The study aimed to identify the impact of the recommendations of the National Education Strategy 2040 on plans and programs for higher education - Colleges of Applied Sciences as a model - in the Sultanate. The researcher sought to identify the impact of variables (gender, job title, years of experience, and geographical location) from the viewpoint of the sample members. A questionnaire was formed to consist of three parts. The first part included general data of the study sample, and the second part dealt with the National Education 2040 Strategy and its recommendations regarding the plans and programs of Colleges of Applied Sciences, and it included (6) areas. The third part dealt with the impact of the recommendations of the National Education 2040 Strategy on the plans and programs of the Colleges of Applied Sciences in the Sultanate of Oman from the point of view of the members of the study sample. It consisted of (7) items. The validity of the questionnaire was confirmed by judges, and it was also applied to an exploratory sample to confirm its validity and reliability. The number of the study sample and its supporting jobs were (293) of which (237) employees responded, at a rate of (25%). They were randomly selected, including (78) administrative, (120) academic, and (39) supportive jobs in each of the colleges (Salalah, Sur, Ibri, Nizwa, Sohar). The study found that the extent of the study sample's familiarity with the National Education Strategy 2040 and its recommendations in relation to the plans and programs of Colleges of Applied Sciences came in a (medium) range, and that the impact of the recommendations of the National Education 2040 on the plans and programs of Colleges of Applied Sciences of the study had a (large) impact. There were no statistically significant differences for the gender variable for all areas except for the second area: students' enrollment and progress throughout educational stages and work sectors, and the third area: meeting the outputs of colleges of applied sciences for the labor market needs favoring males. There were no statistically significant differences attributed to the job title variable except for the sixth area: financing education favoring academics. Also, there were no statistically significant differences due to the years of experience variable. There were statistically significant differences due to the geographical location variable in each of the first area: education management, and the third area: meeting the outputs of colleges of applied sciences to the needs of the labor market and in the fourth area: building quality in education, and in the fifth area: scientific research and development, all of which were favoring Sohar. In light of the results of the study, the researcher made some recommendations, including: The Student Services Center at the University of Technology and Applied Sciences should allocate seats for students with special needs according to a unified admission mechanism for all colleges according to the type of different programs and according to international requirements and standards, taking into account the preparation of facilities and classrooms in proportion to their conditions, and design a binding guide by the Ministry of Higher Education, Scientific Research and Innovation, and the Ministry of Labor that clarifies the most important skills required to join the labor market and specifies the time period for employment after graduation, and obliges the government and private sector to implement what was mentioned in this guide in the future, and to give powers by the Presidency of the University of Technology and Applied Sciences for its branches to invest its buildings, research and services to reduce dependence on government spending.