THE EXTENT OF INCLUSION OF KNOWLEDGE ECONOMY'S CONCEPTS AND SKILLS IN THE EDUCATIONAL POLICY DOCUMENTS IN THE SULTANATE OF OMAN

Jalila Al-Beloohi, Saif Al-Maamari

Abstract


The study aimed to identify the extent to which the contents of the general educational policy documents in the Sultanate of Oman contain the concepts and skills of the knowledge economy, as the concepts were divided into the four knowledge economy indicators, which are: First: the information and communication technology system (ICT), second: the research, development and innovation system, and third: the institutional system For countries, and fourth: the system of research, development and innovation, While the skills consisted of five general skills, namely: basic knowledge skills, digital skills, knowledge production skills, professional and life skills, followed by a set of basic and then sub-skills. The results showed that the highest percentage of inclusion was for the concepts of the fourth Indicator (The Education and Training System) in the National Education 2040 Strategy, and that the lowest percentage of inclusion was for the concepts of the first indicator: the information and communication technology system. The results also indicated that the concepts of the fourth Indicator: The Education and Training System are the concepts most included in all general educational policy documents and that the concepts of the first indicator: the information and communication technology system are the concepts that are the least included in all these documents. In addition, the results indicated that the highest coverage rate was for basic knowledge skills in the educational evaluation document for the social studies curriculum, and that the lowest coverage rate was for digital skills in the educational philosophy document, and the results indicated that basic knowledge skills are the highest inclusion among all skills and digital skills are considered the least inclusion among all knowledge economy skills. The study recommended the necessity of a kind of sequence and logical arrangement in including knowledge economy skills in these documents according to their importance and their inclusion from the general to the specific. Furthermore, there is a need for updating inclusion of these concepts and skills constantly in line with the developments and changes of the age and undertaking more renewed and continuous research.

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knowledge economy, educational policy documents, Sultanate of Oman, social studies education

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References


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DOI: http://dx.doi.org/10.46827/ejes.v7i10.3309

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