Abstract
Technical and vocational education and training (TVET) is an important contributor to the sustainable economic development to achieve Sustainable Development Goals (SDGs) and Oman Vision 2040. TVET is expected to facilitate the insertion of young people and adults into the labor market and their career progression. The tourism and hospitality sector is a priority sector for a country's Tanfeedh plan for economic diversification. This chapter highlights the historical and existing practices in the Oman's TVET system that can be considered as enterprise-based learning that includes apprenticeship, OJT for students and workers of different ages. This chapter focusses on the practical attempts to incorporate work-based learning leading to identification of the strengths, weakness, and opportunities for all the people concerned. It highlights the present situation and future outlook of technical and vocational education and training in the tourism and hospitality sector in Oman.
Top1. Introduction
Oman occupies a strategic location in the Arabian Peninsula surrounded by countries such as Yemen, Saudi Arabia, and United Arab Emirates (UAE). It has a vast coastline touching three main seas namely the Sea of Oman, the Arabian Sea, and the Arabian Gulf. The Sultanate of Oman has 11 governorates/administrative regions (Muscat, Dhofar, Musandam, Al-Buraimi, Al-Dhakhilyiah, Al-Batinah North, Al- Batinah South, Al-Sharqiyah North, Al-Sharqiyah South, Al Dhahirah, Al-Wusta) with a population of approximately 4.5 million (2.9 million males and 1.5 million female) and including 2 million expatriate residents.
The Sultanate of Oman is a high-income country with plethora of natural resources including hydrocarbons and frankincense. Since Oman is surrounded by the sea from the three sides hence, it has many marine resources and modern strategic port infrastructure. In 2016, GDP stood at US$66.29 billion and the gross national income (GNI) per capita was US$18,080. (UNESCO, 2019)
The country’s present education system is divided into three levels namely basic, secondary, and tertiary education. In 1997, the basic education program was introduced and consists of two cycles; the first cycle covers grades from 1 to 4 and the second cycle covers grades from 5 to 10. During the second cycle, there are two years of post-basic education (secondary education). Basic and secondary education is obligatory for all children. In addition, there are a number of prestigious private schools, and the majority of schools are private educational establishments. (UNESCO, 2019)
The Ministry of Higher Education Research and Innovation (MoHERI) administers the free of charge higher education for all locals. The Sultan Qaboos University was established in 1986. In 1994, Colleges of Education (CoE) were established, and to facilitate Oman’s diversification of economy drive, these education colleges were transformed into to Colleges of Applied Sciences (CAS) in 2007. In 2001, Oman industrial colleges were transferred to Colleges of Technology (CoT). In 2020, both CAS and COTs were merged under the largest public sector institution entitled University of Technology and Applied Sciences. In addition to the government higher education institutions, there are many private sector HEIs in Oman offering higher education programs in all disciplines.
1.1 Methodology
Brown (2006) has mentioned literature review validity measures as intent/purpose, scope, authority, audience, and format. While conducting the secondary source-based research, all these measures were duly considered. Internet websites of Oman Ministry of Higher Education, Manpower; Educational Council; CAS; COT were used for online searching of the information. No primary data was collected therefore, formal ethical approvals were not required. Secondary data sources are duly acknowledged, and the research questions postulated were: what type of historical and present TVET practices are available in Oman? What is the present situation and future-outlook of technical and vocational education and training in the tourism and hospitality sector in Oman? Based on these questions the following objectives are formulated:
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To highlight the historical and present practices in Oman’s TVET system as an enterprise–based learning.
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Compare between technical and vocational education in the public and private sectors.
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To highlight the present situation and future outlook of TVET system in the tourism and hospitality sector in Oman.
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To provide recommendations for improving the TVET system in Oman.
Key Terms in this Chapter
Vocational Education: It is intended to prepare “work ready” graduates. It delivers practical and application-based education to develop relevant skills, knowledge, and abilities to successfully fulfil the labor market requirements.
Tourism: Definitions of tourism can be thought of as either demand-side definitions, or supply-side definitions. From demand-side point of view, UNWTO defined tourism as “the activities of persons travelling to and staying in places outside their usual environment for not more than one consecutive year for leisure, business, and other purposes’ (WTO & UNSTAT, 1994 AU28: The in-text citation "WTO & UNSTAT, 1994" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). From Supply-side point of view, Leiper (1979) AU29: The in-text citation "Leiper (1979)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. suggested that ‘The tourist industry consists of all those firms, organizations and facilities which are intended to serve the specific needs and wants of tourists’ (p. 400).
Technological Education: Technology is the application of practical knowledge to manage materials and tools with the help of various scientific techniques. In technology education students are taught about the knowledge and practices pertaining to the technical information to enhance human skills and abilities.
TVET: TVET is an abbreviation that stands for technical and vocational education and training. It is an education that in addition to the general education equip students with the required employment related technical and scientific knowledge and skills to become successful in the labour market.
Occupational Standards: These standards depict an occupational profile and defines the necessary knowledge, skills, and attitudes, required for successfully performing occupational duties and responsibilities.
Entrepreneurship: Is the creative tendency to start small and medium businesses, startups, intrapreneurship, or social entrepreneurship by creating innovative products and services for the society to stimulate economic development.