Running Head: EDUCATION SYSTEM IN OMAN AND FINLAND 1

The differences in the education system between Oman and Finland in terms of components.

By

Name of Student

Name of Institution

Date
EDUCATION SYSTEM IN OMAN AND FINLAND 2

Table of Contents

The differences in the education system between Oman and Finland in terms of components..............3
Introduction...............................................................................................................................................3
Background Information:.....................................................................................................................4
Purpose and Objectives:........................................................................................................................5
Significance of the Research.....................................................................................................................6
Literature Review......................................................................................................................................7
Overview of the education systems in Oman and Finland..................................................................7
Comparison of the curriculum and teaching methods in Oman and Finland...................................8
Assessment methods used in Oman and Finland................................................................................9
Teacher training programs in Oman and Finland............................................................................11
Methodology............................................................................................................................................12
Results......................................................................................................................................................13
Data Presentation and Analysis..........................................................................................................13
Education System Structure...............................................................................................................13
Learning Outcomes.............................................................................................................................14
Teacher-Student Relationship.............................................................................................................15
Education Policies................................................................................................................................16
Comparison of the Education system in Oman and Finland............................................................17
Key Education Indicators...................................................................................................................18
Discussion.................................................................................................................................................18
Interpretation of Results.....................................................................................................................19
Implications of the Findings................................................................................................................19
Limitations of the Study......................................................................................................................20
Recommendations for Future Research.................................................................................................20
Conclusion................................................................................................................................................21
References.................................................................................................................................................22
EDUCATION SYSTEM IN OMAN AND FINLAND 3

The differences in the education system between Oman and Finland

           The education system is one of the most critical parts of the development of nations and is

responsible for shaping the future of individuals and society as a whole. As such, many countries

have invested enormous resources in their education systems to improve the quality of education

and also to provide better opportunities for their citizens, locally and internationally. A good

education system plays a vital role in shaping individuals by providing the necessary knowledge,

skills, and attitudes to be productive citizens to better contribute to society and build a better

future. However, the education system differs from one country to another, as it is shaped by a

variety of factors such as; culture, history, social norms, and the country's economic conditions.

Oman and Finland are two countries that have significantly invested in their education system,

with the aim of improving the quality of education and preparing their citizens for a better

future.  

           Despite Oman's and Finland's shared commitment to education, the two countries have

different education systems that reflect their social, cultural, and economic contexts that are

unique. Oman, for instance, has made significant progress in the expansion of education across

the country, and as of 2021, they achieved near-universal enrollment in primary school

education. The government has been investing heavily in education and has come up with many

reforms in the sector aimed at improving the quality of education. On the other hand, Finland has

widely been regarded as having one of the best education systems in the world, with its success

attributed to the country embracing a student-centered approach to teaching and learning, its

comprehensive curriculum, and the professionalization of teachers. 

           This study aims at comparing the education system in Oman and Finland by analyzing the

differences in their components, like their curriculum, teaching methods, assessment methods,

teacher training programs, education system structure, and education policies. Furthermore, the

study will provide insights into the similarities and differences between the two education

systems by identifying their strengths and weaknesses and also exploring the factors for their

successes or failures. The research is beneficial as it helps inform policy decisions in Oman and

Finland, as well as other Arab Gulf countries, as they seek to improve their education systems. 

Background Information:

           There have been many significant changes to the education system in Oman over recent

years, as the government has implemented many reforms aimed at improving the quality of

education in the country. These reforms are focused on expanding education access, modernizing

the curriculum, and improving the quality of teaching to prepare students for the challenges of

the future and career-wise. As a result of these reforms, Oman has achieved significant

enrollment in primary education and progress in expanding access to higher education. In

contrast, Finland has been widely recognized as having the best education system in the world.

The reason for this is that Finland has adopted a comprehensive education system that greatly

emphasizes the importance of providing students with all-rounded education, focusing on both

academic skills and non-academic skills. Education in Finland is student-centered in terms of

learning and teaching, where individual needs and interests of students are key rather than

standardized testing and learning. 

           Furthermore, the education system in Oman, just like other GCC countries, has been

influenced by the religious and cultural values of the country, as well as economic and political

factors. For instance, in Oman, Islamic traditions and values have heavily shaped the educational
EDUCATION SYSTEM IN OMAN AND FINLAND 5

curriculum, as well as the way education is delivered. Moreso, the country's focus on a

knowledge-based economy has led to great emphasis on science, technology, engineering, and

mathematics (STEM) education in recent years. In contrast, the education system in Finland is

rooted in a culture of equality and social justice. Well, the country has a strong welfare state and

commitment to ensure that all student access high-quality education, regardless of socio-

economic background. Consequently, they have resulted in a system that is highly inclusive and

with equal opportunities for students to succeed, regardless of their background. 

           Given the differences, this paper compares and analyzes the education system in Oman

and Finland with the aim of better understanding their respective strengths and weaknesses. 

These will aid policymakers and educators in Oman and other GCC countries to learn from

Finland's education system, best practices, and different strategies to improve their own

education system. 

Purpose and Objectives:

           This study conducts a comparative study of the education system in Oman and in Finland.

Its particular focus is analyzing the various components that make up each education system. 

The study aims at identifying the similarities and differences between the systems in these two

countries and analyze how these two systems impact education outcomes among students.

Additionally, the study will critically explore the potential areas of improvement in the education

system of Oman by driving the best practices that are used by the education system of Finland.

By examining the differences and similarities between these two educational systems, we will be

able to provide insight into the weaknesses and strengths of both educational systems and

identify the areas in which each country can learn from the other. Also, through the research, we

will identify the best educational practices that can be applied to the education system of Oman
EDUCATION SYSTEM IN OMAN AND FINLAND 6

to further help in improving the quality of education and prepare students for future success.

Generally, the research aims to positively contribute to the ongoing efforts to enhance the

education system in Oman and provide significant information for educators, policymakers, and

other stakeholders involved in the education field. 

The objectives of this research paper are; 

1. Identifying the key factors of the Oman and Finland education system. 

2. Identify and analyze the differences and similarities in the education system of Oman and

Finland. 

3. Investigate the effects of these differences and how they generally affect students'

outcomes, including the overall well-being and academic performance of these students. 

4. Evaluating the strengths and weakness of Oman's educational system and comparing it

with the Finland education system. 

5. Providing recommendations for the improvement of education in Oman based on the

educational system practices of Finland. 

Significance of the Research

           This research is significant because it will provide insights into the education systems of

Oman and Finland and contribute to the ongoing efforts to improve education in both countries.

The findings of this study will be of interest to policymakers and educators in Oman and other

Arab Gulf countries as they seek to improve their education systems. The study will also be of

interest to researchers and educators around the world who are interested in understanding the

factors that contribute to the success or failure of education systems in different contexts.
EDUCATION SYSTEM IN OMAN AND FINLAND 7

Literature Review

Overview of the education systems in Oman and Finland

           The education system in Oman has undergone many changes in the recent past, with its

central focus on expanding access to education, modernizing the curriculum, and improving

access to education. The Ministry of Education in Oman primarily governs the education system,

overseeing the administration of schools and the development of different educational policies. 

The education system in the country has been divided into three levels of education, starting with

primary education, lower secondary education, and upper secondary education. Primary

education takes a duration of six years and is mandatory for all children in the country. After

primary education, the students take the General Education Diploma (GED), which determines if

the students are eligible to proceed to the lower secondary level. The next level, the lower

secondary level, lasts for three years and prepares the students t join the upper secondary level.

Oman's curriculum has adopted the British system of education, with its focus primarily being

Arabic, English, Mathematics, science, and Islamic studies. 

They use mainly traditional teaching methods, focusing on rote learning and memorization.

Nevertheless, Oman has made significant progress in expanding access to higher education, with

many universities and colleges spread throughout the country. 

           On the other hand, Finland's Education system is considered to be among the best in the

world, as it is designed to promote equity and inclusivity. The education system starts with early

childhood education, basic education, and upper secondary and tertiary education. Early

childhood education is voluntary but highly encouraged, and it's provided by preschools and

municipal daycare centers. However, basic education is compulsory, and its duration is nine

years, encompassing students from ages seven to sixteen. The Finnish education curriculum is
EDUCATION SYSTEM IN OMAN AND FINLAND 8

designed to promote creativity, critical thinking, and problem-solving skills, all across the

topics. 

In teaching methods, Finland uses a student-centered approach, which focuses more on project-

based learning, group work, and individualized learning. The instructors and teachers have a high

degree of autonomy, as they are encouraged to come up with their own lesson plans and

assessments for the students as they see fit. Moreover, physical activity and arts are emphasized,

with many opportunities for the students to engage in sporting activities and music. Summarily,

Oman has made significant progress in the expansion of education and access, as well as

modernization. They have been consistently ranked as the best in the world due to their emphasis

on student-centered learning, equity, and inclusivity. 

Comparison of the curriculum and teaching methods in Oman and Finland

The teaching methods and curricula used in Oman and Finland significantly differ. In Oman, for

instance, the curriculum adopts the traditional model, which emphasizes the importance of

memorization and rote learning. (Al-Mahrooqi & Denman, 2014). Well, this learning is deeply

rooted in Islamic traditions and places the teacher in high authority. They are seen as responsible

for imparting knowledge and discipline, while students are expected to memorize information

and reproduce it on standardized tests. In contrast, Finland has a curriculum that focuses on a

student-centered approach, the development of creative skills, and problem-solving. (Sahlberg,

2015). Strong emphasis is placed on interdisciplinary learning and encourages teachers to design

lessons integrating different topics. A variety of teaching methods are welcomed in Finland,

including the use of group work, experimental learning, and project-based learning to create a

more engaging and interactive environment. In addition, the Finnish system places a strong

emphasis on teacher training and development. The requirements for a teacher are a master's
EDUCATION SYSTEM IN OMAN AND FINLAND 9

degree and teacher training programs that are focused on pedagogical skills, subject-specific

knowledge, and an understanding of creating a supportive and inclusive learning environment.

(Sahlberg, 2015). This is in contrast with Oman, where its focus on teacher training programs is

on subject-specific knowledge rather than pedagogy and training methods in Finland. The

differences highlight the importance of understanding cultural and historical factors which shape

educational practices based on different contexts.

Assessment methods used in Oman and Finland

           In every education system, the methods of assessment applied play an important role in

the overall success of academic performance among the students. Considering Oman and

Finland, these two countries have different assessment methods that they use in testing the

understanding and performance of their student. In Oman, standardized tests are considered the

most important method of assessment, as they help in providing a uniform measure of the

progress and achievement among the students (Al-Mamari, 2008). According to Oman

Academic Standards for Basic Education, it is stipulated that all students from grades 4-9 should

be able to take all the standardized tests in different subjects including mathematics, science, and

language. These tests help teachers and the education system in general to evaluate the quality of

education that is provided by the school (Ministry of Education, 2017). These tests and used to

evaluate the achievement and progress of students in different subjects, and they are

administered at the end of each academic year, which helps to compare the performance of

students across different regions and schools. One example of a standardized test in Oman is the

Oman National Achievement Test (ONAT) which is administered to all students from grades 4,

6, and 10. According to AL-Musawi and Al-Bulushi (2014), these tests help to assess the

knowledge and understanding of students in relation to the subject content as well as the ability
EDUCATION SYSTEM IN OMAN AND FINLAND 10

of students to apply the knowledge to real-world problems. In addition to these standardized

tests, there are other forms of assessment which are classroom-based assessments that are also

used to measure the progress of students as they cover some topics in class. While these are not

standard for all schools in Oman, they help the teacher to see how well students understand a

topic and easily identify areas for improvement. Assessment methods use in Oman help to

evaluate the effectiveness of the teaching practices applied and identify the necessary changes

that should be made to make learning effective and improve performance. 

           On the other hand, assessment methods used in Finland's Education system place less

emphasis on standardized testing and focus more on formative assessment, which is based

tailored to help the student to learn and improve (Kupianinen et al., 2019). As mentioned by

Kupianinen et al. (2019), Finland administers only one standardized test during the entire

primary and secondary education of its students, which is an examination only taken at the end

of upper secondary school. Instead of focusing more on standardized tests, the teachers using the

Finland education system use different assessment methods to offer a better understanding of the

learning progress of the students. Some of the common methods applied in Finland are the

formative assessment which includes self-assessment evaluations and peer evaluations, which act

as a way of motivating students to take ownership of their learning progress and individually

reflect on their progress (Sahlberg, 2015. In addition, Finland uses collaborative and group work

projects, which are the most common methods of assessment used as they allow students to

develop teamwork skills and interpersonal skills as they demonstrate their understanding and

knowledge of a specific topic. Similarly, Finland assessments are designed in a way that they can

be easily integrated into both the learning and teaching process as opposed to a single entity. 
EDUCATION SYSTEM IN OMAN AND FINLAND 11

This means that the teachers use assessment to advance their teaching practices and offer

students honest and important feedback in regard to their progress. Finland focuses on formative

assessments, and teachers' feedback has been approved to help create a more student-centered

approach to learning in Finland, where they emphasize helping students to develop a love of

learning and a desire to continue learning throughout their lives (Sahlberg, 2015). 

Teacher training programs in Oman and Finland

           Teaching training programs are considered so important in the quality of education that is

provided to students. In Oman, teaching training programs are offered by different universities,

such as the University of Nizwa and Sultan Qaboos University (Ministry of Education 2016).

During the training at the two universities, teachers require to spend four years of students where

they cover a wide range of topics, including classroom management, teaching methodology, and

subject-specific knowledge (Ministry of Education, 2016). Additionally, Oman teachers are

required to take part in professional development programs throughout their careers to keep their

skills and knowledge up to date (Ministry of Education, 2016).

           On the other hand, teaching programs in Finland are highly selective, and only a small

percentage of the applicants are accepted into these programs (Kupiainen et al., 2019). Teacher

education programs in Finland are offered at universities, and they take five years duration,

where a master's degree is required for certification (Sahlberg, 2015). These programs focus on

different areas, including subject-specific knowledge, pedagogical theory, and practical teaching

experiences (Kupiainen et al., 2019). Also, teachers in Finland are required to take part in

ongoing professional development throughout their careers, and the government of Finland

provides funding to support these programs (Sahlberg, 2015).

           Teacher training program in Finland is characterized by a strong focus on practical

teaching experience and hands-on learning (Sahlberg, 2015). Prospective teachers are required to

complete a good amount of practical teaching experience, and the training programs are designed

to be highly collaborative, with an emphasis on working in teams and developing different

teaching strategies (Sahlberg, 2015).

Methodology

To compare the different components in Oman and Finland's education systems, a descriptive

comparative approach proved to be the most appropriate research design. Different works of

existing literature were collected to facilitate the research. These literature works were analyzed,

and key aspects of the education system in Oman and Finland were noted. The literature review

comprised academic journals, research reports, and books, among others. Both primary and

secondary data collection methods were used. To collect primary data, education experts from

both countries were contacted and requested to provide their expert opinion. The group members

send out emails with surveys and questionnaires to collect primary data. A purposive sampling

technique was used when selecting a sample of education experts from Oman and Finland to

participate in the research. This sampling technique helped select experts with the most

knowledge and experience in the education sector. The sample is mainly comprised of educators,

policymakers, and researchers from both countries.

Secondary data was acquired by reviewing existing works of literature about the different

components of the education system in Oman and Finland. Primary and Secondary data provided

insight into the research topic. Qualitative and quantitative data analysis methods were used to

analyze the primary and secondary data acquired from the research. Statistical analysis was used

to compare the various components of the education systems in Oman and Finland. Some of the
EDUCATION SYSTEM IN OMAN AND FINLAND 13

key indicators used to compare the education system in the two countries included enrollment

rates, literacy rates, and graduation rates, among others. Generally, the research methodology

used to conduct a comparative analysis of the education system was mainly based on a

comprehensive analysis of existing works of literature and primary data such as questionnaires

and surveys from experts on the topic. Quantitative analysis of statistical data and qualitative

analysis of the different works of literature were used to analyze the gathered data.

Results

Data Presentation and Analysis.

This section of the research paper presents primary and secondary data collected through the

research. To perform a comparative analysis of the education system in Oman and Finland, key

indicators are used to study the education system. Primary data collected from experts focused

on key education indicators such as enrollment rates, literacy rates, and graduation rates in the

two countries. On the other hand, secondary data focused on education indicators such as the

description of the education system structure, teacher-student relationships, learning outcomes,

and education policies in the two countries.

Education System Structure.

There are major differences in the education system structure in Oman and Finland. In Oman, the

education system structure comprises Basic and post-basic education. The basic education

system took ten years and spanned from grade 1 to grade 10. Basic education is further divided

into two: grades 1-4, which take four years, and grades 5-10, which take six years. Upon

completion of basic education, students are required to enroll in grades 11 and 12, which is also

known as vocational training (Nasser, 2009). This education structure took effect in 2007 when a

reform on the education system structure was reformed. Similar to the previous system, which
EDUCATION SYSTEM IN OMAN AND FINLAND 14

comprised primary, preparatory ad secondary school curricula, Oman's education structure takes

twelve years from beginning to completion. On the other hand, Finland's education system

structure consists of a compulsory comprehensive education that takes nine years (Ministry of

Education and Culture, 2023). In Finland, compulsory education starts at age seven and ends at

age 17 for all children who permanently reside in the country. Comprehensive education, which

mainly comprises primary and lower secondary education is fully funded by the government.

Schools are managed by municipalities and other certified education providers. Less than two

percent of the pupils attend private schools as education in public schools is high quality. After

completing comprehensive school at 17 years, students are expected to apply for post-

comprehensive education which ends once the student reaches 18 years. The key similarity

between the education system in Oman and Finland is that they both have optional vocational

training for senior students.

Learning Outcomes.

The education system in Oman and Finland expects different learning outcomes from students

upon completion of their curriculum. In Finland, the education system focuses on facilitating

"pupils' growth towards humanity and ethically responsible membership of the society"

(Ministry of Education and Culture, 2023). As a result, the education system is more inclined to

empower pupils with creativity, critical thinking, and problem-solving, among other types of

skills that facilitate this learning outcome. The education system focuses on students' learning

rather than testing. Tutors in this type of education system are tasked with assessing students'

knowledge in various subjects to determine their competence. Learning outcomes in Finland's

education system focus on encouraging and supporting students since the education policies aim

to give all Finnish citizens equal opportunities through education. For this, Finland has been
EDUCATION SYSTEM IN OMAN AND FINLAND 15

ranked among the most effective education systems worldwide. Oman's education system

focuses on traditional learning, whereas most institutions emphasize memorization and rote

learning (Nasser, 2019). The education system is divided into two pillars; the content of the

curriculum that focuses on reducing theoretical parts and teaching methods which align the

country's curriculum to the abilities of individual systems. The expected outcomes from Oman's

education system are to ensure graduates are able to draw on modern technology and fit in the

globally connected world. Oman has a dynamic education system whose learning outcomes are

constantly changing to ensure improved learning standards. However, despite the constant

implementation of steps needed to expand its educational access, Oman's education system has

not been effective in ensuring improved learning standards and outcomes. Industry trends reveal

that Omani students perform at levels below students from other countries (Al Shabibi &

Silvennoinen, 2018). 

Teacher-Student Relationship.

Finland's education system is different from that of Oman. Tutors in Finland emphasize being

positive and supportive toward their students. To create a supportive learning environment, tutors

build a rapport with their students. Tutors build good relationships with their students, which

allows them to understand each student's strengths and weaknesses, among other important

aspects. Teachers have significant autonomy in the classrooms, which allows them to facilitate

independence in the classroom and gather knowledge about their students. Using their

knowledge about each student, tutors are able to support and nurture students. Tutors are

considered to be pedagogical experts with the ability to use innovative ways to facilitate learning

among students (Council For Creative Education Finland, 2023). The teacher-student

relationship in Oman is authoritarian. Teachers in Oman assume a dominant role and issue
EDUCATION SYSTEM IN OMAN AND FINLAND 16

instructions to students in the classroom with little or no room for independence among students.

Studies have shown that these authoritarian teacher-student relationships have significantly

impacted motivation among students and, consequently, their academic performance (Al Dhafri

& AL-Hadabi, 2015). These studies were conducted among grades 5, 6, 10, and 11 in Oman's

education system and revealed that students' motivation to learn deteriorated due to authoritarian

relationships with their teachers. The study also showed significant grade differences among

students, which were facilitated by teacher-student relationships.

Education Policies.

Finland's education system is renowned for its comprehensive approach to education which is the

cornerstone of its welfare society. The education system comprises "early childhood education

and care, pr-primary education, primary and lower secondary education, upper secondary

education, and high education" (Ministry of Education and Culture, 2023). Early childhood

education ensures that children learn basic skills before attaining the age of seven which warrants

compulsory education. This type of education promotes children's health, development, and

welfare, which improves their opportunities for learning. Pre-primary education is designated for

children age six before they begin compulsory education at age seven and aims to provide

children with better opportunities for education and development (Ministry of Education and

Culture, 2023). Primary and lower secondary is compulsory comprehensive education that goes

on for ten years. Upper secondary, often called vocational education and training, provides

learners with various advanced skills. Finally, higher education is provided in universities and is

often for learners aged 18 and above.

Over the years, Oman has made significant structural and policy changes to improve its

education system and ensure well-educated and skilled personnel in the country's workforce. In
EDUCATION SYSTEM IN OMAN AND FINLAND 17

support of this, the government has made various policy changes in support of economic and

social development, aiming to expand its education system. For instance, Oman's government

has implemented policies that ensure education for all its citizens. The government has partnered

with various institutions and invested in building schools in a bid to expand access to education

for its citizens. Oman has established an Academic Accreditation Authority program (OAAA) to

oversee the quality assurance of its education system, especially among institutions of higher

education (). Through its Ministry of Education, Oman has been able to create effective

curriculums designed to ensure students are empowered with a variety of knowledge and skills as

they prepare them to join the national and global workforce. The Ministry has also placed a

strong emphasis on the training and professional development of teachers to ensure that students

have the best guidance. These education policies show that various government and non-

government institutions in Oman are committed to ensuring high-quality education. Some of the

implemented policies have been successful in facilitating the expansion of access to education in

Oman, as shown by the significant progress in Oman's education system.

Comparison of the Education system in Oman and Finland.

Overall, the research shows that Finland's education system is quite different from Oman's.

Finland has a comprehensive and innovative education system compared to Oman. In Finland,

significant emphasis is on a positive and supportive environment for students facilitated by good

teacher-student relationships. On the contrary, teachers in Oman have an authoritarian approach

to their role of tutoring and mentorship, which negatively impacts students' motivation to learn.

The education system in Oman focuses on traditional subjects which facilitate memorization and

rote learning.
EDUCATION SYSTEM IN OMAN AND FINLAND 18

Key Education Indicators.

Education Indicators can be used to further compare the education system in Oman and Finland.

Based on these key education indicators, Finland outperforms Oman in various aspects of

education. Based on statistical data from the World Bank instance, Finland has a 100% literacy

rate compared to Oman, which has a 93.1% literacy rate (World Bank Org, 2021). Additionally,

Finland has a 100% enrollment rate in primary education for children aged 7, while Oman has a

92.9% enrollment rate.

Figure 1: Finland's Gross enrollment rates ([Link]

Figure 2:Gross enrollment rates in Oman ([Link]

Finland has a 94% graduation rate compared to Oman, which has an 82.7% graduation

rate in upper secondary education (World Bank Org, 2021). Finland has managed to achieve high

gender parity in its enrollment rates into primary and secondary education for both girls and boys

compared to Oman, which is still struggling to ensure equal opportunity to education for both

genders despite implementing various education policies. Finland spends slightly more than 10%

of its GDP to facilitate high-quality education compared to Oman which spends approximately

4%. Finland's investment in education is one the highest worldwide (World Bank Org, 2021).

These key education indicators recorded by the world bank justify Finland's reputation of having

one of the best and most effective education systems worldwide. While Oman has made

recognizable progress in expanding educational access for its citizens through various education

policies, there is a huge gap between its education system compared to Finland's.

Discussion

This section of the research focuses on the interpretation of results acquired from analyzing

primary and secondary data. The main aim of this section is to draw conclusions based on the
EDUCATION SYSTEM IN OMAN AND FINLAND 20

findings. It also aims to facilitate a deeper understanding of the education system in Finland and

Oman, citing key similarities and differences.

Interpretation of Results.

After critically evaluating collected data, significant differences between Finland's and Oman's

education systems stand out. The governments of both countries have heavily invested in their

respective education systems, but significant differences are noted in various components such as

teaching methods, curriculum, and assessment methods among others. For instance, Finland's

teaching methods are student-oriented, where teachers focus on creative, positive learning

environments that encourage and support their students. On the other hand, Oman's teaching

methods are teacher-oriented whereby teachers are the main authority in the classroom

environment. Finland's education system is flexible, as students are allowed to make choices on

what they study based on their interests. On the other hand, Oman's education system is

structured and follows a standardized curriculum. The research reveals that Oman has

significantly improved its education system over the years. However, there is still more to be

accomplished to reach the education standards achieved by countries such as Finland. 

Implications of the Findings.

The findings from this research significantly impact the decisions made by policymakers in both

Finland and Oman. They help understand the various aspects of the policymakers' decision-

making process. The findings also shed light on the different policies Oman can borrow from

Finland to improve their education system. For instance, Oman can learn to abolish teacher-

centered learning methods and embrace student-centered experimental learning methods with the

aim of improving their education system. Finnish policymakers could also learn from Oman to
EDUCATION SYSTEM IN OMAN AND FINLAND 21

implement a structured education system with a standardized curriculum which could improve

their flexible education system.

Limitations of the Study.

The main limitation of this study was that the data collected does not reflect the current state of

education in Finland and Oman since it is limited to a past time. Secondary data used to justify

various assertions in this research was recorded from a past time. As a result, the data reflects on

Finland and Oman's education systems from the past. This is a limitation since countries such as

Oman are constantly updating their education system. As a result, the education system analyzed

for this research could have evolved since the data was last published. Additionally, the sample

size used for primary data collection was relatively small. Finland and Oman have a total

population of close to 10 million citizens with more than two thousand schools. However, the

sample size of educators and experts used in the research is too small and may not be an effective

representation of the two nation's entire populations.

Recommendations for Future Research.

From the stated limitations of the current study, some recommendations can be made for future

research. For future research, researchers should select a large sample size to use as a source for

primary data. A larger sample size will help the researchers acquire more accurate information

about education systems in these countries since they will have a more accurate representation of

the population. To learn more about the topic, it would be effective to choose a new context or

scope, for instance, researching education systems in new locations or cultures. Since the

research focuses on education systems in the GCC region, constructing the same research in a

different region would provide more insight into the topic. It would also help researchers learn

how education systems vary in different cultural contexts. Finally, it would be effective to re-
EDUCATION SYSTEM IN OMAN AND FINLAND 22

assess and expand the theory or model addressed in the research. This would also help acquire

better insight into the research topic.

Conclusion.

           In conclusion, this study provides a comprehensive comparison of education systems in

Oman and in Finland by focusing more on their components, such as teaching methods,

curriculum, assessment methods, and teacher education. The findings from this study reveal that

there are significant differences in education systems between the two countries. Among the

differences is the standardized testing in Oman versus the formative assessments used in Finland.

Also, Oman uses a teacher-centered approach to teaching, while Finland emphasizes a well-

round education that is student-centered. These findings have important implications for the

educational policies and practices in both countries. Oman has opportunities to incorporate more

formative assessments and student-centered teaching methods for a better learning environment

and to prepare students for future challenges. On the other hand, Finland can learn more about

standardized testing in Oman's system and consequently explore different ways to measure

student achievement. This study has provided valuable insights into the education system

between Oman and Finland but has some limitations. Among the limitations is the sample size,

which was relatively small and may not fully represent the broader population, thus limiting

specific components. Future research should build on this study by exploring many other

components of education systems in both countries and examining how it impacts student

outcomes.
EDUCATION SYSTEM IN OMAN AND FINLAND 23

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