The Ministry of Education has issued a formal response to a recently published article titled “Teachers’ Children in Private Schools” by Dr. Rajib Al-Yoosibi, which questioned the reasons behind many teachers enrolling their children in private schools instead of government ones. The Ministry emphasized that official statistics demonstrate strong confidence in public education, both from the wider community and from parents.
The Ministry stated that the current academic year saw over 100,000 students transfer from private to government schools, compared to just 5,000 moving in the opposite direction. This, it noted, is clear evidence of the public’s trust in the quality of education offered in government institutions. It further pointed out that public schools provide diverse educational services that continue to attract families.
It explained that choosing private education does not necessarily reflect dissatisfaction with public schooling. Instead, it is often linked to personal preferences, international curricula, or specialized programs that cater to specific family needs. The Ministry added that private schools offer a range of educational models and remain an important part of Oman’s educational ecosystem.
The statement also clarified that private schools are not independent bodies operating outside state supervision. They are subject to the same frameworks of academic supervision, support, and evaluation as government schools. This year, Oman’s Education Authority for Academic Accreditation expanded its quality assurance reviews to include 30 private schools alongside more than 700 government schools, ensuring that all institutions meet the same national standards.
The Ministry concluded that, based on accurate data and performance indicators, government education remains the first choice for the majority of families in Oman. At the same time, private education complements the system by adding diversity and specialization. Both sectors operate within the same regulatory framework to maintain high standards.
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