The Hindu Business Line : Oman's better half

The stereotypical images of Arab women as being confined to the zenana (women's quarters at home), and of stepping out into the street only in black burqas persist in the Western media and elsewhereBut the truth on ground is startlingly different in many Arab countries. For example, in the Gulf state of Oman, nearly half of the 5.6 lakh students in State-run educational institutions are girls.

The transition from tradition to modernity would not have been so smooth but for the modernising efforts of Oman's ruler, Sultan Qaboos bin Said. He was keen that women actively participate in the country's development, describing them as "half of Oman's potential".

The Sultan's resolve to involve women in the building of modern Oman is reflected in legislation. The Personal Status Laws guarantee Omani women equal rights in education and employment, a reality reflected in the presence of women as government ministers, entrepreneurs and academics.

A heartening aspect of the girls at the Sultan Qaboos University (SQU) is that their mothers have not had formal education, but they encouraged their daughters to pursue higher studies and careers. The girls acknowledge that it is support from the families that enable them to chase their dreams. "My late mother could only read the Quran but she always encouraged me and my siblings in our studies," says Fatima Saliman Al Azri, who is a final-year student of English Education at SQU.

Khadija Abdullah Al Shaqsi, a final-year chemistry student at the university, reveals her mother's determination to educate herself after having encouraged and supported her daughter to do so. "She has now finished high-school through night-classes held in a neighbourhood school," Khadija says proudly. Fatima Azri also cites the case of a family that sold car and house to finance their daughter's education abroad.

This runs contrary to the stereotyped version of young people rebelling against families to do their own thing. In Oman, there is no generation gap that characterises the modern West. The families go out of their way to give a big push to their children's education, even giving them complete freedom to choose the subject and course they want.

The support of the family is not confined to letting their daughters have the best of modern education. They also encourage them to pursue courses that have gained wider acceptance in the West only since the past decade or so. For example, Fatima Azri tells how her mother supported her desire to be an engineer even though teachers at school were not enthusiastic about it. "I dreamt of becoming an engineer since school. My parents' support was unwavering despite my teachers' lack of enthusiasm," she says. There was momentary wavering on her part when she found herself to be the only girl in the engineering class and she wanted to quit the course. It was then that her mother and professor encouraged her to stay on and not give up. "Both emphasised that I had goals to achieve at university and would have to overcome challenging situations to do so," she recalls.

The girls say that despite the parental endorsement of their choice of subjects, there is a societal predilection that approves women turning out to be teachers and doctors.

"Some families prefer their daughters to be either teachers or doctors as they believe that the caring and nurturing aspects associated with these professions are best suited for women. Furthermore, those professions will also primarily entail interaction with children and women, rather then men," Khadija explains.

The segregation of men and women in Arab societies remains a factor in the classroom situation as well, but it is not an insurmountable factor. Aida Issa Hilal Al Ismaili, resident medical officer, attributes shyness on the part of some medical students due to cultural background that created some awkwardness initially. "Everyone adjusted to the situation with time and learnt to respect each other as individuals and colleagues," she says.

Fatima Ali Al Khuzairi, a final-year student of English Education, admits that university "proved to be greatly educative in many ways. I learnt to effectively communicate and work with my male classmates." She adds that having brothers enabled her to gradually become comfortable with her male classmates.

The girls' families clearly expect them to see education as their top priority and advise them not to allow gender dynamics to affect their studies. The girls point out that they would have to interact with men wherever they work in future. Fatima Khuzairi and Khadija say that their experiences as trainees in male-dominated working spaces enhanced their communication and teamwork skills.

None of these young women was pressurised to marry during their studies. "My father rejected several marriage offers that came for me because he knew that I was very involved in my studies," Fatima Khuzairi recounts. Aida and Khadija will get married quite soon, but they perceive no conflict between their marital lives and career ambitions. They say that their fiancés have wholeheartedly supported them throughout their education.

These young Omani women appreciate the ways in which education has enriched their lives and guided them to grab opportunities to succeed in their careers. "Omani women work not out of economic necessity; they work because they truly enjoy what they are doing," adds Fatima Azri.

Women's Feature Service