An exploration of the approaches to gifted education in the Sultanate of Oman: Policy, practices and decision-making

Al-Mabsali, Amina Mohammed Khamis (2024) An exploration of the approaches to gifted education in the Sultanate of Oman: Policy, practices and decision-making. PhD thesis, University of Glasgow.

Abstract

Focused programmes for gifted education have evolved recently in Oman in response to various ministerial decrees. The Sultanate's goal is to enhance education through the National Education 2040 Vision. This strategy centres on nurturing capable individuals who can succeed in a dynamic and fast changing world, while also upholding national identity and advancing human progress. As part of Vision 2040, a ministerial decision included the creation of innovation incubators to encourage innovation among pupils. Hence, this study aimed to explore educators' perceptions and experiences in supporting gifted pupils within innovation incubator schools. These educators serve as both implementers of educational policies and influencers in nurturing gifted pupils.

This study explored the management and implementation of gifted education programmes and support on offer to gifted children in the Sultanate of Oman. It examined this in relation to three key aspects: policy, practices and decisionmaking. Adopting a multi-method research design, the study explored these aspects from the perspective of school principals (N=5), teachers (N=57), and middle and upper management within the Ministry of Education (N=47). The research adopted a qualitative approach, utilizing individual interviews with the principals and educational officers from higher departments of the Ministry. A questionnaire was administered to teachers in schools and middle administrators within the Ministry through an online platform. Centred on educators' perspectives, the study delved into the identification of gifted pupils and their associated needs and challenges.

The study’s main findings revealed varied definitions of giftedness although staff recognised obstacles to gifted pupils' learning that were often due to lack of support. Staff acknowledged the importance of specialised programmes, guidance, and assessment criteria. While lacking formal training, participants demonstrated theoretical knowledge about gifted education but encountered practical challenges when implementing it in schools. The study also explored the use of the Ministry of Education’s decision-making framework. Findings indicate that a vertical approach involving educators, administrators, and policy committees was employed. Challenges included decision-making and implementation of policy and programmes. The study also identified uneven service distribution, inadequate curriculum experiences, weak school-community collaboration, and a lack of teachers with qualifications that meant they had an understanding of gifted education. Current gifted pupil services, however, did yield positive changes in attitudes, school experience, and other aspects, benefiting both individuals and the classroom environment.

The study concludes by proposing a strategy for improving decision-making in educational policies and gifted programmes. An inclusive strategy that integrates gifted pupils with their peers through specialised classes would seem to offer a way forward for the Sultanate’s provision for gifted learners. A structured plan for the identification process, coupled with teacher and specialist training and counselling services are advised to overcome challenges in implementation. The development of standardized programme guidelines from primary to secondary levels are proposed, along with employee selection based on personal criteria, and supported through comprehensive training for effective support are recommended.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Additional Information: Due to copyright issues this thesis is not available for viewing.
• Keywords: Gifted pupils, policy, practices in gifted programme, decision-making, Oman.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education; L Education > LC Special aspects of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: McMahon, Professor Margery, Harvie, Dr. Julie and Sutherland, Professor Margaret
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84558
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 16 Sep 2024 15:23
• Last Modified: 16 Sep 2024 15:23
• Thesis DOI: 10.5525/gla.thesis.84558
• URI: https://theses.gla.ac.uk/id/eprint/84558