The Authority’s mission speaks of guiding and supporting the sector, not only judging it. How do you see that balance in practice?

Guidance and support are both important interlinked elements in any effective quality assurance system that integrates compliance with self-evaluation and continuous improvement. The current mission clearly stresses quality enhancement and capacity building as key variables of OAQA’s quality management and enhancement framework.

OAQA believes that quality assurance goes beyond periodic external assessment and review of education institutions. It is, rather, a culture of quality with shared responsibility. The role of external quality assurance activities is to drive continuous improvement and extend the range of responsiveness to change in institutions and the educational ecosystem as a whole. Such a balance between accountability measures and support is necessary for the healthy development of quality culture in institutions.

A quarter-century into Oman’s quality journey, what has changed most in how institutions think about quality, and where is the greatest shift still needed?

The landscape of higher education has remarkably changed quantitatively and qualitatively over the past few decades. OAQA has accompanied the sector since the early years of its development, and reform has been reflected in its name and mandate expansion over the years, culminating decades of partnership with institutions and other key stakeholders.

For example, the Oman Accreditation Council introduced the basic building blocks of the national quality management system in higher education in ROSQA in 2004, followed by the launch of the formative institutional quality audits in 2008. This non-summative audit scheme was necessary to prepare HEIs for the summative ISA which was launched in 2015.

“The result of gradual reforms in our system was excellent preparation of institutions and the wide spread of knowledge and good practice in quality assurance.”

In summary, HEIs in Oman have made substantial progress in establishing formal quality management systems, driven largely by the national accreditation requirements introduced in the past 25 years. However, while structural compliance in the design of management systems has improved, some HEIs continue to face challenges related to the deployment of QA systems and the use of results in driving continuous improvement. Such challenges include system integration, resource sustainability, data-driven decision-making, and closing the quality loop. Put simply, OAQA reviews reveal a sector in transition from compliance-oriented quality assurance toward a more mature, improvement-driven quality culture.

Of course, some recent developments in the field, such as massive changes in the nature of economies, labour markets and technologies, including the progressive advancements in artificial intelligence, have also posed a challenge that QA systems need to address. Educators and quality managers alike are now expected to be more agile in responding to the changing needs and priorities of their environment, and consequently to be prepared for rapid reforms in the policy and practice of quality management in their institutions.

The Authority has recently launched its Strategic Plan 2026–2030. What are its most important priorities, and what difference should institutions, educators and learners expect to see?

The launch of our Strategic Plan 2026–2030 came at an important moment for education in Oman: the conclusion of the first five-year cycle of Oman Vision 2040 and the review of Oman’s Philosophy of Education. The plan is rooted in the Vision’s priorities and inspired by the principles and goals of the Education National Strategy 2040. Its central purpose is to strengthen confidence in the quality of education and ensure that our work leads to measurable improvement for learners.

Our priorities include improving the quality of teaching and learning, strengthening internal and external partnerships, building national capacities, and making better use of evidence, data and digital systems. In the coming years, institutions and educators should see an expansion of our external quality assurance programmes, along with more opportunities to participate in capacity building and partnerships. For learners, the difference we seek is an education they can trust, one that develops their capabilities and prepares them for the future.

How do you see the relationship between OAQA and OAQHE evolving in the coming years, and how can this partnership be further strengthened?

We consider OAQHE a key partner in achieving our QA agenda, which actively strives to support our vision and mission through various pathways and tools, including awareness raising, quality enhancement and capacity building. OAQHE has played an important role over the years in providing platforms for knowledge sharing and the promotion of good practices, quality improvements and collaboration amongst educators, researchers and QA practitioners. Such a partnership is vitally critical in the coming years of our strategic plan, particularly when considering our goals and programmes for capacity building.

As expectations of quality assurance continue to evolve, what capabilities will quality professionals in Oman need most in the coming years?

Projections of the future of QA in higher education are becoming increasingly challenging, as prediction of shifts in the economy and evolutions in careers is becoming very fluid, particularly in the long term. However, I think that the most essential capability for professionals in general, and QA practitioners in particular, in Oman is the capability for lifelong learning. The progression of professionals through informal and non-formal education will prepare them better to meet the expectations of the future and will foster their resilience for transformations in the sector.

“QA professionals will also need the judgement to use data, digital tools and AI responsibly, alongside the ability to engage stakeholders and turn evaluation findings into meaningful improvement.”

Looking towards Oman Vision 2040, what is your message to the people who do quality work every day, to Omani HEIs and to students?

My message to everyone who works in quality assurance is that your work matters. Every thoughtful evaluation, honest conversation and improvement you help achieve contributes to the goals of Oman Vision 2040. I encourage you to lead by example, demonstrating integrity, dedication, resilience and openness to change.

My message to all education institutions of all levels is to make quality a shared commitment across the institution. Listen to students and employers, use evidence to improve, and provide an education that prepares graduates to contribute with confidence to Oman’s future.

My message to students is: take ownership of your learning. Develop your digital, collaborative, problem-solving, critical-thinking and creative skills, and remain curious throughout your lives. As you embrace new opportunities, hold firmly to the values, ethics and national identity that distinguish Oman. You are both the beneficiaries of this vision and the generation that will carry it forward.

About the Authority

OAQA is the Sultanate’s national body for quality assurance of education, with a mission of guiding and supporting the education sector to meet national priorities while maintaining internationally benchmarked standards. The Authority is active in regional and international networks including ANQAHE and INQAAHE.

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What was being on the council like? What did you do, and what difference do you think you made?

Being part of the SAC was an exceptional experience in so many ways. I learned a great deal from the other members, especially the council’s management members, whom I worked with most closely.

I was a member of the Academic Committee, where my role involved helping students with academic issues, guiding them towards the right steps, and sometimes helping them make decisions.

I believe I contributed, even in a small way, to making students’ voices heard.

“Change does not always begin with something big. Sometimes, it begins with simply being there for someone, listening to them, and making them feel that what they have to say matters.”

How were you prepared for the role? Were you given any guidelines?

I learned most of what I needed to know from my friend, Wiam Al Khatri, who had previously served as the head of the SAC. We also went through the SAC handbook together with the other members during our first meeting. Our second meeting was with the university administration, which helped us understand our role and the work ahead of us.

How do you think you helped the student voice to be heard?

I often hear students’ kind words and thanks after we have worked together, and that means a lot to me. Knowing that someone appreciates your effort and feels that you have helped them is a lovely feeling. Those moments remind me why I wanted to be part of the council in the first place.

Did you attend university or faculty committee meetings? How could the university make student involvement easier, and how else can students shape decisions?

Yes, I attended most of the committee meetings. I believe the university could make student involvement easier by selecting student representatives, introducing them to the work of the committees, and helping them understand how to participate and express their views confidently alongside other members.

I also believe students can contribute to decision-making by identifying gaps and issues that might otherwise go unnoticed, as well as by sharing their suggestions through surveys.

How can universities and colleges make sure students are involved in decision-making?

Universities could select student representatives from different year levels across each college and involve them in meetings at least once every semester. This would give students regular opportunities to share their perspectives and ensure that their voices are part of the conversation, rather than only being heard when a problem arises.

How can universities include students in improving teaching and learning, services, activities and the wider student experience?

I believe the best way is to make students feel that they are partners in their university experience, rather than simply people who receive what is offered to them. Their opinions should be taken seriously, and they should be asked what they genuinely need.

Is there anything else you’d like to add on how universities can build their relationships with students?

I hope the relationship between universities and their students can be built on trust and open conversations. Students should not feel that their voices only matter when they are asked to speak, but that there is always room for them to express themselves and be involved.

Recognising the council’s contribution: Student Advisory Council members honoured at a university ceremony.

Our thanks to Rawan for her openness and honesty, and our best wishes for her final year of study.

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Inside the forum

The first meeting, held at GCET on 10 September 2026, was built around open discussion rather than presentations. Programme leaders, quality specialists and foundation-year academics from across the sector compared notes on how their institutions are preparing for the OCALOs, and quickly found that they were wrestling with the same questions.

Working at the whiteboard, participants mapped the most pressing shared challenges: staffing, ICT and staff upskilling; the move to computer-based examinations; and the design of GFP exit examinations that can show students have achieved the new outcomes. The group then turned to solutions, including raising the sector’s concerns with the Ministry together, and creating a larger, more permanent association between institutions to carry the work forward.

Around the table: participants share their institutions’ experience of preparing for the OCALOs.

EXPLAINER · WHAT ARE THE OCALOs? The bridge into degree study For most students entering higher education in Oman, the General Foundation Programme (GFP) is the first step: a bridge between school and degree-level study. It builds the English language, mathematics, computing and general study skills that students need to succeed in their chosen programmes. From national standards to core outcomes GFPs have long been shaped by the Oman Academic Standards for General Foundation Programmes, which set out expected outcomes in these four areas. The Oman Core Academic Learning Outcomes for General Foundation Programmes (OCALOs), introduced by the Oman Authority for Quality Assurance of Education (OAQA), now define the core academic outcomes that every student should achieve by the end of a GFP, whichever institution they study at. What changes for institutions ■ A shared baseline. Completing a GFP should signal the same core readiness for degree study across the sector. ■ Programme realignment. Institutions are reviewing their curricula, teaching, assessment and exit requirements against the OCALOs. ■ Evidence of achievement. Institutions need to show that their students actually achieve the outcomes, which links GFP delivery directly to quality assurance. Why collaboration matters now Every institution offering a GFP is working towards the same outcomes at the same time, so many of the challenges are shared. Pooling expertise on assessment design, staff development and technology avoids duplicated effort, and helps make sure the OCALOs are interpreted consistently across Oman.

Naming the challenges: staffing, ICT and upskilling, computer-based exams and exit exam design topped the forum’s shared list.

OAQHE’s support

OAQHE is pleased to support such initiatives, encouraging institutions to exchange good practices, address shared challenges, and explore collaborative approaches to enhancing the quality of higher education across Oman.

“We look forward to supporting the development of a sustainable collaborative platform and encouraging further inter-institutional cooperation.”

Participating institutions

Global College of Engineering and Technology HOST	Muscat College	International College of Engineering and Management
Majan University College	Gulf College	University of Nizwa
A’Sharqiyah University	Al Buraimi University	Al Buraimi University College

Stronger Collaboration. Shared Knowledge. Collective Progress.

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