed its sincerity and reliability, which amounted to (96%). After conducting the necessary statistical treatments, the results showed that the overall average of the role of social studies teachers in developing the value of global peace and dialogue and tolerance was high. In addition, there were statistically significant differences among teachers of social studies in relation to their role in developing the values ​​of global citizenship among their students attributed to the variable of specialization in favor of history specialization And, in the gender variable in favor of females. Yet, the results of the study showed that there are no statistically significant differences among teachers of social studies in developing the values ​​of global citizenship attributable to the variable of teaching experience. In light of the results of the study, the researchers recommended the necessity to include programs for preparing social studies teachers, the basics of providing students with the values ​​of global citizenship, and holding workshops and training courses on how teachers can develop the values ​​of global citizenship for their students.

Sustainable development goals (SDGs) for education in Nigeria: an examination of Etisalat corporate social responsibility in Nigeria’s post-basic education sector

ABSTRACT The post-basic education sector is critical to the achievement of the SDGs because this sector increase employability, helps build life skills, and most importantly, improves youth development. No doubt, if post-basic education improves, it will help in the actualisation of the seventeen goals of SDG. Findings reveal that Etisalat intervention in post-basic education includes Adopt a school programme, STEM camps for girls to promote knowledge of science education, career-counselling session serves as an opportunity for students to learn about career opportunities that they could select as they proceed to tertiary institutions. The adoption of has led to improvements in infrastructure and learning outputs at the post-basic-sector. All these are done in accordance with the SDGs. This study adds to the literature on the role of non-state actors especially Multinational Corporations towards developing the education sector in Nigeria and the achievement of sustainable development goals around the globe.

مُتطلبات تعليم ريادة الأعمال لطلبة مدارس التعليم ما بعد الأساسي في محافظة شمال الباطنة بسلطنة عُمان من وجهة نظر المعلمين.

المستخلص: هدفت الدراسة الحالية إلى التعرف على متطلبات تعليم ريادة الأعمال لطلبة مدارس التعليم ما بعد الأساسي في محافظة شمال الباطنة بسلطنة عمان من وجهة نظر المعلمين ، واتبعت الدراسة المنهج الوصفي، کما استخدمت الاستبانة في جمع البيانات والمعلومات وتم تطبيقها على عينة مکونة من (245) معلما ومعلمة. وتوصلت نتائج الدراسة إلى أن متطلبات تعليم ريادة الأعمال لطلبة مدارس التعليم ما بعد الأساسي في محافظة شمال الباطنة بسلطنة عمان من وجهة نظر المعلمين جاءت بدرجة عالية بشکل عام، کما جاءت عالية في محوري المتطلبات المادية والمتطلبات التشريعية، ولکنها جاءت متوسطة في محور المتطلبات البشرية ، وکشفت النتائج أيضا عن عدم وجود فروق ذات دلالة إحصائية في استجابات أفراد عينة الدراسة من المعلمين عند مستوى (α ≤ 0.05) تعزى إلى متغيرات الجنس، والمؤهل العلمي، وسنوات الخبرة. A bstract : The present study aimed to identify The requirements of entrepreneurship education for students of post-basic education schools in Al Batinah North Governorate, Sultanate of Oman from the teachers’ Perspective, study used a descriptive method, also used the questionnaire to collect data and information were applied to a sample of (245) teachers. The findings of the study showed that The requirements of entrepreneurship education for students of post-basic education schools was came generally high; They also came high of Fields: Physical and legislative requirements, but it came Medium in the field of human requirements,; Results also showed that there were no significant differences at (α ≤ 0.05) in the study variables which are sex, academic level and Years of experience.

ظاهرة انقطاع طلاب الصف الثاني عشر في مدارس سلطنة عمان وانعکاساتها على جودة العملية التعليمية

هدف البحث إلى تعرف معالم ظاهرة انقطاع طلاب الصف الثاني عشر، والعوامل المؤدية إليها، وانعکاساتها على جودة العملية التعليمية، ووضع تصورا مقترحا لمواجهة ظاهرة انقطاع طلاب الصف الثاني عشر عن الدراسة في مدارس سلطنة عمان، واعتمد البحث على المنهج الوصفي التحليلي، وتمثلت أداة البحث في استبانتين، الأولى استبانة العوامل المؤدية لانقطاع الطلاب عن الدراسة، والثانية استبانة انعکاسات ظاهرة انقطاع الطلاب عن الدراسة على جودة العملية التعليمية، وطبقت الاستبانتين على (318) معلم ومعلمة من مدارس التعليم ما بعد الأساسي في محافظة الداخلية بسلطنة عمان. وتوصل البحث إلى العديد من النتائج منها: 1- العوامل المؤدية إلى ظاهرة انقطاع طلاب الصف الثاني عشر عن الدراسة في مدارس سلطنة عمان من وجهة نظر المعلمين جاءت بدرجة متوسطة. 2- انعکاسات ظاهرة انقطاع طلاب الصف الثاني عشر عن الدراسة بمدارس سلطنة عمان على جودة العملية التعليمية من وجهة نظر المعلمين جاءت بدرجة کبيرة. وقد أوصى الباحث بضرورة العمل على الحد من العوامل المؤدية لظاهرة انقطاع طلاب الصف الثاني عشرعن الدراسة، والحد من انعکاساتها على جودة العملية التعليمية، ونشر ثقافة جودة العملية التعليمية في جميع المؤسسات التعليمية. کلمات مفتاحية : ظاهرة ، الانقطاع الدراسي، جودة العملية التعليمية. Abstract: The research aimed at the features of the phenomenon of the twelfth grade interruption, the study in the schools of the Sultanate of Oman, and the research on the descriptive analytical approach, and the research was represented in the descriptive analytical approach, and the research was represented in the curriculum. Two questionnaires, the first is a questionnaire of the factors that lead to students ’school interruption, and the second is a questionnaire of the implications of the students’ phenomenon on the quality of the educational process. The two questionnaires were applied to (318) teachers from post-basic education schools in the Dakhiliya Governorate in Sultanate of Oman. The research reached results, including: -The factors leading to the phenomenon of discontinuation of twelfth grade students from studying in schools in the Sultanate of Oman, from the teachers ’point of view, came in a moderate degree. -The repercussions of the phenomenon of discontinuation of twelfth grade students from schools in the Sultanate of Oman on the quality of the educational process from the teachers ’viewpoint. The researcher recommended the necessity of working to limit the factors that lead to the phenomenon of discontinuation of twelfth grade students from studying, to limit its repercussions on the quality of the educational process, and to spread the culture of the quality of the educational process in all educational institutions. Key words: phenomenon, school dropout, quality of the educational process.

The degree to which citizenship values ​​are included in social studies curricula in the post-basic education for grades (11- 12) in the Sultanate of Oman: درجة تضمين قيم المواطنة في مناهج الدراسات الاجتماعية بمرحلة التعليم ما بعد الأساسي للصفوف (11- 12) في سلطنة عمان

This study aimed to reveal the degree of inclusion of citizenship values ​​in the curricula of social studies in the post-basic education stage for grades (11- 12) in the Sultanate of Oman. The descriptive approach was employed in this study through a content analysis form consisting of (48) terms distributed in three main areas: Political values, Economic values, and Social values. Results showed that the degree of inclusion came between medium and low. Political values ​​came as the highest repetitive sum reached (1239) times (36.6%) and with an average degree of inclusion. Moreover, social values ​​came in second place with a repeating total amounted of (1014) times (33.4%) and with an average degree of inclusion. However, the economic values ​​came in the third rank with a frequency total of (1132) times and a percentage of (30%) with a low degree of inclusion. Regarding the extent of the values ​​among the curricula of the two grades (11&amp;12), the twelfth-grade curricula came as the highest degree of inclusion with a repetitive total of (1771) and a percentage of (52.3%), while the curricula of the eleventh grade came in second place and with a repetitive total of (1614) and a ratio of (47,7%). In the conclusion of the study, the researchers presented a set of recommendations and proposals that may contribute to enhancing the values ​​of citizenship in the curricula of social studies in the Sultanate of Oman.

دور المشاریع التربویة المشارکة بجائزة السلطان قابوس للتنمیة المستدامة فی تنمیة مهارات ریادة الأعمال لدى طلبة مدارس التعلیم ما بعد الأساسی بمحافظة شمال الشرقیة فی سلطنة عُمان. The role of educational projects participating in the Sultan Qaboos Prize for Sustainable Development in developing entrepreneurial skills among students of post-basic education

المستخلص : هدفت الدراسة الحالية إلى التعرف على دور المشاريع التربوية المشارکة بجائزة السلطان قابوس للتنمية المستدامة في تنمية مهارات ريادة الأعمال لدى طلبة مدارس التعليم ما بعد الأساسي بمحافظة شمال الشرقية في سلطنة عمان ، واتبعت الدراسة المنهج الوصفي، کما استخدمت الاستبانة في جمع البيانات والمعلومات وتم تطبيقها على عينة مکونة من (406) طالب وطالبة. وتوصلت نتائج الدراسة إلى أن دور المشاريع التربوية المشارکة بجائزة السلطان قابوس للتنمية المستدامة في تنمية مهارات ريادة الأعمال لدى طلبة مدارس التعليم ما بعد الأساسي بمحافظة شمال الشرقية في سلطنة عمان جاءت بدرجة متوسطة بشکل عام ، کما جاء بدرجة متوسطة في جميع محاور الدراسة وهي مهارة ادارة الأعمال ، ومهارات التواصل الاجتماعي، والمهارات التحليلية ، والمهارات الشخصية على الترتيب، وکشفت النتائج أيضا عن عدم وجود فروق ذات دلالة إحصائية في استجابات أفراد عينة الدراسة عند مستوى (α ≤ 0.05) تعزى إلى متغير الصف الدراسي، ولکن وجدت هذه الفروق في متغير الجنس ولصالح الإناث، ومتغير التخصص لصالح المواد التطبيقية. Abstract The present study aimed to identify The role of educational projects participating in the Sultan Qaboos Prize for Sustainable Development in developing entrepreneurial skills among students of post-basic education schools in the North- Alsharqia Governorate, Sultanate of Oman, study used a descriptive method also used the questionnaire to collect data and information were applied to a sample of (406) Students. The findings of the study showed The role of educational projects participating in the Sultan Qaboos Prize for Sustainable Development in developing entrepreneurial skills among students was came generally Medium; They also came Medium of all Fields, It is a business management skill, Social and communication skills, analytical skills and personal skills Respectively, Results also showed that there were no significant differences at (α ≤ 0.05) in the class variable. But, these differences were found in the gender variable and in favor of females, and the specialization variable in favor of applied subjects.

THE ROLE OF ISLAMIC EDUCATION TEACHERS IN DEVELOPING THE CITIZENSHIP VALUES AMONG POST-BASIC EDUCATION STUDENTS IN THE SULTANATE OF OMAN

This quantitative study aimed to investigate Islamic education teachers’ role in developing citizenship values among students in the post- basic school (Grades 11-12) in the Sultanate of Oman. Many studies have revealed that citizenship values not addressed adequately through the curriculum, and teachers experience many challenges in teaching citizenship values in the era of globalization and modernity. Therefore, this study planned to examine the effectiveness of Islamic education teachers in developing citizenship values, and to investigate challenges facing them in achieving such learning outcomes. To achieve these aims, a questionnaire designed to examine the perceptions of supervisors and senior Islamic teachers. Random sample of (152) supervisors and senior Islamic teachers was selected from the whole study population of (274). Results showed that supervisors and senior teachers of Islamic education express high satisfaction regarding Islamic education teachers’ effort in developing citizenship values among their students. However, the study revealed several challenges facing the Islamic education teachers to be more effective in teaching citizenship values. Challenges associated with increased negative impacts of the media identified to be at the top list. Keywords: teacher role, citizenship values, post-basic education.

Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman

The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.

Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman

The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math and science educational supervisors. The results show that math and science teachers use AoL practices more than their use of AfL practices from their points of view and based on their educational supervisors perceptions. The study recommends math and science teachers balance between the use of AoL and AfL practices.

The Practice of Teachers’ Written Corrective Feedback as Perceived by EFL Teachers and Supervisors

This study investigates EFL Post-Basic education teachers’ and EFL supervisors’ perceptions toward the importance of providing WCF and the practice of WCF including the techniques, focus, and follow-up methods. It attempts to examine the differences between teachers’ and supervisors’ perceptions on teachers’ WCF practices. The data was collected from 156 EFL teachers who were teaching Post-Basic education grades (11-12) and 62 EFL supervisors through using an online questionnaire. The two participant groups (teachers and supervisors) were randomly selected from three governorates in Oman: Muscat, Al Batinah South, and Sharqia North. The study findings reveal that both teachers and supervisors valued the importance of providing WCF on writing errors. The researcher found that EFL Post Basic education teachers commonly used unfocused indirect coded WCF technique. They mainly focused on forms, particularly the grammatical errors. It was also found that they often used one-draft approach after providing WCF. The supervisors’ responses showed that they had similar views on these practices. Thus, there were no statistically significant differences between the perceptions of the two groups regarding teachers’ WCF practices.

EFL Teachers’ Awareness, Practices and Challenges of Teaching English Communicatively in Oman Post Basic Education Schools

This study investigated the perceived knowledge and actual practice of Communicative Language Teaching (CLT) among post basic education teachers in Omani schools, along with the influence of gender and length of teaching experience years on teachers’ practice of this approach. It also explored the different challenges faced by teachers when implementing CLT. A total of 122 EFL Omani teachers took part in this study. The respondents completed the following: (1) a twenty-five item questionnaire concerning CLT principles; and (2) a questionnaire regarding the challenges of CLT. The results revealed that Omani EFL teachers have a high degree of awareness of the principles of CLT. However, they practice this approach at a moderate level, while their gender and length of teaching experiences have little impact on their actual practice of this approach. The findings further indicated that the implementation of CLT in Omani classrooms is hindered by: (1) teachers’ lack of training in CLT; (2) lack of time to prepare communicative activities; (3) students’ low levels of proficiency in English; (4) large class sizes; and (5) difficulties assessing the linguistic aspects of the language. This resulted in the drawing up of a number of recommendations.