In Ministry’s the speech delivered by Hilal Al-Khuzairi, he said: “Excellence is not limited to the quality of ideas and the creativity of their formulation, but it has gone beyond that to have a tangible impact. Here, we are not only honoring the product of the minds, but we are also praising the system of values ​​and sound principles from which they are driven. Therefore, I say to you: Do not stop at this honor, for it is but a torch that illuminates for you the path of further research and exploration, for your ambition is the true bet for the bright future of Oman.”

In his speech, Faisal Al-Majali, the company's social performance advisor, said, "Investing in learning is investing in people, and this is our vision at Shell Oman: a long-term investment in the minds, energies, and capabilities that will lead the path of growth, progress, and prosperity. The 'Shell NXplorers' program for youth and beginners is a practical embodiment of our deep belief that young people are the true force for positive change when given the right tools and opportunities. This is a position that calls for spontaneous expressions of pride."

In the Juniors category, the first place went to the HydroSmart Biofilter project from Al-Ahd Al-Hadith Private School in the South Al-Batinah Governorate, the second place went to the Zoura (Ammar Al-Nakheel, Al-Waha Refinery) project from Tijan Al-Majd School in the Al-Dhahirah Governorate. The third place went to the (BONE OF LIFE) project from Bilad Sur School in the South Al-Sharqiyah Governorate, the fourth place went to the (Date Seeds Challenge Gluten) project from Hafsa Bint Sirin School in the Al-Buraimi Governorate, and the fifth place went to the (Ain Abada) project from Abada Bin Al-Samit School in the North Al-Batinah Governorate.

In the Seniors category, the first place went to the project (Oman Biosphere) from Umm Habiba School in South Al Batinah Governorate, the second place went to the project (Smart Hive Guardian) from Qurum Beach School in Muscat Governorate, the third place went to the project (PYP) from Umm Kulthum Bint Abi Bakr School in North Al Sharqiyah Governorate. The fourth place went to the project (Glowis) from Asma Bint Al Salt School in Al Dhahirah Governorate, and the fifth place went to the project (Nano Safe) from Bilad Bani Bu Ali School in South Al Sharqiyah Governorate.

This workshop comes as part of the Sultanate of Oman's efforts to enhance the role of Omani learning cities in achieving sustainable development and building knowledge societies capable of addressing societal challenges through innovative and sustainable solutions, in line with the objectives of Oman Vision 2040. The workshop also aims to raise awareness of the concept of social innovation and its importance in developing local communities, review leading practices and experiences in this field, and enable participants to design innovative initiatives and projects that contribute to addressing social, economic, and environmental challenges, and enhance partnership between various sectors concerned with education and community development.

Dr. Mahmoud bin Abdullah Al-Abri, Secretary of the Omani National Commission for Education, Culture and Science, emphasized in a speech he delivered during the opening ceremony the importance of strengthening the role of learning cities as effective platforms to support lifelong learning and achieve sustainable development, in light of the rapid changes and challenges the world is witnessing.

He pointed out that the joining of Muscat, Sur and Nizwa to the UNESCO Global Network of Learning Cities represents an important step that reflects the Sultanate of Oman’s commitment to building a knowledge society capable of innovation and active participation in development, in line with the objectives of Oman Vision 2040, and that social innovation is an important tool for transforming societal challenges into opportunities for development and creativity by enhancing cooperation between educational institutions, government agencies, the private sector and the local community, stressing that this workshop contributes to developing innovative initiatives and practices with a sustainable societal impact.

At the end of his speech, the Secretary of the National Committee stressed the importance of building national capabilities, exchanging experiences, and strengthening national and international partnerships, in a way that supports the sustainability of the Omani learning cities process and raises their readiness to compete for regional and international awards, most notably the UNESCO World Learning Cities Award.

Dr. Aisha Al-Harthi, head of the research team for the Social Innovation Support Project in Omani Learning Cities from Sultan Qaboos University, affirmed that social innovation has become an urgent necessity in light of the accelerating economic, social and technological challenges, as it is an approach that contributes to finding innovative and sustainable solutions that stem from the needs of society and are based on partnership between the university, the government, the private sector and civil society.

She explained that learning cities represent the ideal environment for fostering social innovation, where learning is transformed from merely acquiring knowledge into a tool for producing solutions and achieving sustainable development, in line with the Sustainable Development Goals and Oman Vision 2040. She also pointed out that the UNESCO Global Network of Learning Cities promotes the concept of lifelong learning and supports innovation and the use of technology as a means to improve the quality of life.

She reviewed the Colombian city of Medellin’s experience as a successful global model for employing social innovation to address societal challenges through effective partnerships and educational programs that have contributed to reducing school dropout rates and promoting community development.

She concluded her speech by emphasizing that sustainable social change requires a real partnership between various sectors, and that the challenges facing local communities represent opportunities for innovation and creating solutions that contribute to the development of the nation and the well-being of society.

The workshop included a number of working papers that focused on introducing the UNESCO Global Network of Learning Cities, reviewing the experience of Omani cities that have joined this network, their role in building more sustainable and inclusive societies, the role of social innovation in achieving Oman Vision 2040, employing knowledge and lifelong learning in finding innovative solutions to societal challenges, and supporting social entrepreneurship, which contributes to improving the quality of life and achieving sustainable development.

The meeting aims to bring participants up to date about the performance indicators of educational supervision teams and analyze the strengths and performance gaps in the educational directorates, review the outputs of the external review reports of one hundred schools, and build support programs and plans for them to ensure continuous improvement in their performance. It also aims to discuss the readiness of the directorates-general of education in the governorates to expand the external review, identify support mechanisms for the targeted schools, enhance integration between curricula and educational assessment and develop school performance in a way that contributes to improving learning outcomes, enable participants to evaluate the level of activation of the Noor platform for distance education, and employ it effectively within the framework of blended education.

The meeting included several working papers that examined the reality of school performance and ways to develop evaluation methods. At the beginning, Saif Al-Julandani, Director-General of the Directorate-General for School Performance Development, presented a paper titled “What do we want for the next stage?” in which he discussed the achievements and difficulties facing the development of school performance, and the aspects that should be focused on to develop school performance.

Dr. Khadija Al-Balushi presented a working paper titled “Presenting Analytical Summaries of the Performance of Educational Supervision Teams in the Directorates-General of Education in the Governorates,” in which she discussed performance indicators, strengths, performance gaps, a review of successful quality experiences as an effect of the work of educational supervision teams, and the plan of educational supervision teams in following up on schools classified as unsuitable and in need of rapid intervention.

Dr. Yasser Al-Samri, Senior Supervisor of School Administration, presented a working paper titled “External Review Reports and Mechanisms for Preparing for Them,” in which he presented an analytical reading of previous review reports, highlighting the most frequent observations on schools, the role of school performance development departments in supporting schools, and support and assistance plans for schools classified as unsuitable and in need of rapid intervention.

Dr. Hajar Al-Saadi, Assistant Director of School Administration Supervision and Partnership Department, discussed in her paper titled “The Readiness of the Governorates to Expand External Review” the expansion to include (200) schools, the training programs to prepare the schools that will be included for external review, and the roles of educational supervision teams in providing support and assistance to the schools that will be included for external review.

On the second day of the meeting, a paper titled "Integration of Curricula, Educational Assessment, and School Performance Development" was presented by Darwish Al-Kayoumi, Director of Humanities Supervision Department. In his presentation, he discussed the relationship between curriculum quality and learning outcomes, the role of educational assessment in improving learning, challenges in field implementation, opportunities for integration among relevant stakeholders, and opportunities for developing curricula and educational assessment tools.

Dr. Talal Al-Husseini, Director of Individual Skills Supervision Department, presented a paper titled "Evaluating the Noor Platform for Distance Education." His presentation included an analysis of usage and activation levels, an evaluation of the platform's impact on learning, key challenges and observations, opportunities for development within the framework of blended learning, and recent developments in activating distance education.

In his paper titled “Programs and Projects of Continuing Education Supervision Department,” Salem Al-Hinai, Director of Continuing Education Supervision Department, addressed the latest developments in programs that are relevant to school performance, the most important new projects of Continuing Education Supervision Department, and the most important statistical data.

In the concluding paper, Dr. Mutasim Al-Balushi presented a paper titled “The Reality of Practical Education for Omani Teachers,” in which he mentioned several issues, including: the reality of the application of practical education in schools and the challenges related to preparation and application, the level of integration between higher education institutions and the educational field, and opportunities for developing practical education programs.

In his speech, Saif Al-Julandani, Director-General of the Directorate-General for School Performance Development, said: “We celebrate an educational value that transcends the limits of honoring and competition, and we stand before an experience that has contributed to making a tangible impact in the educational field, as well as contributing to enhancing the quality of school performance and establishing a culture of creativity and excellence in our schools.”

He explained that school creativity now means schools that are more capable of taking initiative, educational leaders who are more aware of development, teachers who are more committed to innovation, and students who are more involved, confident, and loyal to their schools.

He added that this award has contributed to motivating schools to develop higher-quality and more sustainable educational initiatives, linking their plans to a tangible impact on student learning, improving the school environment, and fostering a spirit of institutional collaboration and positive competition among educational and administrative bodies. It has also encouraged schools to view excellence as an ongoing process, not a temporary event, and to recognize that true school performance is not measured solely by numerical indicators, but rather by the school's ability to create an inspiring learning environment, develop students' personalities, and enhance the quality of educational and pedagogical practices within the school.

Qasim Al Balushi, Strategic Director of Strategic Investment, said: “The honoring is not limited to the winning schools, but celebrates the values ​​of giving, passion and determination, and the efforts directed towards achieving sustainability and improving educational outcomes, in addition to honoring the schools that have become environments that foster innovation and believe that education is the gateway to the future.”

He added: “The company appreciated the role played by the Ministry of Education, as the main government partner, through the meticulous implementation of the award activities, expressing its gratitude to the Ministry for giving OMIFCO the opportunity to participate in this event, and for its efforts in sponsoring innovators and developing the educational system.”

The award resulted in Dibba School from the Musandam Governorate winning first place at the level of the first cycle schools (1-4), followed by Zamzam School from the North Al Batinah Governorate in second place, and Al Jouba School from the Al Wusta Governorate in third place.

At the level of boys’ schools for grades (5-12), Bal’arab Bin Sultan School from the Al-Dakhiliyah Governorate came in first place, Azzan Bin Qais School from the Al-Buraimi Governorate came in second place, while Sheikh Saif Bin Hamad Al-Aghbari School from the North Al-Sharqiyah Governorate came in third place.

As for the level of girls’ schools for grades (5-12), Ibri School from Al Dhahirah Governorate achieved first place, followed by Al Amal School from South Al Batinah Governorate in second place, and Al Aflaj School from North Al Sharqiyah Governorate in third place.

It is worth mentioning that the award includes four main areas: administrative organization, which includes school councils and committees, security and safety requirements, regularity and discipline, strategic planning, which includes leadership effectiveness, the school plan and related plans, community partnership, which includes parents’ councils and communication with local community institutions, and quality of performance, which focuses on developing the performance of administrative, teaching and technical staff, and raising the level of academic achievement.

The program aims to instill a culture of entrepreneurship in young people, encourage students to develop their own projects, enable them to invest in entrepreneurial opportunities, and develop entrepreneurial skills, financial literacy, and practical skills through applied learning experiences, thereby enhancing their ability to innovate, establishing concepts of economics and knowledge in the early stages of education, and contributing to the preparation of a generation that possesses the tools of entrepreneurial thinking and small business management.

The program comes as part of efforts to strengthen the partnership between the public and private sectors in the areas of social investment, in order to support innovative educational initiatives that contribute to developing students’ skills and raising their readiness for the requirements of the future, within the social investment initiatives of the Oman Broadband Company.

The Ministry’s Director-General of the Directorate-General of Information and Communications Technology stated that this program represents an important step in strengthening the partnership with private sector institutions and supporting initiatives that integrate education with practical application, and that the “Little Merchant” initiative contributes to building an educational environment that stimulates creativity and empowers students with future skills in the fields of entrepreneurship and the knowledge economy.

The company’s Executive Vice Chairman of Technology stated that this partnership comes within the framework of the company’s commitment to supporting educational initiatives with societal impact, and supporting this initiative reflects the trends towards empowering students with entrepreneurial and financial skills and promoting a culture of innovation among them from the early stages of schooling, which contributes to preparing a generation capable of turning ideas into real, valuable projects.

This assessment was prepared in 2025 under the supervision of a technical steering committee that included the Ministry of Education, the Ministry of Social Development, the Ministry of Health, and the Oman Vision 2040 Implementation Follow-up Unit. It addressed the assessment of the extent to which the child-friendly education approach is appropriate and effective in the various components of the education system in the Sultanate of Oman.

The Child-Friendly Education Initiative was jointly developed by the Ministry of Education and UNICEF to create an attractive and child-friendly learning environment, promote a system that places the child at the center of the educational process, and emphasizes the principles of inclusivity and participation. The Child-Friendly Education Initiative also directly contributes to achieving the 2030 Sustainable Development Goals, particularly Goal 4, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Since the initiative was launched as a pilot phase in nine schools across three governorates in 2012, the initiative has witnessed continuous growth, leading to its generalization in schools in different educational governorates in 2022.

The assessment was conducted in a participatory and comprehensive manner, which included field consultations and visits to a number of educational governorates in the Sultanate of Oman, with the active participation of children, including children with disabilities, along with parents, school principals and teachers. This contributed to enriching the assessment process with diverse perspectives and enhanced the alignment of the results with the real experiences of the school community in the various governorates of the Sultanate.

The launch ceremony featured a welcoming speech from the Ministry of Education, delivered by Shanoona bint Salim Al-Habsi, the Sultanate of Oman's representative to the UNICEF Executive Board at the United Nations in New York and Assistant Director-General for Special Education. She emphasized the close strategic partnership between the Government of the Sultanate of Oman and UNICEF, which has resulted in the implementation of numerous vital initiatives focused on the development of children and adolescents, including children with disabilities.

A representative from the Arab Children's Parliament, representing the Directorate-General of Education in the Al-Dakhiliyah Governorate, also delivered a speech, outlining the experiences and aspirations of children and youth regarding the second edition of the Child-Friendly Education Guide. The key findings of the evaluation were also presented. Following the official launch, attendees participated in participatory workshops, during which four multi-sectoral working groups were formed to develop the overall framework for an implementation plan. This included integrating key performance indicators (KPIs), clearly defining priorities and responsibilities, and establishing coordination mechanisms.

The workshop’s outputs are set contribute to the development of the second version of the Child-Friendly Education Program, in line with the pillars of the School Education Law issued in 2023, and consistent with the national priorities of Oman Vision 2040, the Eleventh Five-Year Plan (2026–2030), and in accordance with the latest developments in the education system in the Sultanate of Oman.

Hamad bin Ali Al-Sarhani, Advisor to the Minister of Education for Educational Administration Affairs, affirmed that the Sultanate of Oman gives great attention to the child as the focus of development and the foundation for building the future, noting that the Ministry of Education is working to develop safe, stimulating and inclusive educational environments that guarantee the child’s right to quality education that keeps pace with global changes and consolidates the values ​​and skills necessary for the future.

On her part, Sumeira Chaudhry, UNICEF Representative to the Sultanate of Oman, affirmed that every child has the right to learn in a safe, inclusive and supportive environment, explaining that this assessment and the subsequent practical planning embody the Sultanate of Oman’s ongoing commitment to ensuring that the education system responds to the needs and rights of all children, and emphasizing UNICEF’s pride in continuing to support the Ministry of Education in this important national effort.

This launch represents a pivotal moment in the Sultanate of Oman’s efforts to establish child-friendly education standards, enhance coordination between different sectors, and ensure that national education policies are evidence-based, remain child-centered, and future-proof.

The organization of the forum comes within the framework of the Ministry’s efforts to enhance communication and integration with non-governmental higher education institutions, and to continue developing the work system related to internal scholarships and student services, in a way that contributes to raising the efficiency of institutional performance and improving the quality of services provided to students.

The forum includes a number of specialized workshops and discussion sessions presented by specialists from the ministry, which address the mechanisms for studying electronic applications submitted by scholarship students, procedures for updating electronic files, in addition to discussing the challenges related to admission and registration procedures and student services, and reviewing best practices that contribute to accelerating achievement and raising the efficiency of institutional work.

The forum provides a platform for exchanging experiences and expertise among participants and exploring ways to develop cooperation between the Ministry and non-governmental higher education institutions, in order to support the quality of educational and administrative services provided to students and enhance the efficiency of the higher education system in the Sultanate of Oman.

The forum aims to highlight the Ministry's efforts in developing work procedures and implementing initiatives that support the domestic scholarship program, as well as strengthening strategic partnerships with non-governmental higher education institutions and emphasizing their role in supporting students and improving higher education outcomes. The forum also seeks to raise awareness of the legislation and regulations governing the higher education sector, particularly the executive regulations of the Higher Education Law issued by Ministerial Decree No. (2026/1), thereby promoting standardized procedures, and achieving institutional compliance.

The training program includes specialized scientific content focused on developing higher-order thinking skills. Students are trained on a variety of unconventional and innovative problem types and questions in the four areas of mathematics: algebra, number theory, geometry, and combinatorics, as well as in the sciences of chemistry, physics, and biology. The program also includes training students to solve past Olympiad problems, complete accompanying assignments, and scientific activities, and participate in short quizzes that enhance their scientific and competitive readiness.

During the camp, students undergo intensive training for a week in each subject, with (10) hours per day distributed over morning and evening timings. The program concludes with a final qualifying test to select outstanding students in each Olympiad, in preparation for forming the national teams that will represent the Sultanate of Oman in regional and international forums.

This type of in-person training camp contributes to developing a number of skills in students, most notably: discipline, time management, self-reliance, enhanced analytical and logical thinking, innovative problem-solving, and the acquisition of advanced strategies for dealing with scientific and mathematical problems.

The implementation of this camp is part of the Ministry of Education's efforts to nurture gifted students, promote modern scientific culture, elevate their scientific and cognitive skills, and prepare them for honorable competition, thus supporting the Sultanate of Oman's presence in regional and international science Olympiads.

The establishment of the center comes in line with the goals of developing education by providing a stimulating educational environment for creativity, enabling students to experiment and innovate, and developing future skills in the fields of science and modern technologies.

The center includes quality facilities such as the Science Technology Hall, which deals with scientific experiments and practical applications, the Innovation Skills Hall, which is dedicated to developing creative thinking and producing innovative solutions, the Modeling Hall, which allows the design and construction of scientific and engineering models, and the Educational Cinema Hall, which presents interactive scientific content using modern presentation methods.

HE toured the exhibition accompanying the opening, which showcased a range of outstanding student projects and innovations from the governorate’s schools, reflecting the level of skills and creative abilities of the students in the fields of science and innovation.

In a related context, HE visited Al Buraimi University, where she met with the university administration and reviewed its academic programs and educational initiatives. The meeting included a discussion on ways to enhance integration and exchange experiences to support the development of the education system.

HE also visited Al Buraimi University College, met with the administration and academic staff, reviewed the development programs and plans, and discussed ways to improve the educational process and enhance the quality of outputs in line with the aspirations of higher education.

The visit aimed to assess the reality of the educational environment in the governorate’s schools, evaluate their readiness to support effective learning, monitor the progress of the educational process, review educational practices within classrooms, enhance the empowerment of educational bodies, support ongoing professional development efforts, strengthen partnership with the educational field, and explore challenges and ways to address them.

HE met with the administration of Yazid Bin Al-Muhallab Boys School (5-12) in the Wilayat of Mahdah, where the efforts made in developing school performance were reviewed, and ways to enhance the quality of education were discussed, in line with the Ministry’s directions towards improving educational practices.

During the visit, HE visited a number of classrooms to observe the progress of educational lessons, monitor student interaction with teaching methods, and assess the level of implementation of classroom strategies that support the quality of learning.

HE also visited Ard Al Jaw School (1-4) in Al Buraimi Governorate, where she met with the school administration, reviewed the progress of classes, and followed up on the use of technology and interactive whiteboards in the educational process, and the level of student interaction within the classrooms, reflecting the trends of digital transformation in education.

HE reviewed the learning difficulties classes, followed up on the educational programs offered to students, and the efforts made to support and enable them to overcome educational challenges, in order to promote the principle of equal educational opportunities and achieve inclusive and high-quality education.