education_2012_english by oeronline emagazine

2012

BEYOND CONVENTIONAL BOUNDARIES The introduction of a new curriculum and modern methods is transforming the education landscape of the Sultanate

EDITORIAL

Key to growth

ducation, if looked at beyond its conventional boundaries, forms the very essence of all our actions. What we do is what we know and have learned, either through instructions or through observation and assimilation. When we are not making a n effort to learn, our mind is always processing new information or trying to analyse the similarities as well as the tiny nuances within the context which makes the topic stand out or seem different. Concept and content by Visvas Paul D Karra Muhammed Nafie Sushmita Sarkhel Mayank Singh Business Head Jacob George Sales & Marketing Avi Titus Arif Abdul Bari Senior Business Support Executive Radha Kumar Senior Art Director Sandesh S. Rangnekar Design M. Balagopalan Khoula Rashid Al Wahaibi Translator Mostafa Kamel Production Manager Govindraj Ramesh Photography Rajesh Burman Basim Al Maharbi CORPORATE Chief Executive Sandeep Sehgal

While most feel that education is a necessity, they tend to use it as a tool for reaching a specific target or personal mark, after which there is no further need to seek greater education. Nonetheless, the importance of education in society is indispensable. Education in a modern society has far reaching advantages. Receiving a good education helps to empower a person, thus making him/her strong enough to look after himself/herself in any given situation. It keeps one aware of one’s surrounding as well as the rules and regulations of society. Education helps in gaining academic qualifications so that one is able to get suitable employment at a later stage. Thus education is a tool for achieving financial stability and a dignified life. The Education sector in Oman has come a long way since the beginning of the blessed Renaissance in 1970. The sector today boasts of numerous centres of academic excellence. OER’s Education Special is an effort to bring our readers upto speed with the latest and the best in the field of education. The articles in the following pages are informative and enlightening and we hope to further the cause of this important metric in the Sultanate.

Executive Vice President Alpana Roy Published by United Press & Publishing LLC PO Box 3305, Ruwi, Postal Code - 112 Muscat, Sultanate of Oman Tel (968) 24700896 Fax (968) 24707939 Email: editor@oeronline.com Website: www.umsoman.com All rights reserved. No part of this publication may be reproduced without the written permission of the publisher. The publisher does not accept responsibility for any loss occasioned to any person or organisation acting or refraining as a result of material in this publication. OER accepts no responsibility for all advertising contents.

Presentation

CONTENTS

OVERVIEW

Opening New Vistas The relatively low cost of living, excellent environment, geological and cultural heritage can really attract local and foreign students

On Reformationâ&#x20AC;&#x2122;s Path

The new system has transformed the higher education landscape in the Sultanate

11 Get the Edge

Tapping the Potential Al Ahlam Higher Education & Training Services guides Omani students to find out the right course

Cultural exposure, high quality education standards, networking opportunities â&#x20AC;&#x201C; studying abroad comes with a huge set of perks

18 SQU: A Leading University in the Region

The premium educational institution in the Sultanate Sultan Qaboos University is celebrating its silver jubilee this year

28 Laugh it off!

College pranks, jokes and other fun stuff

30 Universities and Colleges in Oman

Catalyst for Talent Development National Training Institute provides learning solutions to the organisational challenges

Sponsored Features 16 Navitas 24 Modern College of Business & Science 26 Kaplan International Colleges 27 Gulf College

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OVERVIEW

ON REFORMATION’S PATH 4

A new system that sets great store by hard work, creativity and excellence has transformed the higher education landscape in the Sultanate

n 2011, a new era in Oman’s higher education was ushered in at the behest of His Majesty Sultan Qaboos bin Said with the introduction of a system that sets great store by hard work, creativity and excellence replacing the old ‘assembly line’ of education. Modern courses that extol the importance of science and technology, research and innovation, and entrepreneurship replaced the old run-of-the-mill study programmes. In addition, streamlined admission criteria, enhanced capacity intakes, new course offerings, and a windfall in local and overseas scholarships, have transformed the higher education landscape in the Sultanate. It is the Higher Education Council chaired by the Minister of the Diwan of the Royal Court that oversees the reform of the higher education sector in the Sultanate. The principal mandate of the council is to make the sector more responsive to the higher learning needs of Omani students and to prepare them suitably for the labour market. Raising the intake levels of various technical, vocational and other higher education institutions in the Sultanate is an immediate task at hand for the council. It will help absorb the great numbers of students passing out from the General Education System every year. The council’s technical team is currently looking at various shortcomings that have plagued the higher education sector for the past several years. Besides reviewing the educational system itself and its different tiers, the panel is also deliberating on the content and

objectives of various curricula, course offerings, teaching methodologies, present methods of training and qualifying teachers, the complimentary role of public and private institutions in higher learning, and the overall management of the sector. Further, in a move to enhance the quality of the general educational system and examination standards, His Majesty issued directives earlier this year for the establishment of a National Centre for Educational Assessment and Examinations. The centre’s mandate, which came into force with effect from the 2011-2012 academic year, is to assist the Ministry of Education to devise the requisite tools, indicators and benchmarks to assess the overall performance of students from Grade 1 to 12. The centre has also been allocated the necessary funding to support the professional development of teachers and support staff through refresher and training prograammes. Methodologies that motivate learning, knowledge acquisition, and pursuit of excellence, will be encouraged as well. One of the most striking of the government’s initiatives to reform and modernise the higher educational sector is a plan to establish a science and technology university in the Sultanate. A Supreme Committee chaired by His Highness Sayyid Shihab bin Tariq al Said is currently studying the scope and scale of this ambitious project, which will be called ‘Oman University’. Efforts are underway to appoint a project director who will help support

OVERVIEW

the Supreme Committee in the conception and crsytallisation of this landmark educational endeavour. It is expected that Oman University will be located on the Batinah Plain next to Oman’s planned new Science & Technology City.

New admission With the procedures of the admission for the upcoming academic years getting underway in the country, as many as 59,800 students are expected to compete for the estimated 32,400 seats at state-run higher learning colleges or institutes and for government funded scholarships. An online admission system administered by the Ministry of Higher Education now makes it possible for students to register and compete fairly and transparently. Sultan Qaboos University (SQU) leads the way in providing world class higher learning opportunities in the Sultanate. SQU is making continuous

efforts to enhance graduate and postgraduate studies both in terms of quality and quantity, so as to cope with the rapid changes in different development aspects in the Sultanate, and to prepare highly qualified people. The university offers 57 masters and 28 PhD programmes, and there are plans to open new programmes. SQU offers master’s and doctoral programmes in diverse disciplines for students coming from different walks of life in order to promote human resources within the overall development plan in the Sultanate. It has witnessed great progress in this field and will work strenuously to cater for the local market’s requirements. Various private sector higher education institutes are also pitching in with efforts of their own, expanding their intake to accommodate thousands of additional students this year to help mitigate the demand for seats. In 2011, they had pledged to increase their

combined intake by 7000 new seats. Furthermore, the Board of Trustees of Higher Colleges of Technology, administered by the Ministry of Manpower, has decided to increase their overall intake at its prestigious network of institutions to 14,500 students during 2014-2015 academic year. The colleges also agreed to launch two new study programmes – ‘Environmental Sciences’ and ‘Executive Coordination’. There are thousands of governmentfunded internal and external scholarships awaiting the students this year. These scholarships enable them to pursue their higher education, apart from the Gulf and Arab countries, in UK, USA, Australia, New Zealand, the Netherlands, Germany, Austria, Malaysia or Turkey. For Master’s and PhD students, there are 1,000 more scholarships which will be disbursed over a period of five years at the rate of 200 scholarships annually

with 150 for Masters and 50 for PhD students. The Higher Education Ministry represented by the Higher Education Admission Centre recently held the third meeting of International Society of Admission Organisations in which a number of experts from inside and outside the Sultanate in the field of admission and registration attended. Seven working papers were presented on the development of a special electronic system for students aspiring to study medical specialties at the highereducation institutions in Australia; the benefits of the 3-admission system in the Sultanate; the development of the e-system of the British Admission Organisation; development of a strategy for the admission centre’s presence in social media; the higher education development strategy in the Netherlands; the e-services provided by Majan college to facilitate registration and exchange of ideas among students through the college website; and the use of SMS in admission process. The meeting agreed that the fourth meeting of the society will be held in Canada in June 2013.

New private universities A number of private-led university undertakings are in various stages of development and expansion in the country. The Oman Chamber of Commerce and Industry (OCCI), which has been driving the development of Muscat University, has already mobilised the initial funding necessary to get this long-delayed project off the ground. After unsuccessful efforts by four founding private colleges to set up the university with private capital, the government authorised the chamber to take the lead in seeing the project through to fruition. Around 40 per cent of the expected RO50mn investment in the project will come in the form of a grant by the government. The rest will be raised through contributions from the founders.

In the west of the Sultanate, significant headway is also being made in the development of the University of Buraimi. In June last year, the OmaniGerman architectural consultant Hoehler & Partners was awarded a contract to oversee the design and construction of its new campus. The complex will be built on the outskirts of the city on the road leading to Sohar and Muscat, with a land area of about 1,000,000 sqm. The university is academically affiliated to five top

Bachelor of Engineering programme in Environmental Engineering is a very valuable asset to engineering in the Sultanate. People in Oman and in the region are more and more aware of the environmental problems we are facing. The Omani government has stressed this importance by establishing a ministry of Environment in1984,” said Professor Rauhut. The new Bachelor of Engineering also aims at creating a whole new generation of engineers withthe

Thousands of government-funded scholarships enable students to pursue higher education in various Arab countries, UK, USA, Australia, New Zealand, the Netherlands, Germany, Austria, Malaysia or Turkey European universities. Academic programmes offered at this university are: Nursing, Optometry, Pharmacy, Civil Engineering, Architectural Engineering, Mechanical Engineering, Information Technology, Business Administration and E-Business Management, and Export-Oriented Management. The University launched its academic programmes in 2010.

Environmental Engineering In another major initiative, the German University of Technology in Oman (GUtech) will introduce the first of its kind Bachelor of Engineering study-programme in Environmental Engineering starting in October. This was announced by Professor Dr Burkhard Rauhut, Rector of GUtech, recently. “Germany is one of the leading countries in tackling environmental issues. Our new

skills that will allow them to ensure the realisation of the concept “Sustainable Development” and address societies environmental and natural resource challenges. The GUtech programme covers a broad field and includes basics in Chemistry, Physics, Mathematics and Engineering. The programme will cover the problems relevant for the whole Gulf region, such as water resource management, renewable energy, sea water desalination and waste management. For example, students will learn how to handle radiation produced as a side-product of the oil drilling process. GUtech provides the students with a study mentor throughout the whole studies, who supports and advises the student. The university has highly qualified and international experienced teaching staff.

FACE2FACE

OPENING NEW VISTAS The relatively low cost of living, excellent environment and geological and cultural heritage can really attract local and foreign students to pursue higher education in Oman, says Dr Tariq Ghulam, Assistant Professor, Department of Physics, College of Sciences at Sultan Qaboos University

Excerpts from an interview: When you started your teaching career and how long you have been with SQU? I joined Sultan Qaboos Universityâ&#x20AC;&#x2122;s College of Science to study for Bachelor of Science in September 1996. I was fortunate to have an extremely good set of teachers and advisors at SQU and their guidance was instrumental in getting me to graduate in 2001 with distinction and top place in the college. I was lucky to be offered a job straightaway at SQU which I took without a second thought. The idea that I could be attached with my subject a lot longer made me very excited. It was all the blessings of Allah and the prayers and good deeds of my parents that without ever writing a CV I had an excellent well paid job that I loved. Immediately after graduation I joined SQU as a demonstrator in October 2001. I tried to learn the art of teaching for a year till October 2002 when I got a Scholarship from SQU to study for my Masterâ&#x20AC;&#x2122;s. In 2003 I completed my Masters in Experimental Condensed Mater Physics, from the University of Manchester, UK and rejoined the department of Physics as lecturer. I now got the chance to polish some on my teaching skills. I spent two years in SQU as a lecturer and then returned to the University of Manchester for my PhD. I worked in the graphene research group at the Centre for Mesoscience and Nanotechnology. With a month left for three years I finished my PhD and returned to SQU in 2009. Although I started work in 2001, I like to consider the five years from 1996 to 2001 I studied in SQU as a part of my career as well. As a professor at SQU, what is your opinion about higher education in Oman? Is it on par with international standards or is

there room for improvement? Compared to the time we started the university, at present there are more options available to high school graduates. There are certainly more avenues available now for those seeking a college degree and a there is also a larger choice in terms of specializations that are available. I think our higher educational system is highly organised. It can serve our students right from the time they start to make their applications, then guide them through the process, and then inform of the possible choices available. Having such a centralised system is a great asset to our higher education. There is also a constant emphasis on investing more and more on higher education and providing scholarships from the government.

trained staff. This adds richness to the quality of education. There is always room for improvement even in the most distinguished educational systems. There certain challenges and opportunities that present themselves to higher education in Oman. A significant portion of Omanâ&#x20AC;&#x2122;s growing population is of school age or younger. That means that in the coming there years the demand for higher education is going to grow much more. This certainly should be put in our planning as soon as possible. In terms of opportunities I see that Oman can be a hub for higher education in the region. The relatively low cost of living, excellent environment, geological and cultural heritage, can really attract local and foreign students to come and

We have been able to attract foreign universities to open up campuses in Oman and their growing presence signifies the excellent environment that Oman offers for higher education

Additionally there has been planning based on the need of job market. A few examples are the Tourism and Hospitality Institute, the Maritime College. This is extremely important for creating job opportunities for our youngsters and for the economy. Moreover, we have been able to attract foreign universities to open up campuses in Oman and their growing presence here also signifies the excellent environment that Oman offers for higher education. The teaching staff of our universities and colleges and is a great mix of internationally

pursue their higher education in Oman. If a student chooses physics as his/her subject, what is the scope for career opportunities? You may be surprised to learn of the places where physics students can get a job-right from the Armed Forces to the petroleum industry and even in the financial sector. Yes, some of our graduates have been working in banks. Physics is a very enriching subject contrary to popular believes that it is boring and extremely difficult. It is the training that our students receive during

FACE2FACE

can break or open and then put back together. They should be encouraged to think of economically viable ideas. They should be encouraged to patent their ideas. I believe with this injection of culture at the grass root level our R&D capabilities will increase. You have been involved in projects with Nobel Prize winners. Please describe your experience while working on such a significant advancement in science. It was blessings of Almighty Allah and SQU’s generous scholarship that gave me an opportunity to pursue my Master’s and PhD degrees in a prestigious international university like The University of Manchester. In both my degrees I was lucky to be supervised by 2010 Physics Nobel Prize Winners Prof Andre Geim and Prof Konstantin Novoselov. My attraction to these gentlemen was the excitement they bought to research. There would always be something new to do and always something new to try. They were working on a new material called graphene and I researched and worked with them for three years from 2006 to 2009.

the course of their study that is most important. The manner in which they are taught to think and approach a problem and then use tools to solve then is the inner richness of this subject. We believe physics students can work and perform in any environment as long as they have the passion to perform and improve. Do you think that Oman needs a strong R&D centre where innovative minds can flourish. In which field does Oman need R&D facilities? I think in addition to R&D centers we

more importantly need to emphasize on a promoting a ‘R&D culture’. We have a lot minds that are bright and can think and are certainly capable of innovation. But they are in need of guidance and they need a push to flourish. You may again be surprised that there are a lot of systems that are available to help our young innovators and researchers. But with a weak research and development culture we are not being able to make this thing popular. Right from a young age if parents observe a talent in their children they need to be encouraged they need to handed things that they

Never during my study did I ever think that I was working on something so significant, I knew it was important but never crossed my mind that it would lead to a Noble Prize so soon. These two gentlemen were exemplary hard workers and they would put in more hours than us the students. A lot of PhD students complain that they do not get to see their supervisors often but that was different in my case. I saw and talked to my supervisor everyday. I got to learn a lot from them and the experience I had working them is something I will cherish all my life. I am in touch with them even now. I always wanted to keep working with graphene and we have formed a team at SQU which works in areas related to graphene.

STUDYING ABROAD

GET THE EDGE Cultural exposure, high quality education standards, networking opportunities – studying abroad comes with a huge set of perks. Here are some of the most popular destinations for students wishing to spend a year or two abroad

he job scene today is highly competitive to say the least. Having a Master’s Degree is just not enough to secure a job for fresh graduates and more and more students have realised that choosing the right study destination can make all the difference. Internationally recognised degrees come with a promise of high quality education, innovative teaching methods and more. Hence, it is of little wonder why despite the current economic scenario, students still flock to countries abroad to pursue higher education.

United States of America The US is a powerhouse of higher education given the breadth and depth of courses available. The number of international students at US colleges and universities rose 4.7 per cent to 723,277 during the 2010-11 academic year, says an annual report by the Institute of International Education (IIE). Universities in the US pride themselves on being at the forefront of technology, research and techniques, and in making the best possible equipment and resources available to their students. Students get to pick from mainstream courses like law, medicine, engineering to more specialised, ‘off-beat’ courses like byzantine studies, social thought and predictive analysis. Although many

STUDYING ABROAD

programmes are highly structured and specific coursework requirements must be met, it is easy to find a wide variety of course choices to meet those requirements. At the advanced stages of a degree students can tailor coursework to fit specific academic goals, needs and interests. Perhaps the biggest advantage of studying in the US is the availability of fellowships and tuition scholarships awarded by the universityâ&#x20AC;&#x2122;s graduate school and based on the studentâ&#x20AC;&#x2122;s overall merit or academic strength. Usually, the graduate school selects fellowship or tuition scholarship recipients, but candidates are sometimes asked to submit a separate application. Merit-based financial aid considers: past academic achievements; scores on standardised admissions tests; employment history; studentâ&#x20AC;&#x2122;s leadership potential and other personal characteristics. Then there are research assistantships. Here, professors apply to outside sources for funds to conduct research and then select graduate students to assist them. Funding consists of a partial or full tuition waiver plus a monthly stipend to assist with living expenses. Teaching Assistantships (TA) are when professors select graduate students to assist them in teaching, leading discussion sections, running labs or grading assignments. TAs gain experience and build teaching skills to help them when they become professors. Funding consists of a partial- or full-tuition waiver plus a monthly stipend to assist with living expenses.

United Kingdom It is a well-established fact that UK qualifications are recognised and respected throughout the world. British universities and colleges provide a diverse, creative and inviting

environment, and provide international offices, international student societies, planned social activities, academic support, counsellors and advisers to make students feel welcome and supported throughout their time there. According to the UK Council for International Student Affairs international students in 2010-11 totalled 428,225 compared with 405,810 in 2009-10 (an increase of 6 per cent), with full-time undergraduate study up 9 per cent, full-time taught postgraduate courses up 8 per cent and full-time research postgraduates up 4 per cent.

postgraduate qualifications are regarded as being among the best in the world. Moreover, most courses and training undertaken by international students in Australia are covered by Australian Qualification Framework (AQF). It is a system of learning which is authorised by the Australian government. For students who want to pursue research tracks, the biggest advantage is that Australia offers country-based research that is spread all over the continent. Selection for these highly regarded research opportunities

Internationally recognised degrees come with a promise of high quality education, innovative teaching methods and more. Hence, it is of little wonder why despite the current economic scenario, students still flock to countries abroad to pursue higher education Postgraduate courses in England are general one-year programmes and can help to keep the cost of tuition fees and living expenses down. Most undergraduate courses take three years to complete, although in Scotland it is typically four years, and postgraduate courses can be from one year upwards. International students are also allowed to work for up to 20 hours a week during term time and full time during holidays.

Australia With eight institutions in the QS World University Rankings Top 200, five of which are in the Top 50, Australian universities have a deserved reputation for high international quality. Australian undergraduate and

are based on merit and is highly competitive, and a proven track record of academic excellence is a prerequisite.

Canada Canada has been quietly attracting a large number for international students in the past few decades. The quality of education and living standards in Canada are amongst the highest in the world, but the cost of living and tuition fees for international students are generally lower than in other countries such as the United States and the United Kingdom. As such, Canada is often the preferred choice for students attending college or university. Apart from world-class education, a key factor

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STUDYING ABROAD

that draws in international students in the opportunity to work while studying. This may be done in various ways: Campus Jobs: International students are able to work on campus without a work permit while completing their studies if they are registered as full-time students and have a valid study permit. Off-Campus Jobs: Students can work for 20 hours a week during regular academic sessions, and full time during scheduled breaks. Eligible students may also live and work for year upon completing their course of study.

India The Indian education market has acquired the status of being one among the top ten educational destinations. The size of the Indian education sector

is expected to double to $50bn by 2015 with the rise in government expenditure along with an increase in middle-class income, according to a study. With over 343 universities and 17,000 colleges, India is the second largest education system in the world. Indian universities and institutes of higher education have made significant contribution towards research and development in areas ranging from biotechnology and software engineering to traditional subjects like arts and humanities, pure sciences, applied physics, chemistry, and mathematics. For students interested in studying nonwestern art, architecture and music, India is a prime study abroad location. This ancient land has compiled many layers of architecture and symbolism over the centuries. The government of India enforces

various guidelines to maintain the quality of education. It has made it mandatory for all the Indian educational institutions to be recognised by the appropriate National Level statutory bodies and Indian qualifications are recognised and respected worldwide. Also not only are course fees affordable but living costs are pretty nominal as well. In a nation as diverse as India, it is difficult to find a reason why one should not study there. Geographically, it offers a rich variation of landscapes, from breath-taking mountains to arid deserts and the tropical lush forests. The population is extremely diverse and speaks Hindi and English along with 14 other official languages. Furthermore, the Indian culture â&#x20AC;&#x201C; one of the oldest in the world â&#x20AC;&#x201C; has grown and been modernised to become a major political and economic global presence in todayâ&#x20AC;&#x2122;s world.

Singapore With its alluring mix of cutting-edge infrastructure, world-class education system and dynamic cosmopolitan vibe thanks to a blend of Eastern and Western cultures, Singapore is a study destination like no other. By choosing to study abroad in Singapore, international students have an opportunity to not only be plugged into an education system that promotes excellence, but also be a part of a global community. It has been reported that the Singapore government spends nearly one-fifth of the annual budget each year on education related expenditure. Education in Singapore is again, relatively cheaper and there are a sizeable number of scholarships offered by the National University of Singapore or the Nanyang Technological University or the Singapore Management University. International students can choose an exchange experience with Singapore’s public universities such as National University of Singapore (NUS), Nanyang Technological University (NTU) or Singapore Management University (SMU) on a tuition-waiver basis as well. Immediate job opportunity after the completion of degree courses is also a factor that draws in many international students.

Malaysia The past decade, Malaysia has been investing heavily in turning itself into a leading destination for international students, and its efforts certainly appear to be paying off. As of 2012, Malaysia is the world’s 11th largest exporter of educational services, and host more than 90,000 international students from over 100 different countries. It has set a target of becoming the world’s sixth largest education exporter by 2020, and having 200,000 international students by that point.

Not only is education in Malaysia a high quality one but it also relatively cheaper when it comes to fees and living expenses – when compared to countries like the UK and US. Also, most of the prestigious universities from the UK and US have affiliations with institutes in Malaysia – known as branch campuses. Currently, four international universities including Monash University, Australia and the University of Nottingham, UK have set up their branch campuses in Malaysia to offer bachelor and postgraduate degrees that are identical to that of their main campus overseas. By enrolling at any these branch campuses located in Malaysia, students pay lower tuition fees and also have the opportunity to spend one or more semesters at the main campus overseas.

Germany World-renowned German Universities date back to the 14th Century and promise an outstanding level of

education and research. Attracted by international study programmes, excellent research opportunities and low tuition fees, Germany has become a popular study destination for international students. Studying in Germany also gives students a wider exposure and experience of being part of a highly qualified academic community. Although, mostly popular among engineering students, universities in Germany also provide many nonengineering programmes as well. There are over 800 International Bachelor, Master and Doctoral programmes and English is the medium of instruction for many of these programmes. There are numerous scholarships available for international students and students are allowed to stay for a year after graduation, in order to look for a job. While studying, students are allowed to work 90 full days or else 180 half days as well.

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FEATURE

SQU:

A LEADING UNIVERSITY IN THE REGION

The premium educational institution in the Sultanate Sultan Qaboos University is celebrating its silver jubilee this year

he quality of its graduates at all levels has been the prime concern of Sultan Qaboos University (SQU) ever since its inception 25 years ago. Celebrating its silver jubilee this year, SQU is a leading university in the region now. This is evident in the quality academic programmes it offers, some of which have received international accreditation. It is also shown through the recruitment of its graduates in the region-based international companies, employer satisfaction with SQU graduate skills, and quality research output in various scientific fields. The

undergraduate programmes offered at the nine colleges of the university focus on qualifying Omani students for the job market requirements of the country where as the postgraduate programs are open to both nationals and international students. From 557 in the year 1986, the number of students rose to 14722 in the academic year 2007-08. This figure includes diploma, bachelorâ&#x20AC;&#x2122;s, masterâ&#x20AC;&#x2122;s and PhD students.

International Ranking SQU is the premium educational institution in the Sultanate and highly respected in the region. However,

the vision of the university does not confine to the borders of Oman. It seeks international exposure and pride. In 2011, SQU has been ranked at very good positions in several famous rankings of world universities. SQU was ranked number 377 in the world in the QS world ranking, 1424 in the world by Webometrics rankings, and at 683 in the web based ranking of 4icu, and last but not least, SQU has been ranked among the top 1500 research universities in the world by the Scimago Institutions Ranking. SQU is proud of this achievement and it is working on further improving its position.

Postgraduate Programmes Continuing efforts are made to enhance postgraduate studies at the university both in terms of quality and quantity, so as to cope with the rapid changes in different development aspects in the Sultanate, and to prepare highly qualified people. At present, the university offers master’s and doctoral programmes in diverse disciplines for students coming from different walks of life in order to promote human resources within the overall development plan in the Sultanate. The university has witnessed great progress in this field and will work in full swing to cater for the local market needs for different scientific specialties. The university offers 57 master’s and 28 PhD programmes, and there are plans to open new programmes. This admission requirement for postgraduate programmes is up to international standards adopted by regional and world universities. SQU pays much attention to the quality assurance of its programmes, and look forward to assuming a higher position on international rankings. To that end, the university seeks to realise the aspirations of His Majesty Sultan Qaboos so that it moves on and becomes a world-class institution. Some academic programmes, like engineering and medicine, are accredited by world accreditation agencies, while others are working on that. Initiated in 2008, PhD programmes are mainly based on research and some coursework determined by the thesis committee. At the moment, there are 28 doctoral programmes offered in the five colleges of Agricultural and Marine Sciences, Engineering, Medicine and Health Sciences, Science, and Arts and Social Sciences. Since the launch of master’s programmes in 1992, the number of postgraduate students has rapidly increased. While there was only 34

students at the outset, the total number of students enrolled in different postgraduate programs up to the end of 2011 was 927. This is a considerable development, given that the number of students enrolled only in 2011 totalled 699. This increase in the number of students accepted in the masters programmes occurred in 1999, when the administrative structure of research was established. Since the inception of masters programmes in 1992, some 1519 postgraduate students have graduated so far. In 2011, the university granted 247 master’s degrees compared with only 24 in 1995, which signals the level of progress made by the university in the areas of enhancing postgraduate studies, opening new programmes, and satisfying the students.

Scholarships In 2007, the university started a scheme of scholarships for postgraduate students. During the period 2007-2011, some 149 scholarships were granted to master’s students in addition to 16 others offered to PhD students in eight colleges. This is apart from the grants allocated to each college, whereby the students will be nominated based on their test results and interview, being basic admission conditions. Scholarships fall into two types: “teaching grants” for master’s and PhD students which include a tuition fee waiver, a stipend, and other benefits in return for work at the university, whether as teaching assistants or in preparing books for publishing, in addition to their study; the second kind of scholarships is “research grants” which are available to master’s and PhD students and cover the same benefits offered under the previous one, except that students here should provide assistance in research only.

Research The university’s research achievements, over the last 25 years, must be appreciated, given that academic

research started virtually when internal grants for research projects were allocated for the first time in 1999. Two years later, His Majesty’s Strategic Research Fund was launched, followed by research partnerships with the UAE university (UAEU) in 2003, and The Research Council’s (TRC) grants in 2010. In 1995, the university started delivering research consultancies, and so far it has carried out over 1400 research projects worth about RO20mn from various sources of funding. The university has established nine research centers covering areas of paramount importance to the Sultanate. They concern water, environment, communication and information, oil and gas, marine biotechnology, earthquake monitoring, remote sensing and GIS, Omani studies, and humanities. Three chairs are established in marine biotechnology, in carbonate studies funded by Shell, and in desalination and nanotechnology funded by TRC. The university has also a considerable number of refereed research papers totalling roughly 78 per cent of the whole output in the Sultanate, and at an annual average of two papers per academic, which seems satisfactory by world standards. The university also publishes six refereed journals covering medicine, engineering, agricultural and marine sciences, science, arts and social sciences, and education. The university also provides support to researchers to compile books, sponsors several annual conferences and symposiums, and offers incentives for attending conferences abroad. These academic achievements have contributed to building research capacity of both academics and students and disseminating a research culture. Also, they have raised awareness as to the significance of research to the progress of society in various fields. As a result, the university has gained an international reputation.

INTERVIEW

TAPPING THE

POTENTIAL

Kate Clarke, Managing Director and Education Advisor, Al Ahlam Higher Education & Training Services, talks about her instituteâ&#x20AC;&#x2122;s role in guiding Omani students to find out the right course and enabling Omani Universities and colleges to tap into overseas expertise 20

Can you describe the activities of Ahlam Education â&#x20AC;&#x201C; its vision and mission? Al Ahlam is an advisory office where students come to discuss their options for higher study in the universities in UK, Ireland and Malaysia. Our mission is to provide a professional service, giving recommendations to the students and helping them understand what they can realistically hope to achieve. This guides them to make informed decisions about their course, university and place of study. What are the unique services that you provide to students? Despite representing more than 50 higher education institutions, we manage to remain unbiased when counseling students. We genuinely try to match the student to the institution. Sometimes students aim too high for their capabilities so we try to ground them and ensure that they start a programme of study that they can successfully complete with a high grade. We take a lot of time right at the beginning to counsel students properly and this is the key to the success of our company. In addition we provide the usual services such as assistance with course applications, booking hostel accommodation, preparing the visa application and providing a predeparture briefing. Please give details of the international awards won by your company As well as being a Grade 1 listed company with the Ministry of Higher Education, we have been shortlisted for a Star award for the last three years by Study Travel Magazine UK in the category Agent, Middle East and North Africa. We are also currently the only advisory office in Oman whose counselors have completed the Agents Training programme at the British Council.

Do your staff need to have any special qualifications to join your organisation? Our Reception and administrative staff must be bilingual (English and Arabic). Our university counselors must hold a degree from a reputable institution, our English language counselors must have a good level of English proficiency and they are required to visit our partner schools to carry out inspections and monitor our students. Briefly describe the history of Al Ahlam Education The company was founded by myself in 2002. After having worked at National Training Institute, The British Council and Muscat College, my entrepreneurial spirit took over

sections in the company. However, I love meeting students so I make sure to continue my original role of Education Advisor. Each student is different, they have unusual circumstances which require a counselor to recommend the most appropriate solution and it is this challenge which stimulates me and keeps me in touch with what our business is really all about â&#x20AC;&#x201C; helping people. In what way is Al Ahlam contributing to the education sector of Oman? I believe our company has a key role to play in helping Omani (and other nationalities) access higher education abroad. Although Oman is developing at a phenomenal rate, many courses

We genuinely try to match the student to the institution. Sometimes students aim too high for their capabilities so we try to ground them and ensure that they start a programme of study that they can successfully complete with a high grade and I decided to set up my own business. Like all the best companies, it started on the dining room table! We expanded to two rooms, then I built a new floor on our building in 2009 to accommodate the office so we could expand, and this year we finished a second floor which is for our Education Psychology section. Currently we employ six full time and four part time staff, with 60 per cent Omanisation. What is your present role? I am the Managing Director so my job is to oversee the running of the various

are not available at local institutions so students are forced to seek knowledge and skills abroad. This in itself is not a bad thing, students broaden their cultural understanding which makes them more attractive in the job market on their return to Oman. Another aspect is our work with overseas institutions, we often arrange for collaboration with local institutions and this enables Omani Universities and colleges to tap into overseas expertise and raise their standards to become world class education institutions.

TRAINING

CATALYST FOR

TALENT DEVELOPMENT National Training Institute does not sell products, but provides learning solutions to the organisational challenges faced by its clients, says Lawrence Alva, CEO

What is the unique selling proposition of NTI? NTIâ&#x20AC;&#x2122;s main source of business is through referrals built on trust and integrity of our service. Over the years we have earned a place as a trustworthy organisation. We believe in investing into relationships we have built over time. A prime example is the institution of the BizPro Awards given to young Omani professionals. At NTI, we do not sell products; we provide learning solutions to the organisational challenges faced by our clients. What is the modus operandi of NTI to provide training solutions to organisations based on their

business or organisational requirements? Our modus operandi is to approach our clients (organisations, businesses), understand their specific challenges with regard to competence of their people and provide learning solutions to enhance competence and effectiveness. Wherever possible, we structure our training on international standards and thereby help the individuals obtain an internationally recognised professional certification alongside. This is why NTI has a long list of international accreditations to its credit. Why should an organisation send its employees to NTI and not to any other similar training institute? We don’t consider ourselves as only a training solutions provider but rather a strong catalyst for organisation growth and a significant contributor to the overall talent development within the Sultanate. Since inception NTI has complemented the career growth of over 25 thousand Omanis and partnered with almost every organisation that believes in investing in their people. We take pride in setting the benchmark for various programmes, based on our client interaction and market experience. We believe in being fit for purpose and are quick to introduce new ideas to meet the requirements of our customers better. Name some of the important learning solutions provided by NTI to people to enhance their competence and effectiveness No learning is less important than the other. Our modules are focused on empowering individuals to succeed through learning. One of the best examples of a learning solution provided by NTI is our Mentored Learning solution for Information Technology. This solution integrates different learning methods to meet

the specific needs of the learners. We have also introduced an Integrated Programme in Practising Management (IPPM) specifically to enhance management competence under the Gulf School of Business (GSB) umbrella. NTI has worked with many major corporate clients in designing and delivering training programmes to meet their specific learning needs in pursuit of enhancing competence. Hence our programmes, simply put, are life changing opportunities. What are the international practices/ certifications adopted and provided by NTI in their courses? In order to ensure that the learning outcomes are up to international

Do you have any bespoke courses for organisations or individuals? Almost all of NTI courses are bespoke except for those prescribed by the Vendors or accrediting bodies. Even in these externally prescribed courses the course contents and the learning outcomes are discussed with the client for relevance and suitability. All NTI trainers come with vast experience in their core technical area with good credentials as learning facilitators. Although HSE training is a major part of our portfolio, we cater to the diverse training requirement of our clients particularly in the areas of IT (NHCLC), Business Skills (BizPro), Management & Leadership Development (GSB), Financial studies and Technical Vocational Training.

Our modus operandi is to approach our clients (organisations, businesses), understand their specific challenges with regard to competence of their people and provide learning solutions to enhance competence and effectiveness standards, most of NTI programs are accredited by international awarding bodies such as City & Guilds – UK, EMTA Awards Limited (EAL) – UK, National Safety Council (NSC) – USA, American Heart Association, Safe Drive International – Australia , IOSH & NEBOSH – UK, ACCA & CIMA- UK, CMA - USA and various IT Vendors like Microsoft, Oracle, CompTia, EC Council and ICDL. We follow the NVQ competence assessment framework as a guideline for course design, delivery and assessments. In addition, NTI is a ISO 9001:2008 certified company.

What are the future expansion plans of NTI. Do you have branches in other GCC countries? We currently operate three training centers in Oman (two in Muscat and one in Sohar) and will expand to six within Oman over the next two years with particular focus on setting up a technical vocational training centre for the Oil & Gas sector. Within GCC we have centers in Kingdom of Saudi Arabia and Qatar. In addition, we provide onsite training to major clients across the GCC and African countries.

SPONSORED FEATURE

A unique study opportunity Kaplan International Colleges has partnered with some of UK’s top universities and offers students a range of pathway programmes at its eight colleges around the UK

aplan International Colleges (KIC) is part of Kaplan Inc., one of the world’s leading providers of lifelong education, owned by The Washington Post Company. Headquartered in London, United Kingdom, KIC has partnered with some of the UK’s top universities and offers international students preparatory courses that when completed successfully at the required level, guarantee students a place on their chosen degree programme at their partner university. Kaplan’s beginnings were very humble, and the company’s growth to an empire spanning four rapidly expanding business areas – Test Preparation, Higher Education, Professional Training and English Language Training – is astounding. In 1938, Stanley H Kaplan began tutoring students in the basement of his parent’s home in Brooklyn, New York. By 1975, he had test preparation centres in 23 cities across the USA. By 1984, Kaplan had opened over 100 centres nationally. Late in 1984, The Washington Post Company bought Kaplan’s business, but Kaplan continued to work at Kaplan Inc. as CEO and President. Stanley H Kaplan retired in 1994, but Kaplan Inc. continued to honour his vision to help students get a good education. KIC has partnered with some of UK’s top universities and offers students a range of pathway programmes at its eight colleges around the UK. KIC’s Foundation Certificate and Diploma programmes prepare students for undergraduate studies at a UK

university, while it’s Graduate Diploma and Pre Master’s programmes prepare students for postgraduate study. These programmes are a combination of academic skills, English language skills and subject modules, delivered by tutors who are highly qualified and experienced. KIC also offers academic programmes integrated with English language preparation for students with a low English level. KIC’s network of partner universities is growing continuously. Currently, KIC have colleges in partnership with the universities of Bournemouth, Brighton, City University London, Cranfield, Glasgow, Liverpool, Nottingham Trent, Sheffield, Southampton, University of West England Bristol and Westminster. Each of the colleges offers students a

unique study opportunity. Whilst most of the KIC colleges are located on the campus of the partner university, for those students who want to experience different study environments, there is also the opportunity to study at a purpose built college, before progressing to the partner university campus. Students completing pathway programmes at these colleges can progress to a range of exciting degrees at the college’s partner university in the broad subject areas of science, engineering, business, law and social sciences. KIC is committed to equipping international students with the skills and knowledge they need to succeed at a university in the UK. So when they step out of KIC and into university, they’re confident and prepared.

Embedding research in teaching Gulf College has recently taken a slew of initiatives to embed research in all aspects of its teaching-learning process

s a higher education institution, Gulf College has taken steps to seriously embed research in all aspects of its teaching-learning process. Initial efforts to this are the institutionalisation of the Research and Industry Engagement Centre (RIEC), the fine-tuning of the Research Medium Term Strategic Plan, the setting up of policies and mechanisms to encourage student and faculty participation in research activities such as research support, grants/funding for international journal publication, international paper presentation and participation to international forums and conferences. Also, the RIEC has recently coordinated with The Research Council (TRC) of Oman for GC to be linked with The Research Evaluation Submission System (TRESS) for the faculty and students to possibly avail of the Open Research Grants. Lately, the top officials of the Gulf College, such as the Chairman & CEO, Dr Issa Sabeel Al Bulushi and the Dean, Dr Taki Al Abduwani, showcased “Leadership by Example” when they themselves wrote their own research papers. They believe that goals in an organisation are better attained in leading by doing and setting examples than to lead by words. They said that research in itself is a tedious endeavour in the teaching-learning process, and so to encourage greater participation from stakeholders, it is better to show seriousness from the top to realise research objectives – that is, top to bottom management approach – taking the lead, hence, leadership by example. Dr Issa wrote a research on “The Role and Determinants of Participation in Industry-Science Links in an Oil-Based

Economy: The Case of the Oman.” In this paper, Dr Issa explored the determinants of successful industryscience links (ISL), involving cooperation between firms and universities, in order to assist the development of a diversified knowledge-based economy in Oman. He used the development of these links in the advanced countries for the necessary benchmarking. Dr Issa believes that interactions between industry and science institutions are necessary as it will lead to exchanges of knowledge and technology and, when successful, it will promote enhanced innovativeness and competitiveness of the ISL partners.

relative contribution of soft skills vis-à-vis hard skills before and after intervention programs.

Dr Taki on the other hand, wrote a research on “The Value and Development of Soft Skills: The Case of Oman.” In this paper, Dr Taki assessed the role of soft component of human capital theory and explains the differences in soft skill endowment in Oman. Being quasiexperimental, the methodology envelops not only quantitative analysis but also qualitative case studies and in-depth illustrations to exemplify the relevance and

In an interview, Dr Issa and Dr Taki said that, not only do they want to lead by example among its staffs that’s why they are writing their own research papers, but more importantly because they view research as a person’s tool for inquiry not only for generating new knowledge and processes but also, and more relevantly, for maximising his/her potential to discover relationships that can bring about change.

Believing that research endeavour constitutes production and dissemination, the two papers were submitted for publication at the International Journal of Business Management and Information Technology (JITBM) which went through rigid process of evaluation and assessment. The two papers are among those research papers contained in the 2nd volume of the JITBM, 29 June 2012 issue, Vol.2, No. 1, ISSN 2304-0777.

COLLEGE HUMOUR

Laugh it off!

College pranks, jokes and other fun stuff. (Disclaimer: for entertainment purposes only) Discussing Grades A high-school student came home from school seeming rather depressed. “What’s the matter, son,” asked his mother. “It’s my marks,” said the boy. “They’re all wet.” “What do you mean ‘they are all wet’?” “I mean,” he replied, “below C-level.”

Fun things to do during an exam (if you don’t know the answers): - If an exam is in a long answer/essay form, answer with numbers and symbols. Be creative. Use the integral symbol.

any of this. I’ve been to every lecture all semester long! What’s the deal? And who are you? Where’s the regular guy?” - On the answer sheet find a new, interesting way to refuse to answer every question. For example: I refuse to answer this question on the grounds that it conflicts with my moral beliefs. Be creative. - Turn in the exam approximately 30 minutes into it. As you walk out, start commenting on how easy it was (sure to freak out your classmates). - Try to get people in the room to do the wave.

Philosophy Exam - Walk in, get the exam, sit down. About five minutes into it, loudly say to the instructor, “I don’t understand

A college student in a philosophy class was taking his first examination. On the paper there was a single

line which simply said: “Is this a question?” – Discuss. After a short time he wrote: “If that is a question, then this is an answer.” The student received an ‘A’ on the exam.

New scientific dictionary Bunsen Burner: A device invented by Robert Bunsen (1811-1899) for brewing coffee in the laboratory. Flame Test: Trial by fire. Monomer: One mer. Polymer: Many mers. Pass/Fail: An attempt by professional educators to replace the traditional academic grading system with a binary one that can be handled by a large digital computer.

Spectrophotometry: A long word used mainly to intimidate freshmen.

Over achiever

- Switch the sheets on your beds while s/he is at class.

An applicant was being interviewed for admission to a prominent medical school. “Tell me,” inquired the interviewer, “Where do you expect to be 20 years from now?”

- Carry an unplugged phone around your room pretending to talk to people.

“Well, let’s see,” replied the student. “It’s Wednesday afternoon. I guess I’ll be on the golf course by now.”

- Smile. All the time.

Snowed-in

- Shelve all your books with the spines facing the wall. Complain loudly that you can never find the book that you want.

It had been snowing for hours when an announcement came over the intercom: “Will the students who are parked on University Drive please move their cars so that we may begin ploughing.”

Ways to confuse a roommate

- Listen to radio static.

Tip the pizza delivery boy

- Whenever the phone rings, get up and answer the door.

Twenty minutes later there was another announcement: “Will the twelve hundred students who went to move 26 cars return to class.”

Grammar Law

Mom’s the word

Rule of grammar: double negatives are a no-no

A college student said to his mother, “I decided that I want to be a political science major and that I want to clean up the mess in the world!”

“Well,” replied the youth, “this is my first trip here, but the other guys say if I get a quarter out of you, I’ll be doing great.”

Student: I don’t know.

“That is very nice,” muted his mother. “You can go upstairs and start with your room.”

“Is that so?” snorted the man. “Well, just to show them how wrong they are, here’s five dollars.”

Professor: Absolutely correct.

Motto Schmotto

“Thanks,” replied the youth, “I’ll put this in my school fund.”

Right Answer Professor: What three words are the most used by college students?

“Now my motto in life,” said the school chaplain, “is work hard, play hard. How about you, Harriet?” “My motto is let bygones be bygones.”

A college pizza delivery boy arrived at the house of a rich businessman. After giving the pizza, the man asked: “What is the usual tip?”

“What are you studying in school?” The lad smiled and said: “Applied psychology.”

“That’s good. Why did you choose that?”

Professorial Dilemma “Then I wouldn’t have to take any history classes!”

Analysis During my first year I was really confused as to what I wanted to major in so I went to Career Services and took a personality test. They ended up giving me a reference to the campus psychiatrist.

Did you hear about the professor who went around in a revolving door for six hours because he couldn’t remember whether he was going in or coming out?

Reality Bites College was a real shock for me athletically. In high school I was the star athlete but that was mainly because I was homeschooled.

LISTING

UNIVERSITIES AND COLLEGES IN OMAN PUBLIC INSTITUTIONS Sultan Qaboos University Tel: 24141111 Fax: 24413391 Website: www.squ.edu.om

College of Banking and Financial Studies Tel: 24505796/ 24505843/ 24505832/ 24502288 Fax: 24502525 Email: info@cbfs.edu.om Website: www.cbfs.edu.om

Ibra College of Technology Tel: 25587800 Fax: 25549020 Email: information@ict.edu.om Website: www.ict.edu.om

Higher College of Technology Tel: 24473600 Fax: 24473699 Website: www.hct.edu.om

Institute of Sharia Sciences Tel: 24393711 Fax: 24482393 Website: www.iofss.net

College of Education (Rustaq) Tel: 26876201, 26876202 Fax: 26877026 Website: rustaq.mohe.gov.om

Former College of Education (Sohar) Tel: 26721091 Fax: 26720160 Website: www.mohe.gov.om

Former College of Education (Sur) Tel: 25544150 Fax: 25544751 Website: www.mohe.gov.om

Former College of Education (Nizwa) Tel: 25431376 Fax: 25431112 Website: www.mohe.gov.om

Former College of Education (Ibri) Tel: 25690159 Fax: 25691696 Website: www.mohe.gov.om

Former College of Education (Salalah) Tel: 23226611 Fax: 23225620 Website: www.mohe.gov.om

Nizwa College of Technology Tel: 25446554, 25431021 Fax: 25431020 Website: www.nct.edu.om

Musanna College of Technology Tel: 26869080 Fax: 26869257 Website: www.manpower.gov.om

Shinas College of Technology Tel: 26852800/ 26852900 Fax: 26747426 Email: shinas@ctshinas.edu.om Website: www.ctshinas.edu.om

Salalah College of Technology Tel: 23223401 Fax: 23223405 Website: www.sct.edu.om

Ibri College of Technology Tel: 25690159 Fax: 25691696 Email: ibrictwebteam@yahoo.com Website: www.ibrict.edu.om

Institutes of Health Sciences Tel: 24560085 Fax: 24560384 Website: www.moh.gov.om

Oman Assistant Pharmacy Institute Tel: 24564042 Fax: 24564042 Website: www.moh.gov.om

Oman Nursing Institute Tel: 24562775 Fax: 24562388 Website: www.moh.gov.om

Muscat Nursing Institute Tel: 24562676 Fax: 24565879 Website: www.moh.gov.om

Rustaq Nursing Institute Tel: 26877181 Fax: 26877182 Website: www.moh.gov.om

Nizwa Nursing Institute Tel: 25425907 Fax: 25425908 Website: www.moh.gov.om

Ibra Nursing Institute Tel: 25570073 Fax: 25570076 Website: www.moh.gov.om

Sur Nursing Institute Tel: 25543901 Fax: 25543902 Website: www.moh.gov.om

Salalah Nursing Institute Tel: 23216535 Fax: 23216049 Website: www.moh.gov.om

PRIVATE INSTITUTIONS Sohar University Tel: 26720101 Fax: 26720102 Website: www.soharuni.edu.om

Majan College Tel: 24730400 Fax: 24730490 Email: admissions@majancollege.edu.om Website: www.majancollege.edu.om

Modern College of Business And Science Tel: 24583583/ 24583538 Fax: 24583584 Email: info@mcbs.edu.om Website: www.mcbs.edu.om

Caledonian College of Engineering Tel: 24536165 Fax: 24535675 Email: cceng@omantel.net.om Website: www.cce.edu.om

Al-Zahra College for Girls Tel: 244607299 Website: www.zahracol.edu.om

Mazoon University College Tel: 24513315/ 24513316/ 24513343 Fax: 24513364 Email: mazoonco@omantel.net.om Website: www.mazooncollege.edu.om

Oman Medical College (Bowshar Campus) Tel: 24504608 Fax: 24504820 Website: www.omc.edu.om

Oman Medical College (Sohar Campus) Tel: 26844004 Fax: 26843545 Email: sohar@omc.edu.om Website: www.omc.edu.om

Sur University College Tel: 25542888 Fax: 25540737 Email: suc@suc.edu.om Website: www.suc.edu.om

Waljat Colleges of Applied Sciences Tel: 24446660/ 24449194/ 24449155/ 24446899 Fax: 24449196/ 24449197 Email: waljatcm@omantel.net.om Website: www.waljatcolleges.edu.om

Middle East College of Information Technology Tel: 24531400 Fax: 24446028 Email: info@mecit.edu.om Website: www.mecit.edu.om

Al Buraimi University College Tel: 25641866 Fax: 25641855 Email: info@buc.edu.om Website: www.buc.edu.om

Scientific College of Design Tel: 24513232/ 24513233 Fax: 24513213 Email: info@scd.edu.om Website: www.scdoman.info

Muscat College Tel: 24501181/ 24594376/ 24503821/ 24501161 Fax: 24504954 Email: info@muscatcollege.edu.om Website: www.muscatcollege.edu.om

Oman College of Management and Technology Tel: 26893366/ 26893003 Fax: 26894070/ 26893068 Email: omancollege@omancollege.edu.om Website: www.omancollege.edu.om

International College of Engineering and Management Tel: 24512000 Fax: 24521355 Email: info@icemoman.com Website: www.icemoman.com

Oman Tourism and Hospitality Academy Tel: 24521105/ 24521150 Fax: 24522283 Email: office@otha.edu.om Website: www.otha.edu.om

University of Nizwa Tel: 25446234/ 25446200 Fax: 25443400 Website: www.unizwa.edu.om

Dhofar University Tel: 23225061 Fax: 23225064 Email: du@du.edu.om Website: www.du.edu.om

Gulf College Tel: 24600665 Fax: 24600226 Email: gcollege@omantel.net.om Website: www.gulfcollegeoman.com

International Maritime College Oman Tel: 24521466/ 24521499 Fax: 24521446 Email: info@imcoman.net Website: www.imcoman.net

Oman Dental College Tel: 24696171 Fax: 24696174 Email: info@omandentalcollege.org Website: www.omandentalcollege.org

German University of Technology Oman Tel: 24493051 Fax: 24495568 Email: info@gutech.edu.om Website: www.gutech.edu.om

Bayan College Tel: 24691183 Fax: 24693311 Email: amaal@bayancollege.edu.om Website: www.bayancollege.edu.om