2014
Annual Narrative Report
THE HASHEMITE KINGDOM OF JORDAN
MINISTRY OF EDUCATION
Education Reform for Knowledge Economy Second
Phase
ANNUAL NARRATIVE REPORT
2014
Prepared by:
Development Coordination Unit (DCU)
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Table of Contents
Abbreviations ........................................................................................................................................ 3
BACKGROUND ....................................................................................................................................... 6
COMPONENT ONE.................................................................................................................................. 8
Field Directorate and School-based Improvement and Development Planning and Management ......... 8
COMPNENT TWO ................................................................................................................................. 12
2.1.1 Policy and Strategic Planning:......................................................................................................... 12
2.1.2 Comprehensive Internal Monitoring and Evaluation System: ....................................................... 17
2.1.3 External Monitoring and Evaluation System: ................................................................................. 17
2.1.4 Development Program (ERfKE II) Coordination and Management: ............................................... 22
2.2 .1 ORGANIZATIONAL STRUCTURES AND FUNCTIONS: ...................................................................... 24
2.2.2 RESULTS-BASED MANAGEMENT OF FINANCIAL AND HUMAN RESOURCES SYSTEMS .................. 26
COMPONENT 3: ................................................................................................................................... 27
3.1: TEACHER POLICIES AND PROFESSIONAL DEVELOPMENT................................................................. 27
3.1.1 EDUCATION TRAINING CENTER ...................................................................................................... 27
3.1.2 PREPARATORY PROGRAM .............................................................................................................. 27
3.1.3 IN-SERVICE PROGRAM .................................................................................................................... 28
3.2 CURRICULUM, ASSESSMENT, AND LEARNING RESOURCES .............................................................. 34
3.2.1 CURRICULUM REVIEW AND REVISION ........................................................................................... 34
3.2.2 RESOURCES FOR LEARNING ............................................................................................................ 36
3.2.3 ASSESSMENT OF LEARNING............................................................................................................ 39
COMPONENT FOUR .............................................................................................................................. 42
4.1 Early Childhood Education (ECD): ...................................................................................................... 42
4.2: Vocational Education:....................................................................................................................... 44
4.3: Special Education.............................................................................................................................. 45
COMPONENT FIVE: ............................................................................................................................... 47
5.1 Alignment of the MoE Standards with International Design Standards and Education Reform
Requirements .......................................................................................................................................... 47
5.2 Efficient Construction of New Schools and Provision of Extensions to Existing Schools .................. 47
FINANCIAL PROGRESS .......................................................................................................................... 50
Table (7): ERfKE II Financial Status up to 30th April 2015........................................................................ 51
The Syrian Crisis and the Impact on the Education System:.................................................................... 53
National Resilience Plan (NRP): ............................................................................................................... 55
Key Challenges and Issues facing the Education Reform ........................................................................ 57
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Abbreviations
CISLE:
Cultivating Inclusive and Supportive Learning Environment in Jordanian Schools
CPSC:
Community Parent School Coalition
CSB:
Civil Service Bureau
DCT:
Managing Directorate of Curricula and Textbook
DCU:
Development Coordination Unit
DERP:
Managing Directorate of Educational Planning and Research
DET:
Managing Directorate of Examination and Test
DETC:
Managing Directorate of Education Training Centre
DFATD:
Department of Foreign Affairs, Trade and Development Canada
DOS:
Department of Statistics
ECD:
Early Childhood Education
EDI:
Early Diagnosis Instrument
EDSS:
Education Decision Support System
EGMA:
Early Grade Mathematics Assessment
EGRA:
Early Grade Reading Assessment
EMIS:
Education Management Information System
ERfKE:
Education Reform for Knowledge Economy
ERSP:
Education Reform Support Program
E-TVET:
Employment, Technical and Vocational Education and Training
EU:
European Union
EUSSPR:
European Union Support to the Second Phase of the Education Reform
FARA:
Fixed Amount Reimbursement Agreement
FDs:
Field Directorates
GFMIS
Government Financial Management Information System
GIS:
Geographic Information System
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ICT:
Information Communication Technology
JSEP:
Jordan School Expansion Project
KfW:
Kreditanstalt Für Wiederaufbau
KOICA:
Korea International Cooperation Agency
KPI:
Key Performance Indicator
LEIIP:
Learning Environment: Improved Infrastructure Project
LSBD:
Leadership Program for the School-based Development
LStS:
Life Skills through Sports
M&E:
Monitoring and Evaluation
MDQRC:
Managing Directorate of Queen Rania Centre for Education and Information Technology
MDSE:
Managing Directorate of Special Education
MEP:
Monitoring and Evaluation Partnership
MoE:
Ministry of Education
NAfKE:
The National Assessment for Knowledge Economy Study
NCHRD:
National Centre for Human Resource Development
NRP
National Resilience Plan
NT:
National Survey Test
PCI:
Parent and Community Involvement
PD:
Professional development
PISA:
Program for International Student Assessment
PRS:
Poverty Reduction Strategy
QA
Quality Assurance
QEAU:
Quality in Education and Accountability Unit
QRTA:
Queen Rania Teacher Academy
QWAM:
Quality Assurance and Monitoring and Evaluation
RAMP:
Reading and Math Program Initiative
SCALT:
Student-Centred Active Learning and Teaching
C ent red
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SDDP:
School and Directorate Development Program
SDI:
School Development Improvement
SDIP:
School Development Improvement project
SSME:
Snapshot of School Management Effectiveness
STC:
School to Career Program
TIMSS:
Trends in International Mathematics and Science Study
ToT:
Training of Trainer
UNESCO:
United Nations for Education, Science, and Culture Organization
UNICEF:
United Nations International Children Education Fund
USAID:
United States Agency for International Development
VET:
Vocational Education and Training
VTC:
Vocational Training Corporation
WB:
World Bank
WEI:
World Education Inc.
YLM:
Youth Livelihood Mapping
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BACKGROUND
Education System in Jordan:
Education in Jordan has always been an essential component for the success, health, prosperity
and security of its people. As a country with few natural resources, Jordan strives to take its place
as a modern country on the world map, where education takes on even more significance.
The prime inspiration has been the Royal Vision of His Majesty King Abdullah II Ibn Al Hussein as it
emphasizes creativity, excellence, and the activation of partnerships. This Vision sets education as
the government’s top priority and the keystone of national development.
The education system consists of the following three cycles:
Pre-school education, which lasts for two years1.
The basic cycle which starts from grade one to grade 10.
The secondary cycle which lasts for two years and consists of the academic path and the
vocational path.
The net enrolment rates in the three cycles reached (38.2%), (98.0%) and (74.0%) in 2013/2014
respectively.
The table below details the number of schools, teachers and students by authorities:
Table (1): Number of Schools, Teachers and Students by Authorities 2014 / 2015
Key Educational Data
MoE
Private
Schools
Other
Governmental
Authorities
UNRWA
Total
No. of Schools
3760
2757
39
174
6730
No. of Teachers
80122
30840
1508
4515
116985
No. of Kindergarten (1+2)
Students
23018
96894
249
0
92025
No. of Basic cycle Students
1074935
336071
13476
116416
1540898
No. of Secondary cycle Students
189968
26294
2309
577
219148
Total No. of Students
1287921
459259
16034
116993
1880207
1
The private sector dominates the provision of kindergarten education; whereas the government is the main provider
of basic and secondary education.
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Education Reform for Knowledge Economy (ERfKE)
Education Reform for Knowledge Economy Program (ERfKE) is a multi-donor sector program
designed to deliver the “2002 Vision Forum for the Future of Education in Jordan”. The Hashemite
Kingdom of Jordan has the quality competitive human resource development systems that provide
all people with lifelong learning experiences relevant to their current and future needs in order to
respond to and stimulate sustained economic development through an educated population and
an educated workforce.”
The first phase of the Education Reform for the Knowledge Economy Program (ERfKE I) ran from
(2003-2009) and closed in June 2009 after five and a half years of implementation. The second
phase of the Program (ERfKE II) continues to build on the achievements of the first phase and
follows the same implementation arrangements that have proven to be successful in (ERfKE I), and
in the same time, focuses on schools as the locus of change as well as on the need to enhance
capacity building at the central and field levels. This report presents the overall progress of the five
components of ERfKE II during 2014 as well as the key challenges that are currently being faced.
The Development Coordination Unit (DCU) hopes that this report would be a useful reference tool
to provide the stakeholders with an updated brief on the reform progress, achievements and
challenges.
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COMPONENT ONE
Establishment of a National School-based Development System
Component objective: Create effective, school-based development process as the main vehicle to
deliver to all young people of the Kingdom a quality education focused on developing the abilities,
skills, attitudes, and values associated with a knowledge-based economy.
Field Directorate and School-based Improvement and Development Planning and Management
School and Directorate Development Program (SDDP)

The School and Directorate Development Program
(SDDP) introduced a new official participatory
approach of school governance focusing on schools’
self-assessment, planning, and improvement at the
local level, through establishing school clusters. This
Program directly engages parents, teachers, and
community members in identifying the schools’
needs and planning for the schools’ improvement.
Nearly (3582) schools (85% of the MOE schools), of
The School and Directorate Development
Program (SDDP) is a five - year project,
which supports Component One and some
activities of Component Two (gender,
policy, monitoring and evaluation) related
to
the
School
and
Directorate
Improvement. Department of Foreign
Affairs, Trade and Development Canada
(DFATD) provides technical assistance for
(SDIP) Project, in addition to the block
grants for building the development plans
at the schools and directorates levels.
are currently participating in SDDP.
Figure no. (1) below shows the schools implementing SDDP Program during 2010-2014.
900
800
700
600
500
# Schools
400
300
200
100
0
2010
2011
2012
2013
2014
Numbers of Schools Implementing SDIP Improvement Plans (2010-2014)
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
Based on the agreed upon work-plan / 2013, the SDDP project was reviewed by the
international consultant “Cameron Harrison” in September 2013. According to the
recommendations of this study, the SDDP was reviewed and modified, and then re-distributed
to the field directorates. This review included modifying the training materials for the
leadership programs, including community participation, gender mainstreaming, and
communication. Training on the modified programs was conducted as follows:
 Two sessions of the modified Leadership Program for the School-based Development
(LSBD) were conducted at the MoE center on 21st April 2014 and on 18th November 2014.
 Groups (1-5) started training on the modified Leadership Program for School-based
Development (LSBD) in February 2015.
 Group (6 A) started training through the SDI in March 2015.

In order to ensure the sustainability of SDDP program, the following measures were
undertaken:
1. The necessary financial resources for groups completing the implementation cycle and
handed over to the Ministry are allocated in the Ministry’s Budget 2015. Groups one and
two received the block grants from the MoE budget on 2013, while groups three and four
received the grants in 2014. It is worth mentioning that the MoE started analyzing the
grants’ spending at the schools and directorates levels to build up a database for this
project.
2. The Steering Committee for the School and District Development Project (SDDP)
endorsed the Annual Work Plan of the SDI project / 2015 in its meeting held on 3rd
February 2015.
3. The developed ISO forms for SDDP at the levels of the MoE’s center, the field directorates
and the schools were endorsed.

The MoE and the Department of Foreign Affairs, Trade and Development Canada (DFATD)
prepared a new grant based on the Sector Budget Support funding mechanism. This grant
amounts at (20) million Canadian Dollars to be allocated for the following key interventions:
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 Assisting the Ministry in sustaining the project by providing the block grants to the
schools and field directorates.
 Assisting the Ministry in implementing the induction Program targeting the newly
appointed teachers.
 Providing technical assistance support for the accountability mechanism, etc....
Supervisors’ New Role
One of the key achievements of the Ministry is the re-deployment of the presently body of
“supervisors” from a supervisory role to an advisory, supportive and enabling role. This transition
is from a role emphasizing evaluation, monitoring and control, to one which focuses on enabling,
shaping and supporting the actual process of school improvement. Moreover, the present body of
supervisors / advisors will be restructured into two layers: 1) the first layer is the “school
supervisor” that will be focused on supporting the school principal in the tasks of the school’s selfevaluation and development planning, and on supporting the principal and the school in the
implementation of the development plan. 2) The second layer is the “subject supervisor” will be
focused on working under the direction of the general supervisors, and as a part of the school
development plan, on improving the quality of classroom teaching within the schools.
Strengthening Accountability for Improved Education Services in Jordan
Accountability has been identified as key factor conditions to bring Jordan to the next level of
economic and social development. Accountability provides the MoE with a mechanism for
monitoring and responding to quality control issues as well as improving the educational services.
Therefore, the MoE requested technical assistance from the World Bank for strengthening
accountability through the establishment of a powerful and effective national accountability and
quality assurance mechanism. This mechanism will function by providing regular detailed
assessment of the quality of each school against the established national standards and criteria,
and by focusing on the school’s professional and public accountability, which powerfully
incentivizes schools to focus effectively on improving the actual achievement of students. The
quality assurance and accountability process is the key function of the new Quality in Education
and Accountability Unit (QEAU). This Unit is expected to play a quality assurance function as part
of a cycle of continuous improvement, as well as having a key role in raising the educational
performance towards the achievement of the goals laid out in ERfKE II. The following key results
are expected to be achieved by (QEAU):
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A.
Improved capacity within the Ministry of Education to undertake quality assurance and
accountability tasks.
B.
The establishment of QEAU within the Ministry along with the evidence that the actions
and procedures of the QEAU are effective in driving up the quality of the schools all over
the country.

In this regard, the Ministry formed an accountability team including the MoE and the SDIP
officials based on the official letter no. (19/4/11056), dated 2 nd March 2014. This team will
receive the technical assistance support of the WB grant to assist in developing the
accountability system in order to ensure the quality of education in Jordanian schools. The
draft accountability framework is developed and will be presented to the Planning Committee
for approval. Moreover, work is undergoing on developing the training materials and the
accountability system was piloted in eight selected schools.
The Launch of Group 6A. (16th April 2014)
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COMPNENT TWO
Policy Development, Strategic Planning and Monitoring and Evaluation
Component objective: Build upon ERfKE I investments related to policy, planning and M&E, and to
ensure that outputs from these activities fully support and inform the adoption of a school
centered approach to the delivery of education services.
2.1.1 Policy and Strategic Planning:
The Organizational realignment has taken place in order to support a school-based approach to
improve the delivery of educational services and organizational effectiveness at all levels of the
system through adopting a results-based approach to policy, planning, accountability, incentives,
and monitoring and evaluation.
The National Education Strategy will be developed in the light of the strategic directions resulted
from the Human Resources Development Strategy currently under preparation.
During 9th-19th March, 2014, three staff of the MoE attended a regional training course on
strategic choices for the Education Reform in Arab Countries in Kuwait, with the support of the
World Bank and the International Monetary Fund –Middle East Center for Economics and Finance.
Communication Strategy:

The Communication Strategy (2012-2016) was developed by a team consisting of the MoE
relevant staff and a local communication consultant. This Strategy aims to outline the overall
approach to promote the activities of ERfKE II in general, and SDDP in specific at the levels of
the Ministry, educational councils, local communities, relevant donors and the media. The
followings are the objectives of the Communication Strategy implementation plan:
1. Building the capacity of the MoE in the field of strategic communication.
2. Enhancing sustainable and planned communication efforts to guarantee the effective
flow of information across different tiers in a timely manner.
3. Distributing success stories resulting from the roll out phase of SDDP to maintain
engagement and support for the program and project at large.
4. Engaging news media in promoting awareness and better understanding of the
education reform efforts and activities of ERfKE II and SDDP.
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5. Utilizing social marketing materials in tandem with program community based events
and capacity building programs.

The MoE Communication team completed the training program on Strategic Communication in
collaboration with the SDI communication consultant. This program was submitted to the ETC
for final approval and accreditation in March 2014.

Training on strategic communication was delivered during November 2013 / March 2014 by
the communication team, and the SDI communication consultant for (70) heads of media and
communication divisions and technical and administrative directors at the directorates all over
the country. The training focused on the following cores: a) Strategic planning for
communication, b) News, media and reporting, c) Communication campaigns around ERfKE II,
and d) Communication for the higher management. The certificates were distributed to the
participants at a ceremony sponsored by His Excellency the Minister of Education on 16th April
2014.
The Ceremony of Training on Strategic Communication sponsored by His Excellency
The Minister of Education. (16th April 2014)

In line with the implementation of the Communication Strategy, the MoE Communication
Team, in collaboration with the SDI Communication Consultant, designed a media outreach
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campaign that started in April 2014. This campaign highlighted the success stories of the SDDP
program. The first press round was conducted on 14 th April 2014 at Al-Salt directorate and the
success stories at the schools in E’yra and Yarqa were presented to the journalists.
Education Management Information System (EMIS)
The MoE aims to use EMIS as the base for procedural
management, planning and evaluation of the education system
to inform different stakeholders and partners on the education
sector achievements and developments, and support the
development of the educational policies at all levels.
The Education Management
Information System (EMIS) is a
data system that allows for
extracting data and producing
indicators on the education
sector to inform the decisionmaking process pertainng to
educational issues.
The following results were achieved towards the fulfilment of
EMIS:

As part of the strategic plan for OpenEMIS implementation, thorough revision and
improvement of the ERfKE’s KPIs (31 packages) measurement standards was conducted in
order to ensure maximum accuracy, quality and relevance of the KPIs to effectively reflect
the requirements and expectations from the MoE and other stakeholders and partners. This
revision was conducted based on the utilisation of several key resources such as ERfKE
documents, the National Agenda, Gopa report, (EDSS) and international frameworks. The
MoE’s concerned directorates and other external stakeholders such as donors, the World
Bank and the NCHRD participated in the revision of the KPIs and the new structure and
format are improved. The comprehensive list of the revised indicator specifications and their
computation requirements and quality standards are defined. The revised KPIs specifications
will be published online as part of the online EMIS portal to facilitate their access for national
stakeholders. The KPIs documentation was prepared and in the final report was submitted to
the MoE in January 2015. Below are the new indicators’ dimensions that were tackled in the
final report:
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The New Indicators’ Dimensions

The development of the Open-EMIS system effectively continued and several documents and
plans are prepared for this purpose. The technical assessment needs for OpenEMIS project is
conducted by a team of experts with the participation of the MoE staff and other concerned
national entities such as CSB, GFMIS, DOS, VTC...etc. This assessment identified the relevant
needs and developed the detailed action plan that was later approved by EMIS Steering
Committee.

EduWave / EMIS historical data for the scholastic years 2011/2012, 2012/2013 and 2013/2014
are migrated to the OpenEMIS system and processes of the data cleaning and auditing are
finalized.

The OpenEMIS Core and Visualiser are installed
and configured on the MoE’s server for the
piloting phase (http://openemis.moe.gov.jo/core).
The piloting phase started with few schools and is
currently expanding to cover many schools
gradually based on the available resources and
schools’ timeline.

OpenEMIS Core Interface
The IT infrastructure assessment at the three levels of the MoE for OpenEMIS deployment is
conducted by setting-up and rolling-out an online IT and network connectivity assessment tool
for measuring the schools’ readiness for OpenEMIS deployment. The data collection phase is
completed and the technical report along with the proposed technical recommendations is
under preparation and will be submitted to the MoE soon.
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
Moreover, a module on the OpenEMIS system is
developed to collect the data for the Syrian
refugees’ students in the camps’ schools. The
required capacity building for the concerned MoE
staff is conducted and the module is currently
operational and is being used by the camps’
schools.
Syrian Refugees module on OpenEMIS

Two modules on OpenEMIS system are developed for the Professional Development (PD) and
the Early Childhood Education (ECD). Both two modules are finalized and tested by the
concerned directorates at the MoE center and some of the field directorates to be piloted in
2015.

Several technical capacity-building workshops are conducted by the implementing partners
(UNESCO & CSF) for EMIS & the QRC technical staff on several topics such as data cleaning and
visualization, OpenEMIS administration and deployment, OpenEMIS Syrian refugees’ module.
Technical workshops on Open-EMIS system
Geographic Information System (GIS)



The geographical informaion system is
maintained and upgraded to keep the system
operational and enriched with new features and
services.
In addition, the software presenting EMIS data
into geographical photos is purchased and
provided to the MoE. The EMIS staff received
training on the utilization of the software.
The MoE will continue enriching the GIS system
Geographic information system (GIS) is utilized to
analyze and present all types of geographical
data and displays geographic information for
informing the decision making process. GIS
applications are tools that allow users to create
interactive queries, analyze spatial information,
edit data in maps, and present the results of
these operations into geographical view.
with the needed layers and space photos through the Royal Geographic Center.
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2.1.2 Comprehensive Internal Monitoring and Evaluation System:
The Monitoring and Evaluation Division at the Managing Directorate of Educational Planning and
Research conducted the following studies:
1.
The Evaluation Study of the Knowledge Centers was conducted by a team of the DCU & the
DEPR staff in February 2014.
2.
The third and the forth report on the Comprehensive Monitoring for Component One.
3.
The Monitoring and Evaluation report for ERfKE II.
The reports were uploaded at the MoE Website as follows:
http://www.moe.gov.jo/NewPages.aspx?PageID=YQ3uIWvksgg=
http://www.moe.gov.jo/Files/%2815-9-2014%29%282-12-47%20PM%29.pdf
As part of the internal M&E plan, the M&E Division is currently conducting a descriptive survey
study titled "Defining the Reasons Affecting the Enrollment of Student in the Education Cycles
in Jordan". In addition, the M&E Division is preparing the annual M&E reports for Component
One and ERfKE II.
2.1.3 External Monitoring and Evaluation System:
 Under the Monitoring and Evaluation Partnership (MEP) 2 Program, supported by the USAID /
Jordan, and implemented by the World Education Inc., the USAID and the National Center for
Human Resource Development in Jordan conducted the following studies:
1. Classroom Observation Study 2014
Classroom Observation Study is a national summative study on the implementation of
Student-Centered Active Learning and Teaching (SCALT) methodologies in the Jordanian
classrooms. This study presented a comparison of the findings of 2014 and the findings of
2011, which was considered a baseline study. The main objective of the study is to assess the
changes in the teaching practices germane to SCALT. The finding of the study’s report, which
was submitted to the MoE, revealed that teachers successfully manage their classrooms, and
that (207 teachers) representing (24.3%) of teachers in study sample are ranked as high
performers in using student-centered active learning and teaching methodology. On the other
2
Monitoring and Evaluation Partnership (MEP) is a four-year (2010-2015) USAID funded project implemented by
World Education Institutions (WEI) with the aim to strengthen the technical analytical capacity of NCHRD in M&E
development and education policy studies. The project was financially closed in 2014, while some of its activities are
ongoing in 2015.
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hand, (125 teachers) representing (14.7%) of the teachers in the study sample are identified
as poor performers in using these methodologies. The majority of teachers in the sample
(61.1%) are in the middle.
Moreover, the findings of the study’s report showed positive changes in the composite
score of teachers' performance in using student-centered active learning and teaching
methodologies (SCALT) in 2014 compared to 2011, as shown in the following table.
Table (2): Comparison of Teachers' Performance in Using SCALT (2011-2014)
Year
2011
2014
High Performers
16.2%
24.3%
Middle Performers
63.9%
61.1%
Poor Performers
19.9%
14.7%
Teachers’ Rank
in Using SCALT
2. Mapping Student Assessment in Jordan
Mapping Student Assessment study aims to: 1) map out all major student assessments in
Jordan. 2) Identify the elements for change, improvement and/or new developments. The
study thoroughly reviewed and assessed the purposes of the existing on-paper and in-practice
students’ assessments, the major domains of the core curricula subjects, data issues, including
a comparison with the international practices, and other related assessment policy issues. The
study was conducted by the research team working under the Monitoring and Evaluation
Partnership (MEP) Program. The study revealed that:
 Jordan ranks in the “middle” in terms of testing frequency, types of student assessments,
grade levels, subject domains, as well as testing instruments, rubrics development, and
administration. Although there are multiple and diverse assessments in Jordan, there has
been no or little attempt to integrate data from these diverse assessments.
 Furthermore, there has been no integrated analysis by linking multiple assessment results
at student, class or school level to identify common problems and conduct higher-order
analysis, which means that the utilization of all assessment data and results in Jordan is
insufficient in general.
The key recommendations of this study highlighted the following:
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 MoE should consolidate the current loosely-coupled student assessment systems into
a well-integrated holistic student assessment system that includes various forms and
designs of assessment tools for the purpose of improving equitable learning and
achievement.
 More specifically, three structural adjustments and integration are recommended in
the integrated assessment system in Jordan: 1) Increase the level of effort to assess all
students learning performance in Grades 4, 8, and 10 annually and raise the stakes of
the NT assessment system. Institutionalize the development, delivery and
dissemination of field directorate and school report cards and their utilization so that
students and schools take NT “more seriously” and learn the academic subjects as they
prepare for NT; 2) Convert NAfKE to NAfKE JoR and expand its plan to assess samples
of students in Grades 3, 6 and 9. 3) Continue to participate in TIMSS and PISA but add
Grade 4 TIMSS.
3. Gender Gap in Student Achievement in Jordan
This study has the following three objectives: 1) Determining the magnitude and trend in
the achievement gap between males and females in TIMSS, PISA, NAfKE, and National Test
(NT) overtime, 2) investigating the factors associated with the gender gap in different
assessments overtime, and understanding how those factors operate; and 3) proposing
policy options that will help narrow the gender gap in student achievement. The key
findings of the study were as follows;
1. The gap is more pronounced in government schools than non-government schools, and as
students move up through the education system and reach higher grades, the gender gap
tends to increase.
2. At the descriptive level, students, teachers, and principals in female schools reported
behaviors and attitudes more conducive to learning than their counterparts in male schools.
3. At the school level, differences between male and female schools were also apparent. Female
teachers reported higher job satisfaction than male teachers, and female schools were
reported to be safer than male schools.
4. Male principals reported fewer resources in their schools than female principals. Female
principals reported closer supervision of teachers, less teacher turnover, and higher parental
participation.
The key recommendations of this study highlighted the following;
1.
2.
3.
4.
5.
6.
Invest in teachers and principals.
Improve overall safety in schools.
Make education more relevant to the needs of students.
Increase students´ motivation to learn.
Initiate interventions in directorates with large gender performance gaps.
Create initiatives to involve parents and communities in children’s education
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In addition to the studies supported by MEP, the NCHRD conducted the following studies;
1. Early Diagnosis Instrument (EDI) 2014
This study was implemented in coordination with the Ministry of Education, and sponsored
by the UNICEF. The study aimed to monitor the development of early childhood at the
national level through periodic and repeated measurement of the level of readiness to
learn at children all over the country. This monitoring process aimed to design and select
the appropriate educational programs and curricula for male and female children in
schools in the rural and urban areas in order to equip them with knowledge, attitudes, and
the skills necessary to improve the their performance level in the subsequent academic
years.
It is worth mentioning that this study is a replicate of the study that was conducted in 2010
for the purpose of measuring the changes since 2010. The EDI study / 2014 showed that the
percentage of children who were identified as ready to learn was (73%), while (27%) of
children were not ready in one or more of the EDI domains (Vulnerable). Table No (3) shows
a comparison of children who were classified as ready to learn in 2010 and in 2014. The
study also revealed that there was positive impact with statistical significance in favor of the
program of raising the readiness for learning that is implemented by the Ministry of
Education in Jordan.
Table (3): Comparison of Children Classified as Ready to Learn between 2010 and 2014
Percentage of students Ready to
2010
2014
Male
69.8%
67.6%
Female
76.4%
78.4%
General Percentage Of Students
73%
73%
Learn
Ready to Learn
2. NAfKE 2014 Main Survey.
The NCHRD is mandated to conduct a national study as part of the follow-up evaluation
process to assess students’ skills related to knowledge economy framework to identify the
performance levels of Jordanian students, and to determine the base indicators of
students’ performance. In this regard, a test of knowledge economy skills was developed
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and implemented to measure students’ performance of knowledge economy skills. The
main study survey for NAfKE / 2014 was conducted on 2014 and the initial results showed
improvement in students’ performance. The draft report is expected to be submitted to
the MoE in June 2015. The figure below shows the performance means by authority, grade
and Subject.
.
The Performance Means by Authority, Grade and Subject
3. Program for International Student Assessment (PISA) National report.
This study aims to assess the performance of 15-year-old students in mathematics,
science, and reading. Jordan participated in this study in 2006, 2009 and 2012, and is
planning to participate in PISA / 2015. In order to improve Jordanians students’
performance in the upcoming round of PISA / 2015, the NCHRD developed three teachers’
guides based on the students’ conceptual errors in PISA items 2009 & 2012. These guides
propose teaching strategies that support teachers in teaching the concepts related to
these errors. It is worth mentioning that PISA / 2015 field pilot was conducted in May
2014, meanwhile work is ongoing on preparing for the implementation of PISA / 2015
main survey which will take place during 10th -15th May 2015.
4. Trends in International Mathematics and Science Study (TIMSS)
TIMSS is one of the studies established by the International Association for the Evaluation
of Educational Achievement (IEA). It aims at allowing educational systems to compare
their students' educational achievement with the international achievement as well as
learning from the experiences of other countries in designing effective educational
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policies. Jordan participated in this study in 1999, 2003, 2007, and 2011. The MoE piloted
TIMSS Study in May 2014 and implemented TIMSS for grade eight and the Numeracy test
for grade four during 12th -16th April 2015.
2.1.4 Development Program (ERfKE II) Coordination and Management:
The Components’ Committees, headed by the Secretary General, approved the annual work plans/
2015 for all components in March 2015, with the involvement of all concerned projects and
initiatives under ERfKE II.

A multi-donor supervision team led by the World Bank, along with the participation of
representatives from USAID, EU, CIDA, UNICEF and UNESCO, conducted two supervision
missions during May 17th- 22nd 2014, and December 14th -22nd, 2014.

The Assessment Mission of the European Union Support to the Second Phase of the Education
Reform (EUSSPR) conducted its appraisal in Jordan during October-November 2014.

A consultation meeting with the donors was held on 1 st July 2014 to discuss the donor's
support to the education sector, post ERfKE II and the outlines of the new reform , the Syrian
students’ needs, and the preparations for the scholastic year 2014-2015, as well as the issues
related to the teachers’ training (pre-service and in-service). A second meeting was held on
11th March 2015 to discuss the education reform plan, the preparations for the Educational
Development Conference and the donor’s planned new projects and updates.

The table below shows the key agreement that are signed between the Ministry and the
funding donors:
Table (4): Key Ongoing Financial Agreements
Agreement
Early
Grade
Reading and Math
Program
Initiative
Partnership
with
USAID
UK Government
(RAMP)
Fixed
Amount
Reimbursement
USAID
Objectives
Period
Institute reading and math teaching and
learning methodologies, policy and practices, at
the school, community and government levels
that focus on improving learning outcomes for
reading in Arabic and math in grades K-3 in
Jordan.
(2015-2019)
Support curriculum material and the
Educational Development Conference in
(2014-2015)
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Amount
($48
millions)
($2.400.000)
2014
Annual Narrative Report
Agreement (FARA)
Establishment
addition to research and assessment.
of
Support the establishment of the accountability
unit.
(2014-2015)
$587800
Korean Establish a Special School for the hearing
(2014-2017).
($5,200,000),
(2014-2016)
(20) million
World Bank
Accountability Unit
Establish
of The
Special School for International
Hearing
impaired student in Amman /Marka.
Impaired Cooperation
Student
Agency (KOICA)
Budget Support
the Department Assisting the Ministry in conducting the
of
Affairs,
Foreign following tasks:
Trade
and
Development
Canada (DFATD)
Canadian
1. Sustaining the (SDIP) project by providing
the block grants to the schools and field
directorates.
Dollars
2. Implementing the induction Program
targeting the newly appointed teachers.
3. Providing technical assistance support for
the accountability mechanism, etc...).

Moreover, the USAID is implementing the Jordan School Expansion Project (JSEP) which is a
four-year project starting from April 2014 to April 2018. This Project aims at providing a
learning environment responding to the development goals of education towards knowledge
economy, particularly the goals relating to ease overcrowding and reduce the number of
double-shift schools as well as responding to the increased demands for schools, the increased
enrolment in kindergarten and providing sports facilities with a total amount of (USD 80
Million).

This Project consists of the following two components:

“The Fast Track” which includes (20) schools accommodating Syrian students. The designs
were prepared for the first phase, which includes 20 schools extensions, and the first group of
Kindergartens. The JSEP Fast –track School Expansions groundbreaking Ceremony was held at
Daheit Al-Hussain Secondary school in Irbid for the first group in 22/4/2015, with the
sponsorship of H.E Prime Minister, H.E the American Ambassador Alice Wells and their
Excellencies the Minister of Education and the Minister of Housing and Public Works to initiate
the construction work of this package.
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The groundbreaking Ceremony of “Fast track School Expansions Project”
at Daheit Al-Hussain Secondary School in Irbid. (22nd April 2015)

“The Rehabilitation Track”, including (100) schools, (50) sports facilities and (300) kindergarten
rooms is under assessment and design stage based on the identified packages.

On 1st November 2013, the USAID started the implementation of the Learning Environment
Improved Infrastructure Project (LEIIP) which aims to improve the functionality of schools to
achieve better learning quality, enhance the school image and improve the accessibility and
safety. This Project consists of the renovation of (150) Schools with a total amount of (35
million dollar) for A/E services, renovation works, critical furniture and equipment with an
estimated average of ($200.000) per school. The Project covers Amman, Zarqa, Irbid, Ajloun,
Jarash, Balqa, Tafileh, Ma’an and Aqaba and lasts until 31st October 2017.
2.2 .1 ORGANIZATIONAL STRUCTURES AND FUNCTIONS:
Revision of Organizational Structure of the MoE against Strategic Plan to respond to the reform
requirements.

The Ministry of Education is working on modifying the Ministry’s organizational structure.
Recently, the Planning Committee approved the restructuring of the Managing Directorate of
Cultural relations and Scholarship, the Managing Directorate of Private Education, the
Managing Directorate of Media and the Jordan National Commission of Education, Culture and
Science, as well as the establishment of the Directorate of Managerial Affairs in its meeting no.
19 dated 15th October 2014.
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
The MoE requested additional technical support from the EU to complement the progress
initiated regarding the governance and the organizational structure of the Ministry.
Recruitment, Retention, Promotion and Succession Plan:

The Ministry of Education continued its efforts towards more competitive and transparent
procedures for teachers’ recruitment in coordination with the Civil Service Bureau (CSB) to
delegate the Ministry with more authority in this regards. The CSB issued new instructions for
hiring new teachers upon its formal letter no. 4/12/3143; dated 14th April 2014. These
instructions include selecting four shortlisted candidates for every post to sit for an exam, and
the three highest ranked candidates are interviewed to select one candidate. The MoE took
the responsibility of the competitive selection of teachers in 2014. The teachers nominated by
the CSB (four for each position) sat for a competitive exam developed by the DETC and the
DET, and the results were announced via the CSB website. In 2014, the MoE selected the
teachers based on their scores in the competitive exam without conducting interviews due to
the lack of time.

The job description of the Managing Directorate of Human Resources was modified to include
the new tasks related to selecting the new teachers.
Capacity Building for Gender Mainstreaming at the Central and Field Directorates:

Analyzing and verifying the results of the study on “Gender Indicators in the Special Education
Programs”.

The SDI is working closely with the Gender Division at the MoE and is providing support in line
with the activities of the annual plan / 2015.
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2.2.2 RESULTS-BASED MANAGEMENT OF FINANCIAL AND HUMAN RESOURCES SYSTEMS
Innovation Fund:

The first round of the Innovation Fund was
launched in March 2011. Five projects were
selected and implemented, while the second
round of the Innovation Fund was finalized and
ten projects were selected in the light of the
Funds’ three domains. The bidding document was
prepared and initiated in November 2013. The
third round of the Innovation Fund was launched
The Innovation Fund is an educational grant
program that supports school- based innovations.
It is funded by the World Bank Loan and provides
small grants for projects’ proposals addressing
innovation.
It
provides
resources
for
administrators, teachers, supervisors, and
principals, and professionals at the central and
the field levels to pursue approved innovative
projects that will support the transformation
process through new approaches and new sets of
information.
in March 2013, and public and private schools
were invited to present their project’s proposals in line with the provisions and standards of
the fund’s Operational Manual approved by the Steering Committee. (44) proposals were
received by the Technical Committee and nine projects were selected. The funding process of
these projects was initiated during November –December 2014.

The fourth round of the Innovation Fund was launched in February 2015, and the public and
private schools were invited to present their projects’ proposals in line with the provisions and
standards of the fund’s Operational Manual approved by the Steering Committee.

A workshop was held during 18th-19th November 2014 to the field leaders and coordinators of
the winning projects of rounds one and two. The technical committee members will discuss
the implementation achievements, challenges and lessons learned for both rounds to improve
the launch of round four during the first quarter of 2015.

The Higher Committee discussed the progress status of the innovation funds and the need to
speed up the procurement and implementation process in its meeting dated 9th December
2014.

The head of SDDP divisions and the innovation fund coordinators explored the enhancement
of linkages and coordination during their meeting held on 27th November 2014.
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COMPONENT 3:
Teaching and Learning Development
Component objective: The students' learning outcomes relevant to the acquisition of knowledge
economy skills have been improved through realigned curriculum, authentic assessment,
appropriate teaching and learning resources, and interactive classroom practices.
3.1: TEACHER POLICIES AND PROFESSIONAL DEVELOPMENT
3.1.1 EDUCATION TRAINING CENTER
The Education Training Center (ETC) continued developing and coordinating the implementation
of teachers’ policies in Jordan, which implies the introduction and understanding by the Jordanian
Education Community of a number of new operational concepts, (Teacher Professional Standards,
Teachers’ Professional Development... etc).
3.1.2 PREPARATORY PROGRAM
Induction Program: The MoE offers the induction (initial) training program for the newly
appointed teachers before they join the teaching profession to cover the lack of pre-service
training at higher education institutions.

The Ministry adopted new based-merit criteria for the selection of teachers including a
competitive exam and interview with the aim of improving the quality of education. The MoE
selected the teachers nominated by Civil Service Bureau (CSB) (four for each position). The four
nominated teachers sat for a competitive exam, which was developed by the DETC and the
DET and the results were announced via the CSB website. As a result, (3128) out of (4992)
candidates nominated by the CSB, passed the exam and (1400) are employed.

About (2131) newly appointed teachers started training on the Induction Training Program
including two parts: a theoretical part and a practical part with a total of (350) Credit Hours.
The Program started on 21st September 2014 and completed on 21st November 2014. After the
completion of the training, the teachers’ teaching skills were evaluated based on the practical
context and through a written exam. The written exam was held on 20th December 2014, and
(1870) teachers out of (2300) teachers sat for the exam. (1728) teachers passed with a passing
percentage at (92.4%), while (142) teachers did not pass or attend the exam.
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
The Induction Training Program evaluation mission was conducted and supported by the
European Commission with the aim of reviewing the current status of the Induction Training
program. The draft report, including the recommendations for further development, was
submitted to the MoE in the end of January 2015. The report’s findings indicated that the
Induction Training Program provides some orientation and preparation for the new teachers,
yet it is insufficient to prepare teachers to use the most developed teaching approaches. It is
worth mentioning that the Specialized Module of the Induction Training was reviewed and
developed to roll-out its implementation to include all specializations.

Queen Rania Teacher Academy (QRTA) and Queen Rania Foundation (QRF) have developed a
“Position Note” which was sent to the key stakeholders, describing the preparation and
process required to qualify teachers before they join the teaching profession, and proposing a
structured approach that might serve as the first stepping stone towards a full reformation of
teacher education. On 23rd April 2015, an open discussion session was organized by QRTA,
where relevant stakeholders were brought together to discuss key issues related to the initial
teacher education and to provide inputs for the proposed model:, which is a one-year
certification program which licenses teachers and provides them with the tools and skills
needed to join the teaching profession and contribute to raising students’ learning outcomes.

The USAID project on pre-service is under preparation and will be issued soon.
3.1.3 IN-SERVICE PROGRAM
In-Service Program:
1. The In-Service Training Programs: These programs cover all forms of trainings (supplydriven and demand-driven programs) delivered for teachers during service. During 2015,
the MoE is planning to review the current in-service training programs in line with the
National Teachers Professional Standards, the proposed Career Path, and the results of the
Classroom Observation Study which was conducted by (NCHRD) in 2011/ 2014. This study
aimed to assess the changes in teaching practices germane to the “Student-Centered
Active Learning and Teaching” (SCALT). The study revealed teachers successfully manage
their classrooms, and (24.3%) of the teachers were ranked as excellent in practicing SCALT,
whereas (14.7%) of teachers were considered poor in practicing these methodologies,
while (61.1%) were in middle.
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2. In-Service Supply-Driven Program: These Programs cover all forms of trainings that go in line with
the MoE’s strategies to enhance institutional capacities and human resources at the MoE. The
implementation of the Program’s activities is as follows:
ICT Training Programs:
The MoE restructured and modified Intel training program in order to include two components of
160 credit hours. The first component is Intel package (Basics & Project based Learning), and the
second component is Intel Interaction. On the other hand, (3400) teachers completed training on
Computer literacy (Cambridge) by the end of November 2014.
In-Service Demand-Driven Programs:
1. Education Reform Support Program (ERSP):
Education Reform Support Program (ERSP) is a USAID funded program that started in 2010 and
concluded on 8th June 2014. One of the key components of this program is professional
development (PD), which assisted the Ministry in establishing an in-service professional
development system for teachers, principals, and supervisors. A transition plan to ensure the
sustainability of the Program and to shift the responsibility of this Program from the ERSP to the
Ministry was developed in 2011. Throughout five years of ERSP/PD implementation, (382) schools
completed the In-service PD program as follows:
 (2172) teachers attended
the mentoring training to support the newly appointed teachers.

(6678) school staff participated in the In-service Foundation Training Program.

(4891) school staff participated in the In-service General Training Program.

(4254) school staff participated in the In-service Specialized Training Program.

(325) school principals participated in the In-service Foundation Training Program.

(686) supervisors and school principals participated in the Leadership Foundation Training
Program.

(291) supervisors and school principals participated in the Leadership General Training
Program.

(292) school principals participated in the Specialized Leadership Training Program for
principals.

(854) supervisors participated in the Specialized Leadership Training Program for
supervisors.
The following activities were also achieved through the ERSP support;
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 The leadership standards were developed with the support provided by the ERSP and
approved by the Minister in April 2014 to be adopted as criteria for recruitment,
determination for professional development needs, measures for development of
professional growth and for the ranking and promotion policy. These standards were
published and disseminated throughout the educational system.
 In May 2014, a team of consultants developed a draft set of professional growth
development tools to promote understanding and application of leadership standards as
means for structuring productive and trust building engagement between leaders in the
system. The tools will be utilized to develop professional growth plans for principals, subject
teaching specialists and general school supervisors as well as promoting a cultural of mutual
responsibility for success in improving students’ achievement.
 The ERSP provided a Quality Assurance, Monitoring and Evaluation Strategy for the PD
programs through the “On-the Job Support” to the relevant staff of the ETC. This Strategy
provided the ETC team with guidance on the developing monitoring and evaluation skills.
The Closing Ceremony of ERSP. (8th June 2014)
2. Queen Rania Teacher Academy Programs
2.1 Teachers Network Training Program:
-
The QRTA's Network training program is designed to enhance teaching and learning in
Jordanian schools by focusing on developing teachers’ skills and knowledge base in core
content areas of Math, Science, and English and Arabic literacy by building teachers’ capacity
at the school, network, and directorate levels through the provision of curriculum-based
professional development training, network meetings, on-site support, and communities of
professional development at the school and directorate levels. The following achievements of
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this program were realized during the last year: (121) Teachers and (14) supervisors from the
3rd series completed training on Math networks. (68) Teachers and (19) supervisors from 4th
series, and (57) teachers and (19) supervisors from 5th series started training on Math
networks.
-
(79) Teachers and five supervisors from the 3rd series completed training on English writing
networks. (60) Teachers and nine supervisors from 4th series, (36) teachers and four
supervisors from 5th series started training on English writing networks.
-
(95) Teachers and eight supervisors from the 3rd series completed training on Science
networks. (66) Teachers and (11) supervisors from 4th series, and (52) teachers and eight
supervisors from 5th series started training on Science networks.
-
(50) Teachers and (11) supervisors from 1st series completed training on Arabic networks. (39)
Teachers and (11) supervisors from 1st series, and (125) teachers and (25) supervisors from the
2nd series started training on Arabic networks.
-
(125) Teachers and (124) supervisors from the 3rd series completed training on Environmental
Education for Sustainability networks. (200) Teachers, in addition to the supervisors in the
targeted FDs from the 3rd series started training on Environmental Education for Sustainability
networks.
2.2 Instructional Leadership Program:
The QRTA worked closely with the Ministry to develop a leadership program aligned with the
standards for instructional leadership and evidence based practices in effective instructional
leadership. Effective instructional leaders ensure that every student receives the highest quality
instruction. Therefore, high impact instructional leadership practices focus on deep understanding
of the interaction among the content or curriculum to be learned, the role of the teacher in the
classroom and the role of the student in the learning process. The following achievements of this
program were realized during the last year:
-
(29) School principals and (14) supervisors from the 3rd series completed training on
instructional leadership – Math networks. (31) School principal and (19) supervisors from the
4th series, and (23) school principal and (19) supervisors from the 5th series started training on
instructional leadership – Math networks.
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-
(38) School principals and five supervisors from the 3rd series completed training on
instructional leadership – English writing networks. (29) School principal and nine supervisors
from the 4th series, and (11) school principal and four supervisors from the 5th series started
training on instructional leadership – English writing networks.
-
(31) School principals and eight supervisors from the 3rd series completed training on
instructional leadership – Science networks. (25) School principal and (11) supervisors from the
4th series, (20) school principal and eight supervisors from the 5th series started training on
instructional leadership – Science networks.
-
(11) School principal and (11) supervisors from the 1st series started training on instructional
leadership – Arabic networks.
3. Cultivating Inclusive and Supportive Learning Environment in Jordanian schools (CISLE).
Cultivating Inclusive and Supportive Learning Environment in Jordanian schools (CISLE) was
launched on 25th February 2014 in partnership between the MoE and the Queen Rania Teacher
Academy (QRTA), and the (USAID) support. (CISLE) aims at supporting the MoE to accommodate
the Syrian students’ while maintaining the quality of education. This Program consists of two
components as follows:

Teacher Professional Development component: This component includes the training of
(4,000) teachers in (200 schools) accommodating large numbers of Syrians refugees. This
training focuses on enabling teachers to implement interactive learning strategies, as well
as the relevant training materials that focus on providing psychological support for Syrian
Students.

Community Schools component: This component focuses on students’ participation in
activities after the school hours in 60 schools. (20) schools were selected to implement this
component which is expanding in the three nearby schools from each of the first twenty
schools.

About (367) teachers have received (12) training workshops training on interactive learning
strategies and providing psychological support in April 2014. On the other hand, three
training workshops were conducted for the community schools.
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
Throughout the first semester 2014/2015, nearly (3750) teachers (22% males and 78%
females) have received (123) training workshops on Interactive teaching and learning
strategies and Self-social skills till 20th November, 2014. On the other hand, six training
workshops were conducted for the community schools.

(CISLE) completed the implementation of (20) Community Parent School Coalition (CPSC) in
Model Community Schools, and (60) (CPSCs) in the neighboring schools with the aim of
enhancing the local community engagement in the learning environment including the
Syrian students and their parents.
 The QRTA received a grant of (CAD 20 million) from the Department of Foreign Affairs,
Trade and Development (DFATD) to support PD activities for the MoE teachers and leaders,
in different areas such as: The Expansion of the Networks Model and the Application of a
Hybrid Model of Novice Teachers Training Program, Instructional Leadership, and Network
Training Programs. In this regard, an MoU was signed between QRTA and DFATD in
December 2014, and the Annual work plan is developed and approved by DFATD and the
Ministry on 6th May, 2015
Reading and Math Program Initiative (RAMP):
The United States and the United Kingdom
will support the Ministry of Education in
Jordan in implementing a five-year $48million initiative to institute reading and
math
teaching
and
learning
methodologies, policy and practices, at
the school, community and government
levels. This initiative focuses on improving
learning outcomes for reading in Arabic
and for math in grades K-3 in Jordan. RAMP
RAMP Launch Ceremony under the Royal Patronage
of HER Majesty Queen Rania Al Abdullah. (28th April 2015)
will also i) improve early grade reading and
math learning materials that are integrated into every K-3 classroom in Jordan; ii) better prepare
teachers and administrators to provide effective reading and math instruction through in-service,
induction, and pre-service training, mentoring and supervision; iii) engage communities to
participate in the education of reading and math for all children and hold schools accountable for
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results; iv) support the MoE’s efforts to institutionalize early grade reading and math policies,
standards and assessments. This initiative was launched on 28th April 2015 under the patronage of
Her Majesty Queen Rania Alabdullah and the participation of the Minister of Education, and the
Ambassador of the United States and the United Kingdom’s Chargé d’Affaires.
3.2 CURRICULUM, ASSESSMENT, AND LEARNING RESOURCES
3.2.1 CURRICULUM REVIEW AND REVISION
 In line with the Ministry’s development plan, the MoE continued developing students’
textbooks and teachers’ guide. The Board of Education endorsed the following textbooks’
during its session no. (2/2014) dated 23rd April 2014:
 Islamic Religion for grades (1, 2&3) / two parts.
 Arabic Language for grades (1, 2&3) / two parts.
 Science for grades (1&2) / two parts.
 Mathematics for grades (1&2) / two parts.
 Work is undergoing on authoring the following textbooks by the formed committees to
be to be ready for the coming scholastic year.
 Jordan’s History for 11th grade for all streams.
 History for 6th & 7th grades.
 National & Social Education for 4th & 5th grades.
 Physics, Chemistry, Biology, and Environmental and Earth Science for 9th grade & 11th
grade / scientific stream.
 Science for 4th, 5th & 6th grades.
 Pre-vocational Education for 4th,5th, 6th & 9th grades.
 Geography for 6th, 9th &11th grades.
 National and Civil Education for 6th & 9th grades.
 Islamic Education for 4th, 5th, 6th, 9th and 11th grades.
 Arabic Language for 4th, 5th, 6th, 9th, & 11th grades.
 Mathematics for 4th, 5th, 6th, 9th & 11th (Scientific & literary streams).
 Computer Science for 7th, 8th, & 9th grades.
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 Art Education for 9th grade.
 Work is undergoing on authoring the following teachers’ guides by the formed
committees. The teachers’ guides are expected to be ready for the coming scholastic
year. Physical Education for 4th, 5th, 6th, 7th & 11th grades.
 Art Education for 5th, 6th grades.
School to Career Program (STC)
School to Career (STC) is one of the programs implemented by the ERSP in line with the National
Career Guidance Strategy, aiming to provide (130,000) students in grades (8 – 11) in (330) schools
with the opportunities to explore career pathways and develop the workforce skills at the MoE’s
central, directorate and school levels. According to the transition plan, the MoE started
implementing the program in the schools where students were trained by the ERSP. The program
started in 2012/2013 scholastic year adding 30 schools annually. By the conclusion of ERSP, (330)
schools completed all three modules of the STC program. The following achievements were
realized during the five years of implementation:
1. Youth Livelihood Mapping (YLM): (YLM) is a community-based activity, which offers students
the opportunities to explore the labor market’s needs, and learn about the different skills and
knowledge required for the jobs. (327) counselors attend (80%) of the training on the (YLM),
and (102.755) students participated in the (YLM) module.
2. Career Days: The Career Days activities aim to promote students' further knowledge of the jobs
and the labor market. (1.847) individuals or companies and (102.755) students participated in
the career days during the past five years.
3. Path Ways to the Future: This classroom-based career guidance curriculum offers exercises for
small groups and individuals. These exercises are facilitated by the School Counselors to
introduce key career planning knowledge, skills and attitudes. (330) counselors attend (80%) of
the training on the Path Ways to the Future, and (102.755) students participated in the “Path
Ways to the Future” module.
4. Internship: This activity exposes students to practical experiences at the work place. (269)
counselors received training on the counselors’ Internship module, and had the opportunity to
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participate in workplace Internship. However, this activity was discontinued because of the high
cost of implementation.
Life Skills through Sports (LStS)
The STC program was implemented by the ERSP to develop after-school sports activities for
students in grades (8 - 12) to help them improve their skills in communication, teamwork,
problem-solving, negotiation and critical thinking, build their self-confidence and enhance their
physical well-being. Throughout the five years of implementation, Life Skills through Sports (LStS)
completed its implementation in (100) schools where (116) physical education teachers received
training on LStS, and (22.758) students benefited from LStS activities.
3.2.2 RESOURCES FOR LEARNING
ICT strategic Plan
The MoE considers the ICT strategic plan as an outline for
all investments and plans related to ICT activities. Given
that the MoE is seeking to maximize the ICT utilization in
the teaching and learning process, the MoE, in cooperation
with the Jordan Educational Initiative is currently working
on the finalization of the ICT strategic plan. The strategic
framework was approved by His Excellency the Minister in
ICT strategic plan is considered the
umbrella guiding all the ICT activities &
projects via identified strategic goals,
and will guide the education vision
towards the integration of the ICT tools
in the teaching and administration
processes. In addition, the ICT strategy
will clarify the role of ICT in supporting
the educational entities with different
education tools and learning resources.
October 2014. The figure below illustrates the five key
pillars of the Strategy’s framework:
Human Resources
Development
ICT Utilization
ICT Infrastructure
Monitoring and
Evaluation
Management
Information System
Key Pillars of the Strategy Framework
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E-Content Development and Training

The enhancement and modification of the existing E-contents (Arabic, English, Science, Math,
Computer Science, Civics and KG II) is very limited due to the remaining challenges such as the
lack of the source codes for most of the e-contents, in addition to the intellectual property
rights owned by the developers from private companies.

The Managing Directorate of Queen Rania Center for Education and Information Technology
(MDQRC) intend to produce some “home-made” e-learning materials, which will be identified
according to a specific criteria and selection process.

Accordingly, the QRC developed three e-contents for three learning materials (one for Science,
one for Math and one for Arabic language). Story boards for three hard spots were prepared,
piloted and tested in April 2015.
ICT hardware
Inspite of the lack of governmental funding to the Ministry of Education, the MoE is making
tangible efforts to maintain the minimum ICT resources and tools at schools and utilise more cost
effective and effecient technical solutions in order to meet the schools’ actual needs of ICT
resources. The following achievements were realized in the provission of ICT hardware:
 The purchase of (4200) PCs, (152) printers, (88) Interactive Whiteboards and (50) Multiseat
labs for the MoE schools.
 The provision of a security system and antivirus software to protect the MoE’s network and
the PCs from hackers and viruses.
 The renewal of the schools’ connectivity agreement in July 2014 to connect around (2400)
schools via ADSL lines. Around (90%) of the MoE schools were connected to the internet in
June 2014 as follows:
Around (625) schools were connected via the National Broadband Network (NBN).
Around (2400) schools were connected via the ADSL lines.
Around (200) disconnected schools were connected by a wireless connection through
a separate tender.
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ICT Learning Programs and Initiatives Support
The MoE implemented several initiatives in coordination with the
Jordan Education Initiative. The following achievements were
realized in this regard:
The Jordan Education Initiative ( JEI )
was commenced in June 2003 as a
public-private partnership involving the
1. Provision of “Madrasaty” Initiative schools with the
needed ICT equipment:
relevant governmental institutions, the
international private sector, local private
sector, the NGOs and the donors. It aims
(74) schools were connected with wireless network.
at
(75) schools acquired with In-classroom technology.
through effective use of Information and
(75) schools were provided with multipurpose room
equipment.
(65) schools were provided with computer labs.
improving
education
in
Communication Technology, and at the
same time building local ICT industry
capacity and creating a model of reform.
2. Capacity building is provided for the concerned staff at
“Madrasaty” Initiative schools as follows:
The staff of (75) schools received training on the 21st Century Skills.
The staff of (29) schools received training on Change Management.
3. (28) “Madrasaty” Initiative schools were assessed to check their suitability to receive JEI
model. As a result, six schools were selected and received some equipment.
4. (73) schools are supported by interns (ICT graduates).
 On the other hand, the MoE has implemented other innovative projects such as “connecting
classrooms” project that realized the following achievements:
Ten schools in six field directorates are selected.
Eight Awareness workshops on the project were conducted for 34 schools.
Seven schools won the program’s competition.
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ICT New Technologies
Multi seat technology:
Multiseat technology offers shared-computing environment as a smart way to expand resource
availability with better cost effective approach.
 Around (1200) multi seat units for (100) computer labs are
donated to the MoE by Microsoft Company and are officially
accepted through the JEI to provide (75) “Madrasaty”
Initiative schools with this technology.
Multi Seat Technology
Help Desk
The key achievements in this area are limited to connecting
the helpdesk system to other systems currently running at the
Ministry such as the Quality Assurance and “Save the Children"
systems.
The Helpdesk system was initiated at
the QRC to provide the technical
support for schools and field
directorates in the field of E-learning
Portal, E-contents, networks, and
maintenance.
3.2.3 ASSESSMENT OF LEARNING
Learning assessment system
 Under the Monitoring and Evaluation Project (MEP) funded by USAID, the World Education
Inc. (WEI), in collaboration with the National Centre for Human Resources Development
(NCHRD), implemented the study on “Mapping of Student Assessments in Jordan”. This study
was conducted as a response to the MoE’s request and has the following objectives: 1)
Mapping out all major students’ assessments in Jordan. 2) Identifying elements for change,
improvement and/or new development. The Study’s report, submitted to the MoE,
emphasized that the MoE should consolidate the current loosely-coupled student assessment
systems into a well-integrated holistic student assessment one including various forms and
designs of assessment tools for the purpose of improving equitable learning and achievement.
National Assessment
1. National Survey Test
 In order to identify the overall performance of the grade 10 students on basic skills, and
outcomes of Arabic, English, Math and Science, the MoE implemented the National Test
electronically for a sample of (20%) of 10th grade students on 23rd April 2014. On the other
hand, the National Test for the 4th grade was conducted in 4th May 2015.
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2. The National Assessment for Knowledge Economy Study (NAfKE):
 (NAfKE) assessment is conducted by the National Centre for Human Resource Development
(NCHRD) to assess knowledge economy skills for students in grades (5, 9 and 11) in
Mathematics, Science and Reading as one of the key indicators developed to measure the
achievements of ERfKE program. The main survey was implemented in April 2014 and the
draft report is expected to be delivered to the MoE in June 2015. The Initial findings showed
improvements in the students’ performance compared with NAfKE 2011. The following figure
shows the improvement in performance means by authority.
Improvement in Students’ Performance Means by Authority
3. General Secondary Study Certificate Examination (Tawjihi)
 The General Secondary Study Certificate Examination (Tawjihi) is a general exam conducted by
the MoE at the end of the secondary level in the overall curricula of secondary education and
is an irrefutable verdict in universities’ admission. A new perception was proposed to
implement the Tawjihi Exam once a year, which will reduce the Exam’s cost. Moreover, this
perception gives students the opportunity to choose from two paths: The Academic Path, and
the Vocational Path, which includes Industrial, Hospitality, Home Economics and Tourism.
This perception is still under discussion to reach consensus among all concerned parties. The
reform details of Tawjihi exam are not articulated in a comprehensive manner yet, as such
reform should be comprehensive to cover the content and management of the exam, and to
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be linked to the admission policies of the higher education institutions. It is worth mentioning
that the Information Technology, Health Education and Sharia streams are cancelled starting
from the scholastic year (2015/2016).
International Assessment
 Jordan has been participating in the international studies for student assessment since 1995.
These studies intend to help the participating countries to better understand its own
educational systems so as help policy makers to better define the real and actual criteria for
educational performance. Moreover, this allows countries to monitor and evaluate the
successes as well as the failures of the educational systems. The NCHRD started the
preparations for implementing Trends in International Mathematics and Science Study
(TIMSS) and Program for International Student Assessment (PISA) / 2015. The field trial for
TIMSS was implemented during 6th-7th April, 2014, and the field trial for PISA in the mid of
May 2014. It is worth mentioning that the Numeracy test for the 4 th grade was implemented
during the same period.
The National Survey: Early Grade Reading Assessment (EGRA) / Numeracy Early Grade
Mathematics Assessment (EGMA) / Snapshot of School Management Effectiveness /
(SSME):
 Based on the results of National Early Grade Literacy and Numeracy Survey / 2012, the MoE
conducted a one-year intervention pilot on the improvement of reading and mathematics. An
end line study was conducted in May 2014 to measure the impact of the intervention pilot,
and the draft report was submitted to the MoE in end of August 2014. Moreover, a three-day
workshop on the dissemination of the Survey’s results and the related polices was held during
16th -18th September 2014. A remedial program was developed to improve the weakness in
Reading and Math skills in the targeted schools and schools with Syrian students.
Authentic assessment
 Three workshops on capacity building in the field of authentic assessment of student learning,
the standards and the indicators manual were held in the three regions in April 2014,
targeting the heads of supervision divisions and the core subjects’ coordinators.
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COMPONENT FOUR
Development of Special Focus Programs Development
Component objective: The objective of this component is to improve inclusive access to learning
for all children in Jordan through special focus on three critical subsectors: Early Childhood
Education, Vocational Education and Special Education.
4.1 Early Childhood Education (ECD):
Institutional Development
 The guide on "Expansion in Kindergarten" was published and distributed to all field
directorates during March 2014. This guide was prepared in the context of efforts for
increasing the enrollment ratio in kindergarten and to enhance access to kindergartens for
all children all over the country. The guide provides information and data on the current
status of kindergarten all over the country, including the enrollment ratios in each region,
and the distribution of kindergartens in the three authorities (public, private and charities).
 In line with the objectives of the Ministry to ensure the quality of services provided to
children, the licensing and accreditation of private KGs are in the endorsement process by
the Planning Committee.
 Three new KG supervisors were appointed in three FDs in June 2014 to increase the
supervisory services in early childhood development.
 The Quality Assurance (QA) audit report was published in July 2014. The report’s
recommendations provided specific follow up actions for underperforming KGs, and the
field directorates were requested to consider the recommendations and inform the QA
director on the corrected measures. Furthermore, work is currently undergoing on linking
the QA System for KGs with OpenEMIS.
 The NCHRD conducted the study on “The Early Development Instrument: Measuring
Children in Jordan Readiness to Learn”. This study was implemented in coordination with
the Ministry of Education, and sponsored by the UNICEF with the aim of monitoring the
development of early childhood at the national level through periodic measurement of the
level of readiness to learn for children in the country. It is worth mentioning that this study
is a replicate of the study that conducted in 2010 for the purpose of measuring the changes
since 2010. The NCHRD submitted a draft report of the EDI in December 2014. The study
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report revealed that the percentage of female children who are ready to schools is (78.4%)
compared to (76.4%) in 2010, while the percentage of male children who are ready to
schools is (67.6%), compared to (69.8%) in 2010, and that the proportions of vulnerable
children decreased in most governorates in 2014 compared to 2010. The study
recommended reviewing for interventions carried out by the MoE during the past years.
Expansion in Quality Kindergartens
 (76) KGs renovation was finalized by the end of May 2014 in line with the MoE’s ambitions
to make the Kindergartens education cycle and obligatory one. In this regard, the USAID
new school expansion program will provide support for 300 extensions of KGs rooms in 155
schools during the next four years of the project’s implementation.
Parent and Community Involvement
 The ECD continued its activities in the field of community engagement to raise awareness
and demands for early childhood Education. In this regard, a study titled “Effectiveness of
Parental Involvement Program applied in Public Kindergartens from the Perspective of
Parents, Teachers and Principals in Jordanian Schools” was finalized during the first quarter
of 2014. This study aims to investigate the effectiveness of Parental Involvement Program
applied in public kindergartens in Jordan from the perspective of parents, teachers and
school principals. The results showed that a large proportion of teachers and school
principals considered parental involvement program in Kindergartens highly effective,
while the parents estimated the effectiveness of the program as moderate. The results also
showed that some aspects and areas of the program need to be developed to improve and
raise the effectiveness of the program as perceived by teachers, parents and school
principals. Moreover, the results indicated that there are no statistically significant
differences in the views of teachers regarding the effectiveness of the program due to their
educational level and number of years of experience.
 On the other hand, the National Campaign for Kindergartens was launched under the
sponsorship of H.E. the Minister of Education in 4th February 2014, and the 15th of April is
considered the National day for Early Childhood.
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4.2: Vocational Education:
4.2.1 Reformulation of the Policy Framework

The MoE participated in the development of the E-TVET Strategy 2014-2020 which will be
guiding the development of VE strategy.

Jordan is seeking to reform its Vocational Education and Training sector (VET) at the level of
secondary education through the creation of a viable and sound strategy supported by the
Ministry of Education. In this regard, the EU provided the MoE with a technical assistant to
review the “Strategy for a Value –based Vocational Education and Training Upper Secondary
School Ministry of Education”. The suggested strategy includes key policies for the Vocational
Education reform in line with the National Employment Strategy 2011-2020, and the TVET
strategy. The strategy is built on the 10-year economic development plan 2015-2025
developed, the Poverty Reduction Strategy (PRS). Additionally, The VET streams are currently
under review by a committee formed for this purpose. The proposed restructure of the VE
streams will be presented to the Board of Education for approval.
4.2.2 Development of Curriculum and Learning Resources

Within the MoE’s efforts aiming to develop the Curricula and Learning Resources of Vocational
Education, the textbooks for the Industrial Branch levels 3&4 were completed and
implemented at schools, as well as the teacher guides for (Agriculture, Home economics,
Hospitality and Tourism) levels 3&4.
4.2.4 Rationalization, Re-deployment, and Procurement of Tools and Equipment
In order to provide Vocational workshops with tools and equipments, a number of vocational
education tenders is prepared as follows:
 The following tenders are initiated and currently in the technical evaluation process:
- (8WB/2014) cars workshops.
- (18WB/2014) central heating workshops.
- (28WB/2014) office machines & computers workshops.

The vocational education equipment for the Hotels and Tourism and Home Economics
specializations are delivered to the vocational schools.
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
Tender no. (5WB/2013) regarding the welding & General Mechanics workshops equipment is
in the delivery and acceptance stage.

Tender no. (7WB/2014) regarding the machines and tools for carpentry workshops is in the
delivery stage.
4.2.5 Facilitation of Graduate Employment

Within the partnership with the private sector, an agreement was signed in 2014 between the
Ministry of Education and The Jordanian Hotel Association to train students and teachers of
the Hotel and Tourism branch. The training started on 2014 and will continue during 2015.
4.3: Special Education
Access to Quality Education Programs and Services Relevant To Students with Special Needs Has
Been Increased
4.3.1 Review and Revision of Policies, Procedures and Practices

The Managing Directorate for Special Education (MDSE) has suggested amendments on some
items of the Law of Education related to special education students. These amendments were
proposed in the light of the Special Education Policies Framework which was endorsed in 2013.
It is worth mentioning that the suggested amendments are in the approval process as part of
the amended law.

The Higher Council for the Affairs of Persons with Disabilities and the MDSE are preparing a
strategy for the inclusion of students with special needs. The draft plan is expected to be
submitted to the MoE during the 2nd half of 2015.
4.3.2 Institutional Development of Central and Field Directorates

(192) special education staff in schools and 22 FDs received capacity building training on the
standards of integration and standards for teaching students with learning difficulties. On the
other hand, seven special education supervisors were appointed on 9th June 2014.
4.3.3 Quality of Learning Programs, Services and Resources
The MoE continue its efforts in delivering quality education for all students including disabled and
vulnerable students. The following achievements were realized in this regard:

Two new resource rooms for the gifted students and (16) new recourse rooms for hearing
difficulties were established during January –April 2014.
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
The special education data will be included in OpenEMIS system after reviewing and approving
the KPIs to ensure the provision of the relevant accurate data.

The UNICIF provided Technical Assistant in order to support the Ministry of Education in the
development of comprehensive teachers’ training materials for classroom teachers and
learning resource teachers with the aim of improving the quality of instruction provided to
children with learning disabilities. Phase one of this consultancy is completed and focused on
reviewing and analyzing the current situation in terms of the available resources and materials
for training teachers on inclusive teaching methods. Phase two proposes a manual on the
inclusion of students with special needs for schools. Phase three focuses on the delivery of a
Training of Trainers (ToT) program for a core group of trainers who will be responsible for
cascading the training to schools. The report on the first phase, the proposed training
framework and the inclusion manual were submitted to the MoE for review in March 2015.
4.3.5 Construction and Renovation of Facilities and Equipment

With the aim of improving the physical education environment for special education, the
following achievements were realized:
1.
Al Karak School for the Deaf is completed and handed over to the MoE in May 2015.
2.
Record of Discussion on the project
“Establishment of Special School for Hearing
Impaired Students” in Marka was signed between the MoE and KOICA on 2nd April
2014. The concept design of the schools is developed and is currently being detailed
to initiate the construction stage accordingly.
King Abdullah Schools for Excellence
This Royal Initiative aims to provide enriching learning environment to equip students with the
leadership skills required in a knowledge economy world. The first King Abdullah Schools for
Excellence was established in Zarqa’ in 2001 / 2002, followed by nine schools in Irbid, Mafraq,
Ajloun, Salt, Madaba, Tafeeleh, Ma’an and Aqaba. To achieve equity in the provision of
educational services, the Ministry is planning to expand these schools to cover all governorates by
building two schools in Amman, and one in Jerash as well as substituting the school’s building in
Zarqa with a new one.
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COMPONENT FIVE:
Improvement of Physical Learning Environments
5.1 Alignment of the MoE Standards with International Design Standards and Education
Reform Requirements
The guidelines’ designs are developed during the preparation stage of ERfKE II and submitted to
the Ministry of Public Works and Housing to be considered in the design and construction works.
5.2 Efficient Construction of New Schools and Provision of Extensions to Existing
Schools
Construction of New schools financed by the World Bank Loan:
Construction Status
 (28 new schools): The construction works for twenty eight schools with twenty five contracts
are commenced.
The progress status is summarized as follows:
i.
Seventeen schools are constructed, equipped and furnished and operational.
ii.
Eleven Schools are under construction with progress rates as follows:
Table (5): Progress Rates of Schools Financed by the WB
No.
Schools
Progress
Rate
1
Shkout Basic School for Boys
68%
2
Al_ Mallaha Basic Mixed School.
75%
3
Jraiba Basic Mixed School
80%
4
Al- batrawe al-Janobe Mixed School
82%
5
Ein Al- Bustan Basic Mixed School
63%
6
Yobla Secondary School for Boys
55%
7
Khadeja Bent Khuwiled Basic Mixed School
34%
8
Al- Andalus Basic Mixed School
4%
9
Al- Sumaira Bent Qais Basic School for Girls
3%
10
Fatima Al Zahra Basic Mixed School
1%
11
Burma Secondary School for Girls
1%
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Construction of School Extensions financed by the World Bank (37 schools):
-
(15) schools’ extensions are completed.
- (22) schools are at construction stage with different physical progress status as follows:
i. Nine schools with (75%-90%) progress rate.
ii. Four schools with (33%- 62%) progress rate.
iii. Nine schools with (75%-90%) progress rate.
New schools financed by the EU (through the budget support funding modality)
The MoE identified six new schools will be financed by the EU budget support grant. The schools
are in the construction stage with different progress status as follows:
Table (6): Progress Rates of Schools Financed by the EU
No.
Schools
Progress
Rate
1
Hai Al-Sarahdeh Basic Mixed School
68%
2
Mu'ath Bin Jabal Basic Mixed School
50%
3
Iskan AL-Ameer Hashem Basic School
24%
4
Yajouz Secondary School for Boys
16%
5
Dahiyat AL-Ameer Hassan Basic School
10%
6
Al-Qasem Basic School for Boys
0%
New schools financed by the KfW– Debt Swap Agreement
The KfW supports the construction of three new schools with the following progress rates:
1 - Hareema Basic Boys School with (15%)progress rate.
2 - Souf Basic Mixed School with (5%)progress rate.
3 - Kofer Rakeb Secondary Mixed School with (10%) progress rate.
Basic School Construction Program (BSCP) Financed by the KfW
1.
Phase I: Twelve new schools are completed and operational with a total cost of (JDs
10,411,619.558).
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2.
Phase II: (Twelve New schools): Seven schools are completed and operational with a total
cost of (JDs 10,484,148.315). Three schools are under construction with an estimated cost
of (JDs 6.6 millions) and the other two schools are in the procurement process for
construction work with an estimated cost of (JDs 3.4 millions).
3.
Phase III: (Thirteen New Schools): Twelve schools are completed and are in the
acceptance process and one school (Hay Al-Karameh Basic Mixed School) is in the
construction stage with (41%) progress rate.
New schools financed by USAID construction Program (28 schools+ 100 rehabilitation):
The United States Agency for International Development in Jordan (USAID) supports the
Ministry of Education’s efforts to improve the learning environment and increase access to
schools through the Jordan School Construction and Rehabilitation Project (JSP I). This Project
includes five phases, four of which are completed as follows:
1. (27) new schools are completed, furnished and operational, (33) schools’ extensions are
rehabilitated.
2. One new school from phase four (Al Taybeh School) is currently in the construction
stage with (91%) progress rate
Phase V: (Rehab 67 schools): Two schools were canceled (Eidon Secondary School for Girls,
Al-Haddadeh Secondary School for Girls) and the remaining 65 schools are completed and are
at the taking over stage to be operational for the next semester.
Sample of New School constructed by USAID
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FINANCIAL PROGRESS
The Ministry of Education keeps its commitment to ERfKE II by providing the necessary
human and financial resources to achieve the reform’s objectives. ERfKE II’s allocations
are appropriated under the MoE budget / 2015 with the amount of (JDs 9 million) in
addition to the allocations under MoPIC
budget
for the year 2015 with the amount of
(JDs 5 million).
World Bank Loan No. JO -7702
The established deadline for the WB loan was 31st December 2015. Due to the delay in the
implementation of the construction works, the GOJ requested an extension of the loan for one
additional year ending in 31st December 2016. The World Bank approved this extension upon its
letter dated 19th March 2015, which will enable the GOJ of disbursing loan proceeds.
The financial disbursement rate reached (59%) approximately in the end of April 2015
for the World Bank Loan contribution to the ERKKE-II Program excluding two designated
accounts balances. All Quarterly Financial Reports and the Audited Financial Reports
were sent to the World Bank in due time in compliance with the Loan Agreement.
European Union Support to the Second Phase of the Education Reform (EUSSPR)
The European Union continues the provision of the Budget Support Funding modality to
the Second Phase of the Education Reform with a total program amount of (Euro 63
million) (Euro 60 million sector budget support + Euro 3 million complementary support)
over four years period of implementation. The support is focused on the following five
areas: EMIS, Teacher professional development, Early Childhood, Special needs, and
Learning Environment. Due to the Syrian refugee influx, the agreement supports part of
the added cost to national education cost system (fees, teachers’ salaries, double
shifting, etc.) in the scholastic year 2013-2014 in order to help these children and their
Jordanian counterparts cope up with their predicament. The Ministry achieved all the
targeted indicators for the financial agreement except the target for the school
construction; accordingly, the duration for the completion of this indicator was extended
for additional one year.
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Department of Foreign Affairs, Trade and Development ("DFATD")
The agreement aims to make a contribution in the form of sector budget support to
contribute to the education sector in Jordan in all its dimensions by supporting the
evolution,
implementation,
and
monitoring
of
Jordan’s
education
sector
strategy
entitled “Education Reform for the Knowledge Economy II” and its successor strategy.
The agreement consists of financial contribution to Jordan for the purpose of supporting
the implementation of the Program. The total amount of the contribution will not
exceed
nineteen
million
and
three
hundred
thousand
Canadian
dollars
(CDN
$19,300,000) ("Contribution").
The Korean International Cooperation Agency (KOICA)
The Korean International Cooperation Agency (KOICA) singed a Record of Discussions
with the MoE to establish of Special School for Hearing Impaired Student in Amman
/Marka site for equivalent to (USD 5,200,000), over four years (2014-2017).
Table (7): ERfKE II Financial Status up to 30th April 2015
HASHEMITE KINGDOM OF JORDAN
SECOND EDUCATION REFORM FOR KNOWLEDGE ECONOMY (ERfKE II)
Funded
Brief description
Amounts allocated
Duration of
the project
by years
Disbursements
(USD)
31/12/2014
Implementation
period
Disbursements
%
World
Bank
School
construction,
consultancy
services, and
innovation fund
US$ 60,000,000
6
30,598,053
2009/12/302015/12/29
59
USAIDWorks
Jordan School
Construction and
Rehabilitation
(JSP)
US$ 199,000,000
(out of which US$
75 million
considered under
ERfKE scope and
costing)
5
not available
2009-2014
not available
USAIDERSP
Education Reform
Support Project
(ERSP)
US$ 50,000,000
5
not available
2009-2014
not available
(Closed)
(ECD,PD,DU,STC)
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HASHEMITE KINGDOM OF JORDAN
SECOND EDUCATION REFORM FOR KNOWLEDGE ECONOMY (ERfKE II)
Funded
Brief description
Amounts allocated
Duration of
the project
by years
Disbursements
(USD)
31/12/2014
Implementation
period
Disbursements
%
DFATD
Develop a
national school
based
development
system (SDIP)
US$ 21,250,000
7
not available
2010-2016
not available
GOVT.
Treasury's
contribution in
all activities
of the project
US$ 69,500,000
10
21,332,920
2009-2019
31
To achieve the
identified
indicators of the
key five areas
Euro 63,000,000
3
Euro
34,000,000
Paid directly to
MoF for the
achieved
indicators
2012-2015
budget support
CDN 19,300,000
3
CDN
$6,373,225
EU
(budget support)
DFATD
Budget Support
2014-2016
budget support
Paid directly to
MoF
KfW
School
Construction
Euro
4
0
2011-2015
4
0
2014-2017
5,506,274
(Debt Swap)
KOICA
Project for
Establishment of
Special School for
Hearing
Impaired
Students
USD
5,200,000
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The Syrian Crisis and the Impact on the Education System:
Jordan hosts around (1.4) million Syrian refugees, representing (20%) of the kingdom’s population,
more than half of them are children, and (36%) of them are in the school-age.
The Government of Jordan has allowed all children who have missed less than three years of
schooling to enroll in the Jordanian schools in order to ensure that refugee children enjoy the right
of access to basic education.
The recent figures show that the number of students enrolled in the MoE schools is (130,000)
students in the hosting communities and the camps, while (30,000) students are on the waiting
list.
The table below shows the breakdown of the Syrian students enrolled in the Jordanian education
system:
Table (8): Numbers of Syrian Students Enrolled in the Jordanian Education System
Schools
Basic Cycle
Secondary Cycle
Total
Local Communities
55364
4714
60078
Camps
22438
789
23227
MoE Double -Shift
45285
764
46049
Total
123087
6267
129354
The Syrian crisis has the following impacts on the Jordanian education system:
1. Overcrowding in schools in high population density areas, and the large numbers of
students in the classes. The percentage of overcrowded schools increased from (36.6%) in
2012/2013 to (46%) in 2012/2013 as shown in the table below.
Table (9): The Percentage of Overcrowded Schools
Indicator value/year
Indicator
2010/2011
Percentage of
Overcrowded
Schools
2011/2012
2012/2013
2013/2014
2014/2015
36.6%
38.2%
46.0%
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The rapid expansion of the education system resulted in the shortages of the qualified teachers as
well as the need to recruits new ones, which present a challenge in providing the necessary
training.
2. Shortages of the qualified teachers because of the rapid expansion of the system and the
new recruits of teachers which present a challenge in providing the necessary training.
The table below shows the numbers of teachers and administrators employed in double
shift and in the camps’ schools.
Table (10): Numbers of Teachers and Administrators
Employed in the Double Shift Schools and in the Camps’ Schools.
Type
Double Shift Schools
Camp Schools
Total number
2816
630
3446
School Admin
98
20
118
School Secretary
449
96
545
School Librarians
7
--
7
Computer Lab Technicians
56
--
56
Science Lab Technicians
33
--
33
Teacher
Total
4205
3. The increase in the double shift schools (98 schools started following the double shift
system). In order to respond to the increased demand for education, second shifts were
introduced in 98 schools. However, the introduction of double shifts in schools reduces the
instructional time available to both shifts.
Table (11): The Increase in the Double Shift Schools
Indicator
Indicator value/year
2010/2011
2011/2012
2012/2013
2013/2014
2014/2015
Percentage of Double
Shift Schools
7.63%
7.1%
7.6%
12.5%
11.74%
Percentage of Students
in Double Shift Schools
11.21%
10.12%
10.8%
18.7%
17.11%
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4. Affecting the quality of education and derailing the on-going reforms. The rapid
expansion of the system has led to the lack of systematic training to the newly appointed
teachers, particularly those appointed on contract. The crisis has resulted in delays in the
key ERfKE implementations related to the improvement of the quality of teachers and the
implementation of the related professional development and career path frameworks.
This has a direct impact on the quality of education services and the achievement of ERfKE
objectives.
On the other hand, NAfKE / 2014 study revealed that Syrian Students’ performance is the
lowest specially in camps. The average performance of the Syrian Students is as follows:
The Average Performance of the Syrian Students
5. Affecting the safe learning environment, and the increase of violence in schools.
6. The increase in the numbers of student and the introduction of double shift schools
placed greater strain on the educational infrastructure, particularly the sanitation and
hygiene facilities in schools, as well as increasing maintenance demands and shortening
the life-span of the school furniture.
National Resilience Plan (NRP):
The Government of Jordan conducted the Needs Assessment Review to provide a comprehensive
picture of the most critical effects of the Syrian crisis on Jordanian hosting communities, basic
services and infrastructure which provided the baseline for the National Resilience Plan. This
National Resilience Plan (NRP) includes a three-year program of high priority investments by the
Government of Jordan in response to the impact of the Syrian Refugee Crisis on the Jordanian
hosting communities. The total cost of the NRP Plan over the three years amounted at (US$
2,837,156,000) for the key impacted sectors, out of which (US$ 681,550,000) was estimated for
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the Education Sector. To respond to the identified needs for 2015 ,the Plan requires (US$
256,903,446).
The identified Overall Sector Objective is to ensure sustained quality educational services for all,
particularly the most vulnerable.
The followings are the specific objectives of the National Resilience Plan:
Ensuring access to uninterrupted education (formal, non-formal and informal) for the
displaced Syrian children across the country.
Boosting the capacity of the public education system.
Building up the capacity of teachers and other personnel to improve the quality of
education.
Exploring certified alternative learning opportunities for the out-of-school male and
female children, adolescents and youth.
Supporting education of children with disabilities and other marginalized groups.
The identified needs for 2015 include:
Expanding the coverage and provision of alternative education opportunities that lead back
to formal education for children, adolescents and youth who remain out of school.
Strengthening efforts to eliminate significant obstacles to the inclusion of children with
disabilities into mainstream education through improved school infrastructure, provision of
special education services and greater support to equip teachers and caregivers with the
assistance and knowledge of how to teach children with different disabilities.
Increasing opportunities of access to secondary and tertiary education for adolescent and
youth.
Addressing the cross-sector issues and potential barriers to education access for vulnerable
refugee households such as school violence, social tensions, WASH in schools, child labor
and child marriage, and lack of financial resources.
Providing the required technical support to ensure that teachers acquire the adequate
skills and expertise to address the psychosocial needs of children, adolescents and youth,
and to deliver quality education in a challenging context.
Supporting initiatives that aim to improve social cohesion between Jordanians and Syrians,
including the relationships among parents, students, teachers, schools and various
education providers through enhanced community involvement.
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Key Challenges and Issues facing the Education Reform
The Impact of the Syrian Refugee Crisis on the Jordanian Education System:
As explained in the previous section, the Syrian crisis continues to cast its shadow over the quality
of education. Jordan is facing the challenge of the increasing influx of refugees as well as the large
numbers of Syrian refugee students in the camps and the hosting communities, which in turn, has
placed an additional burden on the education system in the country. Despite of the assistance
provided by donors, international organizations and bodies, there is still need for more additional
recourse to overcome the financial and administrative costs resulting from such crises.
The Quality of Education/ Teacher Policy Framework: The competency of teachers is the key
factor to maintain the quality of education and it positively influences students’ performance level
in the key fields such as reading, math and science. The Ministry needs to work more closely with
the MOHE, the QRTA and other concerned parties in order to provide sustainable alternatives for
the teachers’ preparation programs. These programs will allow for more opportunities to enhance
the preparation of qualified teachers who are capable of meeting the demands of the 21st century
classroom. The MoE is currently providing the induction program for the newly appointed
teachers, though at a tight scale in order to make up for the lack of pre-service training programs,
which is the responsibility of the higher education institutions.
ICT in Education: Students’ learning and the provision of appropriate educational environment for
teaching and learning are considered key guidance for the Ministry’s plans and policies. The
integration of ICT in education has indirectly affected the quality of education and increased
students’ innovation, communication and research skills. The Syrian crisis and political issues in
the region are negatively affecting the educational system in particular and the country in general.
Therefore, the Ministry of Education is no longer able to continue its plans to support the
integration of ICT in Education due to several reasons, such as the high financial cost necessary to
maintain the current technology, and the continuous acceleration of the up-to-date modern
technology. This calls for the need to re-enhance the private sector’s role in through re-activating
the public- private partnership in the field of ICT.
School Mapping:
The current school mapping process resulted in the inefficient use of the existing facilities and
resources as revealed by the school rationalization study previously highlighted in the preparation
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study on school planning, which was conducted by the Ministry. This mapping process is not
efficiently addressing the issue of overcrowded and underutilized schools. Therefore, there is an
urgent need for better determined action planning and more rationalized use of the existing
infrastructure that support the MoE in terms of human and physical resources utilization.
Vocational Education and Training: The Ministry of Education is planning to develop the
vocational education streams and prepare a vision to link education with higher education and
labor market over the next ten years.. The role of the private sector in the planning,
implementation and other aspects of (E-TVET) still need be enhanced at the functional levels of all
(TVET) providers.
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