The Basic education last for 10 years of study and at its end the pupil moves to the post-Basic Education which covers four semesters in two years. The ten years of Basic Education is divided into two sessions of which the first row of disparity include six years old (class one) kids up to nine years old (class four) , the second, where schools are specified for both sexes separately from class five up ward .
Educational and Administrative Support:
The term (Basic Education) dubbed on an alternative non-traditional educational systems comprising years of primary and preparatory and secondary levels, according to methods designed to fit the circumstances of the region which applied according to circumstances of each region or each State to adopt this pattern of education.

Definition:
The education development project in Oman (Basic Education) is defined as: a unified State-provided education to all the Sultanate's children who are at school age, a 10 years long period works on the provision of-the basic educational needs of information and knowledge, skills, and the development of attitudes and values that enable learners to continue education , training orientation and their willingness and capacity and that their education aims to meet the challenges and circumstances of the present and future aspirations, in the framework of comprehensive community development.

Its dimensions:
1-A unified education for all, as members in one community and common aspirations, shared objectives, same education and culture to ensure the cohesion of society according to Islamic and Arab cultural identity.

2. A decade long Education consistent with modern educational trends and requirements of contemporary life and development needs in Oman, seeking some expanding basic education and eliminate illiteracy and provide the youth with knowledge and skills, trends and essential values, taking into account their characteristics and demands of development in each coming age, divided into one to four class in cycle one and five to ten in cycle two respectively.

1. Education characterized by comprehensiveness in terms of development of all aspects of personality under a balanced and integrated approach.

2. Education interested in linking theory and practice as well as thoughts and action, education and life according to the principle of complementary of expertise.

3. Education pursues the professionalization of learner skills self-learning mentality, under the concept of continuing education and instilling values and practices required to achieve proficiency in learning and education.

4. Education characterized by flexibility in routing outputs to propel learners to continue education in later stages or formats it training to join the labor market, in its preparations and its potential capabilities.

5. Education aimed at preparing learners to contribute to comprehensive community development.

Rationale:
The Omani society as other contemporary societies witnessed rapid and continuous developments in various paths of life, which necessitates pedagogic exercise to be permanently affected by these developments and contribute in shaping it. In this framework, Sultanate of Oman takes basic education concept for a number of justifications, to name some:

1- The need to develop education and raise its efficiency in the light of modern challenges and requirements and aspirations of the future.

2- The need to combine the early stages of education to reduce wastage and inefficient educational squander.

Approaches:
Under the concept of Basic Education adopted in Oman, and according to contemporary educational guidance, the curriculum includes all curricular and co-curricular subjects in the educational institutions as well as the experiences gathered in the community. In addition, linking pro mentioned plan and experiences with procedural elements of the applied educational process for a close integration between these aspects will ensures activating various processes of learning. The primary education curricula focus on specific educational issues, including the following:

Curriculum Convenience:
Curriculum Convenience Intended to address adequateness of curriculum and appropriateness to learners in certain age and repetition on the basis of educational considerations ,philosophical considerations, social, economic in multiple process which approves the aspirations of society and psychological needs of the learners imposed by social progress in science, technology and economic in a continuing evolving globe.
This spirit was reconsidered in the school plan and all elements of the school curricula developed to target new directions and to organize content and balance between its various aspects, the new distribution of subjects balance suggested:
School plan for Cycle one (1.4) of Basic Education:
 

This plan amendable according to educational renewal requirements
On educational and psychological considerations concerning the learner in first cycle of basic education the materials were classified into; (Islamic studies, Arabic language and social studies as a single domain, the science and mathematics as a second).
Pivotal curricula (Integrative Approach):
Teaching methods tends to integrate, integration patterns in basic education (integrative approach) based on the provision of balanced public culture for all learners. (Integrative approach) notation is a collection of sophisticated basics from integrated various branches of knowledge and its applications, and directed to provide learners with culture which commits him in his life and in his and her work, and such basics as learners proceed in his study to become prelude to specialize in advanced stages.

Learning and education strategies:

Given that basic education stage configure foundational habits of thinking and action and behavior among the emerging learners ; bearing in mind that most what acquired by the learner during this stage remains with him in subsequent stages of education and in the areas of life and production.
This spirit stems the importance of learning and teaching that make the curriculum alive, effective and give it its dimensions. Curricula are designed based on learners inclinations and pivot around children’s physical and psychological needs especially in cycle 1 of the Basic Education
Alongside, in cycle two focuses directed to maturing social orientation of the learner.Taking into account when designing curricula for Basic Education credentials not to rely on single learning and teaching strategy, but to use various strategies to address variety of needs of learners and educational nature, as well to account for individual differences between the learners. Teacher's Guide is a tremendous boon marked with a variety of education strategies and modalities to improve the quality of learning and teaching, upgraded continuously.

Learning and teaching technologies:
The modern learning and teaching means are fastened and associated with technology methods, strategies and modalities. Methods and strategies adopted intrinsically, methods and techniques and strategies in turn linked to the objectives of the curricula and deflation of theoretical and practical justifications, and this interdependence among all elements of educational processes and activities necessary to bear its integrated quality and the desired level.
In Basic Education in particular, teaching and learning technology considered the most important factors that contribute to achieving effective learning using appropriate conductive teaching aids along with appropriate education strategies and good employment and timing to achieve refinements goals.
Evaluation strategies:
The evaluation strategies are not separate from the teaching and learning processes but are an integral part thereof, as they are intended primarily to improve and upgrade learning. Most notable current educational trends in Basic Education system considered all pupils capable of learning in school if provided with adequate care, helping the slow learner to make grater strides in the direction of advanced learners.
This trend of learning requires structural treatment, and requires a good learning from the beginning of the road up to quality and excellence, which demands sufficient time for learning and teaching to increase time duration of actual learning and teaching during school day and school year. Additionally, it must direct learners to use the appropriate mechanisms that guarantee reflective feedback to the sensitization of learners including learned well as still need to be learned with selected, appropriate corrective educational measures to help assessing his progress and apply self-assessment tools and mechanisms.
Educational and administrative support:
From seek to harness all possibilities for ensuring educational outputs envisaged from introducing the concept of basic education, and convinced of the important role of management in guiding the implementation of the basic education in the field , providing specialized manpower and preparing and providing educational material to utilize achievement of objectives and expected outputs.
Manpower:
Given the new principles and foundations of Basic Education applied in the sultanate, The mission assigned to school cadre has changed and employees dubbed in different tittles and tasks in addition of the creation of new jobs to establish balance in-between the administrative and technical affairs in school day. Proceeding from the belief that human resources are the foundation for development and central pillar to ensure the diversiform of the concept of basic education and its objectives and principles of real ideally designed training programs for all workers in basic education of technicians and administrators.
School Director under the concept of Basic Education is a superintendent of the educational process both substantive and administrative with help from professionals in that technical and other administrative cadres each as complied. Teacher in primary school is no longer just carrier of knowledge but organizer of knowledge and coach learning skills and use the learning techniques of different knowledge in a creative way to promote and provoke team work spirit, accuracy and innovation...
Among the new cadre specifications is domain teacher, the two main domains are(Arabic, Islamic and social studies) or (Math and Science) in cycle one of Basic Education schools 1-4.The senior teacher coordinate the subject teaching and carry out action research with his colleges on various related issues.
The administrative supervisor monitors various matters relating to administrative and financial aspects and students discipline & transport and maintenance of school facilities. The technician of learning resources centers sets up centers for learning, monitor computer laboratories resources in schools and keep them formatted for use by students, trace troubleshooting, hardware maintenance follow-up and related matters.
The social worker in the school role is to develop the healthy atmosphere to ensure successful education, through researching social and psychological problems and help teachers and pupils utilize on best learning environment and confront the learning challenges.
The vocational consultant works in cycle two of Basic Education schools , looks into learners capabilities and the potential carrier development ,and educate the learners about their abilities and interests and guide them towards areas of scholarship ,professions and advice them scientifically and psychologically on how to continue learning after getting post-basic education (class XII).
The first cycle of basic education operating cadre was totally feminized in all the administrative and technical sectors to ensure motivation and secure psychological atmosphere. Taking into account the pedagogic conditions that may affect the children growth and demands and to scaffold their learning journey and pave the path for their gradual growth stages.
In order to provide substantive and administrative supervision of school , a cadre was introduced with structural approaches developed both substantive and administrative dissolution consecutive circles; besides the director of school ,his assistant and the senior teacher ; there are domain supervisors in cycle one and subject supervisors in the second cycle, all in turn supervised by general pedagogic supervisor from the ministry, who develop field practice visits as complied .
Other cadres are:
Three senior Teachers
Guards
Environment friends
School Secretary
Social worker
Administrative Supervisor
Music skills Teacher
Physical education Teacher
Information Technology Teacher
Domain Teachers (25 -48)
Fine Arts Teacher
Environmental life skills teacher



School and Community relationships
From the principle of expertise integration inside and outside the school system, the relationship between the school, the house and the community is being bridged by keeping the connection channels streaming, particularly on growth and learning issues.
Parents contributes to their children progress is very important due to the valuable feedback they provide on best practice for their children and pave the path of best learning conditions and provide advice and improve quality along their active role in parents school boards interactive comments and opinions to enhance educational learning process. The curriculum includes some aspects that argue learners to benefit from environmental resources in addition to sharing information and skills in some cooperative activities, which demands interactive relationship.
School building:
Proportion of those changes and trends in various elements of modern educational curriculum had to be the development of school building specifications and equipment to suit the requirements of basic education previously described, where school facilities are added for new building components such as Learning Resource Centre, a centre contains computers and other sources of various learning audio-visual resources and readable references and books, in order to support school teaching resources and encourage self learning .
There are computer laboratories and environmental life skills rooms (grades v to x in Cycle two), together with a modern educational tools and hardware are compatible with teaching methods developed, and provide furniture designed in consistent with educational specifications and developed curriculum . In addition new specifications were developed for science teaching rooms as well as science laboratories; consistent with the approved method of teaching science in the second cycle of basic education (fifth grade to grade 10).
Conclusion:
The education system adopted by Sultanate of Oman well-founded scientifically and pedagogically , developed with all its input , without any elimination of any features, provides basic educational needs of knowledge and skills, and the development of attitudes and values that enable learners to continue in education or training in accordance with their abilities and interest.
What are these efforts but a step by qualitative development of education in Oman where that development in any area should be seen as ongoing action not only as an event that has a beginning and has marked end, thus be a real development.
This paper aimed to introduce the theoretical frameworks for the concept of basic education with its various elements, as well to clarify the definition of basic education and its dimensions and rationale and objectives, outputs, and then proceeded in a statement in its curriculum and pedagogical principles and directions that are designed such as curricula, turning to educational and administrative support in terms of manpower required for basic education system, collaborative relationship, reciprocity between school and home and the local environment, and school building and equipment specifications.