VZCZCXRO9519
PP RUEHDE RUEHDIR
DE RUEHMS #0436/01 1661210
ZNR UUUUU ZZH
P 141210Z JUN 08
FM AMEMBASSY MUSCAT
TO RUEHC/SECSTATE WASHDC PRIORITY 9686
INFO RUEHAD/AMEMBASSY ABU DHABI 1014
RUEHTU/AMEMBASSY TUNIS 0274
RUEHZM/GCC COLLECTIVE

UNCLAS SECTION 01 OF 08 MUSCAT 000436 
 
SENSITIVE 
SIPDIS 
 
DEPT FOR NEA/PI, NEA/ARP (BMASILKO), NEA/PD (DBENZE) 
ABU DHABI AND TUNIS FOR MEPI REGIONAL OFFICES 
 
E.O. 12958: N/A 
TAGS: PGOV KMPI KDEM KWMN ECON ELAB SCUL MU
SUBJECT: OMAN: MEPI REPORT CARD 
 
¶1. (U) SUMMARY.  Many of the major projects funded by the 
Middle East Partnership Initiative (MEPI) over the past years 
are now, in one way or another, at a crossroads.  With the 
2007-08 program season winding down, Muscat's MEPI team, under 
the guidance of the Ambassador, offers this review of MEPI's 
activities and their local impact, with the goal of laying the 
foundation for future activities in each key program area. 
Activities are organized by MEPI pillar, and each project is 
assigned a standardized "grade", based on the MissionQs 
assessment of effectiveness, after a capsule description and 
the identification of special areas of success or concern. 
These grades range from A to C; a majority of projects 
received a grade in the B range, while three projects not yet 
fully underway received an Incomplete. 
 
¶2. (SBU) The assessment offers up some significant success in 
our MEPI programming in Oman and confirms Oman as a genuine 
MEPI partner.  As we have long known, the more successful 
projects addressed recognized Omani needs as well as our own 
MEPI program and Mission goals, achieved sustained buy-in from 
the relevant local partner(s), received sustained support, 
including resources, from the USG, and acknowledged and 
accommodated prevailing idiosyncrasies of the Omani cultural 
and political space.  The less successful projects fell short 
in one or more areas.  Finally, the assessment highlights 
areas for potential future MEPI programming and confirms Oman 
as a genuine, if discriminating, partner. END SUMMARY. 
 
------------------ 
WHY A REPORT CARD? 
------------------ 
 
¶3. (U) MEPI funding has been instrumental in the development 
of Oman's efforts to improve its education system, empower 
women, expand public participation in governance, and reform 
and modernize its economy.  In each MEPI pillar area, by 
identifying the initial need, examining program 
implementation, and evaluating results, we have been able to 
assess MEPI's successes and to identify areas for improvement. 
Post's MEPI team has accordingly reviewed the portfolio of 
long-term, centrally funded projects (i.e. no local grants, 
fellowships or workshops) currently active or recently 
completed in Oman, and provided a working "report card" based 
on the view from the field. 
 
¶4. (U) Factors considered in calculating the grades were: 
- evidence of impact; 
- whether baseline targets were met; 
- sustainability and local buy-in; and 
- relevance to Mission goals. 
The fact that each reviewed project initially underwent a 
careful vetting process before approval for implementation 
contributed greatly to the relative success of most MEPI 
activities. 
 
------------------------------ 
PILLAR I:  IMPROVING EDUCATION 
------------------------------ 
 
5 (U) Primary goals for the Education Pillar in Oman have 
included creating a curriculum that promotes creative and 
critical thinking; training students to be better future 
citizens and leaders; and equipping students with the skills 
required to actively and effectively participate in their 
country's developing social, political and economic spheres. 
 
¶6. (U) PARTNERSHIP SCHOOLS PROJECT (PSP) 
PROGRAM PARTNER:  Creative Associates International Inc. 
 
CAPSULE: PSP seeks to promote creative and critical thinking 
in students by instructing teachers in the active learning 
approach of Child Centered Methodology (CCM), offering 
principal leadership training (PLT), creating an online 
teacher training portal (ICT), and developing the "Lifeskills" 
curriculum for grades 11 and 12.  The project has seen 
enormous success in its four years of cooperation with the 
Ministry of Education (MOE): CCM is on track to make a lasting 
impression with efforts underway to expand the number of CCM 
schools; ICT is to be integrated into the Ministry's education 
technology strategy; Lifeskills was made a mandatory course 
for all schools; and PLT was expanded to include regional 
supervisors and made, by Ministerial Decree, the national 
model for the future.  The project received overwhelming 
support from the MOE, including the allocation of significant 
dedicated staff and other resources solely to PSP.  Strong 
evidence of the Ministry's commitment was seen most recently 
by the creation of thoughtful and realistic expansion and 
 
MUSCAT 00000436  002 OF 008 
 
 
sustainability plans for all four PSP programs.  Despite the 
MOEQs zeal for the project and hopes to continue MOE-USG 
partnership in Omani education development, the Ministry feels 
that the MOE-MEPI relationship was damaged by inconsistent 
funding and limited contact with Washington. 
 
PROS: Wide reaching, national, sustainable impact; open door 
for future U.S.-Oman educational input; strong local buy-in 
demonstrated through MOE sustainability plans for each PSP 
component; very positive Embassy, USG relationship with MOE, 
including the Minister. 
 
CONS: The ICT component achieved limited success to date due 
to lack of national high-speed Internet infrastructure outside 
of the capital; Washington-directed interruption of project 
funding negatively affected MOE confidence in U.S. commitment 
to the partnership (this issue will be addressed SEPTEL). 
 
GRADE: A 
 
¶7. (U) ARAB CIVITAS 
PROGRAM PARTNER: Center for Civic Education (CCE) 
 
CAPSULE: This program was initiated to encourage active 
citizenry.  "Project Citizen" is being piloted in one or two 
Cycle 2 schools (Grades 5-10) in each of Oman's 11 regions. 
The program has students identify an issue of concern in their 
community and equips them with the skills to work together to 
develop a plan to solve the problem.  Students have responded 
positively to the project, identifying local issues of 
pressing concern.  Each school chose one or two issues; topics 
ranged from road safety to drug use.  However, since Oman was 
added near the end of this grant, the MOE is concerned about 
how to sustain and expand the project after such a short pilot 
period and no foreseeable future USG support.  Despite the 
MOE's desire for such a program, the Ministry lamented the 
lack of communication with Washington and shared that they 
would not have implemented the project if they had known that 
MEPI did not have a clear plan for program sustainability. 
 
PROS: Positive impact in an area previously unexplored in 
Omani education; students learn to critically research and 
analyze local issues. 
 
CONS: No expansion or sustainability plan; poor communication 
between MOE and Department of State resulted in MOE 
questioning of USG commitment and follow through. 
 
GRADE: C 
 
¶8. (U) MEPI SCHOLARSHIP PROGRAM 
PROGRAM PARTNER:  The American International School in Muscat 
(TAISM) 
 
CAPSULE:  Starting in 2007-08, working through the 
Department's Office of Overseas Schools, this program offers 
scholarships to Omani students to attend the Embassy- 
affiliated American International School of Muscat (TAISM) for 
grades 7 through 12.  The program has been rapturously 
received by the Ministry of Education, and its positive impact 
strongly endorsed by TAISM.  A second group of four students 
is now being identified for 2008-09, with indications that 
funding may be forthcoming for a third batch in 2009-2010. 
 
PROS: Extraordinary opportunity for deserving Omani students; 
increased diversity enriches TAISM; prepares beneficiaries for 
U.S./international higher education while enhancing their 
critical thinking skills and sense of community 
responsibility. 
 
CONS:  Small number of beneficiaries and limited impact on the 
greater community; substantial institutional commitment 
necessary over multiple years. 
 
GRADE: A- 
 
¶9. (U) Higher Education for Development (HED) UNIVERSITY 
LINKAGES 
PROGRAM PARTNERS:  Mazoon College/University of Missouri 
Rolla; Sultan Qaboos University/Northern Kentucky University 
 
CAPSULE: Oman has participated in two University Linkage 
programs, one for private Mazoon College and the other for 
state-run Sultan Qaboos University.  The partnerships were 
positively reviewed by a MEPI evaluation team in February 
2007, and both have met their basic objectives of providing 
U.S. technical expertise to the local institutions.  The 
 
MUSCAT 00000436  003 OF 008 
 
 
latter program, with its focus on Qservice learningQ and 
particularly enthusiastic reception by SQU, better 
demonstrates the impact and potential for similar activities 
in the future. 
 
PROS:  Positive reception by linked Omani institutions; 
cooperative activities met frequently expressed local need for 
access to current U.S. thinking and best practices in higher 
education; highly independent programs that, once instituted, 
ran independently with minimal input from Post. 
 
CONS:  Low-profile programs with minimal public recognition of 
MEPI or the USG role in creating the linkages; small number 
(two) of linkages created. 
 
GRADE:  B 
 
---------------------------- 
PILLAR II:  EMPOWERING WOMEN 
---------------------------- 
 
¶10. (U) The overarching goal of Women's Pillar projects in 
Oman is to better equip Omani women with vital skills to fully 
utilize their talents in the public sphere, including 
business, community service, and governance. 
 
¶11. (U) WOMEN IN TECHNOLOGY (WIT) 
PROGRAM PARTNER: Institute of International Education (IIE) 
 
CAPSULE: WIT, operating in partnership with Oman Women's 
Association chapters (OWAs), was designed to empower 
underserved women by giving them technical skills to become 
pioneers for change.  The 10-week program includes five core 
activities: Professional D