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Sultan Haitham City: Salient features

Egyptian teachers’ contribution shaped the educational landscape in Oman

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The role of Egyptian teachers in the development of education in the Sultanate of Oman is part of an integrated system of educational, cultural and pedagogical relationships.

The system consists of interconnected and multi-directional frameworks, with diverse opportunities and dimensions rooted in the historical ties between Egypt and Oman that extend back thousands of years. The intellectual, cognitive, educational and cultural aspects are integral parts of this relationship.

The visit of His Majesty Sultan Haitham bin Tarik to Egypt represents an extension of Oman's appreciation for what Egypt has contributed to the joint Arab work, and the respect and admiration that Omanis hold for Egypt. Teachers, school administrators, and representatives from both public and private universities and institutions of higher education have been included in delegations from Egypt to Oman. Their involvement, attitudes and contributions have left a lasting impression, emphasising the close bond that Omani people have for Egyptian teachers.

This admiration is based on an understanding of the honour, significance and value of knowledge and education, as well as the value of those who possess it and impart it to others. Teachers have significantly contributed to the development and growth of these relationships.

The largest contribution of Egyptian teachers to the education renaissance in the Sultanate of Oman was seen in the 1970s. The first spark that ignited the modern Omani renaissance, launched by the late Sultan Qaboos bin Said, "We will teach our children even under the shade of a tree," outlined the building and development requirements for Oman. The spread of education throughout every region of Oman marked the start of the blessed Renaissance journey.

Opening schools for the Omanis was necessary for them to realise their dream, but before any educational facilities could be built, teachers were first needed. These facilities were mobile and temporarily under the shade of palm trees. The vision of the enlightened leadership turned to many Arab countries to hire teachers and Egypt was present along this route, and its position was highly valued.

As a result, Egyptian educators contributed to Oman's educational renaissance and left their mark.

This positive optimistic spirit had a positive impact on the course of work, despite the challenges facing schools, their beginnings, the difficulty of transportation, the rough road, and other circumstances related to education and its means in the 1970s and 1980s.

However, the honesty of the Egyptian teachers, their dedication and hard work in achieving the task and the goal of education, as well as the sustainable interactive educational relationship model that they adhered to with the students and their parents, was a source of strength that produced opportunities for educational success and contributed to creating exemplary educational environments at the time.

Despite the lack of material resources, schools and educational institutes became attractive learning environments that included many activities, events, programmes, laboratories and workshops, which made schools productive environments.

Duaa, an Egyptian teacher who has been in Oman for a long time, expressed that progress is ongoing and Egyptian teachers are still reaping the results of their initial efforts. She highlighted the notable achievement of students graduating from universities within and outside the country.

According to Duaa, she reminisces about her initial days in Oman and emphasises that she never experienced feelings of isolation. Upon arriving in Oman, she immediately felt a sense of belonging, as the people were friendly, helpful and welcoming. The country itself was secure, which further motivated her to continue her work there.

Duaa praised Omani students for their obedience and unparalleled passion for knowledge, particularly among older individuals. She believes their dedication to education serves as a global example, as they firmly believe that the pursuit of knowledge knows no age, boundaries, or limitations.

Asma Jad, who has been residing in Oman for 18 years, considers the country her second home. She attributes her ability to persevere throughout these years to the inherent kindness and generosity of the Omani people. Besides her professional responsibilities, Asma has had the opportunity to visit numerous locations within Oman and has been captivated by the country's charming natural beauty.

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