Citation:

Dr. Faustino Taderera. "Looking at Oman and Global Higher Education in terms of Quality, Assessment, and Employability" International Research Journal of Economics and Management Studies, Vol. 3, No. 6, pp. 190-201, 2024.

Abstract:

The primary goal of this study was to further the theory of higher Education (PPT) by examining quality, assessment, and employability difficulties and their relevance in Oman. In this case, the research examined knowledge gaps related to this theory as a contribution to knowledge. The higher education sector in Oman and around the world served as the epicentre of the study and was anticipated to address the needs of learners as well as society in terms of understanding and creativity, followed by the needs of industry and government as employers of graduates. This study was conceptual in nature and only included a review of the literature. Anything that keeps the system from accomplishing its objective is a limitation, such as inadequate funding, a heavy teaching load, unappealing incentives and awards for research, low salaries that deter talented academics and others from entering the field, and, lastly, inadequate resources. The primary impetus for this study was the realization that certain colleges and universities worldwide encountered difficulties with evaluation, caliber, employability of graduates, and industry fit. This study’s primary goal was to uncover crucial success criteria for effective service delivery excellence to students, industry, and society in accordance with the market orientation philosophy. It also aimed towards contributing to the theory development in the Theory of Higher Education. The ultimate goal of the secondary purpose was to maximize innovation and knowledge development while making graduates employable. This study employed conceptual research, a type of qualitative research methodology. The primary conclusions were that inadequate pay was pushing academics to non-industrialized countries (NICs) and other developed countries; there were also issues with practicals and diverse teaching methods; there was no mandatory internship; there was unfair assessment; students had to balance their studies with their free time; faculty diversity was needed; students were not committed to their studies; the syllabus was out of date; graduates did not meet industry standards; internet service was inadequate; in certain countries, there was no apprenticeship program; and there was no funding for research.

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Keywords:

Higher Education Institutions (HEI), Assessment, Examinations, Accreditation, Higher Education Institutions (HEI), Quality Assurance.