The Omani Education Culture And Electronic Training – Research Proposal Example

The Omani Education Culture and Electronic Training al Affiliation Background Literacy levels in Oman have gone up over the years following the various initiatives which have been put in place to ensure easy access to education. The country offers free education up to secondary level. Between 2010 and 2011, about 500000 students attended the country’s 1060 public schools (Cartelli, 2011). Despite the rise in the number of students attending schools at various levels in the country, there are some areas which still need to be streamlined and remodeled to ensure that the educational visions and goals are achieved. One of such areas is the integration of technology in the learning and education process. According to Amel & Nafla (2014), Oman has greatly embraced technology in its various areas of operations. However, the extent to which various technology aspects have been used in the education system is still not satisfactory. The prevailing culture has in one way or the other hindered the full integration and use of technology in the learning process.
Research Objectives
The main aim of this research is to determine the relationship that exits between the education culture in Oman and electronic training. This paper will strive to meet the following three objectives.
1. To determine how the existing education culture has encouraged e- training
2. To identify the areas where the education culture has hindered the implementation of e-training
3. To ascertain the parts that should to be improved for the nation’s education system to fully benefit from e-training
Literature Review
According to Khalid & Al-Azri (2013), e-training refers to the use of technology platforms in teaching and learning processes so as to facilitate the achievement of the set educational goals. A significant number of studies have been done on the concept of e- training. Some of the notable aspects that have been studied include the methods of designing the courses, quality assurance, best practices, e-training outcomes and tutoring processes (Moore, Dickson-Deane& Galyen, 2011; Major, 2015). Other scholars have also explored the ability of students to the e- training platforms as well the effect that the prevailing economic conditions have on the implementation of the e- training programs (Christina, 2010; Cartelli, 2011). E- training is known to benefit the learner and the teacher in several ways. One of the major strengths of the practice is its efficiency and effectiveness.
According to Amel & Nafla (2012), when e-training is integrated into a country’s education system, the learner is able to benefit from the various strengths associated with technology such as increased scope of study, sharing of knowledge. Al-Farsi, A., & Al-Farsi, Y. (2014 adds that e- training has also allowed for the maximum utilization of education resources. There are institutions which have effectively utilized various e- training platforms to facilitate learning in the most cost effective way possible. Finally, e-training brings about a certain level of flexibility which is not found in the conventional training practices
According to Ahmed & Creanga (2010), Oman has strived to come up with various programs meant to enhance the integration of technology into the education system. A very good example was the implementation of the eOman initiative in 2007 where both private and public schools merged resources to form an online education system. The effectiveness of such initiatives has not been widely researched and this has compromised the ability of the nations to benefit fully from the use of technology in training. Al-Khaduri & Abudraz (2014) state that the culture of the community where information and communication technology systems are used in training and education affects the success and the effectiveness of such approaches. Oman, just like most of the Arab countries, has greatly guarded its cultural practices (Al-Farsi & Al-Farsi, 2014). Some of these practices affect the attainment of educational goals in one way or the other (Islam & Al-Qasmi, 2013).
Research Design
To be able to meet the set objectives and goals, the present research will rely on existing literature and qualitative study to determine the relationship which exists between the Oman education culture and e- training. The data gotten will be used to draw a correlation between the two to help enhance the use of technology in the county’s education system.
Conclusion
E- training is an important aspect of education systems today. As such, nations that want to enhance the effectiveness and the efficiency of their education systems need to integrate technology in the learning and teaching process. From the finding of this study, the Omani Ministry of Education can determine the various areas which need to be focused on so as to ensure it fully benefit from technology. In the end, it will play a key role in increasing the literacy levels in the county.
References
Ahmed, S., & Creanga, A. (2010). Economic status, education and empowerment: implications for maternal health service utilization in developing countries. PLoS One, 5(6), 30-40.
Al-Farsi, A., & Al-Farsi, Y. (2014). A study on knowledge, attitude, and practice towards premarital carrier screening among adults attending primary healthcare centers in a region in Oman. BMC Public Health, 17 (14), 380-390.
Al-Khaduri, M., & Abudraz, R. (2014). Overcoming phase 1 delays. Journal of Academic and Applied Studies 4 (12), 36-40.
Amel, S., & Nafla, S. (2012). The Sound System of Lawatiyya. Journal of Academic and Applied Studies 2 (5): 36–44.
Cartelli, A. (2011). Teaching in the Knowledge Society: Between Technology and Competences. London: Springer.
Christina, P. (2010). Miranda Mods: From Practice to Praxis in Informal Professional Learning Contexts. Muscat: Springer.
Islam, M., & Al-Qasmi, A.M. (2013). The pattern of female nuptiality in Oman. Sultan Qaboos Univ Med Journal, 13(1):32-42.
Khalid, M., & Al-Azri, K. (2013). Social and Gender Inequality in Oman: The Power of Religious and Political Tradition. New York: Routledge.
Major, C. (2015). Teaching Online: A Guide to Theory, Research, and Practice. Baltimore: Johns Hopkins University Press.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education 14 (2): 129–135.