Oman’s government has long been working to decrease the skills gap between basic and higher education and the labour market, which still persists. Across the MENA region, recent graduates encounter market entry dynamics that reflect evolving workforce requirements and a diverse talent pool that includes experienced international professionals. UNICEF Oman estimates that around 20% of youths in the country are currently not in employment, education or training. Recent statistics from Oman’s Ministry of Labour (MoL) show that out of 100,000 jobseekers, 80,000 have never worked. Even during the post-pandemic peak, around 16% of private sector jobs were filled by Omani workers.
The Oman Vision 2040 national development plan highlights the need for a greater Omanisation of the workforce by fostering an innovative and educated populace. Oman Vision 2040 outlines the objectives of developing an effective national system that seeks to nurture scientific research, innovation, and creativity to build a knowledge-based economy and society.
National Policy
Oman is collaborating with the private sector to better understand employment challenges and has updated education policies to align with job market needs. The National Strategy for Education 2040 emphasises equipping students with 21st-century skills and competencies. The Education Law and Higher Education Law, both passed in May 2023, aim to build specialised national competencies by helping students develop globally competitive skills. The latter law encourages foreign universities to open branches in Oman, enhancing education quality and supporting a knowledge-based economy in line with Oman Vision 2040. It also incentivises the private sector to establish new tertiary institutions, offering financial incentives like tax breaks to expand university access and opportunities to foster skills development.
Education & Training
Oman Vision 2040 and the national policies that followed led several of Oman’s ministries to collaborate in support of the Omanisation of the workplace through training schemes in schools and work environments. Students in basic and higher education are exposed to digital technologies, such as the Ministry of Education’s (MoE) education portal and online libraries. The adoption of digital technologies in schools helps students to develop key skills for the demands of a globalised world.
During the Covid-19 pandemic, the MoE partnered with Microsoft to accelerate digital transformation in education, increasing education technology for distance learning to around 75% of schools. Teachers received training in digital technologies and were encouraged to use various teaching methods to develop students’ skills. Remote training was also provided to help teachers support students with special needs. The MoE collaborated with Microsoft to offer an immersive reader, screen reading software, magnifiers, and braille displays for students with visual impairments, as well as alternative mice, switches and keyboards for those with physical disabilities.
In 2024 the MoL signed a memorandum of understanding with the Ministry of Higher Education, Research and Innovation (MHERI), the Ministry of Public Establishment for Industrial Estates and the Academy of Industrial Innovation to train jobseekers. Special committees are developing a training program for graduates with professional diplomas, equipping them with the skills needed for key sectors such as tourism, education, agriculture and transport. The programme will combine one week of theoretical classes with up to six months of workplace training.
Additionally, the MoE and MHERI are working together on initiatives to help students develop skills for industries crucial to the country’s economic diversification. The Eidaad programme, for instance, helps enhance graduate capabilities and their employability by placing engineering students in industrial internships. These kinds of training schemes are expected to help boost graduate readiness for the workplace.
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