EDUCATION FOR PROSPERITY:

DELIVERING RESULTS
A National Strategy for Human Resource Development
2016 – 2025

1
2
 In our view, successful
reform is not an event. It is a
sustainable process that will
build on its own successes –
a virtuous cycle of change.

His Majesty King Abdullah II

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His Majesty King Abdullah II’s
Letter to Dr. Abdullah Ensour
In the Name of God, Most Compassionate, Most Merciful
Your Excellency Dr. Abdullah Ensour,
Peace, God’s mercy and blessings be upon you,
It is my pleasure to convey to you and your Cabinet my
greetings and best wishes for further success in realising
national aspirations for greater progress, development and
modernisation.

Your Excellency, our belief that the Jordanian citizen is the

centre of our development process remains constant. Hence, our keenness
is to invest in our citizens’ education and training to create a generation of
forward-looking young people, who are equipped with the skills necessary to
analyse, innovate and excel. Ultimately, we seek a generation of youth aware
of their rights and responsibilities as well as eager to contribute positively
towards their country’s economic, social and political development.

It is worth noting that developing an integrated educational system requires

full and swift implementation of existing programmes and plans, which are
in line with best international standards and practices. It also requires the
development of human resources, according to a framework that ensures
synergy between programmes and goals. This comprehensive approach gives
priority to vocational and technical training as well as improving university
education, with the aim of enhancing the outputs, quality and efficiency of
education.

It is, therefore, urgent that Jordan develops an integrated, comprehensive,

strategic and well-defined system for human resource development. It should
provide a clear framework for all sectors concerned with education, in line with
the 10-year economic blueprint (2015-2025) and The National Employment
Strategy’s executive plan.

This endeavour, which should be informed by previous efforts and studies,

seeks a human resource development model that equips future generations
with tools of knowledge and education as well as excellence and innovation.
We want our youth to be qualified and capable to compete effectively at
national, regional and international levels.

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Cooperation across the board is key, particularly from the private sector and
civil society organisations, in order to develop Jordan’s most vital sector,
education. Achieving this goal brings opportunities for Jordanian youth and
unleashes their potential.

Therefore, the government should establish a National Committee for Human

Resource Development, tasked with the following: Formulating a national
strategy, from which emerges a 10-year executive plan that encompasses
primary and higher education as well as vocational and technical training and
ushers in a qualitative leap for national human resource development and
helps identify consensus-based reform policies that support modernisation
and progress.

Leading preparations for a national conference, which adopts the National

Strategy for Human Resource Development that spans all phases of
education, from early childhood until entering the job market. This strategy
incorporates workable programmes and plans, key performance indicators,
well-defined reform priorities, potential funding options and necessary steps
for enhancing the job-market. Once approved by the Cabinet, this strategy will
become the long-term roadmap, guiding successive governments.

Following up on the implementation and progress of the National Strategy for

Human Resource Development to achieve high-quality and tangible strides
towards its goals.

The efforts of this National Committee will have our constant attention and
support. We expect the government and all its institutions to do their utmost to
execute programmes emerging from this strategy, and enable this committee
to carry out its tasks, achieve measurable results that positively reflect
development and serve the country and its people well.

May God grant us all success in fulfilling the aspirations of our faithful people,
building our precious Jordan and help you to achieve success in this noble
mission.

Peace, God’s mercy and blessings be upon you,

Abdullah II ibn Al Hussein
Amman, 3 Jumada II 1436 Hijri 24 March 2015

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6
His Excellency the Prime Minister’s
Letter to Dr. Wajih Owais

Prime Minister
No. 83/11/1/15322
Date: 6 April 2015
H.E. Dr. Wajih Owais
In implementation of the Higher Royal Order contained in the royal message
addressed to me on 24 March 2015, a copy of which is attached therein, I
decided to form a National Committee for Human Resource Development,
headed by Your Excellency and including the following esteemed members:
1. H.E. Mr. Said Darwazeh
2. H.E. Ms. Suhair Al Ali
3. H.E. Mr. Samir Murad
4. H.E. Ms. Haifa Najjar
5. Dr. Abdullah Ababneh
6. Dr. Abdel Nasser Abu Albasal
7. Dr. Ahed Al-Wahadni
8. Eng. Ali Nasrallah
9. Mr. Ayman Mazahreh
10. Dr. Amal Nusair
11. Dr. Taghreed Abu Taleb
12. Ms. Haifa Dia Al-Attia

Accept my utmost respect.

Prime Minister Dr. Abdullah Ensour
Copy / to the Chief of the Royal Hashemite Court

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GLOSSARY OF ACRONYMS

Acronym Definition
AHELO Assessment of Higher Education Learning Outcomes
AMF Ascending Markets Financial Guarantee Corporation
BA Bachelor of Arts
BAU Al-Balqa’ Applied University
BMI Body Mass Index
CAQA Centre for Accreditation and Quality Assurance
CBO Community-based organisation
CEDA Community Education Development Association
CIFF Children’s Investment Fund Foundation
COM Chicago Office of the Mayor
CPC Child-Parent Centre
CPD Continuing Professional Development
CPPD Continuing Professional and Personal Development
CPS Chicago Public Schools
CRPD Convention on the Rights of Persons with Disabilities
CSB Civil Service Bureau
CSO Civil society organisation
DAP Developmentally Appropriate Practice
DCDBs Debt Conversion Development Bonds
DIBs Development impact bonds
DoS Department of Statistics
ECED Early Childhood Education and Development
EDI Early Development Instrument
EGMA Early Grade Maths Assessment
EGRA Early Grade Reading Assessment
EMIS Education Management Information System

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EQAU Education Quality and Accountability Unit
ERfKE Education Reform for the Knowledge Economy
GED General Equivalency Diploma
GIS Geographical Information System
GJU German-Jordanian University
HCD Higher Council for Affairs of Persons with Disabilities
HE Higher Education
HEAC Higher Education Accreditation Council
HEC Higher Education Council
HERfKE Higher Education Reform for the Knowledge Economy
HRD Human Resource Development
ICT Information and Communications Technology
IFE Informal Education
ITEP Initial Teacher Education Programme
IYCF Infant and Young Child Feeding
JEI Jordan Education Initiative
JRF Jordan River Foundation
JUST Jordan University of Science and Technology
KAFD King Abdullah II Fund for Development
KGs Kindergartens
KG1 Kindergarten 1
KG2 Kindergarten 2
KPIs Key Performance Indicators
LMIS Labour Market Information System
LMS Learning Management System
LSA Learning Support Assistant
M&E Monitoring and Evaluation
MD Managing Directorate
MENA Middle East and North Africa
MoE Ministry of Education
MoF Ministry of Finance
MoH Ministry of Health
MoHESR Ministry of Higher Education and Scientific Research

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MoICT Ministry of Information and Communications Technology
MoL Ministry of Labour
MOOC Massive Open Online Course
MoPIC Ministry of Planning and International Cooperation
MoPSD Ministry of Public Sector Development
MoSD Ministry of Social Development
MPWH Ministry of Public Works and Housing
MSCoE Model Skill Centres of Excellence
NAF National Aid Fund
NAfKE National Assessment for the Knowledge Economy
NASBO National Association of State Budget Officers
NFE Non-Formal Education
NCFA National Council for Family Affairs
NCHRD National Centre for Human Resource Development
NEC National Employment Council
NET National Employment and Training Company
NGO Non-governmental organisation
NQF National Qualifications Framework
NTTI National Training of Trainers Institute
OECD Organisation for Economic Co-operation and Development
OOS Out-of-school
OERs Open Educational Resources
PER Public expenditure review
PFS Pay-For-Success
PISA Programme for International Student Assessment
PLM Participatory Learning Methodology
PoA Plan of Action
PPP Public-Private Partnerships
PTA Parent Teacher Association
QA Quality Assurance
QRF Queen Rania Foundation
QRTA Queen Rania Teacher Academy
RAMP Early Grade Reading and Mathematics Project

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RHAS Royal Health Awareness Society
RHC Royal Hashemite Court
SABER Systems Approach for Better Education Results
SBBs Social Benefit Bonds
SCALT Student-Centred Active Learning and Teaching
SDC Skills Development Corporation
SDIP School Development and Improvement Programme
SDDP School and Directorate Development Programme
SES Socioeconomic status
SIBs Social Impact Bonds
SMART Specific, Measurable, Attainable, Relevant, Time-Bound
SPOC Small Private Online Course
SSC Social Security Corporation
SSCs Sector Skills Councils
TIMSS Trends in International Mathematics and Science Study
TOT Training of Trainers
TVET Technical and Vocational Education and Training
UJ University of Jordan
UNESCO United Nations Educational, Scientific and Cultural
Organisation
UNHCR United Nations High Commissioner for Refugees
UNICEF United Nations International Children’s Emergency Fund
UNRWA United Nations Relief and Works Agency
USAID United States Agency for International Development
VTC Vocational Training Centre
WYC Working with Young Children

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TABLE OF CONTENTS

Overview

1. Introduction

2. Vision

3. Early Childhood Education and Development

4. Basic and Secondary Education

5. Technical and Vocational Education (TVET)

6. Higher Education

7. Implementation Plan

Appendix A Implementation Roadmap

Appendix B Key Performance Indicators

Appendix C Costs

Appendix D References

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 A VISION FOR
TALENT DRIVEN
PROSPERITY

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 OVERVIEW

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EDUCATION FOR PROSPERITY:
DELIVERING RESULTS
A NATIONAL STRATEGY FOR HUMAN RESOURCE
DEVELOPMENT 2016-2025 - OVERVIEW

This document presents an overview of Education for Prosperity: Delivering Results – A

National Strategy for Human Resource Development 2016-2025.
The Strategy has been produced in response to a letter from His Majesty King Abdullah II to His
Excellency the Prime Minister, Dr. Abdullah Ensour, dated 24th March 2015, establishing a
National Committee for Human Resource Development. His Excellency Dr. Wajih Owais
chaired the Committee and the creation of this Strategy in response to His Majesty’s request.

1. A vision for talent-driven prosperity

For a nation like Jordan, lacking mineral resources or other natural advantages, prosperity, stability, and wellbeing
depend almost entirely on the talents and enterprise of its people. The competitiveness and productivity of our
industries, the quality and effectiveness of our public services, and the welfare of our families and communities all
depend on the availability of a well-educated and highly skilled populace. For these reasons, investment in
education and skills has been a national priority since the establishment of the Kingdom. As a result, over many
years the progress of education in Jordan exceeded other countries in the region, in both quality and quantity.

Over recent years, however, that progress has stalled, and our education system is no longer producing the results
the Kingdom needs. Whether judged by enrolment and progression rates, the results achieved in school
examinations, or the employment and employability of those graduating or leaving education, the system is failing
to meet expectations. The National Committee for Human Resource Development (HRD) was commissioned by
His Majesty King Abdullah II to investigate the evidence and the root causes for this, and to develop ‘an integrated,
comprehensive, strategic and well-defined system for human resource development.’

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The National Committee, drawing on current national strategy initiatives including Jordan 2025 and the National
Employment Strategy, has identified wide-ranging reform programmes and action plans designed to establish an
HRD system that will realise the vision offered here:

Jordan’s HRD system will enable the Kingdom to meet its goals for sustainable development, which
includes the development of the nation in economic, cultural, social, and environmental terms. It will
ensure current and future generations develop the skills and capabilities they need to live happy and
fulfilled lives, and collectively realise the ambition of a prosperous and resilient Jordan.

Specifically, the HRD system will deliver the following:

• For the Kingdom: a workforce with the skills, qualifications, capabilities, and behaviours
necessary to achieve Jordan’s economic and societal ambitions.
• For children, students, and learners: the opportunity to realise their full potential as happy,
healthy, empowered, and active citizens who have a love of life-long learning and who follow
their own aspirations – academically, economically, and socially.
• For education providers and teachers: the capacity and tools to support learners across the
Kingdom to realise their ambitions – with respect, fulfilment, and rewards to match.
• For the community as a whole: a system for education and HRD of which all can be proud and
which contributes to productive, collaborative, and resilient communities.
While drawing from best practice from around the world, this approach to HRD reform is customised to
Jordan's specific needs and aspirations. HRD will be focused on strategic national goals and clear
priorities. At the same time, it will be resilient to external and internal challenges and responsive to the
changing global context, adapting approaches to teaching and learning to enable individual and national
success in a rapidly changing world.

These reforms and this vision strive to achieve the following, which encompass the objectives for the HRD
strategy:

• By 2025, ensure that all children have access to quality early childhood learning and development
experiences that promote primary school readiness, ensure healthy lives, and promote their future
wellbeing.
• By 2025, ensure that all children complete equitable and quality primary and secondary education, leading
to relevant and effective learning outcomes.
• By 2025, substantially increase the number of youth and adults who have relevant technical and vocational
skills for employment, decent jobs, and entrepreneurship.
• By 2025, ensure fair access to affordable, relevant, and quality university education opportunities.

The following sections of this Overview set out the National Committee’s proposals for achieving this vision and
these objectives over the coming ten years and beyond, and in particular their recommendations for ensuring that
ambitious recommendations and plans are translated into changes that deliver real benefits for the Kingdom and
its people.

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2. The challenges to be overcome
It would be entirely wrong to suggest that the HRD system in Jordan – comprised of early childhood education and
development, school level education from grades 1-12, technical and vocational education and training, and higher
education – has completely insurmountable challenges or that those responsible are not striving to make it better.
The system is well-developed in many regards, and efforts are continuing to introduce improvements, for example:

• The Kingdom has high enrolment rates for primary, secondary, and higher education compared to
countries of similar income levels. Jordan had already achieved gender parity in primary enrolment in
1
1979, in contrast to the average upper middle income country which still enrols more boys than girls , and
2
has one of the highest female literacy rates in the region, at 95.2%.
• Teacher training is being improved through a range of initiatives led by the Queen Rania Teachers
Academy (QRTA), the Jordan Education Initiative (JEI), the Early Grade Reading and Math Project
(RAMP) and others; QRTA’s efforts in this area are being expanded through a new Initial Teacher
Education Programme to train future teachers.
• Early childhood healthcare is relatively strong – with high vaccination rates, free health insurance for
children under six, and well-developed antenatal care.
• International donor agencies have shown they are willing and able to invest in education and training
initiatives in Jordan if the initiative has clear objectives and a well-designed plan. Examples are two
Education Reform for the Knowledge Economy (ERfKE) investment programmes (although programmes
aimed at Syrian refugees have experienced only mixed success in meeting funding requirements).
• Significant efforts to reform the core processes of how ministries function are ongoing at the Ministry of
Education (MoE) and other Ministries; for example the MoE is devolving responsibilities to its field
directorates and schools, presenting greater opportunities for teachers, school leaders, and communities
to improve the system from within.
3
• The MoE’s recently re-vamped Education Management Information System (EMIS) will enable data-driven
decision making for primary and secondary education.
Piloting new approaches: The Ministry of Labour (MoL) has supported the establishment of Model Skill
•
Centres of Excellence (MSCoE) for vocational training in the form of public-private partnerships which can
provide a foundation for future efforts.
However, despite these initiatives and many others, student learning outcomes are lagging and the skills of
graduates are not meeting the needs of the economy. Every year, over half of school students fail their Tawjihi
exams and leave school without clear alternative pathways or support. There is an oversupply of university
graduates and chronic undersupply of skilled craftsmen and technicians. As a result, youth unemployment is
4
running at 31.8% and total workforce participation is only 41%, one of the lowest rates in the world. Behind these
facts and figures are the personal stories and struggles of young people who cannot find jobs or build lives for
themselves, parents who worry about their children's futures, employers who struggle to find workers with the skills
they need to grow their businesses, and leaders concerned with the fate of the nation.

There are a number of recurring themes underlying these worrying outcomes at all levels:
• Governance: Governance tends to be centralised across all stages of education and training, and is often
fragmented across more than one entity without clear coordination and communication channels or a clear
over-arching strategy.
• Quality assurance: Quality assurance measures are not routinely enforced to ensure continuous
monitoring, evaluation, and enhancement of the system.
• Educators: At the K-12 level, teacher quality has declined due to a lack of targeted recruitment and
inadequate pre-service and in-service training; outdated teaching methods persist at all education levels.

1
UNESCO, 2015

2
Ibid.

3
An Education Management Information System is designed to collect and report data, provide standard education indicators and data visualizations to facilitate
planning and data-driven decision making for government agencies and school leaders.
4
ILO, 2014.

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 • Private sector provision: There has been insufficient deliberate research and planning to promote the
development of high quality private provision to help fill gaps in public sector offerings or consider financial
and tax incentives or voucher programmes to stimulate private provision and competition.
•Mindset change: Jordanian families greatly value education but do not always see themselves as having
an active role in their children's learning journey, and hold certain high-value educational pathways, e.g.
TVET and teaching, in low regard.
• Private sector provision: There has been insufficient deliberate research and planning to promote the
• Employer engagement: There has been minimal employer engagement (through sector skills councils or
development of high quality private provision to help fill gaps in public sector offerings or consider financial
similar organisations, for example) to identify the relevant skills learners should develop despite the well-
and tax incentives or voucher programmes to stimulate private provision and competition.
understood need for the education and training system to meet the demands of the labour market.
• Mindset change: Jordanian families greatly value education but do not always see themselves as having
• Funding and innovation: Vision for funding is limited to traditional sources (i.e. government and direct
an active role in their children's learning journey, and hold certain high-value educational pathways, e.g.
donor assistance) which may not be sustainable in the long-run. Opportunities to use structures such as
TVET and teaching, in low regard.
public-private partnerships (PPPs) to create additional capacity (to increase enrolment in kindergartens, for
Employer have
• example) engagement:
not beenThere has been minimal employer engagement (through sector skills councils or
fully seized.
similar organisations, for example) to identify the relevant skills learners should develop despite the well-
While the wider context for Jordan offers a number of positive indications for the future of HRD, as shown in Figure
understood need for the education and training system to meet the demands of the labour market.
1 below, the benefits of these are compromised by negative factors that limit the growth of the economy and
• Funding and innovation: Vision for funding is limited to traditional sources (i.e. government and direct
diminish the demand for more and better prepared human talent.
donor assistance) which may not be sustainable in the long-run. Opportunities to use structures such as
public-private partnerships (PPPs) to create additional capacity (to increase enrolment in kindergartens, for
Opportunities
example) have not been fully seized. Challenges
While the wider context for Jordan
Driving Growth offers a number of positive indications forGrowth
Restricting the future of HRD, as shown in Figure
1 below, the benefits of these are compromised by negative factors that limit the growth of the economy and
diminish the demand for more and better prepared human talent.
Economic Growth of Ranked 113th Globally
3.1% for business environment

Ranked 64th
FDI Net inflows of
in World Economic Forum
$1.8bn
competitiveness index

Rising living costs

Service-based economy
47th highest consumer
66.4% of GDP
price index

2014 GDP of Youth unemployment

$35.83bn 31.8%

5th worst rate of

Adult Literacy rate of
economically active workforce
98.4%
participation globally 5
Figure 1: Opportunities Driving Growth and Challenges Restricting Growth

Total population of 77th

9.5 million on equality index
In addition to these factors, Jordan faces particular challenges associated with the huge influx of refugees from
Syria. Notwithstanding financial support from the international community, Jordan’s generosity and support for
more than 1.3 million Syrians places extra demands on the education system and labour market, in 5 addition to
Figure 1: Opportunities Driving Growth and Challenges Restricting Growth
other national services and infrastructure.

The challenges are compounded by the continuing rapid expansion in Jordan’s population, which is expected to
In addition to these factors, Jordan faces particular challenges associated with the huge influx of refugees from
increase by 1.4% per year for the next decade. Consequently, increasing demands for school and further
Syria. Notwithstanding financial support from the international community, Jordan’s generosity and support for
education places are feeding growing numbers into the labour market. The Higher Population Council has pointed
more than 1.3 million Syrians places extra demands on the education system and labour market, in addition to
out that this expansion provides a unique economic opportunity for Jordan because the working population will
other national services and infrastructure.
exceed the dependent population for the next twenty years. Nevertheless, based on current projections, there will
The challenges are compounded by the continuing rapid expansion in Jordan’s population, which is expected to
5
increase by2014
World Bank, 1.4% per Economic
; World year for Forum,
the next decade.
2016; Consequently,
ILO, 2014; increasing
Department of Statistics, 2015demands for school and further
education places are feeding growing numbers into the labour market. The Higher Population Council has pointed
out that this expansion provides a unique economic opportunity for Jordan because the working population will
exceed the dependent population for the next twenty years. Nevertheless, based on current projections, there will

5
World Bank, 2014; World Economic Forum, 2016; ILO, 2014; Department of Statistics, 2015

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be a need for over 660,000 new jobs over the next decade, if the national target of 8% unemployment (set in
Jordan 2025) is to be met.

Education is the key to transforming these daunting demographic challenges into opportunities for growth and
development. However, significant changes are required across Jordan's education and training systems to realise
this goal

3. Governing Principles for Educational Reform

The Committee recommends that the future design and operation of the HRD system, within and across each
phase of education and development, should be informed by the following key principles emphasised in successful
systems around the world (such as Finland, South Korea or Singapore):

Quality
Access
World class
Fair and equal
experiences and
opportunities
outcomes

GOVERNING
PRINCIPLES
Mindset Accountability
Promoting Empowered
national values responsibilities
and unity for results

Innovation
A learning
system
that learns

Figure 2. Principles for HRD System Reform

Figure 2. Principles for HRD System Reform
Applied to the HRD system in Jordan, these principles provide a framework for the outcomes that the system
should deliver for its stakeholders at every stage of the education and learning journey, and a set of tests against
which provision and experiences can be judged.

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 Governing
Application to HRD in Jordan
principle
All learners have fair access to quality education, training, and equal opportunities at
every stage of their education journey and reach a minimum level of attainment
Access regardless of their background, gender, disability, or individual needs. Every learner
has a fair chance to pursue the pathways best suited for them based on their
performance, capability, and passion.
Our system strives to provide world-class experiences and outcomes for all involved.
It aligns with the needs of the local and global economy. It is globally respected and
Quality meets, if not exceeds, international standards through accreditation, certification, and
quality assurance. We continually monitor ourselves to identify and implement
improvements.
The regulation of our system is based on a transparent set of rules for decision-
making. We empower institutions to take responsibility for their performance through
delegating responsibilities and devolved, local decision-making. Setting SMART
Accountability (Specific, Measurable, Attainable, Relevant, and Time-bound) targets and regular
reporting supports us in holding all stakeholders accountable for their respective
responsibilities. Learners are accountable for doing their best and using the resources
and information available to find suitable pathways.
Our system delivers the outcomes needed through innovative and creative
approaches and the thoughtful use of technology. We identify innovative ideas around
the world and adapt them to meet our unique needs in Jordan. We use international
Innovation
and public-private partnerships and innovative approaches to financing to do more
with less. We make the most of our successes through shared practice and learning
across the system.
Our system instils our national values in our learners, honours our heritage, and
promotes unity in our citizenry. The parents and communities of our learners are
Mindset engaged and involved with their educational institutions, creating a wide support
network which promotes the value of education, lifelong learning, and being
productive members of society and the economy.

In the following sections, the application of these principles to each stage of the education system will be set out,
covering Early Childhood Education and Development (ECED), Basic and Secondary Education (Schools),
Technical and Vocational Education and Training (TVET) and Higher Education (HE). As these analyses will
show, a number of recurrent issues emerge with regard to these principles from each sub-system, which must be
addressed as common threads within the vision of a modern, responsive, high-performing HRD system.

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4. Cross-cutting themes for the future HRD system
Access
A young person’s education and learning should be seen as a progressive journey that starts in their earliest years
and extends into their adult life. That journey will involve numerous transitions and choices of direction, for
example through and after school years and between academic or vocational pathways. It is vital that the HRD
system is designed to provide a range of different pathways and choices that enable every individual to continue
learning and developing their skills according to their abilities, aptitudes, and interests.
This is not true of the current system, which has multiple points of failure at which students who do not make the
required grades (for example in Tawjihi) are diverted towards unattractive alternatives or fall out of the formal HRD
system altogether. In addition to measures designed to enhance access to each phase of the learning journey, the
Committee has proposed initiatives that will improve individuals’ progression through the system, such as improved
careers advice and guidance starting in schools, an integrated National Qualifications Framework, and closer links
between further education and working life.
Quality
International research agrees that the single most important determinant of educational success, at every stage, is
the expertise and commitment of teaching staff. While there are many dedicated and excellent teachers working in
nurseries, kindergartens, schools, colleges, and universities, the Committee has identified shortcomings in the
overall quality of the teaching workforce as a recurrent issue. They have accordingly proposed far-reaching
reforms in the selection, initial preparation and on-going training of staff who teach and train. The HE system, in
particular, has an important role to play in improving professional formation for the whole HRD sector.
The quality and relevance of what is taught and how it is assessed also need to be addressed. Reforms to the
curriculum will be required throughout the system – from ECED where it is currently lacking, to schools where it is
outmoded, and TVET and HE where it is misaligned with the labour market. Alongside this, there must be reform of
assessment methods – in particular of the Tawjihi exam as the key passport to higher levels of education.
Accountability
The HRD system in Jordan is characterised by a very high degree of centralisation in decision-making, control and
regulations within the relevant Ministries responsible for each HRD sub-system, coupled with relatively limited co-
ordination between Ministries. This inhibits the responsiveness of the HRD system to national needs in two
respects: cross-cutting issues around access and quality are not addressed in coordinated ways, creating a system
of fragmented silos rather than seamless transitions, and the leaders of schools, vocational training institutes,
colleges, and universities have very limited responsibility or incentives for improving the quality or performance of
their provision.
For these reasons, the Committee has made a number of recommendations to improve decision-making and
accountabilities across and within the HRD system. These include the establishment of representative oversight
bodies to set policies in each sub-system and also devolving responsibilities for education service delivery to front-
line providers. Delivery must be overseen by independent regulatory bodies to assure standards and quality, as
well as motivate professional development of staff through systematic licencing and relicencing schemes.
Encouraging and incentivising ongoing training and development outside of licencing schemes is also imperative.
Innovation
An innovative HRD system is one in which all of the key decision-makers are continuously seeking to improve the
performance of their areas of responsibility and the experiences of the students they serve. It involves adopting
approaches and technologies that may be new to Jordan – but are already driving change elsewhere – across the
spectrum of reforms, from improvements to current operations, to the introduction of new learning services or
pedagogies, to opening new models of provision.
Innovation is not the same as invention; it is most often about identifying, adapting, and adopting good ideas from
elsewhere in the world, and is generally most effectively achieved through partnerships with others who are
experienced with implementing these new ideas. For this reason, public-private partnerships (PPPs) often provide
the most effective means of introducing proven innovations, and the Committee has made a number of

22
recommendations to this end. PPPs also offer a means of securing additional capacity relatively quickly,
sometimes bypassing the constraints of public funding.
Mindset
Finally, the transformation of Jordan’s HRD system will require change in the institutional cultures and individual
mindsets. There is an opportunity to harness family and community support for education to create the conditions
in which, throughout all stages, learners are supported as they progress from one stage to another. Expectations
from families should be high – both in relation to the outcomes achieved by their children and to the performance of
the HRD system as a whole. Above all, the prevailing mindset must become one of personal and professional
responsibility for learning outcomes. To support this mindset shift, high quality information and continuous
communications will be key, and the Committee has made a number of specific recommendations in this regard.
Effective information sharing is particularly important at the interfaces between the elements of the system, so that,
for example, good careers advice is available as those graduating or leaving the system make important choices
about where to focus their education in the next stage of their development.
In the following sections, the Committee’s findings and recommendations for each sub-system within the national
HRD system are summarised; details are provided in the main Strategy Report.

5. Early Childhood Education and Development (ECED)

The learning experiences of very young children lay the crucial foundations for their subsequent personal and
intellectual development and prepare them for successful transition into the formal education system. The term
ECED here covers all care provision and education for children from birth up to the age of six. This includes
informal early learning and developmental experiences within the family, as well as more formal provision in
nurseries and kindergartens (KG1 and KG2) in both the public and private sectors. The Committee found
significant shortcomings in access, participation and quality of current ECED provision, including:

• A lack of family and community engagement in formal and informal ECED activities.
• Low levels of participation in formal ECED programmes, especially for nursery and KG1 provision.
• Poor quality teaching and facilities, either with no formal curriculum or curricula that are outdated or little
used.
• A lack of investment in ECED at national or local levels.
• Knowledge, attitudes, and practices which do not reinforce the connection between early childhood health,
nutrition and the development of early childhood learning.

23
The Committee recommends that reform of the ECED system should be directed towards the following
outcomes:

FigureFigure
3: Outcomes sought
3: Outcomes from the
sought fromECED system
the ECED system

FOR THE KINGDOM:

•H  igh scores on the Early Development Instrument (EDI) assessment
•H  igh scores on the Early Grade Maths Assessment and Early Grade
Reading Assessment (EGRA and EGMA)
• TIMSS/PISA scores match those in selected benchmark countries
(neighbouring, regional, global) or Jordan raises scores to specific EDUCATION
target levels FUTURE
•A  ll early years provision meets international expectations for quality
•G  ender parity and more female participation in the workforce
• ECED efforts are well-coordinated between all relevant stakeholders to
achieve the largest impact
• Monitor and evaluate all ECED efforts and make related decisions
based on accurate data
KINGDOM
FOR CHILDREN:
• All children have access to quality early childhood learning experiences
(nurseries, KG1, KG2, informal learning) and services (e.g. health,
nutrition, psychosocial support)
• All children are taught by appropriately qualified early years educators
with a modern curriculum that combines literacy, numeracy and
opportunities for imaginative play to develop social and emotional skills in
a safe and healthy environment
•A ll children are fully prepared for the first formal stage in their academic CHILDREN
and social lives with the skills, knowledge and expectation that they will
need to succeed
•A  ll children experience cognitively stimulating, emotionally supportive
home environments with adequate resources
• All children’s rights are protected and upheld through the implementation
of policies and programmes to support children and families

FOR EMPLOYERS:
•L
 ower absenteeism rate from female employees because they have the EMPLOYERS
childcare they need
•E
 nhanced educational attainment and productivity of workers as a result
of them having a strong ECED grounding in life

FOR TEACHERS, CAREGIVERS, AND SOCIAL AND HEALTH WORKERS:

•E
 CED teaching is a well-recognised and respected profession
•E
 CED teachers are well rewarded and provided with relevant incentives FOR TEACHERS,
•E
 CED teachers receive quality pre- and in-service training as well as CAREGIVERS,
adequate supervision and mentorship AND SOCIAL
AND HEALTH
•E
 CED teachers are engaged in sharing best practice and ideas WORKERS
•E
 CED teachers are aware of learning difficulties and physical disabilities
and can facilitate in their early identification
•H
 ealth and social workers in family and child centres receive adequate
training and support

FOR THE COMMUNITY:

•F amilies and communities understand the importance of ECED COMMUNITY
•A ll parents have access to pre and post-natal services and
parenting programmes
• Communities are engaged with early years providers to improve
ECED provision
•W orking parents receive ECED support from their employers

24
In order to achieve these outcomes, the Committee recommends the following intervention projects, supporting five
interlocking objectives. The objective and project numbers in the table below refer to the full report of this Strategy.

Strategic Objectives Projects

ECED1: Access – Ensure that Jordan’s ECED ECED 1.1: Increase KG2 capacity and enrolment.
infrastructure and provision develops to provide a ECED 1.2: Increase KG1 and nursery enrolment through
basic level of access for all children in Jordan. encouraging the expansion of private and non-
governmental provision that meets specified standards
ECED 1.3: Improve the health and nutrition of children and
mothers
ECED2a: Quality – Revise, update, and develop the ECED 2a.1: Develop a new curriculum for ECED that meets
curriculum and assessment framework. the needs of young Jordanians
ECED2b: Quality – Improve the quality and size of ECED2b.1: Redesign admissions requirements for teachers
the ECED workforce. and caregivers
ECED2b.2: Improve and expand training opportunities for
the ECED workforce
ECED3: Accountability – Strengthen accountability ECED3.1: Reform and consolidate legislation related to
and coordination at all levels in the ECED system. ECED provision
ECED3.2: Establish a single body to coordinate all ECED
activities and decision making
ECED3.3: Establish an independent inspectorate for public
and private sector nurseries and KG
ECED3.4: Introduce an accreditation/qualification system
for ECED teachers and caregivers
ECED3.5: Create data-led decision processes to facilitate
continuous system wide improvement
ECED4: Innovation – Use innovation to leverage ECED4.1: Better use technology and the media to support
change in ECED. improvements in ECED provision
ECED 4.2: Examine feasibility of and pilot innovative
financing approaches to ECED
ECED5: Mindset – Mobilise families to support ECED 5.1: Improve training outreach to parents and other
learning, health, nutrition and social protection at primary caregivers
home and school. ECED5.2: Mobilise families to better support learning and
early childhood development at home and increase their
engagement in their child’s formal learning

The government and the public should measure success in terms of the Key Performance Indicators (KPIs) and
five- and 10-year targets shown here.

25
KPI 5-year target 10-year target

Enrolment rates in KG2, KG1 80% KG2 Enrolment 100% KG2 Enrolment
and nursery. 25% KG1 Enrolment 35% KG1 Enrolment
10% Nursery Enrolment 20% Nursery Enrolment
Percentage of KG2, KG1 and
50% caregivers complete pre-
nursery teacher and caregiver 75% caregivers complete pre-service
service training
completion of pre-service training
50% caregivers completing over
training, and percentage 75% caregivers completing over20 hrs
20 hrs CPD/year in the last two
completion of in-service training CPD/year in the last two years
years
in the last two years
Proportion of KG2, KG1 and
nurseries ranked as ‘good’ or 30% of KGs and nurseries rated 70% of KGs and nurseries rated ‘good’ or
‘outstanding’ (according to the ‘good’ or ‘outstanding’ ‘outstanding’
proposed inspectorate)
Scores on the Early EDI: Increase % of children EDI: Increase % of children ‘ready to learn’
Development Instrument (EDI) ‘ready to learn’ by 7.5% by 15%
assessment and the Early EGRA and EGMA: Reduce % of EGRA and EGMA: Reduce % of students
Grade Maths Assessment and students with zero scores by 5% with zero scores by 10%
Early Grade Reading Increase in mean score for each Increase mean score in each subtask by 20
Assessment (EGRA and EGMA) subtask by 10 points points

Proportion of parents and other

primary caregivers who
demonstrate relevant
knowledge, attitudes and Baseline + 15% Baseline + 30%
practices towards early
childhood learning, health,
nutrition and social protection

6. Basic and Secondary Education

The Committee believes that the role of schools should be to ensure that every child is supported to realise their
potential, develop a love for learning and for Jordan’s national values, acquire valuable knowledge and skills, gain
important qualifications, and prepare for a happy and prosperous life.

The main challenges for Jordan’s schools are:

• A curriculum and assessment system that is outdated and does not meet the requirements of today’s
society and the labour market.
• A high stakes secondary leaving examination (Tawjihi) that fails the majority of students without offering
alternative, attractive options or support for those who fail.
• A teaching profession that is not attractive to high quality applicants, does not provide them with suitable
initial or continuing teacher education, and does not support or motivate them enough.
• A substantial increase in student numbers due to domestic demographics and Syrian refugees which is
placing major strains on existing capacity.
• A limited capacity to provide equitable education to the most in-need students both in terms of access and
quality education leading to differential learning outcomes.
• A lack of effective accountability and effective leadership throughout the system (from school level to the
Ministry).
• A lack of community and family engagement in informal and formal education
• An absence of reliable data to drive and inform data-led decision processes.

26
These challenges are reducing the quality of education received by all Jordanian school children and restricting
growth and improvement of the system. The Committee believes that our schools system should aspire to deliver
the following outcomes for its stakeholders:

Figure 4: Outcomes sought from the national schools system

Figure 4: Outcomes sought from the national schools system

These challenges are reducing the quality of education received by all Jordanian school children and restricting
growth and improvement of the system. The Committee believes that our schools system should aspire to deliver
EDUCATION
the following outcomes for its stakeholders: FUTURE

Figure 4: Outcomes sought from the national schools system

FOR THE KINGDOM:
• The system prepares Jordanians for work and life
• Research and data analysis identify challenges which
are addressed by nimble, well-coordinated, and
strategic policy process
• Jordan publishes data showing progress on student KINGDOM
performance, teacher quality, violence levels and other
indicators to further drive improvement
• Percentage of TIMSS, PISA, EGRA & EGMA scores
match those in selected benchmark countries
(neighbouring, regional and global) and specific target
levels set by the Government

FOR STUDENTS:
• All students have access to excellent teaching and
STUDENTS
modern curricula that puts students at the centre of
high quality learning environment
• Students are clear on the their career options and
supported in making the right decisions
• Students are well prepared for the next stages in
education and well equipped for work and life

FOR EMPLOYERS:
• Employers are engaged in curricula development early EMPLOYERS
on to align skills needed
• Employers recruit from a talented pool of people that
meet their needs
• The private sector complements the public sector in
both financing and delivery of education services by
providing capital investments, private sector rigor, and
performance management experiences to advance the
expansion of education provision

TEACHERS
FOR TEACHERS:
• Being a teacher is a well recognised, respected, and
fulfilling profession
• Teachers are well rewarded and provided with relevant
incentives
• Teachers receive quality pre and in-service training
• Teachers are engaged in communities of practice to
share best practice and ideas
PARENTS
AND
FOR PARENTS
In order to achieve AND THE
these outcomes, theCOMMUNITY: COMMUNITY
Committee recommends the following intervention projects, supporting five
• 
interlocking objectives. The objective and with
C ommunities are engaged providers
project numberstoinimprove
the table below refer to the full report of this Strategy.
school provision
•E
 ducation continues at home and in the community
throughout all stages of life

In order to achieve these outcomes, the Committee recommends the following intervention projects, supporting five
interlocking objectives. The objective and project numbers in the table below refer to the full report of this Strategy.

27
Strategic Objectives Projects
B&SE1: Access – Ensure that schools offer B&SE1.1: Open new schools strategically.
conducive learning environments, and that school B&SE1.2: Rationalise poor performing small schools.
infrastructure is updated and resources are
B&SE1.3: Increase capacity to serve students with
strategically allocated to meet demand.
disabilities.
B&SE1.4: Improve provision for Syrian refugees.
B&SE1.5: Expansion of a national-level General.
Equivalency Diploma system to cover all out-of-school
children and youth.
B&SE1.6: Improve school environments to ensure that they
are safe, nurturing, and healthy.
B&SE2a: Quality – Modernise the curriculum and B&SE2a.1: Establish a National Centre for Curriculum and
assessment framework through establishing an Assessment.
independent body. B&SE2a.2: Modernise the Basic and Secondary curriculum.
B&SE2a.3: Modernise and align Tawjihi and other key
assessments.
B&SE2b: Quality – Improve the quality of the B&SE2b.1: Reform admissions process at universities for
workforce at all levels of Basic and Secondary fields related to education.
provision, with an emphasis on teacher training. B&SE2b.2: Improve teachers’ selection process.
B&SE2b.3: Establish an Initial Teacher Education
Programme.
B&SE2b.4: Develop comprehensive in-service teacher
training.
B&SE3: Accountability – Strengthen accountability, B&SE3.1: Introduce a teacher licencing system.
leadership and capacity for policy development and B&SE3.2: Devolve more responsibilities to the Field
strategic planning at all levels in the system (from Directorate and school level.
school level to the Ministry).
B&SE3.3: Introduce a school leader certification and
licencing system.
B&SE3.4: Revise the teacher ranking system and appraisal
process.
B&SE3.5: Leverage MoE accountability structures to drive
public and private school quality.
B&SE3.6: Improve data quality and use of data to aid
accountability and improvement.
B&SE4: Innovation – Use innovation and technology B&SE4.1: Explore innovative financial mechanisms to
to leverage change in schools. accelerate improvements in provision and quality.
B&SE4.2: Stimulate growth in high quality private provision.
B&SE4.3: Strengthen the use of technology to modernise
teaching and learning.
B&SE5: Mindset – Mobilise families and parents to B&SE5.1: Mobilise families and parents to support learning
support learning at home and in schools. at home.
B&SE5.2: Mobilise families and parents to support learning
in schools.

28
The government and the public should measure success in terms of the Key Performance Indicators (KPIs) and
five- and 10-year targets shown here.

KPI 5-year target 10-year target

300 new schools for 125,000 600 new schools for 250,000
Number of new schools opened
extra students extra students

489 in Science 509 in Science

TIMSS Test Scores
446 in Math 466 in Math

Percentage of teachers attending over 80

50% 75%
hours of training every year

Percentage of parents reading with their

60% 70%
children

7. Technical and Vocational Education and Training (TVET)

The importance of a strong TVET system has been recognised by His Majesty King Abdullah II, and in other key
plans such as Jordan 2025 and the National Employment Strategy. Although progress has certainly been made
over the last 15 years, like many countries across the world, the negative perceptions of TVET among students
and families persist. TVET is regarded as a second class route for students, who continue to display clear
preferences for academic and university education and public sector careers, even when this means almost certain
periods of extended unemployment following graduation.

Particular issues identified by the Committee include:

• Fragmentation across the whole TVET system and a failure of coordination and strategic policy alignment
over more than 15 years.
• An approach to TVET financing that perpetuates supply-driven TVET.
• A 10:1 imbalance between students entering universities (mainly for non-vocational course) and those
pursuing technical and vocational programmes.
• Poor employer perceptions of the quality of TVET, and of the employability of students graduating from
such programmes.
• A lack of high quality TVET programmes at HE levels, whether in universities or specialist providers.
• Very limited employer engagement in TVET, whether pre-tertiary, college- or university-based or in the
workplace.
• Critical shortages of qualified craftsmen and technicians to fill vital workplace roles, coupled with a surfeit
of graduate engineers and scientists.

29
The Committee believes that the National HRD Strategy must seek to reverse these patterns and move towards
the creation of a highly-regarded, world class TVET system at all levels, to develop the talents needed to enhance
national competitiveness, and to create an enabling environment for job-creation. The outcomes from such a
system for national stakeholders would be as shown in Figure 5 below.

Figure 5: Outcomes sought from the national TVET system

Figure 5: Outcomes sought from the national TVET system

FOR THE KINGDOM:

• The TVET sector is acknowledged as a key driver of economic development
in Jordan and is seen as the engine of the nation’s prosperity
EDUCATION
• TVET provision is aligned with and supports national employment and FUTURE
labour market strategies and national growth priorities
• TVET provision meets international quality standards and prepares students
for employment nationally, regionally or internationally
• There are clear pathways in place whereby those entering or already in the
workforce and those who are unemployed can benefit from TVET provision
and progress their careers

FOR STUDENTS: KINGDOM

• TVET provision fully prepares students for employment through a focus on

practical experience, entrepreneurialism and skills fully aligned to the needs
of the economy
• Guidance and advice is made available to students from an early age to
enthuse them for career opportunities afforded by a TVET path
• TVET is delivered by high quality trainers with practical experience and
using up to date equipment
• TVET paths are highly sought after, with clear progression through the
education system and career opportunities thereafter STUDENTS

FOR EMPLOYERS:
•T  he provision of TVET in Jordan is fully aligned with and responsive
to the evolving needs of employers, as articulated in the National
Employment Strategy
• Employer input is actively sought and incorporated in TVET programme
development
•T he TVET sector delivers a steady stream of high quality employees with
EMPLOYERS
internationally recognised qualifications and relevant practical training and
skill sets
•E  mployers are supported in providing lifelong learning opportunities and
development opportunities for their employees

FOR TVET TRAINERS:

• TVET teaching and training is a well-respected profession that attracts high
calibre candidates
• TVET trainers are fully engaged with current industry practices and requirements TVET
and complete regular placements TRAINERS
• Trainers receive comprehensive pre and in-service training
• Trainers across all TVET provision have clear progression opportunities and
are appropriately remunerated

FOR PARENTS AND THE COMMUNITY:

• The importance of TVET is recognised and technical and vocational career
paths are accorded the same prestige as academic paths by the community PARENTS
• Parents are informed about TVET opportunities and career paths and AND
encourage their children to consider these on a par with university paths COMMUNITY
• The community recognises and celebrates the contribution that technical
and vocational careers make to the local and national economy
•T he standards of education and experience required from TVET tutors and
training are recognised and respected across the community

30
In order to achieve these outcomes, the Committee recommends the following intervention projects, supporting five
interlocking objectives. The objective and project numbers in the table below refer to the full report of this Strategy.

Strategic Objectives Projects

TVET1: Access – Establish progressive pathways to TVET 1.1: Approve the National Qualifications Framework
promote and recognise all forms of learning and (NQF)
skills development within the system and in the TVET 1.2: Degree-level TVET programmes and provision
labour market and create new options for high
TVET 1.3: Equal pay for TVET graduates
quality tertiary TVET.
TVET 1.4: Licencing for craftsmen and technicians
TVET2: Quality – Increase the quality of TVET TVET 2.1: Establish standards and training requirements
through consistent training requirements for TVET for TVET trainers and instructors
instructors, aligning standards and quality TVET 2.2: Accreditation and grading system for all TVET
assurance for all institutions, and closer coordination trainers
with private sector.
TVET 2.3: Transfer the CAQA to the SDC
TVET 2.4: Align TVET provision to the National
Employment Strategy and Jordan 2025 goals
TVET3: Accountability – Put in place clear TVET 3.1: Design and establish the SDC
governance structures to ensure accountability TVET 3.2: Enforce/facilitate the use of data to inform policy
across the sector. and decisions

TVET4: Innovation – Innovate funding and provision TVET 4.1: Establish a private-sector led Skills Development
through transforming the E-TVET Fund, public- Fund
private partnerships, and expanding innovative TVET4.2: Establish new PPPs aligned with priority clusters
modes of delivery. identified in Jordan 2025
TVET 4.3: Expand apprenticeship programmes
TVET5: Mindset – Promote and establish TVET as TVET 5.1: Schools-based careers guidance and exposure
an attractive learning opportunity from an early age, to design and technology
and throughout the system. TVET 5.2: Participation of Jordan in the WorldSkills
competition
TVET 5.3: Reform the current system for the MoE VET
stream and delink VET from low scholastic achievement

The government and the public should measure success in terms of the Key Performance Indicators (KPIs) and
five- and 10-year targets shown here.

KPI 5-year target 10-year target

Percentage of Employers ‘Satisfied’ or ‘Very
Satisfied’ with the skills and abilities of labour Baseline + 20% Baseline + 40%
market entrants holding TVET certificates
Participation rates in TVET by agency as a
percentage of all participants of 22% 30%
education/training
Percentage of firms offering formal training 20% 36%
Percentage of TVET graduates employed /
self-employed / in further education and Baseline + 10% Baseline + 30%
training nine months after completing training

31
8. Higher Education
Despite numerous achievements in the development of higher education in Jordan, recent years have witnessed a
decline in quality of educational outputs in several aspects: legislation is not consistently enforced, and is not
conducive to a holistic system that addresses weaknesses. For example, admissions policies do not guarantee
entering students are sufficiently prepared, financial resources are inadequate to ensure quality, gaps remain
between educational outputs and labour market needs, and scientific research is producing few tangible benefits
for the national knowledge economy. University climates are not conducive to positive educational outcomes, as
they currently they do not encourage students and faculty to modernize teaching and learning processes, engage
in open dialogue, exchange new ideas, or foster critical thinking.

The Committee identified needs for change in the HE system in order to:

• Establish fair and equitable admissions opportunities for all qualified students based on merit and
aptitudes.
• Raise the standards of HE teaching and learning to those expected from the best modern universities.
• Raise scientific research quality to match international best practices and address national priorities.
• Encourage universities to take greater responsibility for making significant contributions to national
economic and social goals.
• Ensure a learning environment that promotes innovation and excellence, and cultivates a culture of
responsibility, respectful dialogue, fairness and national unity.
• Integrate technology in higher education to raise and quality and relevance of educational outputs.

32
Changes in these areas will help bring about a modern, inclusive and responsive HE system that provides the
following benefits to its stakeholders:

Figure 6: Outcomes sought from the national HE system

Figure 6: Outcomes sought from the national HE system

EDUCATION
FUTURE

FOR THE KINGDOM:

KINGDOM
• The HE system develops and grows the human,
intellectual, and social capital of the economy
and communities
• High graduate employment in industries and
fields that have been identified as priorities for
economic growth
• The HE system acts as a catalyst for innovation for
the Kingdom as a whole, fosters entrepreneurialism
and develops relevant skills among its graduates
STUDENTS
FOR STUDENTS:
• Post secondary students have affordable access to
a high quality HE system
• Students are supported and well informed about
employability when making choices about post-
secondary paths
• The HE system develops up-to-date technical skills
as well as the range of transferable skills required
for employment in the 21st century EMPLOYERS

FOR EMPLOYERS:
• The HE system supports the development of a
highly skilled and enterprising workforce
• Employers enjoy strong links with universities

FOR FACULTY:
• The HE system attracts and rewards academic FACULTY
talent and commitment to learning
• Faculty are supported to focus on delivery of high
quality teaching rather than overburdened with
administrative duties
• Faculty are encouraged to play a role in institutional
leadership

FOR PARENTS AND THE COMMUNITY:

PARENTS
• University tuition fees are affordable and AND
mechanisms are in place to support students COMMUNITY
•U  niversities are agents of innovation and change in
the community
• Parents are aware of the employment opportunities
associated with specific majors

33
In response to the analyses summarised above, and the imperatives for establishing a modern, value-producing
HE system, the Committee proposes 15 projects designed to achieve the strategic objectives as shown below.

Strategic Objective Projects

HE1: Access – To establish fair and HE1.1: Unified Admissions System for Undergraduate Degrees, to
equitable admissions opportunities for include gradual phasing out of parallel programme and restructuring of
all qualified students based on merit certain exceptions
and aptitudes. HE1.2: Adapt key degree programmes to include a foundation year
HE1.3: Student guidance and career counselling
HE1.4: Expand student financial assistance
HE2: Quality – To raise the standards HE2.1: Accreditation of professional programmes and adherence to
of HE research, teaching and learning Quality Assurance standards
to those expected from the best HE2.2: Review and streamline existing programmes and majors offered
modern universities. HE2.3: Enhance teaching capacity
HE2.4: Measure, monitor, and report on teaching and scientific research
quality
HE 2.5: Create university learning environments that promote excellence
and innovation
HE3: Accountability – Incentivise and HE3.1: Strengthen HE governance bodies
encourage universities to take greater HE3.2: Review and clarify process of university president selection and
responsibility for making significant appointment
contributions to national economic and HE3.3: Strengthen incentives for effective resource management
social goals.
HE4: Innovation – To enable the HE4.1: Establish an HE Innovation and Development fund
adoption of international best practices HE 4.2: Upgrade technological infrastructure and tools across HE
in teaching and learning that will campuses and promote use of Open Educational Resources (OERs)
support improved access and quality.
HE5: Mindset – To instil stakeholder Almost all of the measures outlined under HE1 to HE4 above are
understanding of the national designed to change attitudes and behaviours among stakeholder groups,
purposes and benefits of higher collectively addressing this objective.
education, and promote informed
engagement with the system.

The government and the public should measure success in terms of the Key Performance Indicators (KPIs) and
five- and 10-year targets shown here.
KPI 5-year target 10-year target
50% reduction in entrants
Percentage of students admitted with less than No students entering below
below minimum
minimum entry requirements. minimum standards
standards
Percentage of undergraduate students with 40% of undergraduate
demonstrated need receiving some form of 60% of students with
students with
financial support. demonstrated need receiving
demonstrated need
some form of financial support
receiving financial aid
Number of universities that meet the quality All private universities All universities, public and
assurance standards set by the HEAC. and 5 public universities private
Unemployment rates of university graduates under
16% 14%
30 years old.
Percentage of public funds contingent on
80% 100%
programme performance and efficiency.

34
9. Making strategy into reality
To deliver any value for Jordan, this Strategy must be effectively implemented. Past efforts at HRD reform in
Jordan have often not delivered all the benefits desired from them, in part because of poor implementation.

This HRD Strategy is fundamentally about mobilising changed behaviours – driving change through people. That
behavioural change will not be brought about simply because a strategy says that it should be; real change will
only happen when individual people (children, students, learners, teachers, civil servants, and even Ministers
involved in HRD) adjust what they do and how they do it. A real focus on what levers will make that happen is a
fundamental enabler of strategic success.

This strategy has been designed to ensure implementation. Firstly, implementation has been designed in from the
start by defining the practical elements of how each set of projects will be implemented– who will need to own
them, the sequencing, and the practical activities and resources required. This approach also considers how
strategic objectives can best be achieved – for example by encouraging private sector investment rather than
relying on public funding, through blended finance instruments by donors, and through partnerships with private
sector players (PPPs), international organisations and the third sector.

Secondly, the environment for delivery will be paramount. Delivery of the proposals within the Strategy will require
clear implementation structures, processes and cultures to be put in place – leadership, ownership, responsibilities,
funding, accountability, monitoring, and review. The figure below illustrates the requirements for an effective
implementation environment, based on observed best practice in national change programmes around the world.
Within this framework, the Committee has prioritised three critical capabilities, and has made recommendations for
supporting each.

Figure 7: Requirements for effective delivery of system reforms

Figure 7: Requirements for effective delivery of system reforms

Establish
clear
authorities

Evaluate results Assign

and responsibilities
update plans for delivery

ACHIEVING
REAL
CHANGE
Secure
Monitor progress
and allocate
against plans
resources

Engage
stakeholder
support

35
The critical capabilities identified by the Committee are:

• Governance structures with the necessary autonomy, authority, and accountability mechanisms to drive
forward the implementation of the HRD strategy. This will include: an HRD Reform Board to have long
term ownership of the Strategy that holds those charged with implementation accountable to agreed
timelines, and that has the authority derived from something beyond any one government; an independent
HRD Results and Effectiveness Unit – the full-time delivery capacity of the HRD Reform Board - to act as a
watch-dog on the entire HRD reform and to drive results; and, an Executive HRD Working Group
Committee, comprising Ministers and heads of implementing agencies, to coordinate the delivery of the
HRD Strategy
• A cadre of capable civil service staff through training leadership and delivery staff and recruitment to attract
new talent to ensure sustained delivery
• Engagement with internal and external stakeholders to ensure coordination of efforts and generate public
support for the strategy.

The Committee has made nine recommendations for securing these capabilities, summarised here:

Strategic Objectives Projects

IMP1: Establish structures with the necessary IMP1.1: Create an HRD Reform Board
autonomy, authority, and accountability IMP1.2: Create the independent HRD Results and Effectiveness
mechanisms to drive forward the Unit
implementation of the HRD strategy.
IMP1.3: Create the Executive HRD Working Group Committee
IMP1.4: Evaluate the effectiveness of the MoE Education Quality
and Accountability Unit and draw from lessons learned to build
accountability units in the MoHESR, MoL and MoSD
IMP2: Create a cadre of capable civil IMP2.1: Design and implement a capacity-building plan for civil
servants through training and recruitment to service leadership and delivery staff
make delivery sustainable. IMP2.2: Create a Civil Service Fast Stream Programme to recruit
high achievers to HRD positions in Ministries
IMP3: Engage internal and external IMP3.1: Create comprehensive internal communications plan for
stakeholders to generate trust in and support Ministry employees
for the Strategy. IMP3.2: Carry out public-facing communications plan to build
public trust in the strategy
IMP4: Ensure that the HRD Strategy has IMP4.1: Develop an HRD Funding Plan
sufficient financial resources and that the
country’s resources are aligned with the HRD
Strategy.

36
10. The road map towards a stronger HRD system
This HRD Strategy sets the direction and progress for cumulative reforms of the HRD system over the next ten
years. The programmes of change and the specific initiatives outlined in the preceding sections have been
designed to be introduced in phases over the strategy period, as illustrated here:

Figure 8: Phases of the HRD Strategy Delivery Plan

10. The road map towards a stronger HRD system
Figure 8: Phases of the HRD Strategy Delivery Plan
This HRD Strategy sets the direction and progress for cumulative reforms of the HRD system over the next ten
years. The programmes of change and the specific initiatives outlined in the preceding sections have been
designed to be introduced in phases over the strategy period, as illustrated here:

Figure 8: Phases of the HRD Strategy Delivery Plan

The phases are designed to build on each other:

Phase 1 – Short-term changes:

Implement pending and agreed projects (e.g. QRTA’s Initial Teacher Education Programme), fast-track ‘quick wins’
and pilot projects (e.g. first mobilisation campaigns, single track entry for medicine), and put in place pre-requisites
to further changes (e.g. sector skills councils)

Phase 2 – Implement new initiatives:

The phases are designed to build on each other:
Develop and roll out new services (e.g. careers, in-service training, apprenticeships) and design and introduce new
Phase 1 – Short-term changes:
regulations (e.g. licencing technicians and craft jobs)
Implement pending and agreed projects (e.g. QRTA’s Initial Teacher Education Programme), fast-track ‘quick wins’
and pilot projects (e.g. first mobilisation campaigns, single track entry for medicine), and put in place pre-requisites
to further changes (e.g. sector skills councils)

Phase 2 – Implement new initiatives:

Develop and roll out new services (e.g. careers, in-service training, apprenticeships) and design and introduce new
regulations (e.g. licencing technicians and craft jobs)

37
Phase 3 – Roll out system-wide reforms:

Full implementation of major change programmes (e.g. reform of Tawjihi, completion of reform of HE admissions,
new degree-level technical provision and programmes).

The schedule has been created on the basis that most of the major elements of the HRD reform change
programmes can be designed and implemented within six years. The remaining four years of the 10-year Strategy
will be concerned with benefits realisation, as changes feed through to further cohorts of learners and new
behaviours become embedded. In practice, the strategic review and refresh exercises to be carried out at the end
of three years and six years may well identify needs for refining specific activities or further change programmes
during this period.

The HRD Strategy summarised here, and described in greater detail in the main report, is crucial to Jordan’s
future. The Kingdom has the opportunity to embrace changes that will build a world class education and skills
system of which all can be proud, and which will support delivery of the national vision set out in Jordan 2025 and
other national strategies. The National Committee for Human Resource Development commends this Strategy to
His Majesty King Abdullah II, the Government and the Kingdom, and urges its rapid endorsement and
implementation.

38
39
40
 1
INTRODUCTION

41
1 INTRODUCTION

1.1 The Urgent Need for Change

Education has been a priority in Jordan since the Kingdom's establishment. This has been a
deliberate decision due to the lack of natural resources – investing in education has been deemed the
best investment compared to other domains. Thus, the progress of education in Jordan for many
years exceeded, in terms of quality and quantity, other countries in the region.
Despite these achievements, progress has stalled: the education system is no longer achieving the
1
results the Kingdom needs. Youth unemployment is 31.8% , and total workforce participation is only
2
41% . There is an oversupply of university graduates and undersupply of skilled technicians to power
Jordan's key industries. Every year, large numbers of young Jordanians fail Tawjihi, without clear
alternative pathways or support. These facts and figures do not convey the personal stories and
struggles of learners who cannot find jobs or build lives for themselves, parents who worry about their
children's futures, employers who struggle to find workers with the skills they need to grow their
businesses, and leaders concerned with the fate of the nation.
In response to these problems, as well as the broader challenges of adapting to a massive influx of
refugees amidst regional conflict and economic uncertainty, a new socioeconomic vision for the
Kingdom, Jordan 2025, was created in 2015. Following this, His Majesty King Abdullah II has called
for the development of an ‘integrated, comprehensive, strategic, and well-defined system for human
resource development’ in alignment with the new vision. His Majesty therefore issued a Royal
directive in March 2015 to convene a National Committee to develop a national Human Resource
Development (HRD) Strategy.
This Strategy is the response to that Royal directive. In addition to building on the Jordan 2025 vision,
it draws from other national strategic documents, including the National Employment Strategy. It
builds on the lessons learned from successful previous initiatives and existing projects which are
already in motion. Most importantly, it identifies a package of clear priorities and actionable
programmes to restructure the HRD system so that it produces results for all Jordanians.
Whereas many past efforts have focused on defining what Jordan needs to achieve, this Strategy
offers a different approach by focusing also on how to translate these goals into real change on the
ground. The recommendations here have been designed with the requirements for successful
implementation in mind, providing an action plan to ensure Jordanians have the skills and
opportunities they need to build a vibrant, prosperous future.

1
ILO, 2014.
2
World Bank, 2014.

42
1.2 The Structure of this Document
The structure of the Strategy is organised around a framework (Figure 1.1) in order to:
• Harmonise the recommendations with the national plans aimed at achieving Jordan’s 2025
vision
• Align the recommendations with principles reflected in a world class HRD system
• Design implementation into the Strategy from the start.

Figure 1.1: Strategy framework

1.2 The Structure of this Document
The structure of the Strategy is organised around a framework (Figure 1.1) in order to:
• Harmonise the recommendations with the national plans aimed at achieving Jordan’s 2025
vision
• Align the recommendations with principles reflected in a world class HRD system
• Design implementation into the Strategy from the start.

Figure 1.1: Strategy framework

The top three layers of the model - Strategic Goals, Governing Principles, and Outcomes Sought - are
covered in Section 2 of this document. These are then translated into a set of changes required in
Sections 3 to 6 covering each of the following in turn:
• Early Childhood Education and Development (ECED)
• Basic and Secondary Education – school grades 1 to 12
• Technical and Vocational Education and Training (TVET)
• Higher Education (HE).
In each case, an assessment of best practice is presented followed by an evaluation of Jordan's
The top three layers of the model - Strategic Goals, Governing Principles, and Outcomes Sought - are
performance against those benchmarks. Each Section then presents a programme of change
covered in Section 2 of this document. These are then translated into a set of changes required in
responding to the findings from this analysis. In each case the results are presented against the
Sections 3 to 6 covering each of the following in turn:
guiding principles of Quality, Access, Innovation, Accountability, and Mindset (as described in
• Early
Section 2). Childhood Education and Development (ECED)
Finally, Basic
• this and Secondary
document sets outEducation – school
an approach grades 1 to 12
to implementation – supported by a roadmap with targets
and milestones
• Technicalin Appendix A, KeyEducation
and Vocational Performance Indicators
and Training (KPIs) in Appendix B and cost estimates
(TVET)
in Appendix
• HigherC. Education (HE).

In each case, an assessment of best practice is presented followed by an evaluation of Jordan's

performance against those benchmarks. Each Section then presents a programme of change
responding to the findings from this analysis. In each case the results are presented against the
guiding principles of Quality, Access, Innovation, Accountability, and Mindset (as described in
Section 2).
Finally, this document sets out an approach to implementation – supported by a roadmap with targets
and milestones in Appendix A, Key Performance Indicators (KPIs) in Appendix B and cost estimates
in Appendix C.

43
1.3 The Strategy Development Process
The National Committee for Human Resource Development undertook a collaborative approach to
produce this Strategy and implementation plan. The members of the committee were:
• H.E. Dr. Wajih Owais: President of the Committee, Senator, former Minister of Higher
Education and Scientific Research, former Minister of Education, former President of Jordan
University of Science and Technology, Vice Chairman of HRH Crown Prince Hussein bin
Abdullah II Foundation Board of Trustees
• H.E. Mr. Said Darwazeh: Chairman and CEO of Hikma Pharmaceutical, Chairman of Queen
Rania Foundation Board of Directors, former Minister of Health, Chairman of Jordan
University of Science and Technology Board of Trustees
• H.E. Ms. Suhair Al Ali: Former Minister of Planning and International Cooperation, former
General Manager and CitiGroup Country Officer
• H.E. Mr. Samir Murad: former Minister of Labour, President of Said Murad & Sons for Trade &
Investment
• H.E. Ms. Haifa Najjar: Senator, Superintendent of the Ahliyyah School for Girls and the
Bishop's School for Boys
• Dr. Abdullah Ababneh: President of the National Centre for Human Resources Development
• Dr. Abdel Nasser Abu Albasal: Former President of International University of Islamic
Sciences.
• Dr. Ahed Al-Wahadni: Former Vice President of Jordan University of Science and Technology
(JUST), Official Representative of QS World-Class University Organization, Professor at
JUST
• Eng.Ali Nasrallah: Consultant for TVET
• Mr. Ayman Mazahreh: Chief Executive Officer of STS and founding member of Oasis 500
• Dr. Amal Nusair: Professor at Yarmouk University, Assistant to the President of Yarmouk
University
• Dr. Taghreed Abu Taleb: Vice Chairman of Queen Rania Foundation Board of Directors, Early
Childhood Education Professor at the University of Jordan
• Ms. Haifa Dia Al-Attia: Chief Executive Officer of Queen Rania Foundation, former education
advisor at the Office of the Crown Prince, Vice President of the International Baccalaureate
Organisation, and consultant to the Aga Khan Academies.
The committee was supported by a range of sub-committees formed around specific topics; with each
sub-committee coming out with recommendations which were then considered by the National
Committee in the drafting of this Strategy. The sub-committee topics were:

General Education
• Early Childhood Education and Development
• Curriculum
• Teacher Training
• General Secondary Examination – Tawjihi

Higher Education
• Admissions Criteria
• Admission Policy – Exemptions (Makromat)
• Higher Education Governance
• Higher Education Parallel Programme

44
Technical and Vocational Education and Training
• Technical Education
• Vocational Education
• TVET Governance
• Public Private Partnerships and Alignment to Labour Market Needs
• Infrastructural Development and Technical and Administrative Capacity Building

Cross-cutting Issues
• Education and Employment of Syrian Refugees
• Monitoring and Evaluation for Programmes in Education
• Jordanian and Foreign Labour
• Integration of Technology in Education
• The Public Sector
• Care of Youth
This is a national Strategy – as such, the process to develop it has involved ongoing stakeholder
engagement to take into account as many perspectives as possible and identify comprehensive and
th
holistic recommendations. These activities culminated in a major event on the 24 of April 2016 which
brought together approximately 300 representatives from across the HRD system to reflect and
reaffirm their commitment to the Strategy in advance of its launch.

45
46
 2
VISION

47
2 VISION FOR THE FUTURE

2 VISION FOR THE FUTURE

2.1 A System Capable of Delivering Jordan 2025
2.1.1 The aspirations the HRD system should help to deliver
Jordan finds itself at a critical juncture: the Kingdom has advanced considerably in areas of
socioeconomic development in recent years and has successfully established itself as an upper-
2.1 A System
middle income economy, Capable
but challenges ofremain
Delivering Jordan
which could 2025
inhibit further progress. Figure 2.1 below
summarises the opportunities and the challenges.
2.1.1 The aspirations the HRD system should help to deliver
3
Figure
Jordan finds itself 2.1:
at a Opportunities
critical juncture:driving growth
the Kingdom and
has challenges
advanced restricting
considerably growth
in areas of
socioeconomic development in recent years and has successfully established itself as an upper-
Opportunities
middle income economy, but challenges remain which Challenges
could inhibit further progress. Figure 2.1 below
summarisesDriving
the opportunities
Growth and the challenges. Restricting Growth
3
Figure 2.1: Opportunities driving growth and challenges restricting growth
Economic Growth of Ranked 113th Globally
3.1% for business environment

Ranked 64th
FDI Net inflows of
in World Economic Forum
$1.8bn
competitiveness index

Rising living costs

Service-based economy
47th highest consumer
66.4% of GDP
price index

2014 GDP of Youth unemployment

$35.83bn 31.8%

5th worst rate of

Adult Literacy rate of
economically active workforce
98.4%
participation globally

To build on these opportunities and address these challenges, Jordan 2025 sets out an ambitious
Total population of 77th
vision for a Prosperous and Resilient Jordan, underpinned byon
9.5 million four pillarsindex
equality (see Figure 2.2).

To build on these opportunities and address these challenges, Jordan 2025 sets out an ambitious
vision for a Prosperous and Resilient Jordan, underpinned by four pillars (see Figure 2.2).
3
World Bank, 2014.
World Economic Forum, 2016.
ILO, 2014.
Department of Statistics, 2015.

3
World Bank, 2014.
World Economic Forum, 2016.
ILO, 2014.
Department of Statistics, 2015.

48
 Figure 2.2: Pillars of Jordan 2025 Vision: the aspirations for the future of the Kingdom

Figure 2.2: Pillars of Jordan 2025 Vision: the aspirations for the future of the Kingdom

Figure 2.2: Pillars of Jordan 2025 Vision: the aspirations for the future of the Kingdom

Jordan 2025 also identifies eight high potential priority clusters to promote economic growth and drive
job creation, shown in Figure 2.3.

Figure 2.3: Jordan 2025 priority clusters

Jordan 2025 also identifies eight high potential priority clusters to promote economic growth and drive
job creation, shown in Figure 2.3.

Figure 2.3: Jordan 2025 priority clusters

Jordan 2025 also identifies eight high potential priority clusters to promote economic growth and drive
job creation, shown in Figure 2.3.

Figure 2.3: Jordan 2025 priority clusters

His Majesty King Abdullah II has emphasised that the vision of Jordan 2025 can only be delivered if
there is a commensurate change in the way that the Kingdom develops its human resources across
all education levels, from early childhood to employment. The current system needs to adapt to these
new ambitions and priorities.

His Majesty King Abdullah II has emphasised that the vision of Jordan 2025 can only be delivered if
there is a commensurate change in the way that the Kingdom develops its human resources across
all education levels, from early childhood to employment. The current system needs to adapt to these
new ambitions and priorities.

His Majesty King Abdullah II has emphasised that the vision of Jordan 2025 can only be delivered if
there is a commensurate change in the way that the Kingdom develops its human resources across
all education levels, from early childhood to employment. The current system needs to adapt to these
new ambitions and priorities.

49
2.1.2 A system that is resilient to internal and external pressures
In addition, two factors in particular have the potential to amplify opportunities or intensify challenges
for development – the ongoing projected growth in the youth population and the external shocks to
the system as a result of displaced Syrians seeking safety in Jordan.
The majority of the population in Jordan, 55.7%, is under the age of 25 and the population is expected
to grow by 1.4% per annum for the next decade, which means that until 2025, the working age
4
population (15-64) will be greater than the dependent population . This presents a major opportunity –
but improvements in education and training are imperative to ensure that the population has the skills
needed to drive productivity and growth.
The situation of Syrian refugees in Jordan also has a major impact on Jordan’s prospects for
continued growth and development – the support and generosity Jordan provides to the
5
approximately 1.3 million Syrians (including refugees and residents) within the Kingdom's borders is
well known. Increased efforts are needed to improve quality and access to education for both Syrian
refugees and vulnerable Jordanians.
Education is the key to transforming these daunting population trends into opportunities for growth
and development. However, significant changes are required across Jordan's education and training
systems to realise this goal.

2.2 The Current State

There is a proud history of education in Jordan, which provides some strong examples of recent
change initiatives:
• Leadership and Teachers: The Queen Rania Teachers Academy (QRTA), Jordan Education
Initiative (JEI), and the Early Grade Reading and Mathematics Project (RAMP) are all
examples of successful initiatives aimed at improving student learning through teacher
training. QRTA’s efforts are now being expanded through a new Initial Teacher Education
Programme.
• Enrolment and Literacy: The Kingdom has high enrolment rates for primary, secondary, and
higher education compared to countries of similar income levels. Jordan had already achieved
6
gender parity in primary enrolment in 1979 , in contrast to the average upper middle income
7
country which still enrols more boys than girls , and has one of the highest female literacy
8
rates in the region, at 95.2% .
• Funding: International donor agencies have shown they are willing and able to invest in
education initiatives in Jordan if the initiative has clear objectives and a well-designed plan.
• Governance: The Ministry of Education (MoE) is devolving responsibilities to its Field
Directorates and schools, presenting greater opportunities for teachers, school leaders, and
communities to improve the system from within.
• Data Management: With the support of UNESCO, the MoE has developed a new Education
9
Management Information System (EMIS) to enable data-driven decision making for primary
and secondary education.

4
Jordan 2025.
5
Department of Statistics, 2015.
6
World Bank, 2015.
7
UNESCO, 2014.
8
UNESCO, 2015.
9
An Education Management Information System is designed to collect and report data, provide standard education indicators
and data visualisations to facilitate planning and data-driven decision making for government agencies and school leaders.

50
 • Piloting new approaches: The Ministry of Labour (MoL) has supported the establishment of
Model Skill Centres of Excellence (MSCoE) for vocational training in the form of public-
private partnerships which can provide a foundation for future efforts.
HRD reform in Jordan should seek to build on such strengths, but impact will be limited without
significant efforts to tackle fundamental challenges in the system itself. Understanding the root
problems will help build a more effective strategy. Challenges include:
• Governance: Governance tends to be centralised across all stages of education and training
and is often fragmented across more than one entity without clear coordination and
communication channels or an overall clear strategy.
• Quality assurance: Quality assurance measures and systems are not routinely enforced to
ensure continuous monitoring, evaluation and enhancement of the system.
• Educators: At the K-12 level, teacher quality has declined due to lack of targeted recruitment
and inadequate pre-service and in-service training, and outdated teaching methods persist at
the tertiary level.
• Private sector provision: There has been insufficient deliberate planning throughout the
system to promote the development of quality private provision to help fill gaps in public
sector offerings.
• Mindset change: Jordanian families greatly value education but do not always see
themselves as having an active role in their children's learning journey, and hold certain high-
value educational pathways, e.g. TVET, in low regard.
• Employer engagement: There has been minimal employer engagement to identify the
relevant skills learners should develop despite the well-understood need for the education
system to meet the demands of the labour market.
• Funding and innovation: Understanding of funding is limited to traditional sources (i.e.
government and direct donor assistance) which may not be sustainable in the long run.
• Low regard and demand for technical and vocational pathways: A severe imbalance in
the number of students pursuing academic versus vocational pathways in secondary and
tertiary education.
These issues are explored further in relation to the individual areas of the HRD system in Sections 3
to 6 of the Strategy.

51
2.3 Governing Principles for Reform
Jordan’s HRD Strategy will reflect key principles (see Figure 2.4) that successful systems around the
world embrace – this includes not only top-performing systems but systems which have made rapid
improvements as well.

Figure 2.4: Governing principles for reform

2.3 Governing Principles for Reform

Jordan’s HRD Strategy will reflect key principles (see Figure 2.4) Quality
that successful systems around the
world embrace – this includesAccess
not only top-performing systems but systems which have made rapid
World class
improvements as well. Fair and equal
experiences and
opportunities
outcomes
Figure 2.4: Governing principles for reform

GOVERNING
PRINCIPLES
Mindest Accountability
Promoting Empowered
national values responsibilities
and unity for results
The vision for how each principle will be realised in the future HRD system in Jordan is outlined
below. Innovation
2.3.1 Access A learning
system
All learners have fair access to education, equal
thatopportunities
learns at every stage of their education
journey, and a minimum level of attainment regardless of their background, gender, disability, or
individual needs. Every learner has a fair chance to pursue the pathways best suited for them based
on their performance and capability.

2.3.2
The visionQuality
for how each principle will be realised in the future HRD system in Jordan is outlined
below.
Our system strives to provide world class experiences and outcomes for all involved. It aligns with the
needs of the local and global economy. It is globally respected and meets, if not exceeds,
2.3.1 Access
international standards through accreditation and certification. We continually monitor ourselves to
identify
All and have
learners implement improvements.
fair access to education, equal opportunities at every stage of their education
journey, and a minimum level of attainment regardless of their background, gender, disability, or
2.3.3 Accountability
individual needs. Every learner has a fair chance to pursue the pathways best suited for them based
on
Thetheir performance
regulation and capability.
of our system is based on a transparent set of rules for decision-making. We empower
institutions to take responsibility for their performance through delegating responsibilities and
2.3.2 Quality
devolved, local decision-making. Setting SMART (Specific, Measurable, Attainable, Relevant, and
Time-Bound) targets
Our system strives toand regular
provide reporting
world supports usand
class experiences in holding all stakeholders
outcomes accountable
for all involved. for the
It aligns with
their
needsrespective responsibilities.
of the local LearnersIt are
and global economy. accountable
is globally for doing
respected their best
and meets, and
if not using the resources
exceeds,
and information
international available
standards to findaccreditation
through the right pathand
for certification.
them. We continually monitor ourselves to
identify and implement improvements.

2.3.3 Accountability
The regulation of our system is based on a transparent set of rules for decision-making. We empower
institutions to take responsibility for their performance through delegating responsibilities and
devolved, local decision-making. Setting SMART (Specific, Measurable, Attainable, Relevant, and
Time-Bound) targets and regular reporting supports us in holding all stakeholders accountable for
their respective responsibilities. Learners are accountable for doing their best and using the resources
and information available to find the right path for them.

52
2.3.4 Innovation
Our system delivers the outcomes needed through innovative and creative approaches and the
thoughtful use of technology. We identify innovative ideas around the world and adapt them to meet
our unique needs in Jordan. We use international and public-private partnerships and innovative
approaches to financing to do more with less. We make the most of our successes through shared
practice and learning across the system.

2.3.5 Mindset
Our system instils our national values in our learners, honours our heritage, and promotes unity in our
citizenry. The parents and communities of our learners are engaged and involved with their
educational institutions, creating a wide support network which promotes the value of education,
lifelong learning and being productive members of society and the economy.

53
2.4 The Vision and Objectives for the HRD Strategy
Based on these principles and the strategic needs outlined above, the following vision has been
defined as the basis for the Strategy which is set out in the rest of this document.

Jordan’s HRD system will enable the Kingdom to meet its goals for sustainable development, which
includes the development of the nation in economic, cultural, social and environmental terms. It will
ensure current and future generations develop the skills and capabilities they need to live happy
and fulfilled lives and collectively realise the ambition of a prosperous and resilient Jordan.
Specifically, the HRD system will deliver the following:
• For the Kingdom: a workforce with the skills, qualifications, capabilities, and behaviours
necessary to achieve Jordan’s economic and societal ambitions
• For children, students and learners: the opportunity to realise their full potential as happy,
healthy, empowered, and active citizens who have a love of life-long learning and who
follow their own aspirations – academically, economically, and socially
• For education providers and teachers: the capacity and tools to support learners across the
Kingdom to realise their ambitions – with respect, fulfilment, and rewards to match
• For the community as a whole: a system for education and HRD of which all can be proud
and which contributes to productive, collaborative, and resilient communities.
While drawing from best practice from around the world, this approach to HRD reform is
customised to Jordan's specific needs and aspirations.
HRD will be focused on strategic national goals and clear priorities. At the same time, it will be
resilient to external and internal challenges and responsive to the changing global context, adapting
approaches to teaching and learning to enable individual and national success in a rapidly changing
world.

These reforms and this vision strive to achieve the following, which encompass the objectives for the
HRD Strategy:
• By 2025, ensure that all children have access to quality early childhood learning and
development experiences that promote primary school readiness, ensure healthy lives, and
promote their future wellbeing
• By 2025, ensure that all children complete equitable and quality primary and secondary
education leading to relevant and effective learning outcomes
• By 2025, substantially increase the number of youth and adults who have relevant technical
and vocational skills for employment, decent jobs, and entrepreneurship
• By 2025, ensure fair access to affordable, relevant, and quality university education
opportunities.

54
2.5 Implementation
The HRD Strategy is above all a programme for mobilising changes in the way people work, act, and
think. Effective implementation is therefore at its heart. To meet this need, implementation is
addressed in this Strategy in two ways:
• By designing recommendations which take into account how they need to be implemented,
not just what they should do: this means considering the requirements for practical
implementation in the way that individual programmes and projects are defined. These
recommendations are described in Sections 3 to 6 which cover the individual stages of HRD
• By creating the conditions for successful and sustainable implementation: this means
considering ownership, responsibilities, funding, accountability, monitoring and evaluation in
order to create the environment in which implementation can be successful and sustainable
over the course of the 10 years. This is outlined in Section 7 of this Strategy.

55
56
 3
EARLY CHILDHOOD
EDUCATION AND
DEVELOPMENT (ECED)
57
3 EARLY CHILDHOOD EDUCATION AND
DEVELOPMENT

3.1 Section Summary

Children’s experiences during their early years profoundly affect all aspects of their development. The
care that parents, families, caregivers, and communities provide makes the biggest impact, but they
need support from local, national, and international agencies. Investing early in a child’s development
is one of the smartest investments that a country can make. Scientific, economic, and social studies
1
increasingly highlight the importance of Early Childhood Education and Development (ECED)
because of an increase in later productivity in life, improved health, social citizenry, and other
benefits. ECED is also important because it allows parents to participate in the workforce and
increase family earnings and national productivity levels. Every $1 spent on ECED generates a return
2
from between US$6 and US$17 .
ECED refers to a comprehensive approach to policies and programmes for children from birth to eight
years of age, along with their parents and caregivers, which aim to protect each child’s right to
3
develop his or her full learning, emotional, social, and physical potential . This section of the Human
4
Resource Development (HRD) Strategy refers to the age range zero to six years . In Jordan, these
early educational years fall into three categories: pre/post-natal care and nursery for ages zero to
four, Kindergarten 1 (KG1) for ages four to five, and Kindergarten 2 (KG2) for ages five to six. Jordan
has taken positive steps in the last 15 years towards ensuring adequate ECED for the Kingdom’s
children. These include:
• Ratifying global conventions for children’s rights, enacting by-laws to provide safer
environments for children, and adopting legislation intended to enable parental participation in
the workforce
5 6
• Increasing the KG2 enrolment rate from 47% in 2000 to 60% in 2015
• Almost universal levels of vaccinations, and free medical insurance for pregnant women and
children under the age of six
• Programmes to raise awareness and give families the resources they need to care for their
young children appropriately at home, such as the United Nations Children’s Emergency
Fund’s (UNICEF) Better Parenting Programme, have successfully brought together a wide
range of stakeholders around a common set of goals for ECED.
Despite this progress, Jordan still faces the following challenges:
Access: Not enough children have access to ECED services. Despite expansion of KG2, around
2,800 KG2 classrooms are still needed to reach all five to six year old children. Enrolment rates in
KG1 and nursery services, provided almost entirely via the private sector, are only 18% and 3%

1
Rebello Britto, 2011.
2
World Bank, 2015.
3
UNICEF, n.d.
4
The ‘Basic and Secondary’ section of the Strategy covers 7-8 year olds in the first couple of grades of primary.
5
USAID, 2011.
6
Jordan 2025.

58
 7
respectively. Rates of childhood stunting, around 8% , suggest a need to both expand the provision
and improve the quality of the Kingdom’s family and child centres and reproductive services.
Quality: The quality of teachers and caregivers and the environments in which they care for
children require improvements due in part to insufficient funding for ECED. Undergraduate
programmes to train ECED teachers and caregivers do no attract high quality candidates. The ECED
educational, health, and social care workforce does not receive the pre-service or in-service training
that would best equip them to meet the needs of the children they work with. There is no standard
KG1 curriculum; KG2 and nursery curricula are outdated. The physical environment and learning
materials in many KGs and nurseries (e.g. books, blocks, and musical instruments) are not up to par.
Accountability: There is not enough coordination amongst government agencies and
stakeholders. Public responsibility for nursery and KG provision in Jordan is fragmented within and
across the relevant ministries and other stakeholders. Legislation and by-laws which have been
adopted need to be activated and enforced. Additionally, effective monitoring and evaluation of ECED
provision in Jordan is hindered by inadequate data collection and the lack of a holistic monitoring and
evaluation framework.
Innovation: New approaches to leveraging technology, media, and innovative financing
approaches are not fully mobilised to improve ECED services.
Mindset: ECED knowledge, attitudes and practices of parents still need to change. Parents
need more awareness about how to create supportive informal learning environments at the home,
and the connection between early childhood health and nutrition and early childhood learning. High
rates of neglected and violently disciplined children need to be reduced.
Vision of the Committee
In response to these challenges, the Committee has designed a range of projects with the goal that,
by 2025, Jordan must seek to ensure that all children have access to quality early childhood
learning and development experiences that promote primary school readiness, ensure healthy
lives, and promote their future wellbeing
8
To achieve this goal, five strategic objectives were set:
(1) Ensure that ECED infrastructure and provision develops to provide a basic level of
quality access for all children in Jordan: By increasing public funding for ECED;
encouraging the private sector to invest; building public-private and community-based
organisation (CBO) partnerships; and, reviewing and enforcing Article 72 of the Labour Law
(which relates to employer’s responsibilities to their employees for nursery provision).
(2) Improve ECED quality:
a. Revise, update, and develop the KG and nursery curriculum and assessment
framework
b. Improve the quality and size of the ECED workforce (health, education, and
social protection)
(3) Strengthen accountability and coordination at all levels in the ECED system: By
reforming and consolidating laws related to ECED provision; establishing a single body to
coordinate all ECED activities and decision making; establishing an independent inspectorate
for public and private nurseries and KGs; introducing an accreditation/qualification system for
ECED teachers and caregivers; and creating data-led decision processes to facilitate
continuous system wide improvement.
(4) Use innovation to leverage change in ECED: Through creating online courses as well as
TV and radio programmes and examining the feasibility of impact investing financing
approaches.

7
Population and Family Health Survey, Department of Statistics, 2012.
8
Detailed recommendations and projects are listed at the end of the ECED section.

59
 (5) Mobilise families to support learning, health, nutrition and social protection at home
and school: Through expanding parenting programmes and conducting continuous
awareness campaigns and outreach activities.
Success in achieving these aims will be evaluated through the use of the Key Performance Indicators
(KPIs). The following KPIs are regarded as high-level results KPIs, which can be widely
communicated and which give an overall sense of reform progress:
• Enrolment rates in KG2, KG1 and nursery
• Percentage of KG2, KG1 and nursery teacher and caregiver completion of pre-service
training, and percentage of in-service training completion in the last two years
• Percentage of KG2, KG1 and nurseries ranked as ‘good’ or ‘outstanding’ (according to the
proposed inspectorate)
• Scores on the Early Development Instrument (EDI) assessment and the Early Grade Maths
Assessment and Early Grade Reading Assessment (EGMA and EGRA)
• Percentage of parents and other primary caregivers who demonstrate relevant knowledge,
attitudes and practices towards early childhood learning, health, nutrition, and social
protection.

3.2 Overview of ECED

For the purpose of this HRD Strategy, the term Early Childhood Education and Development covers
9
all care provision and formal education for children from birth up to the age of six. This includes care
within the family and by other caregivers, nursery provision and kindergartens (KGs) in both the public
and private sectors.
ECED includes programmes that support health, nutrition, protection, and learning which are
important for children’s holistic development. In Jordan, the family and home environment is the
largest ‘provider’ for early childhood developmental needs. Formal programmes and services are
delivered through private, government and CBOs. The private sector has historically been the largest
formal pre-school education provider.
Formal ECED provision in Jordan is spread across four stages: pre/post-natal services and nurseries
(zero-four years old), KG1 (four-five years old), KG2 (five-six years old) and the start of primary
education (six-eight years old). This Section of the HRD Strategy will focus on the first three stages of
formal ECED provision, with the final stage of entry into primary education covered in the Basic and
Secondary Education Section of the HRD Strategy (Section 4).
Formal ECED services in Jordan are provided through four sources: government institutions (i.e.
Ministry of Education (MoE), Ministry of Social Development (MoSD), and Ministry of Health (MoH)),
CBOs, private institutions, and (usually private) work-based institutions. Informal services such as
home-based nurseries are a fifth type of provision, though there is no data on these. MoE and MoSD
oversee formal educational provision and the MoH, the Ministry of Labour (MoL), the Family
Protection Unit at the Public Security Department and other governmental entities (e.g. the Higher
Council for Persons with Disabilities) oversee other ECED-related services.

9
While ECED usually covers all care provision and formal education for children from birth to the age of 8, w ithin this HRD
Strategy the focus of ECED w ill be up to the KG2 age (5-6), as there is a separate section addressing the needs of children of
betw een the ages of 6 - 18.

60
3.3 Global Best Practice
ECED is gaining more importance and attention globally as it is considered a crucial phase in a child’s
physical, cognitive, social, and emotional development. Children who receive quality care and
education early on are more likely to succeed in the following stages of education and life. Moreover,
the availability of quality childcare and education encourages more women to enter the workforce and
contributes to the growth of the economy.
UNESCO has defined the key themes that help support comprehensive ECED provision: access and
equity, quality, parental and community engagement, investment and financing, and coordination and
integration.
It is important to ensure equitable access to quality early childhood learning experiences, especially
for the less privileged communities and rural areas. However, access to ECED does not have to be
thought of in terms of formal education provision only; other solutions have been adopted, for
example, in New Zealand, where care and education of a small group of children is provided in a
10
caregiver’s home . This has helped reach out to a larger and diverse population in the country.
Quality must be ensured in three key areas: pedagogy and curriculum, workforce training and service
setting as well as physical infrastructure. Pedagogy and curriculum should follow a child-centred
learning approach. Workforce training must be provided to all personnel involved in ECED including
pre-school teachers, caregivers, other informal caregivers and professionals, to be able to implement
the content, services and pedagogy of ECED properly in a collective manner.
Proper physical infrastructure, health, nutrition, and social protection mechanisms for children should
be ensured through systematic inspection and follow-up to allow for meaningful learning to take place.
Studies have shown that 162 million children suffer from stunted growth in the developing world due
to poverty and nutritional deficiencies which affect children’s physical and cognitive abilities.
Integrating health and education initiatives in ECED resulted in a 25% increase in future earnings
based on a 20-year study of children in Jamaica. Evidence from both developed and developing
countries further suggests that every dollar invested in child health can result in economic returns of
11
between US$ 6 and US$ 17 .
Families and communities are also key to child development. Top-performing systems emphasise
parental and community involvement through play and learning resources.
Global trends of allocating smaller proportions of public funds to ECED compared to other levels of
education have required providers to seek alternative sources of funding. These alternative sources
may include blended finance instruments, e.g. social impact bonds (a more detailed discussion of this
topic can be found in Section 7 of the Strategy) and partnerships with non-public actors. Two brief
examples are provided here which give an overview of how these approaches work in practice.

ECED – Social Impact Bonds (SIBs) in Chicago

A SIB programme was set up in Chicago, USA in 2014 to establish the Child-Parent Centre (CPC) for
Pay for Success Initiative. The CPC programme aimed to work directly with parents and children
through half-day pre-Kindergarten classes to improve educational outcomes, targeting 2,600 low-
income four-year-old children in eight sites across Chicago. Under the SIB, Goldman Sachs’ Social
Impact Fund provided an initial upfront capital commitment of US$16.9 million, Chicago Public
Schools (CPS) was the service provider, and the City of Chicago Office of the Mayor (COM) and CPS
served as the outcome funder. CPS and COM agreed to reimburse Goldman Sachs for the initial
investment, plus additional payments of up to 6% of the investment, if the agreed set of outcomes
were met and validated by the independent validator. The outcomes were measured using three
metrics:

10
UNESCO, 2002.
11
World Bank, 2015.

61
 • Decrease in the need for special education (remedial education) services in Kindergarten
through 12th Grade
• Increase in Kindergarten readiness as measured using a standard assessment tool
• Increase in 3rd grade reading scores.

Partnerships with Non-Public Actors in Singapore

ECED services in Singapore are provided by individuals, communities, NGOs, or enterprises, while
the government’s role is to finance and monitor the providers without being involved in the delivery.
This approach is supported with a strong quality assurance mechanism that is based on performance
and clear qualification and training standards for staff. The approach helped relieve the government
12
from the biggest operational cost which is teachers’ salaries .
It is common for the responsibility for ECED provision to fall under multiple ministries: education,
health and social development. This brings challenges in effectively coordinating provision and
comprehensive regulation, funding, workforce planning, and agreeing on a unified vision for ECED.
Some countries, such as Brazil, Jamaica, New Zealand, Slovenia, and Sweden, have adopted an
integrated approach under one ministry. Other countries divide the ECED responsibilities based on
age and services and coordinate together on policy and administration through coordination
mechanisms. These mechanisms are generally more likely to be effective when they focus on a
certain programme or target group.

12
UNESCO, 2007.

62
3.4 Desired Outcomes for ECED in the Strategy
The Committee considers that ECED’s contribution should be directed to address the following
outcomes at the heart of a concerted effort to strengthen Jordan’s education system and HRD
outlook.

Figure 3.1 Desired Outcomes for ECED in the Strategy

EDUCATION
FUTURE

FOR THE KINGDOM:

• High scores on the Early Development Instrument (EDI) assessment
• High scores on the Early Grade Maths Assessment and Early Grade
Reading Assessment (EGRA and EGMA)
• % of TIMSS/PISA scores match those in selected benchmark countries
(neighbouring, regional, global) or Jordan raises scores to specific
target levels
• All early years provision meets international expectations for quality
• Gender parity and more female participation in the workforce
KINGDOM
• ECED efforts are well-coordinated between all relevant stakeholders
to achieve the largest impact

FOR CHILDREN:
• All children have access to quality early childhood learning
experiences (nurseries, KG1, KG2, informal learning) and services
(e.g. health, nutrition, psychosocial support)
• All children are taught by qualified teachers, who are mentored by
trained supervisors and principals, with a modern curriculum that
combines literacy, numeracy and opportunities for imaginative play CHILDREN
to develop social and emotional skills in a safe and healthy environment
• All children are fully prepared for the first formal stage in their
academic and social lives with the skills, knowledge and expectation
that they will succeed
• All children experience cognitively, stimulating, emotionally,
supportive home environments with adequate resources.
• All children’s rights are protected and upheld through the
implementation of policies and programmes to support children
and families.

FOR EMPLOYERS: EMPLOYERS

• Lower absenteeism from female employees because they have the
childcare they need.
• Enhanced educational attainment and productivity of workers as
a result of them having a strong ECED grounding in life.

FOR TEACHERS, CAREGIVERS AND HEALTH WORKERS:

• ECED teaching is a well-recognised and respected profession
• ECED teachers are well rewarded and provided with relevant incentives
• ECED teachers receive quality pre- and in-service training as well TEACHERS,
as adequate supervision and mentorship CAREGIVERS
• ECED teachers are engaged in sharing best practice and ideas AND HEALTH
• ECED teachers are aware of learning difficulties and physical WORKERS
disabilities and can facilitate in their early identification
• Health workers in family and child centres receive adequate training
and support

FOR THE COMMUNITY:

• Families and community understand the importance of ECED
• All parents have access to pre and post-natal services and
parenting programs
• Communities are engaged with early years providers to improve COMMUNITY
ECED provision
• Working parents receive ECED support from their employers

63
3.5 The Current State of ECED Provision in Jordan
An ECED strategy was created in 2000, commissioned by Her Majesty Queen Rania Al-Abdullah. The
strategy was based on five stages: (1) pre-natal phase; (2) post-natal (up to one year); (3) one-four
years old; (4) four-six years old; and (5) children in the first three lower primary grades. The strategy
addressed 14 strategic issues ranging from planning and management, legislation, and health care to
education and the role of media. From this strategy, two Plans of Action (PoA) to implement the
national ECED strategy were developed by MoSD, UNICEF, and the National Council for Family
Affairs (NCFA). Both PoA’s were aligned with the broader Education Reform for the Knowledge
Economy (ERfKE) I and II education reforms. An initial review by NCFA of the first PoA (2003-2007)
concluded that approximately 70% of activities were implemented. Some of the main achievements
under this PoA included, for example: the development of an interactive KG2 curriculum; the
completion of the 1st phase of a School Readiness Survey; the creation of standards to license
nurseries by NCFA and MoSD; and, the expansion of KG2 teacher training. The second PoA (2011-
2015) included five main themes: (1) maternal and child health and nutrition; (2) care, education, and
development; (3) family and community involvement; (4) child culture and the role of media; and (5)
social protection. NCFA are currently working on evaluating it. Most of the priorities remain the same
as the ECED sector is still relatively new which makes the upcoming HRD Strategy an opportunity for
an establishment of a strong foundation for future progress.
The analysis conducted by the National Committee for HRD, through its subcommittees and expert
research, has highlighted the following challenges in ECED provision in Jordan, which are presented
here according to the five Governing Principles of the strategy framework.

3.5.1 Access
Availability and equity of access to KG2, KG1 and nurseries
13
The current enrolment rate in KG2, KG1 and nurseries is 60%, 18% and 3% respectively. Public
KG2 is most widely available, whilst KG1 is dominated by private provision. Nursery care is only
available via private provision. According to Article 72 of the 2011 Labour Law, employers with more
than 20 working married women with at least 10 children are required to provide crèche facilities.
However, there are widespread reports of this not being successfully enforced and where provision
occurs, it often does not meet national quality standards (See Section 3.5.3 on Accountability for
additional discussion of this topic).
According to World Bank analysis, access to ECED in Jordan is significantly inequitable. The most
advantaged children have a 44% chance of attending early childhood care and education compared
14
to a 5% chance for the least advantaged children . Parents’ wealth and education are some of the
15
factors that influence ECED enrolment rates the most , but there are further barriers for
disadvantaged groups, especially children with disabilities, refugees, and disadvantaged orphans.

Availability of child and maternal health services

While Jordan boasts some very positive ECED experiences, such as almost universal levels of
childhood vaccinations, free medical insurance for all children under the age of six and all pregnant
women, as well the presence of about 450 mother and child centres nationwide, challenges remain.
There is a need to expand the provision and improve the quality of the mother and child centres.
Children’s health and nutrition is also still at risk in Jordan. Overall, only one-third of children aged six-
23 months are fed appropriately based on recommended practices. Around 8% of children under the
age of five years are stunted or chronically malnourished, with children from the South being the most
disadvantaged in comparison with other geographic regions. Child and infant mortality remains high;

13
QRF, 2016; Jordan 2025.
14
Kogali, 2015.
15
Ibid.

64
one in every 59 Jordanian children dies before reaching age one (17 per 1,000), and the neonatal
mortality and perinatal mortality rates are 14 and 17 deaths per 1,000 respectively. Early detection
services for children with disabilities are not sufficiently developed.
The health and nutrition issues noted above, along with others, can have detrimental impacts on early
learning and development. In order to address these issues, first and foremost parents need more
information about the relationship between these aspects and early learning and development, and
what specific low or no-cost actions they can take (see Section 3.5.5 on mindset). Second, formal
outreach services need to continue to expand, and the quality and efficiency of these services need to
be improved, especially through enhanced training of health care workers.

3.5.2 Quality
Teacher, caregiver, and supervisor quality
There are significant concerns over the quality of ECED teaching due to low levels of educational
achievement, experience, and motivation for ECED teachers and caregivers and inconsistent levels of
pre-service and in-service training. Current pathways into ECED careers are inefficient and often
obstructive. Pathways into teaching funnel applicants with low Tawjihi results, and often with no
affinity to ECED, into the profession. While this practice continues, it will be very difficult for the sector
to improve significantly.

Quality of educational background, experience and motivation

Caregivers
The Queen Rania Foundation (QRF)’s 2016 Survey found that about 25% of caregivers at work-
based nurseries had less than one year of experience.
Out of the 437 caregivers interviewed across all types of nurseries, only 111 had a post-secondary
16
degree in education, while only 36 were in early childhood education specifically . Tawjihi grade was
the major driver for specialising in education for 50.9%, 28.9%, 60%, and 27.3% of caregivers (in
17
private, MoE school-based , work-based, and CBO nurseries, respectively). The admission grade to
education majors is one of the lowest across majors. This indicates that these caregivers were among
the low-performers in secondary school and may have chosen to pursue education at university due
18
to lack of sufficiently high Tawjihi scores to pursue other fields . Figure 3.2 below shows the level of
caregiver’s education levels across the four types of formal nurseries in Jordan.

16
QRF, 2016.
17
These are nurseries that are established in public schools but serve the children of teachers only. Teachers, w ho are the
mothers, establish and run these nurseries – and pay fees each month.
18
QRF, 2016.

65
 Figure 3.2 Caregivers’ level of education

MoE- Work-
Private CBO
Based Based

Below 10th Grade 1.8% 6.9% 0.0% 6.5%

10th Grade 8.8% 22.0% 17.6% 22.6%

Tawjihi 25.1% 40.4% 17.6% 22.6%

Diploma 39.8% 26.1% 41.2% 32.3%

Bachelor’s Degree 20.5% 4.6% 17.6% 16.1%

Postgraduate 4.1% 0.0% 5.9% 0.0%

Caregivers working at nurseries in Jordan were also asked about the reasons for choosing this
profession, and were allowed to choose among a list of possible reasons. Only 18.1%, 17.1%, 26.8%,
and 17.6% (in private, MoE school-based, work-based, and CBO nurseries, respectively) said that
‘interest in childcare’ was one of the top reasons for choosing the profession. More prominent reasons
19
were the need to work and lack of other job opportunities .

KG1 and KG2

The National Centre for Human Resource Development (NCHRD) conducted a study in 2012 to
assess public KG2 teachers’ and supervisors’ training. The study showed that KG2 teachers in public
schools tended to have substantial academic backgrounds; 2% had Master’s degrees, 85% had
20
Bachelor’s degrees , and the rest had a two-year education diploma. Half of the teachers had less
than five years of experience, around 45% had between five to 10 years of experience, and the rest
had more than 10 years of experience. The qualifications and years of experience for KG2 and KG1
teachers in the private sector are unknown.

Quality of training
Educational systems at all levels, including ECED, need robust teacher training. Moreover, educators
in the ECED sector require specialised training because they are serving children in the earliest years
of their lives. Research shows that after establishing a strong foundation with proper pre-service
training, ongoing education and training is critical to help professionals update their knowledge and
21
skills in response to developments in the wider field of ECED practice and research .
Caregivers
Many caregivers working in all types of nurseries do not receive pre-service and in-service training.
Nearly 90% of MoE school-based caregivers have never received pre-service training compared to
around 60% in other types of nurseries.

19
QRF, 2016.
20
The percentage of teachers with a BEd. in ECE is not clear. How ever, one of the criteria for public KG teachers is to have an
ECE BEd.
21
OECD, 2015.

66
The situation for in-service training is equally inadequate. When asked whether they had received any
professional development opportunities in the past two years, more than 70% of caregivers in work-
based and CBO nurseries and around 90% in private and MoE school-based nurseries reported they
22
had not .
Initial analysis of QRF’s 2016 survey of ECED found that caregivers who received pre-service training
exhibited more positive caregiving practices such as preparing lesson plans and teaching children
23
everything from counting up to ten to naming colours . Trained teachers also exhibited more positive
24
attitudes about pursuing further formal or informal training . There were also significantly higher rates
of positive attitudes and caregiving practices for teachers who received in-service training, although
these differences were not as dramatic as for pre-service training.
KG1 and KG2
According to NCHRD, 33% of a sample of public KG2 teachers underwent all five in-service training
25
programmes offered by ERfKE. Participation rates by programme are outlined in the table below .

Figure 3.3 ERfKE teacher training programmes and public KG2 teacher participation rates by
26
2012

Percentage of Public KG2

Training Name Description Teacher Participation
(of teachers sampled)

54-hour training on the interactive

National Curriculum 88%
national KG curriculum

160 hour training programme

Working with Young Children, WYC
adapted from University of 77%
(Wisconsin)
Wisconsin by Iman Academy

40 hour training programme that

Kidsmart Programme bridges the technology skill gap 77%
between children across Jordan

Educational multi-media programme

Hikayat Simsim that increases children’s knowledge 53%
and enhance their skills through play

Training to help teachers raise

Parental Awareness Programme 58%
parent awareness of ECED

Other - 34%

In contrast, in the last two years there have been reports that KG teachers appointed by the MoE in
27
2014 and 2015 did not receive any training due to budgetary constraints .

22
QRF, 2016.
23
These differences were statistically significant (p<.05).
24
These differences were statistically significant (p<.05).
25
NCHRD, 2012.
26
ibid.

67
While, there are no official data available for private KG2 teacher in-service training, QRF’s 2016
Survey revealed that 52.9% of directors in private KG1 classrooms think that their teachers need
28
additional training . In the private sector, training depends on the disposition of local owners and
managers.
In both the public and private sector, training for all ECED teachers and caregivers is uneven in
coverage and quality and is unlikely to improve unless higher expectations are set and enforced.

Curriculum quality
Currently, there are few curriculum specifications for ECED. A national interactive curriculum based
on Developmentally Appropriate Practice (DAP) was established for KG2 under ERfKE but does not
have resources, tools or materials to support it. The KG2 curriculum has not been revised since 2007,
and may no longer align with the most up-to-date best practice. There is no national curriculum for
KG1. Furthermore, in private provision, it is unknown to what extent the national curriculum is used at
KG2 level.
School managers choose which curriculum they use in KG1. Caregivers’ guides were established for
nurseries by the NCFA in 2010, but 80% of MoE school-based, work-based, and CBO nursery
administrators report that they are not implementing established curricula in their nurseries. 68% of
private nursery administrators reported not implementing an established curriculum. Policymakers
must consider ways to make ECED curricula more holistic, incorporating issues like health, etc.

Learning environment quality

The quality and quantity of learning materials for young children vary among different types of
nurseries in Jordan. For example:
• More than 75% of all nurseries have building blocks
• Only 38% of MoE school-based nurseries have books compared to 78% of private nurseries
• 12%, 23%, 42%, and 45% of work-based, MoE school-based, private, and CBO nurseries,
29
respectively, have musical instruments, respectively
These tools are basic components needed to provide quality and effective learning environments
for young children.

Infrastructure quality
Poor infrastructure is a concern for all stages of ECED provision in both the public and private
sectors. Infrastructure problems are the most common reason for school supervisors issuing warnings
30
to institutions . Infrastructure quality varies substantially between the best-resourced, expensive
private sector institutions and those with significantly less resources. There is high variability among
both MoE school-based providers and independent private providers.

3.5.3 Accountability
Governance
Responsibility for public provision of ECED in Jordan is fragmented across several entities including
the MoSD, MoE, MoH, MoL, and the Family Protection Unit at the Public Security Department. This
has resulted in the duplication of roles and in gaps in ECED provision and oversight.
An example of duplication can be seen in the provision of ECED to children with disabilities. The
MoSD has developed criteria for licencing special education centres. The Higher Council for Persons

27
MoE, 2015.
28
QRF, 2016.
29
QRF, 2016.
30
Ibid.

68
with Disabilities has also developed standards for the accreditation of special education centres, and
31
the MoE has its own Special Education Directorate for children with special needs .
Mobilisation of multiple entities in providing comprehensive ECED services has been a successful
model in countries as diverse as Sweden, Turkey, and Kenya, but it is important to note that these
models have relied on formal coordination as well as systematic meetings and follow-up between
entities. The lack of coordination and follow-up between those seeking to direct ECED practices has
contributed to the fragmentation of the sector.

Legislative adherence
Jordan has made significant progress in ratifying global conventions for children’s rights, enacting by-
laws to provide safer environments for Jordanian children to learn, and adopting legislation intended
to enable parental participation in the workforce, but issues remain. Policies and laws to protect the
well-being of children are spread across multiple pieces of legislation. By-laws related to childhood
include but are not limited to: the MoSD Law No. 14 of 1956; the Jordanian Juveniles Law No. 24 of
1968 and its amendment in 1983; Childcare By-Law No. 34 of 1972; and the Domestic Violence Law
No. 6 of 2008. Article 72 of the 2011 Labour Law is intended to provide an incentive for mothers to
work by requiring the provision of care facilities. The level of enforcement of each of these laws
varies, which makes it difficult to ensure consistent levels of quality for ECED programmes and
services and give parents the support that they need to work. There are also gaps in these laws: the
National ECED Strategy, developed in the year 2000, identified additional by-laws which should be
reviewed and amended, but progress is unclear.
Beyond concerns about enforcement, some laws may not provide the right incentives to achieve the
intended outcomes. For example, Article 72 of the Labour Law may actually discourage employers
from hiring women because employers do not want to bear the cost of the requirement to provide
childcare facilities and trained caregivers when they employ married women with a total of at least 10
children under the age of four (though Article 72 does not apply to the public sector). The government
responded by developing a programme that could motivate companies to abide by it. The King
Abdullah II Fund for Development (KAFD), the Employment-Technical and Vocational Education and
Training Fund, and NCFA developed a programme in which they refurbish and renovate spaces for
day-care in private sector firms, pay half of the caregiver’s salary, and pay her social security for at
least the first year.
A comprehensive review of ECED laws to identify gaps and amend existing legislation is needed to
ensure a holistic policy framework with the appropriate incentives for ECED in Jordan.

Quality assurance
Although positive progress has been made in developing quality standards for the sector in recent
years, there is still not enough coordination or enforcement. The MoSD licenses nurseries and has
different standards for each of four types of nurseries (CBO, private, work-based, and MoE school-
based). Informal home nurseries are unlicensed and, by definition, operate without regard to formal
standards. Quality standards for KG2 were developed as part of ERfKE, but these standards only
apply to public KG classrooms in Jordan. For private KGs, there are clear licencing standards but
these stress infrastructure quality requirements rather than pedagogical and service delivery
standards.

Supervisors
Analysis of the Early Grade Reading Assessment (EGRA) and Early Grade Maths Assessment
(EGMA) results for second and third grade students show a clear correlation between school
32
performance and supervisor visits in Jordan . Supervisors are an important tool not only in

31
Al-Azzeh, M., 2012.
32
USAID, 2012.

69
maintaining and monitoring quality standards but also in offering mentoring and professional
development advice to staff. Despite their effectiveness, supervisors are too few in number.
At the nursery level, supervisors focus on inspection rather than providing any guidance or advice on
pedagogical approaches or curriculum. Furthermore, the MoSD has limited resources to provide
supervisors and, as a result, is unable to implement a systematic inspection and follow-up process.
33
An estimated 12% of work-based nurseries have never been visited .
There are only approximately 20 KG1 and KG2 supervisors for the whole country, who are
responsible for monitoring both public and private KG teachers. With a total of 5,104 public and
34
private teachers, it is thus impossible for KG teachers to get the support that they need .

Data-led decision processes

Effective monitoring and evaluation of ECED provision in Jordan is hindered by inadequate data
collection and the lack of a holistic monitoring and evaluation framework used across all related
stakeholders (MoSD, MoE, MoH, MoL and the Family Protection Unit). Currently, data is being
collected by the MoE, MoSD, Department of Statistics (DoS), MoH and a number of donor agencies
but there is little coordination across these groups. Where data are collected, there is limited
capability to analyse the data, monitor, and report performance across the ECED sector as a whole
and at the level of individual stakeholders.
There are specific issues in each area of data collection:
• MoE: The MoE has an Education Management Information System (EMIS) which has been
redesigned in partnership with UNESCO. In the past, there have been discrepancies between
official MoE reports and data in the EMIS database; however, training for data collection and
submission under the new system has commenced as of spring 2016. At this stage, data for a
full evaluation of ECED is not available.
• MoSD: The MoSD has four major challenges in obtaining the right data: its system is
underdeveloped; high turnover of staff responsible for managing the EMIS in directorates
means many people managing the system are poorly trained; the information provided by the
directorates is not always comprehensive or complete; and inconsistent internet access for
directorates; especially in remote areas means the system is not always fully up to date.
• Donor Agencies: ERfKE I & II increased the number of studies conducted by NCHRD and
the MoE on KG2 performance. In addition to these tools, the Early Development Instrument
(EDI) conducted every three years by UNICEF, NCHRD and MoE is an important index which
assesses the extent to which students are ready for school; however, it could be expanded to
address questions about years of nursery enrolment. UNICEF and NCFA conduct other
ECED studies that could be valuable for policy making.
• Department of Statistics: The DoS Population and Family Health Survey is one of the most
comprehensive data sources assessing different aspects of children’s development. It
includes early childhood education, health and nutrition, maternal health, and domestic
violence, though it does not cover children under the age of three except when it comes to
certain health indicators such as infant mortality.

33
QRF, 2016.
34
NCHRD, 2015.

70
3.5.4 Innovation
Use of technology and media
The potential of technology and media is not currently being fully mobilised to enhance ECED in every
area. Better teaching resources could be made available to teachers, caregivers and parents through
online platforms including mobile devices. Jordan’s Massive Open Online Course (MOOC) platform,
Edraak, has recently begun to provide courses in child mental health and parenting, but there is
scope to harness technology and media more effectively in this area, not least in training.

Innovative funding schemes

Current options for financing ECED in Jordan include government, private and donor funding.
Government funding is not sufficient to fulfil current pre-schooling needs, and the dominance of
private sector provision largely excludes children from the lowest socio-economic levels. Many
countries are increasingly looking to innovative funding schemes to develop high quality ECED
systems. Non-traditional financing methods which could be considered include public-private
partnerships (PPPs), blended financing, social impact investment, subsidy mechanisms and
development impact bonds. In parallel to the developing of funding schemes, an objective evaluation
of financial spending of ECED from all relevant ministries (a public expenditure review) should be
conducted to determine ways resources could be more strategically allocated to make better use of
existing funds.

3.5.5 Mindset
Awareness and engagement
As primary caregivers, parents play a critical role in ECED. Parental teaching and parent-child
relationships are important for a child’s early cognitive, physical, social and emotional development,
particularly in Jordan, where the parental role in ECED takes on increased importance due to very low
formal enrolment at both nursery and KG levels. However, the importance of this role is not
sufficiently recognised. A recent survey found that 55% of mothers ‘totally’ or ‘somewhat’ believe that
35
parental care at home has limited impact on a child’s learning outcomes . This demonstrates that
information about simple, cheap, and effective approaches that parents might easily adopt and
implement, such as reading with their children each day, is not widespread. The same survey also
identified that for households with children under five:
• 65% of households do not have age-appropriate books for their children
• 41% of mothers do not read to their children
36
• 40% of mothers do not teach their children any letters, numbers, or words .
Expectations of parents and families are not explicit and there has been little concerted effort to
engage parents around these issues, apart from the Better Parenting Programme designed by
UNICEF. The difference that this makes in children’s performance in their early years translates into
lifelong disadvantages for children from less aware families in terms of achievement, employment,
and individual prosperity.

Physical discipline
Discipline is an important part of child-rearing practices. To maintain safety, behaviour, and self-
regulation, children need to be taught right from wrong. However, in Jordan, the most common
method of child discipline at home is physical punishment. Even though 62% of mothers of children
under five totally disagree with the statement that physical discipline is necessary to raise a child
properly, 69% reported that they or someone else in the household has physically disciplined their
children:

35
QRF, 2016.
36
Ibid.

71
 • 65% hit children on the arm or the leg
• 45% hit children on the bottom
• 26% hit children on the face
37
• 10% hit children with a hard object .
In order to combat child abuse at home and support families, many entities have established hotline
numbers. According to a recent study by NCFA, there are 15 different helplines that were established
with the aim to empower the child and family and promote and protect the well-being and safety of
children in Jordan. Of these hotlines, four are governmental. Only two of these are toll-free on all
networks compared to around five of which are toll-free only on certain networks. The study shows
that most of these lines are available in Amman and a few governorates and that only half of these
lines are available throughout the day. The sustainability of these hotlines is at-risk since half of them
38
rely entirely on international donors .

Nutrition and health

Knowledge, attitudes, and practices concerning early childhood nutrition and health are not in line with
international evidence regarding the synergies between early nutrition and health and the
development of early learning capabilities. There is a need to increase demand for child and maternal
health services, including those offered in mother and child centres. Concerns about possible birth
defects due to kinship marriage remains; kinship marriages are still prevalent in Jordan, especially in
Badia and camp areas. Thirty-five percent of women reported that they are related to their husbands.
Additionally, cultural barriers that discourage females from visiting the mother and child centres or
39
participating in counselling services on reproductive health services remain .

3.6 Strategic Objectives

The Committee has identified five strategic objectives to address the key challenges faced and
achieve the outcomes sought:

ECED1 Access – Ensure that Jordan’s ECED infrastructure and provision develops to
provide a basic level of access for all children in Jordan

ECED2a Quality – Revise, update, and develop the curriculum and assessment
framework

ECED2b Quality – Improve the quality and size of the ECED workforce

ECED3 Accountability – Strengthen accountability and coordination at all levels in the

ECED system

ECED4 Innovation – Use innovation to leverage change in ECED

ECED5 Mindset – Mobilise families to support learning, health, nutrition and social
protection at home and school

37
Ibid.
38
NCFA, 2016.
39
Official at MoH, April 2016.

72
3.7 Projects required to achieve outcomes sought
Set out below are the projects that the Committee believes are required to achieve the outcomes
sought.

Strategic Objectives Projects

ECED1: Access – Ensure that Jordan’s ECED1.1: Increase KG2 capacity and enrolment
ECED infrastructure and provision develops
ECED1.2: Increase KG1 and nursery enrolment
to provide a basic level of access for all
through encouraging the expansion of private and
children in Jordan non-government al provision that meets specified
standards
ECED1.3: Improve the health and nutrition of
children and mothers

ECED2a: Quality – Revise, update, and ECED2a.1: Develop a new curriculum for ECED
develop the curriculum and assessment that meets the needs of young Jordanians
framework

ECED2b: Quality – Improve the quality and ECED2b.1: Redesign admissions requirements for
size of the ECED workforce teachers and caregivers
ECED2b.2: Improve and expand training
opportunities for the ECED workforce

ECED3: Accountability –Strengthen ECED3.1: Reform and consolidate legislation

accountability and coordination at all levels in related to ECED provision
the ECED system
ECED3.2: Establish a single body to coordinate all
ECED activities and decision making
ECED3.3: Establish an independent inspectorate
for public and private nurseries and KGs
ECED3.4: Introduce an accreditation/qualification
system for ECED teachers and caregivers
ECED3.5: Create data-led decision processes to
facilitate continuous system wide improvement

ECED4: Innovation – Use innovation to ECED4.1: Better use technology and the media to
leverage change in ECED support improvements in ECED provision
ECED4.2: Examine feasibility of and pilot innovative
financing approaches to ECED

ECED5: Mindset – Mobilise families to ECED5.1: Improve training outreach to parents and
support learning, health, nutrition and social other primary caregivers
protection at home and school
ECED5.2: Mobilise families to better support
learning and early childhood development at home
and increase their engagement in their child’s
formal learning

73
ECED1: Access – Ensure that Jordan’s ECED infrastructure and provision develops to
provide a basic level of access for all children in Jordan
Project Title ECED1.1: Increase KG2 capacity and enrolment

Objectives Ensure all children of KG2 age can ultimately enrol and attend KG2 through
expanding public and private provision
Secure additional funding to expand public provision

Activities • Make enrolment in KG2 compulsory (once capacity has been

increased to meet demand)
• Reinforce this by connecting the National Aid Fund with the condition
that age appropriate family members must be enrolled in KG2 (only
once KG2 capacity has been increased so that KG2 is accessible to
all)
• Increase the number of pre-school classrooms in newly built public
schools and prioritising areas of high need for additional provision
• Improve the environment and incentives for private and public-private
partnerships to expand KG2

Responsibilities • MoE to lead and coordinate

Current Status As of 2016, there were 1,206 public KG2 classrooms and, according to the
MoE, around 2,800 more are required to reach universal KG2 enrolment, and
the MoE has developed a plan to achieve this.

KPIs • KG2 enrolment rate

Risks and • Risk: It is highly likely that such provision will grow first in more
Mitigations prosperous areas
Mitigation: To address the needs of poorer areas, the Government
should seek a dialogue with those who may be willing to provide more
affordable solutions and see how they can assist these activities
• Risk: Poor quality provision
Mitigation: Develop an inspectorate body (See ECED 3.3)

Phase of Phase 1
Implementation

74
Project Title ECED1.2: Increase KG1 and nursery enrolment through encouraging the
expansion of private and non-governmental provision that meets
specified standards

Objectives Expand access to KG1 and nursery though stimulating growth in private and
CBO provision whilst public funding is focused on developing universal KG2
enrolment

Activities • Review Article 72 of the 2011 Jordanian Labour Law, which requires
companies with more than 20 married female employees with a total of
at least 10 children under the age of four to provide an adequate space
for a day-care with trained personnel. Suggested amendments to
improve the implementation and impact of the Article include
expanding the scope to cover both private and public employers,
including private owners of malls that house many small businesses,
and modifying the Article to cover all parents, whether female or male
employees
• Review opportunities to incentivise new private provision (with an
emphasis on affordable private provision) in targeted areas through tax
exemptions and other mechanisms
• Conduct a review into the suitability of introducing new funding
mechanisms like Social/Development Impact Bonds and PPPs to
expand nursery and KG1 provision (see Global Best Practice section
for details on mechanisms used internationally to expand provision
through PPPs)
• Expand MoE school-based nurseries across all female public schools
• Explore the possibility of establishing nurseries in MoH mother and
child centres in high-demand and disadvantaged areas, potentially
based on a low-fee approach

Responsibilities • Joint ECED Committee. MoL to coordinate and mobilise work-based

providers. MoSD to coordinate other types of nurseries

Current Status MoE has not started to offer public KG1 services as they are planning to
universalise KG2 first.
Article 72 of the Jordanian Labour Law requires companies with more than 20
married female employees with a total of at least 10 children under the age of
four to provide an adequate space for a day-care with trained personnel. This
has proved difficult to implement due to lack of monitoring and evaluation
capability and loopholes in the legislation.

KPIs • KG1 enrolment rate

• Nursery enrolment rate

Risks and • Risk: Resistance from employers to provide nursery provision

Mitigations • Mitigation: Consult employers during the review of Article 72 and
promote the benefits of establishing a nursery for employees to the
employers (e.g. lower absenteeism, improved value proposition for
recruitment and retention)
• Risk: Lack of financing for mother and child centres
Mitigation: MoH could establish ECED centres based on a low-fee
approach. These centres could only provide short ECED programmes
(two to three hours a day) to limit costs but at least expand

75
 opportunities
• Risk: Lack of financial and management skills among CBO’s and
private providers to establish nurseries and KGs
• Mitigation: Develop a training programme for CBOs and individual
entrepreneurs interested in establishing a low-fee or non-profit nursery
or KG; such training could also be via free online courses

Phase of Phase 1
Implementation

Project Title ECED1.3: Improve the health and nutrition of children and mothers

Objectives Ensure that all children and mothers have access to quality health services and
are provided adequate nutrients to ensure their wellbeing

Activities • Expand the provision of mother and child centres and improve the
quality of the approximately 450 existing centres
• Improve the nutrition of expecting mothers and their children through
providing mothers with nutrition supplements through mother and child
centres, especially in poverty pockets
• Increase and broaden scope of health services to include aspects of
child health such as cognitive and psychological development and
expand coverage of these services to remote and rural areas
• Expand health awareness among parents about the importance of
breastfeeding and provide information on healthy habits and nutrition
• Evaluate previous feeding programmes at public schools and develop
a new programme based on feedback received, targeting households
living in poverty pockets and underserved communities
• Improve training of health care workers to improve quality and
efficiency of services. Capitalise on mother and child centres available
and align their services with HRD Strategy in regards to ECED
• Incentivise more females to enter the health workforce (i.e. paediatrics,
gynaecologists)
• Reconsider and review policy recommendations to improve health
services
• Collaborate with MoSD and the Higher Council for Persons with
Disabilities to support early detection and intervention of disability
among children

Responsibilities • MoH, MoSD, and Higher Council for Persons with Disabilities

Current Status Based on the 2012 Population and Family Health Survey by DoS, children’s
health and nutrition is still at risk in Jordan:
• Only one-third of children aged six to 23 months are fed appropriately
based on recommended practices
• Around 8% of children under the age of five years are stunted or
chronically malnourished, with children from the South being the most
disadvantaged in comparison with other geographic regions

76
 • One in every 59 Jordanian children dies before reaching age one (17
per 1,000)
• Neonatal mortality and perinatal mortality rates are 14 and 17 deaths
per 1,000 respectively
• Early detection services for children with disabilities are not sufficiently
developed.

KPIs • Perinatal mortality rate

• Infant mortality rate
• Under five mortality rate
• Percentage of stunted children
• Percentage of obese children
• Percentage of children born with low birth weight
• Prevalence and incidence of diarrhoea, pneumonia, and other relevant
indicators and chronic diseases
• Percentage of immunised children
• Percentage of children who are breastfed
• Percentage of children who are fed appropriately based on
recommended infant and young child feeding (IYCF) practices
• Absenteeism in nursery and KG
• Percentage of kinship marriages
• Percentage of women receiving postnatal care in the next two days
after delivery
• Percentage of expecting women who are under or overweight based
on the body mass index (BMI)

Risks and • Risk: Financial constraints

Mitigations Mitigation: Public expenditure review of entire ECED sector to ensure
current public funds are being used most strategically (see project IMP
4.1). Seek assistance from development partners and NGOs.

Phase of Ongoing
Implementation

77
ECED2a: Quality – Revise, update, and develop the curriculum and assessment
framework
Project Title ECED2a.1: Develop a new curriculum and assessment framework for
ECED that meets the needs of young Jordanians

Objectives Develop a modern ECED curriculum that combines literacy, numeracy and
opportunities for imaginative play to develop social, physical and emotional
skills and give teachers the necessary tools

Activities • Review and develop KG1, KG2 and nursery curricula with a
comprehensive approach to ECED that identifies age-appropriat e
standards for cognitive, social, linguistic, emotional, and physical
development
• Increase the scope and availability of teaching aids, materials, and
resources to assist teachers and caregivers in planning and delivering
education and leverage existing tools and materials such as the NCFA
teachers’ guide for nurseries

Responsibilities • Proposed independent curriculum and assessment institute (see

objective B&SE2a in Basic and Secondary Section)

Current Status There is currently a curriculum for KG2 and nursery, but not for KG1. NCFA
has developed a teacher/caregiver guide for nursery provision but there is no
requirement for nurseries to follow this. The KG2 existing curriculum is
outdated and does not meet the needs of young Jordanians.

KPIs • New curricula designed, approved and implemented for KG2, KG1,
and nursery level
• Percentage of public and private KGs and nurseries using new
curriculum

Risks and • Risk: Delay in establishing the curriculum and assessment institute
Mitigations Mitigation: Develop and revise current curriculum by experts until the
curriculum and assessment institute is established

Phase of Phase 1
Implementation

78
ECED2b: Quality – Improve the quality and size of the ECED workforce
Project Title ECED2b.1: Redesign admissions requirements for teachers and
caregivers

Objectives Raise the standards of those entering the ECED teaching/caregiving

profession, and promote recruitment from a broader range of Tawjihi graduates

Activities • Raise entry requirements to ECED programmes at universities and

vocational schools
• Including practical component in university degrees starting from the
first year
• Offer incentives like scholarship schemes to high performing Grade 12
students to enrol in ECED programmes
• Develop a campaign to promote ECED programmes to secondary
schools students
• Develop a selection process to recruit ECED teachers and caregivers
for private nurseries and KGs to use if needed (i.e. profile of
caregivers, competency assessment test, interview questions)

Responsibilities • For ECED vocational programmes, TVET Skills Development Council

working through a Skills Development Council for ECED and MoE
• For University programmes, MoHESR

Current Status Entry requirements currently attract low performing students to the teaching
profession because the Tawjihi admission grade to education major is one of
the lowest

KPIs • Average Tawjihi scores of new entrants to the profession

• Percentage of teachers and caregivers from university top performers
• Percentage of qualified teachers and caregivers working in private
KGs and nurseries

Risks and • Risk: Resistance among low achieving Tawjihi graduates who would
Mitigations be excluded under this change
Mitigation: The creation of a cadre of new teaching assistants with
lower entry requirements and built-in progression routes
• Risk: Reduction in the stream of new teachers that results in a
shortage in supply
Mitigation: raise the admissions criteria in phases to ensure the stream
remains constant
• Risk: Qualified teachers and caregivers will ask for higher salaries
which could affect the sustainability of ECED centres
Mitigation: develop financial training for private ECED centres

Phase of Phase 2
Implementation

79
Project Title ECED2b.2: Improve and expand training opportunities for ECED
workforce

Objectives Ensure that teachers are receiving the needed pre-service and in-service
training to improve their teaching and classroom practices
Ensure that workers in mother and child centres and social protection
organisations are receiving training to provide quality care, support, and
protection for mothers and children from different backgrounds and with
different needs
Ensure that principals, supervisors and directors in educational, health, and
social protection organisations, in all sectors, are receiving financial,
managerial, planning, and evaluation training

Activities • Ensure that all KG2 teachers are receiving an adequate pre-service
training that has a practical component and are provided in-service
training at least once every two years. This should include all public
teachers including substitute teachers
• MoE and MoSD to develop a training programme with reasonable fees
for teachers and principals in the private and CBO sectors. Subsidies
could be given to low-fee private centres and CBO’s located in poverty
pockets or centres that serve children with physical and mental
disabilities, refugees, and orphans
• Pre-service training to be included in licencing standards for all types
of nurseries and KGs
• MoE to increase the number of KG supervisors to align with the ratio
recommendations cited in the Early Grade Reading and Maths
Assessments (EGRA and EGMA). This ratio should be based on the
number of public and private KG teachers. All supervisors should
receive an ECED training developed by the MoE
• MoH to ensure that training opportunities are offered to the maternal
and child health workforce in all mother and child centres at least once
every two years
• All ministries should ensure that training programmes are sustainable,
potentially by training their own workforce to become trainers for other
teachers, health workers, or principals
• Family Protection Department to develop a training for all social
protection workers who are responsible for taking calls from the 14
family and child hotlines, referring cases, and dealing directly with
abused children and women
• Create a free online course for the ECED workforce (linked to ECED
project 4.1)

Responsibilities • MoSD, MoE, Family Protection Unit

• The ECED committee mentioned in Project ECED 3.2 to lead

Current Status MoE provides training to public KG2 teachers depending on availability of
finances. A few NGOs and donors organise training for other caregivers but
provision is fragmented and might not have a large impact.

KPIs • Percentage of ECED workforce from all sectors receiving pre-service

and in-service training
• Changing attitudes in practice

80
 • Satisfaction of mothers and children in services provided
• Number of official complaints regarding quality and efficiency of service
e.g. maternal and child health, early childhood education, and other
relevant services (in case of the non-existent of such a complaint
system, responsible (MoE and MoSD ministries should build one)

Risks and • Risk: Financial constraints

Mitigations Mitigation: Public sector to offer face-to-face training opportunities to
the private and CBO sector on a reasonable fee basis and free open
online courses developed for the ECED workforce

Phase of Phase 3
Implementation

ECED3: Accountability – Strengthen accountability and coordination at all levels in

the ECED system
Project Title ECED3.1: Reform and consolidate legislation related to ECED provision

Objectives Harmonise existing ECED laws to align with international best practices and
facilitate the development of ECED in Jordan
Ensure all ECED laws have accountability and enforcement mechanisms

Activities Programme of reviews and reform coordinated by the Joint ECED Committee
(see ECED3.2). The fundamental legal requirements should include:
• Rights of children to early educational experiences
• Requirements on work-based provision by employers
• Rights of children with disabilities and special educational needs
• Licencing requirements including for inspection and renewal
• Rights of children to quality health services and safe environments
• Laws related to violent discipline
• Review and revise nursery and KG standards. Unify minimum
standards for all nurseries
• Reviewing and approving the new drafted licencing systems by MoSD
for children’s clubs, for children aged four to nine, and early detection
and intervention centres, for children under the age of six. Once they
are approved, MoSD should develop a plan that lists targeted
interventions to subsidise children from disadvantaged groups and
incentivise the private sector to expand its investment

Responsibilities Joint ECED Committee and NCFA

Current Status Existing legacy legislation requires updating and coordination

KPIs • Progress against programme of reforms agreed

Risks and • Risk: Stakeholders and key target audiences resist adhering to new
Mitigations legislation
Mitigation: Consult stakeholders and target audiences in developing
legislative amendments

81
Phase of Phase 2
Implementation

Project Title ECED3.2: Establish a single body to coordinate all ECED activities and
decision making

Objectives To create a single coordinating entity for the ECED sector to ensure strategic
alignment of all public legislation, policies and provision related to ECED
Among other things, this would serve to:
• Improve the efficiency and effectiveness of the use of resources
• Identify and fix gaps in provision
• Improve accountability by increasing transparency throughout ECED
system.

Activities Establishing a Joint ECED Committee (coordinated by the Ministry of Public

Sector Development (MoPSD) with attendance from relevant ministries (MoE,
MoSD, MoH, MoL, MoHESR), NCFA or Queen Rania Foundation if necessary)
with key responsibilities and actions to include:
• Coordinate the ECED sector in terms of provision, comprehensive
legislation, funding and workforce planning and an agreed vision for
ECED legislation among all stakeholders
• Development of the holistic M&E framework and cascading it across all
stakeholder levels to ensure they are aligned on KPIs and data
required to measure performance
• Improve and expand training opportunities for the ECED workforce
(see ECED 2b.2)
• Reform and consolidate legislation related to ECED provision (with
NCFA) (see ECED 3.1)
• Ensure the establishment of an inspectorate for nurseries and KGs
(see ECED 3.3)
• Create data-led decision processes (see ECED 3.5)
• Ensure better use of technology and the media to support
improvements in ECED provision (ECED 4.1)
• Examine feasibility of, and pilot, innovative financing approaches to
ECED (with other responsible parties – see ECED 4.2)
• Improve training outreach to parents and other primary caregivers (with
other responsible parties – see ECED 5.1)

Responsibilities • Proposed HRD Reform Board to nominate the members of the Joint
ECED Committee

Current Status Governance is still fragmented across MoE, MoSD, MoH, and MoL.

KPIs • Committee established, staffed and operational (see ECED 3.2)

• M&E framework and process designed to track the performance of the
committee

Risks and • Risk: Potential resistance from ministries to reporting to an external

entity

82
Mitigations Mitigation: Proper representation of the ministries and government
departments and possible facilitation by a non-government
organisation

Phase of Phase 1
Implementation

Project Title ECED3.3: Establish an independent inspectorate for public and private
nurseries and KGs

Objectives Ensure minimum quality standards are upheld in all providers in Jordan in
addition to the creation of a classification system for all providers

Activities This inspectorate’s main responsibility is to inspect all KGs and nurseries in
Jordan and classify them on a scale of ‘unacceptable’, ‘satisfactory’, ‘good’,
and ‘outstanding’. The scale is to be developed further once implementation
starts. In order to increase the impact of this project:
• The licencing system of KGs and nurseries should be linked to the
scale (i.e. if a nursery received a rating of ‘unacceptable’ in two
consecutive years, its licence will not be renewed by the MoE and the
MoSD)
• The classification of nurseries and KGs should be released to the
public to help parents make informed decisions on where to enrol their
children and increase competition between nurseries and KGs
• Develop a frequent systemised inspection and follow up visits to
nurseries and KGs
• Inspection elements should include infrastructure, curriculum, teacher
qualifications, management qualifications, health, parental
engagement, and safety measures.
While this inspectorate should be independent, it can be established under an
existing independent umbrella such as NCFA. In this case, more human and
financial resources should be allocated to NCFA to establish this inspectorate
unit.
Additionally, this unit could go beyond classification of nurseries and KGs and
rank them.

Responsibilities • Joint ECED Committee

Current Status Quality standards for KG were developed as part of ERfKE; however, these
standards are only for public KG classrooms in Jordan. For private KGs, there
are clear licencing standards and procedures but no quality assurance system.
Some NGOs, such as the Royal Health Awareness Society (RHAS) have
developed a health accreditation system for healthy schools and might have
plans to expand it to KG.

KPIs • Percentage of success rate of spot-checks on standards at accredited

centres to ensure accreditation process is reliable
• Percentage of nurseries and KGs are rated ‘good’ or ‘outstanding’ in

83
 inspections

Risks and • Risk: Resistance and potential exit of poor quality providers
Mitigations Mitigation: Introduce additional capacity building measures

Phase of Phase 2
Implementation

Project Title ECED3.4: Introduce an accreditation/qualification system for ECED

teachers and caregivers

Objectives Increase pre-service and in-service training requirements for teachers and
caregivers as conditions for accreditation

Activities • Establish an accreditation system where teachers and caregivers are

required to have a valid license in order to practice
• Work with universities and colleges to integrate practical training
requirement into ECED programmes at these institutions
• Increase the length and quality of training teachers and caregivers
receive before being appointed
• Provide training materials, aligned to the new standards and
curriculum, for widespread use

Responsibilities • MoE and MoHESR (for university programmes)

Current Status There is no licencing/accreditation system for teachers or caregivers at any

stage in ECED.

KPIs • Percentage of ECED teachers and caregivers achieving accreditation

standards
• Percentage of teachers ranked ‘good’ or above in inspection reports

Risks and • Risk: Existing teachers and caregivers are antagonistic towards the
Mitigations introduction of an accreditation system as it threatens their jobs
Mitigation: Roll-out the accreditation system in phases and provide in-
service training for existing teachers and caregivers who wish to
become qualified.

Phase of Phase 2
Implementation

84
Project Title ECED3.5: Create data-led decision processes to facilitate continuous
system wide improvement

Objectives Develop the capability required to enable data-based decision making

processes

Activities • Create and implement a plan to improve data collection and availability
• Review the possibility of using UNICEF’s multi indicator cluster survey
(Round Four) MICS4, the Systems Approach for Better Education
Results (SABER) - and/or other types of domestic surveys to bridge
the current knowledge gap based on children’s progress in the main
areas of development and compare with Early Development
Instrument (EDI)
• Evaluate and improve reliability of data systems at MoSD, MoH and
Family Protection Unit and the expansion of the new EMIS system for
primary education to include KG and nurseries
• Develop or adopt a holistic ECED M&E framework and a baseline with
a core set of ECED indicators that can be tracked on governmental,
regional, and national levels. The M&E system for ECED should
include sector-wide and institutional stakeholder level indicators for
integrated services, multi-sectoral services and coordination (linked to
ECED 3.2 above)

Responsibilities • Data Collection Task Force to be established under the Joint ECED
Committee

Current Status Current data collection is uncoordinated, inconsistent and often inaccurate.

KPIs • Proportion of teachers and MoE and MoSD staff trained on how to use
the EMIS and the MoSD data system effectively
• Data error rate for key statistics such as enrolment, number of
teachers

Risks and • Risk: Teachers, MoE, and MoSD staff do not input data and use the
Mitigations system effectively
Mitigation: Provide extensive training for teachers and MoE and MoSD
staff on how to use the system and how it will benefit them and the
broader ECED system

Phase of Phase 2
Implementation

85
ECED4: Innovation – Use innovation to leverage change in ECED
Project Title ECED4.1: Better use of technology and the media to support
improvements in ECED provision

Objectives Use technology and the media as a means to stimulate quality improvements
in ECED provision, formal and informal

Activities For formal ECED provision:

• Create free online courses, via Edraak, that can be used for both pre-
service and continuous professional development of ECED teachers
and caregivers (linked to ECED 2b.2, above)
• Create free online courses that target policymakers and programme
implementers with an aim to increase their planning and management
skills in the ECED sectors
• Create free online courses for owners and principals on management
and running of private KG and nurseries
For informal ECED via parents and families (linked to ECED 5, below):
• Create an ECED online platform that brings together free material and
information on key aspects of ECED, and serves as a single platform
for all ECED stakeholders in Jordan that can house learning materials
and information for parents and caregivers
• Build on Edraak’s online parenting course, expand its outreach, and
design new targeted courses through Edraak or other platforms
• Develop mobile applications for parents that could provide them with
activities for their children at home on a daily basis. This can be also
sent to a targeted group of beneficiaries on regular mobiles through
messages
• Create TV and radio programmes for parents
For all stakeholders:
• Create short videos targeting different stakeholders (government,
parents, general public, donors) to show why ECED should be a
national priority and leverage social media (i.e. YouTube channel)

Responsibilities • Joint ECED Committee

Current Status There are a few websites available from private companies containing online
resources for parents. No open platform exists to bring together the collective
knowledge of ECED stakeholders in an accessible way.

KPIs • Amount of utilisation or number of people who have utilised each of the
identified methods (e.g. number of viewers on videos, number of users
on online platforms etc.)
• Statistically significant changes in levels of knowledge, attitudes, and
practices of families

Risks and No major risks identified.

Mitigations

Phase of Phase 1
Implementation

86
Project Title ECED4.2: Examine feasibility of, and pilot innovative financing
approaches to ECED

Objectives Assess and pilot the use of various innovative financing mechanisms (including
in-kind) for ECED that can both enable expansion and improve quality

Activities • Conduct a review into the suitability of introducing new funding

mechanisms like Social/Development Impact Bonds and PPPs to
expand nursery and KG1 provision
• Conduct pilot(s) of the most promising approach(es) related to PPPs
and bond financing for ECED
• Feasibility study into the options for market-based approaches to
ECED, including social enterprises related to various aspects of ECED
(education, nutrition etc.) and innovative mechanisms to leverage
micro-donations from private individuals as well as corporate
sponsorship
• Assessment of the potential use of public funding to leverage private
and other non-state financing for ECED
• Feasibility study into the set-up of book donation approaches to get
unused second hand age-appropriate books into the hands of children
and families without such books

Responsibilities • ECED committee, in collaboration with QRF and the MoE, MoSD,
Ministry of Finance (MoF) and Ministry of Planning and International
Cooperation (MoPIC)

Current Status Some scoping work on innovative financing mechanisms for ECED from 2012.

KPIs • Success rate of transforming innovative funding options from pilot to

full implementation

Risks and No major risks identified.

Mitigations

Phase of Phase 1
Implementation

87
ECED5: Mindset – Mobilise families to support learning, health, nutrition and social
protection at home and school
Project Title ECED5.1: Improve training outreach to parents and other primary
caregivers

Objectives Empower families with means of providing ECED for their children
The Committee also recognises that there is a lack of parenting training and
recommends the expansion of existing successful programmes and the
development of new ones that target all parents

Activities • Conduct home visits training programme based on global best practice
examples (for example, the Mother-Child Education Programme in
Turkey which teaches mothers and community members to educate
their children where formal education is lacking, or the UK SureStart
programme)
• Expand on the outreach of the Better Parenting Programme
• Offer packages for parents through family and child centres or public
hospitals in poverty pockets; these can include learning materials for
children and tips for parents
• Develop a parenting guide to be distributed to pregnant mothers
• Better use technology and the media to support improvements in
ECED provision (see ECED4, above)

Responsibilities • Joint ECED Committee

• MoE in coordination with UNICEF
• Other partners may include Jordan River Foundation (JRF), the Islamic
Centre Charitable Society, the Jordan Hashemite Fund for Human
Development, MoSD, the Higher Council for Persons with Disabilities,
Telecommunication companies, and TV and radio channels

Current Status UNICEF is working to relaunch the Better Parenting Programme which was
suspended in 2011.

KPIs • Number of families reached through a home visit programme in rural or

poor areas with low ECED enrolment
• Statistically significant changes in levels of knowledge, attitudes and
practices of families
• One-question satisfaction surveys to beneficiaries through mobile
devices

Risks and No major risks identified.

Mitigations

Phase of Phase 1
Implementation

88
Project Title ECED5.2: Mobilise families to better support learning and early childhood
development at home and increase their engagement in their child’s
formal learning

Objectives Change the mindset and behaviour among families and communities by
increasing public understanding about the importance and effects of ECED in
child development, about the role they can play in the development of their
child in their early years, and the long term benefits for Jordan (Should be
linked with awareness raising aspects of project ECED1.)

Activities • Create an ‘ECED awareness initiative’ to leverage a range of

engagement methods including mass and social media and technology
along with print media to inform parents of the importance of ECED
and to advise how they can help their child develop and learn during
this period
• Provide information on the importance of ECED for all children,
including those with disabilities
• Provide information on the importance of reading to children, singing to
and with children, and arts
• Increase awareness among both mothers and fathers about the
importance of fathers’ involvement
• Identify spokespersons and organisations to act as a champion for the
programme
• Expand the outreach of the ‘mobile museum’ of the Children’s Museum
of Jordan
• Explore options of mobile libraries and other book-sharing approaches
to increase availability of age-appropriate reading materials
• Better use technology and the media to support improvements in
ECED provision (see ECED4, above)

Responsibilities • A well-resourced coalition of national ECED stakeholders to be set up,

initially led by QRF, to design and develop an engagement platform,
that draws in existing initiatives in Jordan, e.g. ‘We Love Reading’ and
‘Hikayat Simsim’ and unifies efforts under one campaign

Current Status There are multiple initiatives to raise awareness on the importance of ECED
such as ‘We Love Reading’ and ‘Hikayat Simsim’ but they have not been
brought together and scaled up.

KPIs • Percentage of families with young children reached

• Improved perceptions and responses as measured through a survey,
to include:
o Percentage of parents reading to their children
o Percentage of families with age-appropriate books
o Percentage of families who recognise the impact of the home
environment on child’s development.

Risks and • Risk: Exclusion of Syrian refugees and disadvantaged groups

Mitigations Mitigation: Ensure that tailored content is developed for Syrian
refugees and minority groups

89
90
 4
BASIC AND
SECONDARY
EDUCATION
91
4 BASIC AND SECONDARY EDUCATION

4.1 Section Summary

Basic and Secondary Education equips student with the skills they need for their journey from school to life. It
provides a foundation for future attainment and is the crucial period when they discover not only the range of life
paths they could pursue, but also their own strengths and skills. Jordan clearly recognises this. Numerous
education reforms over the past three decades illustrate a continuous commitment to align what students learn with
1
what skills are needed for life, and to participate in the knowledge economy . One of the earliest of these was the
1988 Education Reform which spurred from the National Conference for Education Reform; the most recent was
Education Reform for the Knowledge Economy (ERfKE): phase one in 2003 and phase two in 2009, and due to
2
end in December 2016 . Both reforms focused on curriculum, teacher professional development and student
learning outcomes, among other priorities.
As a result of previous and ongoing efforts, Jordan can boast some significant achievements including:
3
• Compulsory and free Basic Education to all children of school age
• Signatory to the Convention on the Rights of Persons with Disabilities (CRPD), law number 31 for 2007
including that all children with disabilities should be taught in inclusive settings for Basic, Secondary and
Tertiary education
4
• High enrolment rates of 98% in Basic Education and 72% in Secondary Education . Jordan’s net
enrolment rate exceeded the average for the Arab region and for upper middle income countries by the
5
year 2000
6
• A rate increase of 44% in the literacy rate between 1979 and 2011 (from 66% in 1979 to 95% in 2011)
7
• Jordan reached gender parity in access to education in 1979
• Alternative accredited tracks for out of school children exist within the Ministry of Education (MoE) namely
their 24 month Non-Formal Education Programme, established since 2003.
Nevertheless Jordan still faces challenges to ensure all students get the outcomes they should from Basic and
Secondary Education. These include:
Access: Not all students can access schools due to income level, geographic location, disadvantaged
status, special educational needs and disabilities, family obligations and refugee status. As a result, there
8
are over 110,000 out of school children in Jordan and of those that are in school there is a high rate of student
absenteeism: 40% of students in Jordan reported skipping at least one entire day of school without authorization in
the previous two weeks, compared to the Organisation for Economic Co-operation and Development (OECD)
9
average of 15% . Children with disabilities face tremendous challenges to access public school: with an 11%

1
Sakarneh, M., 2014.
2
Most activities finished at the end of 2015.
3
MoE, Education Law no.3, 1994.
4
MoE 2015a; MoE, 2016.
5
UNESCO, 2015.
6
World Bank Development Indicators, 2015.
7
UNESCO Institute for Statistics, 2014.
8
UNICEF, 2014 (Jordanian numbers).
9
OECD, PISA 2012.

92
 10
disability rate across the population in Jordan there is a significant proportion of young people who are finding
school participation and learning a challenge, or else are missing out altogether.
Quality: Teachers do not receive the training they need or have the right curriculum and assessments to
help students achieve the outcomes they need to succeed. As a result, over the past 10 years there has been
th nd
a decline in student learning outcomes. For example, Jordan declined to 6 place in maths (from 2 among Arab
rd st
states) and 3 place in science (from 1 place among Arab states) in 2011 Trends in International Mathematics
and Science Study (TIMSS). Likewise in the 2012 Programme for International Student Assessment (PISA),
11
Jordan was among the 10 lowest performers of all participating countries and economies . Furthermore, only 41%
of students who sat for the Tawjihi exam in 2015 passed. There are concerning disparities between boys’ and girls’
learning outcomes, e.g. only 31% of boys achieved proficiency in reading at the upper secondary level in
12
comparison to 68% of girls .
Accountability: Existing quality control processes do not prioritise the inputs that make the biggest
impact, for example, teaching and strategic planning processes are not informed by data. Inspection of
Basic and Secondary schools is conducted by a number of governmental ministries; however, inspections focus on
infrastructure rather than quality of teaching and learning. There is a lack of consistent use of data for decision
making.
Innovation: New approaches to teaching and technology are not used enough. Focus group discussions
13
suggest teachers are not encouraged by their principals to be innovative in their teaching . Furthermore,
technology is under-utilised: around 21% of all schools do not have internet access, and the majority of the 79% of
14
schools that are connected suffer from low connection speeds .
Mindset: Parents and communities need to be more involved in formal and informal learning to provide
holistic support to children during their education journey. Two-thirds of public school parents reported that
they do not discuss their child’s behaviour or progress with their teachers; this is also true for more than half of
15
private school parents . Only 7% of parents reported volunteering in extracurricular activities at school and only
16
19% reported participating in a local school government or a Parent Teacher Association .

10
Department of Statistics, 2015.
11
TIMSS out of 57 countries and PISA out of 65 countries and economies
12
OECD, PISA 2012.
13
QRF, 2014.
14
MoE, 2015b.
15
PISA, 2012.
16
Ibid.

93
Vision of the Committee
In response to these challenges, the Committee has designed a range of projects with the goal that, by 2025, all
children complete equitable and quality Primary and Secondary education leading to relevant and effective
learning outcomes.
17
To achieve this goal, five strategic objectives were set :
(1) Ensure that schools offer conducive learning environments, and that school infrastructure is
updated and resources are strategically allocated to meet demand: By building schools based on
strategic planning and adherence to construction codes to ensure accessibility to all students, expanding
access to General Equivalency Diploma (GED) for out of school children, and ensuring that safe, nurturing
and healthy school environments exist for all.
(2) Improve schooling quality:
a. Modernise the curriculum and assessment framework through establishing an independent
body: By establishing an independent Curriculum and Assessment Centre for pre-KG through to
Grade 12, modernise Tawjihi and other key assessments
b. Improve the quality of the workforce at all levels of Basic and Secondary provision, with an
emphasis on teacher training: By establishing an Initial Teacher Education Programme and
comprehensive in-service teacher training to ensure all teachers are equipped and licensed
(3) Strengthen accountability, leadership and capacity for policy development and strategic planning
at all levels in the system (from school level to the Ministry): By devolving more responsibilities to the
Field Directorate and schools, leveraging the MoE’s accountability structures to drive public and private
school quality, and improving data quality and usage for decision making
(4) Use innovation and technology to leverage change in schools: By strengthening the use of technology
to modernise teaching and learning and exploring innovative financial mechanisms to accelerate
improvements in provision and quality
(5) Mobilise families and parents to support learning at home and in school: By carrying out campaigns
to raise parents’ awareness on the importance of their role in their children’s learning process, both at
school and at home; encouraging direct parental involvement in their children’s studies and participation in
Parent-Teacher Associations or extracurricular activities.
Success in achieving these aims will be evaluated through the use of the Key Performance Indicators (KPIs). The
following KPIs are regarded as high-level results KPIs, which can be widely communicated and which give an
overall sense of reform progress:
• Percentage of Grade 1-10 aged children enrolled in schools, including disaggregated rates by gender,
refugee status, and disability status
• Number of new schools opened that meet national construction codes and adheres to the MoE Education
Quality and Accountability Unit inspection criteria
• Jordan’s scores in TIMSS and PISA
• Percentage of schools leaders and teachers who are licensed
• Percentage of teachers who use technology in the classroom on a regular basis.

17
Detailed recommendations and projects are listed at the end of the Basic and Secondary Education section.

94
4.2 Overview of Basic and Secondary Education
Basic and Secondary Education in Jordan runs from age 6 to 17. The provision is split into two: Basic, which runs
from age 6 to 15 and is compulsory for all Jordanians to attend, and Secondary, which runs from 16 to 17.
Secondary Education is optional for Jordanians, where students can choose between two tracks: vocational and
4.2
academic,Overview
and are currentlyof Basic
admitted and
to themSecondary Education
based on the minimum grade requirements for each stream. The
MoE oversees the provision of public education in a highly centralised system and also regulates private sector
Basic and Figure
provision. Secondary Education
4.1 shows in Jordanofruns
the provision from age
education by 6the
to various
17. Theproviders
provision (public,
is split into two: United
private, Basic, Nations
which runs
from age 6 to 15 and is compulsory for all Jordanians to attend, and Secondary, which
Relief and Works Agency [UNRWA] and Ministry of Defence). Kindergarten (KG1 and KG2) has been included runs from 16 to 17. in
Secondary Education is optional for Jordanians, where students can choose between two tracks:
the diagram to show the different composition of each stage, and a discussion on provision and reforms suggested vocational and
academic, and
for this stage arebe
can currently
found inadmitted
the EarlytoChildhood
them based on the minimum
Education grade requirements
and Development (ECED) Sectionfor each stream.
of this The
Strategy,
MoE
while oversees the provision
reforms related of public education
to school-based vocationalineducation
a highly centralised system
are addressed and
in the also regulates
Technical private sector
and Vocational
provision. Figure
Education 4.1 shows
and Training the Section.
(TVET) provision of education by the various providers (public, private, United Nations
Relief and Works Agency [UNRWA] and Ministry of Defence). Kindergarten (KG1 and KG2) has been included in
the diagram to show the different composition
Figure of eachofstage,
4.1: Number and abydiscussion
students provider ontype provision and reforms suggested
for this stage can be found in the Early Childhood Education and Development (ECED) Section of this Strategy,
while reforms140,000
related to school-based vocational education are addressed in the Technical and Vocational
Education and Training (TVET) Section.
120,000
Number of Students

100,000 Figure 4.1: Number of students by provider type

140,000
80,000
120,000
60,000
Number of Students

100,000
40,000
80,000
20,000
60,000
0
40,000

20,000

Ministry of Education Private Schools UNRWA Other Governmental

Source: EMIS-Database, Ministry of Education 2014a

Ministry of Education Private Schools UNRWA Other Governmental

Source: EMIS-Database, Ministry of Education 2014a

95
4.3 Global Best Practice
Increasing participation in international assessments like TIMSS and PISA has allowed researchers to identify the
highest performing school systems and gather insights from their successes. In these assessments, countries such
as South Korea, Singapore and Finland frequently come out on top.
High performing education systems have equity at the core of their values and operations. Equity refers to non-
discriminatory and enabling practices that allow any student to reach his or her highest potential, regardless of their
18
socioeconomic status (SES), gender, ethnicity, or physical and/or cognitive disability . While increased funding
can make a difference to the success of an education system, funding alone does not transform a school system
from adequate to good, or from good to great. McKinsey points to the failure of significant financial investments
and large educational reform efforts implemented by a number of countries to deliver better learner outcomes. For
example, though spending on education in the U.S. rose 73% between 1980 and 2005, and student-to-teacher
19
ratios fell by 18%, student outcomes ‘stayed almost the same’ .
Similar stories can be found in most countries in the Organisation for Economic Cooperation and Development
(OECD), where higher spending and reducing class sizes did not make a significant difference to student
20
performance. The three factors that matter more in successful systems are :
• Attracting the right people into teaching
• Developing them into effective teachers
• Ensuring that the system is equipped so that it enables teaching to support all learners.
Top performing education systems achieve the above by making teaching an attractive career path to draw top-
performers into the profession, raising the profession’s status and offering competitive starting salaries. They also
focus relentlessly on what happens in the classroom and show consistent and significant improvements in teacher
quality. High standards for learner outcomes are supported by monitoring school and learner performance, the
findings of which feed into effective interventions. Such interventions ensure that teaching is improved so that no
learner falls behind and all schools at all levels of performance are given the right support. Effective leadership is
an important enabling factor for success and the best systems focus on promoting the best teachers into
leadership positions.
Further research published in 2010 suggests that six interventions are common to all performance stages across
the entire improvement journey: building the instructional skills of teachers and management skills of principals,
assessing students, improving data systems, facilitating improvement through the introduction of policy documents
and education laws, revising standards and curriculum, and ensuring an appropriate reward and remuneration
21
structure for teachers and principals . Long-standing research into school effectiveness additionally emphasises
the importance of setting high expectations, which is reflected in many countries’ endeavours to reform standards
22
and curricula frameworks .
Finally, there is compelling evidence that high performing education systems – as diverse as Singapore and
Finland – have been able to draw on parental engagement in their children’s learning as a factor in raising student
performance. While Jordan has made efforts in engaging parents in their children’s education, more can be done
to coordinate and expand these efforts, as well as emphasise their importance.

18
OECD, 2008.
19
Barber, M. & Mourshed, M., 2007.
20
Tabberer, R., 1994.
21
Barber, M. et al, 2010.
22
Leithwood, K.A. & Riehl, C., 2003.

96
4.4 Desired Outcomes for Basic and Secondary Education in the
Strategy
The Committee believes that schools’ contribution should be directed to achieve the outcomes shown in
Figure 4.2 below at the heart of a concerted effort to strengthen Jordan’s education system and HRD
outlook:

Figure 4.2: Desired outcomes for Basic and Secondary Education in the Strategy

EDUCATION
FUTURE

FOR THE KINGDOM:

• The system prepares Jordanians for work and life
• Research and data analysis identify challenges which are
addressed by nimble, well-coordinated, and strategic policy process
• Jordan publishes data showing progress on student performance,
teacher quality, violence levels and other indicators to further drive
improvement
• Percentage of TIMSS, PISA, EGRA & EGMA scores match those in
selected benchmark countries (neighbouring, regional and global)
KINGDOM
and specific target levels set by the Government

FOR STUDENTS:
• All students have access to excellent teaching and modern
curricula that puts students at the center of high quality learning
environment.
• Students are clear on the their career options and supported in
making the right decisions
• Students are well prepared for the next stages in education and
well equipped for work and life STUDENTS

FOR EMPLOYERS:
• Employers are engaged in curricula development early on to align
skills needed
• Employers recruit from a talented pool of people that meet their
needs.
• The private sector complements the public sector in both
financing and delivery of education services by providing capital
investments, private sector rigor, and performance management
experiences to advance the expansion of education provision
EMPLOYERS
FOR TEACHERS:
• Being a teacher is a well recognised and fulfilling profession.
• Teachers are well rewarded and provided with relevant incentives
• Teachers receive quality pre and in-service training
• Teachers are engaged in communities of practice to share best
practice and ideas

FOR PARENTS AND THE COMMUNITY:

• Communities are engaged with providers to improve school provision
• Education continues at home and in the community throughout all TEACHERS
stages of life

PARENTS
AND
COMMUNITY

9
Error! Unknown document property name.

97
4.5 The Current State of Provision of Basic and Secondary Education in
Jordan
This Section provides an outline of the current situation assessment that was conducted to inform the development
of the Strategy. Assessments were made of Jordan’s current status and outlook, building upon a wide range of
primary and secondary research conducted by the National HRD Committee through its subcommittees, non-
governmental organisations (NGOs) and other education stakeholders.
4.5 The Current State of Provision of Basic and Secondary Education in
4.5.1 Access
Jordan
In Jordan,
This enrolment
Section providesand adult literacy
an outline rates are
of the current high forassessment
situation both males that
and was
females. Basic net
conducted enrolment
to inform is 98%,
the development
above the average for upper middle income countries. After achieving gender parity in enrolment
of the Strategy. Assessments were made of Jordan’s current status and23outlook, building upon a wide rangein 1979, Jordan
of
now has one of the highest female literacy rates in the region, at 95.2% .
primary and secondary research conducted by the National HRD Committee through its subcommittees, non-
governmental organisations (NGOs) and other education stakeholders.
Figure 4.3: Per-pupil expenditure by school level (GDP per capita)
4.5.1 Access
18
In Jordan, enrolment
16 and adult literacy rates are high for both males and females. Basic net enrolment is 98%,
above the average for upper middle income countries. After achieving gender parity in enrolment in 1979, Jordan
14 23
now has one of the highest female literacy rates in the region, at 95.2% .
12
10 Figure 4.3: Per-pupil expenditure by school level (GDP per capita)
8
18
6
16
4
14
2
12
0
10
Basic Secondary
8
6 Jordan Upper-Middle Income Countries (Median)
4
Source: Education Policy and Data Centre, Jordan 2014 report
2
24
This has been achieved
0 despite Jordan spending below the average per pupil for upper middle income countries .
While increased spending alone doesBasic not guarantee better outcomes, the Secondary
quality of basic public school
infrastructure is highly variable across the Kingdom and there is growing pressure on school infrastructure to
Jordanto all students
provide universal access to education Upper-Middle
withinIncome Countries
school age. (Median)
This has been made even more
challenging by the influx of Syrian refugees and domestic population growth.
Source
Ensuring access is a challenge on: Education Policy andincluding
several dimensions, Data Centre, Jordan
income level,2014 report location, disadvantaged
geographic
status,
This hasspecial educational
been achieved needsJordan
despite and disabilities, and refugee
spending below status.per
the average Currently,
pupil forthe distribution
upper of schools
middle income is not 24
countries in.
accordance
While with spending
increased populationalone
demands. Around
does not 20% ofbetter
guarantee schools have fewer
outcomes, than 100
the quality of students.
basic publicThese schools are
school
less efficient and
infrastructure lower-performing
is highly thanthe
variable across theKingdom
nationaland
average.
there The MoE has
is growing made efforts
pressure on schoolto rationalise these
infrastructure to
25
schools, shutting down
provide universal access 27toschools withtofewer
education than 30within
all students students in 2015
school , andhas
age. This aims to continue
been made even merging
more schools
with fewer than
challenging 100influx
by the students based
of Syrian on findings
refugees and from the 2nd
domestic School Rationalization
population growth. Study that is to be conducted
by the National Centre for Human Resource Development (NCHRD) in 2016. Additionally, infrastructure quality
Ensuring access is a challenge on several dimensions, including income level, geographic location, disadvantaged
and student outcomes are poor, particularly in rented schools.
status, special educational needs and disabilities, and refugee status. Currently, the distribution of schools is not in
accordance with population demands. Around 20% of schools have fewer than 100 students. These schools are
less efficient and lower-performing than the national average. The MoE has made efforts to rationalise these
25
schools, shutting down 27 schools with fewer than 30 students in 2015 , and aims to continue merging schools
with fewer than 100 students based on findings from the 2nd School Rationalization Study that is to be conducted
by the National Centre for Human Resource Development (NCHRD) in 2016. Additionally, infrastructure quality
and
23 student
UNESCO, outcomes are poor, particularly in rented schools.
2015.
24
Education Policy and Data Centre, 2014.
25
World Bank, 2016.

23
UNESCO, 2015.
24
Education Policy and Data Centre, 2014.
25
World Bank, 2016.

98
Special educational needs
In the last ten years, there have been efforts to improve the overall conditions for people with disabilities: the
CRPD has been signed by Jordan; sub-component four of ERfKE II addressed special education; and, the
TAKAFO Campaign promoted the Rights of Persons with Disabilities. The Law on the Rights of Persons with
Disabilities number 31 (2007) states that the MoE is responsible for providing inclusive basic and vocational
education for all children with disabilities or learning difficulties. Despite this, it is common for students with
disabilities to be segregated in specialised centres, or placed in mainstream schools but separated for the majority
of the day in different classrooms from their peers. A total of 604 resource rooms in the Kingdom serve 14,090
26
students with disabilities . The Special Education Directorate at the MoE estimated that only 10% of MoE schools
27
were considered accessible for students with disabilities in 2012 .
In addition to the limitations in the physical infrastructure restricting access for students with disabilities, a medical
model currently serves as the basis for students to access education. This gives medical authorities the absolute
power to determine the needs of persons with disabilities, which often leads to inadequate placements in
28
schools .
Furthermore, there is a lack of adequate training for public school teachers and staff who work with students with
disabilities and special needs. In addition, the fragmentation of educational provision between the MoE (for the
majority of students with disabilities) and the Ministry of Social Development (MoSD) (for students with moderate to
severe mental disabilities) has resulted in restrictions for students wanting to sit for certain examinations since the
MoSD operates curricula and training independently of the MoE.
Syrian refugees
Around 80% of Syrian refugees reside in host communities, which has put huge pressure on the education system
and subsequently impacted the quality of education that some Jordanian children receive. In 2015/2016 school
year, there were over 143,000 Syrian students enrolled in public schools, an 875% increase from 2011/2012
29
year . The substantial increase in Syrian refugees of school age combined with a domestic population boom has
put substantial strain on public school provision. The surge in demand has caused an increase in double shift
schools, with 11.7% of schools operating a double shift system in the 2014/15 school year, serving 17.1% of all
30
students. The MoE expects the number of double shift schools to increase slightly over this scholastic year .
The Ministry of Education estimates that the recurrent cost of hosting Syrian students in public education is around
JOD 115 million per annum and requires an additional 260 new schools. The Government has made significant
efforts to ensure school-aged Syrian refugee children enrol in school, but limitations in existing infrastructure, poor
transportation, child labour, violence in schools, early marriage and other issues have resulted in an enrolment rate
31
of just 62% . For children that are unable to attend formal education there are Non-Formal Education (NFE) and
Informal Education (IFE) options available, but there a limitations in access. In 2015, 26,000 children participated in
32
IFE and 1,100 children (Jordanian, Syrian and other nationalities) participated in NFE .

26
Mattingly, J., 2011.
27
Al-Azzeh, 2012.
28
Ibid.
29
MoPIC, 2016.
30
MoE, 2016.
31
UNICEF, 2015.
32
MoPIC, 2016.

99
Gender
Jordan achieved gender parity in enrolment in 1979 and has one of the highest female literacy rates in the region
33
at 95.2% . In fact, female students in Jordan outperform their male students on the Early Grade Reading
Assessment (EGRA) and Early Grade Maths Assessment (EGMA), early literacy and numeracy assessments, on
the National Assessment for the Knowledge Economy (NAfKE), and on international assessments such as PISA.
34
Only 31% of boys achieved proficiency in reading at the upper secondary level in comparison to 68% of girls , and
new strategies are needed to ensure boys receive high quality learning experiences catered to their needs within
safe and engaging school settings. At the same time, challenges like early marriage do persist in some
35
communities, and 10% of girls are married before turning 18 years old .
Rural/urban divide
There is a significant gulf in the quality of education received in rural and urban schools. Eighty one percent of
schools where no student passed Tawjihi were in rural areas, compared to just 47% of all schools with 12th
36
graders . The incentives that currently exist to encourage teachers to move to remote rural schools have done
little to address the shortage of high quality teachers. As teachers in rural areas acquire more experience and
achieve higher qualifications, they often opt to move to urban areas, and some, particularly males, leave the
37
teaching profession altogether . The lack of a high quality basic education restricts many rural Jordanians from
accessing further education and skilled employment.
Out-of-school children
There are over 110,000 children of school age not currently enrolled in formal education in Jordan (over 30,800
Jordanians and 83,259 Syrians) for various reasons related to school environment or family pressures and
38
obligations . Furthermore, the PISA 2012 survey revealed that there is an alarming truancy rate, where 40% of
students in Jordan reported skipping at least one entire day of school without authorisation in the previous two
39
weeks, compared to the OECD average of 15% . As children with sporadic attendance are at risk of
underperforming and dropping out of school, accurate data tracking systems would be useful to prevent drop-out
among all vulnerable groups, such as boys that are obliged to work to support their families or girls who marry
40
early . Furthermore, there is a lack of comprehensive enforcement of laws regarding access.
There are limited accredited alternative pathways available for children that have been out of school and are
illegible to return to formal education according to MoE regulations. One of the main options available at the MoE is
their NFE programme, which was established in 2003 in partnership with Questscope, and is the only fully
accredited GED. The main objective is reducing the number of dropouts and out-of-school (OOS) children and
youth in Jordan by offering alternative pathways to formal education. From 2003 to 2016, more than 13,000 young
people have enrolled in NFE, and more than 500 MoE teachers received training as NFE facilitators to build the
41
human resource capacity of MoE for the programme .

33
UNESCO, 2015.
34
Ibid.
35
UNICEF, 2014.
36
MoE, 2015c.
37
Identity Center, 2015.
38
MoPIC, 2016.
39
OECD, PISA 2012.
40
UNESCO, 2014.
41
Questscope, April 2016.

100
4.5.2 Quality
Despite positive measures and many teachers’ best efforts and achievements, Jordan’s education system has
42
experienced a comparative decline in the past ten years . More than 80% of 2nd and 3rd graders are not reading
4.5.2 Quality 43
with comprehension . Furthermore, scores on the international TIMSS assessment declined by 5% between 1999
44
and 2011
Despite .
positive measures and many teachers’ best efforts and achievements, Jordan’s education system has
42
experienced a comparative decline in the past ten years . More than 80% of 2nd and 3rd graders are not reading
43 Figure 4.4: Trends in TIMSS
with comprehension . Furthermore, scores on the international TIMSSscores
assessment declined by 5% between 1999
44
and 2011 . Grade 8 TIMSS Scores for Science
Grade 8 TIMSS Scores for Maths
600 Figure 4.4:
30.0%Trends in TIMSS
600 scores 30.0%
500 500 500 500 500 475500 482500 500
500 428 424 427 Grade 8450
TIMSS Scores for 449
Science
Grade 8 TIMSS Scores for406
Maths
400 23.2% 20.0% 400 20.0%
600 30.0% 600 30.0%
300 500 500
17.9% 500 500 500 475500 482500 500
16.8% 17.1% 450 449
500 428 424 427 200 10.0%
200 406 10.0%
400 20.0% 400 11.1% 11.4% 20.0%
100 23.2%
300 17.9% 0 5.3%
0.0%
0 16.8% 17.1% 0.0% 3.7%
200 1999 2003 2007 2011 10.0% 200 1999 2003 2007 2011 10.0%
11.1% 11.4%
100 Jordan TIMMS Scale Centerpoint Percent Difference Jordan TIMMS Scale Centerpoint Percent Difference
5.3%
0 0.0% 0 3.7% 0.0%
1999 2003 2007 TIMMS
Source: 1999
2011 and PIRLS International Study 2003
Centre, 2012a; 2007 2011
Jordan TIMMS Scale Centerpoint Percent Difference Jordan TIMMS Scale Centerpoint Percent Difference
TIMMS and PIRLS International Study Centre, 2012a
The key elements impacting the quality
Source: TIMMS of education
and PIRLSinInternational
Jordan include curriculum,
Study assessment methods and
Centre, 2012a;
teachers.
TIMMS and PIRLS International Study Centre, 2012a
Curriculum quality
The key elements impacting the quality of education in Jordan include curriculum, assessment methods and
The school curriculum in Jordan has become outdated and does not include the appropriate elements to equip
teachers.
students with the skills and knowledge they need to succeed in life and work. Despite reforming the General
Curriculum quality
Framework for Curricula and Assessment under ERfKE II to incorporate critical thinking and problem solving
strategies
The schoolwithin the curriculum,
curriculum in Jordan there is still too
has become much emphasis
outdated and does on notrote learning
include and on traditional
the appropriate elements pedagogies
to equip and
delivery techniques.
students A recently
with the skills conducted
and knowledge theyreview
need toof succeed
the lowerinprimary
life andrevised textbooks
work. Despite revealedthe
reforming that these
General
textbooks offer
Framework limited hands-on,
for Curricula activity and
and Assessment group-based
under ERfKE II to learning and do
incorporate not place
critical enough
thinking emphasis
and problem on critical
solving
thinking and
strategies problem-solving
within strategies.
the curriculum, For too
there is still example, the lower primary
much emphasis science curriculum
on rote learning and textbooks
and on traditional only and
pedagogies
45
allocate 15% of the overall
delivery techniques. markconducted
A recently to experimentation,
review of thewhile 85%primary
lower is allocated to textbooks
revised theoreticalrevealed
knowledge that .these
The subject
material
textbooksisoffer
oftenlimited
significantly out-dated
hands-on, toand
activity the group-based
point that textbook
learningexamples
and do notno longer relate toemphasis
place enough real worldon practices.
critical
thinking and problem-solving strategies. For example, the lower primary science curriculum
There is a lack of consistent learning standards or clear vision for teaching and learning that aligns with and textbooks only
skills
45
allocate 15% of the overall mark to experimentation, while 85% is allocated to theoretical knowledge
demanded in a knowledge economy. The curriculum is officially intended to promote tolerance, respect and subject . The
material is often
acceptance significantly
of people of otherout-dated
faiths and tocultures;
the pointhowever,
that textbook examples
reviews no longer that
have suggested relate to is
this real
notworld practices.
clearly
reflected
There is aboth
lackwithin the textbooks
of consistent produced
learning or in
standards orthe pedagogical
clear approaches
vision for teaching and used, potentially
learning facilitating
that aligns with skills
46
intolerance in
demanded oramarginalisation of women’s
knowledge economy. role in society
The curriculum . The process
is officially intendedfor
to curriculum and textbook
promote tolerance, development
respect and
lacks the appropriate
acceptance of people expertise and does
of other faiths not align however,
and cultures; with international
reviews best
havepractice.
suggested Forthat
example, the clearly
this is not MoE went
through aboth
reflected reform process
within for the grade
the textbooks 1-3 curricula
produced or in theand textbooksapproaches
pedagogical in 2014 withused,
the goal of improving
potentially the literacy
facilitating
46
and numeracy
intolerance skills of lower primary
or marginalisation graderole
of women’s students. External
in society . Thereviews
processoffor
thecurriculum
revised curriculum
and textbookand development
textbooks
47
conclude
lacks that the revision
the appropriate did not
expertise andimprove basic
does not primary
align level competencies
with international .
best practice. For example, the MoE went
through a reform process for the grade 1-3 curricula and textbooks in 2014 with the goal of improving the literacy
and numeracy skills of lower primary grade students. External reviews of the revised curriculum and textbooks
47
conclude
42
that the
World Economic revision
Forum, 2016. did not improve basic primary level competencies .
43
USAID, EGRA 2012.
44
TIMMS and PIRLS International Study Centre, 2012a; TIMMS and PIRLS International Study Centre, 2012b .
42
45 World Economic Forum, 2016.
MoE, 2015a.
43
46 USAID, EGRA 2012.
Abu Jaber, M., 2014.
44
47 TIMMS and PIRLS International Study Centre, 2012a; TIMMS and PIRLS International Study Centre, 2012b .
MoE, 2015a.
45
MoE, 2015a.
46
Abu Jaber, M., 2014.
47
MoE, 2015a.

101
Assessment quality
Reforming student assessment is recognised as an important component in improving the quality of the education
system. There is a lack of alignment between the set national and international assessments that are conducted at
school. The lack of coordination between these assessments has resulted in overlapping purposes and an inability
to accurately measure the performance of each student cohort from the start of Grade 1 to the end of Grade 12.
The school assessment system, and the success of students within it, is too heavily dependent on one set of high-
stakes summative exams, the Tawjihi exam. Tawjihi currently serves as the method to certify students in
Secondary Education and regulate enrolment of students for Higher Education (HE) programmes, whether in TVET
centres or universities. However, Tawjihi fails to test the full range of skills required to succeed in tertiary education
and 21st century employment. For example, a review of the maths assessment for the years 2010, 2011 and 2012
showed that the average weight given to information retrieval was 68%, with 25% of the weight given to
48
communication skills, leaving only 7% for problem-solving and critical thinking . This incentivises students and
teachers to focus on rote memorisation rather than developing the skills that will enable them to succeed in further
education, work and life.
Only forty one percent of students who sat for Tawjihi in 2015 passed; this low pass rate delays or completely
restricts the opportunity for many students to progress into HE or TVET institutions. Meanwhile, there is a
significant number of students who never register or register and never sit for the examination; 43% of all students
enrolled in the 2014-15 scholastic year did not sit for the Tawjihi, either dropping out or opting to delay it till 2016.
49
Of those, 36% registered for the 2015 examination but never sat for it .
There have been many Tawjihi reform efforts which have focused on procedural issues but have not addressed
50
challenges like the overemphasis on rote memorisation and high stakes nature of the examination .
Teacher quality
The Committee recognises the importance of teachers and feels that teacher quality is currently being constrained
by problems in recruitment and selection, as well as training on both the pre-service and in-service level.
University admissions for teacher programmes
The admissions criteria at universities for education programmes (B.Ed.) are low when compared to other
professional subjects. This results in the selection of less competent students to enter the profession. The average
Tawjihi score for newly hired teachers at the MoE was 65% (the minimum score for admission to the public
51
university system) in the most recent year with available data (2010) . In contrast, a minimum score of 85% is
required for admission into the faculties of medicine and dentistry, and 80% for faculties of pharmacy and
52
engineering across the country’s leading universities . Since the Ministry of Higher Education and Scientific
53
Research (MoHESR) made an executive decision to remove all ‘Field Teacher’ tracks in B.Ed. programmes in
2006/2007, B.Ed. graduates are only academically qualified to teach grades 1 through 3 or 4, in addition to special
needs students and early childhood educational years. Consequently, approximately one third (29%) of teachers
have B.Ed. degrees, while the remainder (who teach grade five and up) have B.A. or B.Sc. degrees in Arabic,
Maths, Science, etc. but with no theoretical exposure to education or practical training in pedagogies.

48
Obeidat, O. and Dawani, Z, 2014.
49
MoE, 2015a.
50
Obeidat, O. and Dawani, Z, 2014.
51
Ibid.
52
Unified Admissions Policy for Official Universities in Jordan, 2015/2016.
53
The ‘Field Teacher’ track trained Student Teachers in pedagogical practices and educational concepts that are specialised for grades 5 to 10.

102
Teacher recruitment
The teacher recruitment process for public schools is currently run through the Civil Service Bureau (CSB). Entry
requirements are very low and selection is heavily weighted in favour of the length of time in the CSB queue and
graduation year rather than on academic achievement, ability and motivation to become a teacher. The criteria for
applications to the teaching profession in public schools are weighted as follows: 9% for post-secondary grade, 9%
for Tawjihi score, 28% for graduation year, 19% for application year, 19% for CSB examination (content based),
54
and 9% for interview . Although the examination was intended to make the hiring process more merit-based and
competitive, the seniority factor still plays the largest role by determining which candidates have the opportunity to
55
sit for an exam. Moreover, the exam’s academic focus does not address candidates’ teaching competencies .
Furthermore, candidates have an unlimited number of chances to repeat exams if they have failed to pass, which
means that other, perhaps more suitable, candidates have to wait longer for their turn to sit for the CSB
56
examination. Since the first introduction of interviews into the selection process, none have actually been
57
conducted due to shortage of time .
Recruiting qualified teachers is especially challenging in the South of Jordan and in rural areas given the lack of
58
resources in those areas and the few incentives provided for teachers to work there . Furthermore, the MoE has
made exceptions over the years to allow teachers with community college degrees to enter the teaching profession
in order to fill the teaching vacancies for certain subjects where supply of teachers is insufficient.
The recruitment process for private schools is determined by those institutions. These schools therefore have the
ability to conduct a more rigorous recruitment process based on capability, motivation and qualifications. However,
the shortage of high quality teachers and a lack of effective monitoring and evaluation system has resulted in some
private schools lowering recruitment standards and employing academically unqualified teachers (i.e. community
college degree holders or teachers assigned to subjects for which they have little to no specialised knowledge).
The current recruitment process for teachers in Jordan does not align with the practices of high performing school
systems where entering the teaching profession is substantially more competitive than in Jordan. For example, in
Singapore only secondary school graduates who are in the top 30% of the cohort are eligible to apply to become
teachers, and only 12.5% of applicants are admitted to the country’s prestigious National Institute of Education.
The screening process is a rigorous one; applicants sit through competitive exams, tough panel interviews,
intensive reviews of their academic records and their contribution to their schools and communities. These
practices have helped raise the prestige of the profession in these countries and improve the capabilities of
teachers.
Initial teacher training
There is no licencing system for teachers nor a consistent level of initial (pre-service) training for private or public
59
school teachers . Twenty eight percent of public school teachers and 44% of private school teachers did not
receive any teacher training before entering the profession, and only about a quarter received training of longer
than two months. Of the teachers who did receive training, 82% of public and 86% of private school teachers said
they ‘agreed’ or ‘strongly agreed’ that after participating in the training, they had a set of teaching techniques that
60
they could immediately use in their classrooms . Currently, teachers may receive training before entering the
profession either from B.Ed. programmes at universities or from induction training organised by the MoE. The latter
has been described as insufficient in both duration (ranging from two weeks to two months) and quality of training;
the induction training was unable to provide teachers training in more than basic classroom management
61
concepts . Furthermore, the lack of a teacher licencing system for both the private and public sectors, which
expects teachers to meet a set of criteria on a recurring basis (e.g. a certain number of trainings within a time

54
CSB, 2016.
55
Ibid.
56
Ibid.
57
Ibid.
58
Ibid.
59
World Bank, 2010.
60
QRF, 2014.
61
MOE, 2014b.

103
period to be relicensed), has resulted in many unqualified, unmotivated and, in some cases, unsuitable individuals
becoming teachers.
In-service teacher training
In terms of formal in-service teacher training, there is no consistent level of training for teachers in either the public
or private sector. Only 43% of public school teachers and 29% of private school teachers received formal in-
service training in the past two years. In comparison, 91% of upper-secondary teachers in OECD countries
62
surveyed had received in-service training or professional development within the year preceding a recent survey .
There is a lack of information on informal training in Jordan at the individual school level, particularly in the private
sector.
Countries with high achieving education systems (e.g. Singapore, Hong Kong, Canada, Australia, and Finland) put
63
professional development at the centre of teachers’ day-to-day jobs . Teacher professional development is the
primary mechanism for improving student learning and school performance, and it is how teacher performance is
evaluated. These teachers work in systems that are organised around improvement strategies explicitly anchored
in teacher professional learning, oriented around the following steps:
• Assess students’ learning to identify their next stage of learning (at either an individual or school level)
• Develop the teaching practices that are tailored for the next stage of student learning (based on evidence)
• Evaluate the impact of new practices on student learning.
Non-governmental initiatives
Despite the challenges, individual initiatives in Jordan have made commendable progress in improving teacher
training. However, until now these initiatives have not been scaled across the system. The MoE, in partnership with
the Queen Rania Teachers Academy (QRTA), is launching an Initial Teacher Education Programme (ITE) to
introduce standard pre-service training programmes for teachers in Basic and Secondary Education. This
Programme will, in time, award teacher qualifications in line with international best practice.
The Early Grade Reading and Mathematics Project (RAMP) aims to train 14,000 teachers in 2,500 government-run
schools within the next five years to raise the percentage of Grade 2 and 3 students who read with comprehension
and do mathematics with understanding from 12% in 2012 to 55% by 2019. This US$ 48 million project, funded by
the US and the UK, aims to achieve its goals by improving learning materials, providing teacher training, engaging
64
communities to participate in education and supporting the government in its endeavours .
The Jordan Education Initiative (JEI) has also made positive contributions to teacher training by introducing
technology with proven modern teaching strategies. However, these training initiatives – whether from the public or
private sectors or NGOs – are not coordinated under an overall-arching teacher training strategy. There is no
comprehensive approach for teacher training that identifies training needs based on the system’s strategic
direction. Also, professional development currently seems to be focused mainly on training with little consideration
to other methods such as school-based coaching, collaborative planning, or reflective practice.

62
OECD, 2014.
63
Schleicher, A., 2016.
64
USAID, 2016.

104
4.5.3 Accountability
Governance
65
The MoE, and the 43 sub-divisions that report to it, oversees public and private Grades 1-12 education in Jordan .
The MoE controls public schools through a highly centralised system where individual schools have historically had
little autonomy or control. Under ERfKE II, there have been efforts focused on granting Field Directorates and
schools more responsibility under the School and Directorate Development Programme (SDDP), particularly with
regard to school development and improvement. This has culminated in a new Education Quality and Assurance
Unit (EQAU) at the MoE, for which the reform is still underway and the capacity building stage is not yet complete.
However, this initiative has the potential to gradually decentralise the current system allowing the MoE-HQ to focus
on planning, strategy and policy making.
In contrast to public schools, private providers are allowed to supplement the national curriculum with high quality
international materials and have autonomy in other key areas such as staff recruitment.
Leadership quality
Currently, the role of school principals is primarily focused on serving as middle managers, attending to logistics
rather than supporting teachers and enhancing teacher quality. The current centralised system does not give
sufficient autonomy to school leadership and teachers to be able to implement new initiatives tailored to their local
context. Furthermore, the career progression system does not promote the best or most equipped teachers into
leadership positions; instead it rewards those who have stayed the longest in the system. While there is significant
awareness on the need for teacher training and licensure, little focus has been given to the development of school
leadership other than the development of the 2010 Framework for Leadership Standards document.
Quality assurance
The MoE, Ministry of Labour (MoL) and Ministry of Health (MoH) all conduct inspections in Basic and Secondary
schools; however, inspections have historically focused on infrastructure issues rather than quality of teaching and
learning. Inspection units are under-resourced and follow-up is often lacking; for example, to ensure fines for
violations by private schools have been paid. The ineffective monitoring and evaluation system has failed to ensure
that baseline quality standards are maintained in all schools across Jordan, public and private. The gulf in quality
between schools is particularly prevalent when comparing rural and urban schools, as well as public and private
schools. The MoE’s newly-established EQAU is tasked with increasing accountability throughout the public system
and providing support to schools to ensure baseline qualities are maintained.
Professionalisation of the teaching profession
The MoE developed a grading and career progression scheme for teachers in the 2002 Instructions on Teachers'
Ranks and again in 2010 in both the Teachers Policy Framework and Framework of Leadership Standards, but
these have not been fully implemented. The current system fails to incentivise training, good performance and
results, and teachers report that appraisals emphasise textbook completion rather than performance and results.
There is no correlation between performance and remuneration, nor are allowances allocated towards teachers
who assume more leadership responsibilities or carry out educational and extracurricular tasks outside of their
basic job description. Existing allowance could be allocated more strategically as incentives for teachers to attend
training and self-development courses, or take on greater responsibilities. Career progression is nominally linked to
indicators like performance, training and results but this is not widely implemented.
A novice teacher with a Bachelor’s degree starts at rank 7 (out of 9) in the Second Category professional ladder.
Around 65% of teachers are in ranks 4-6, while 3% progress into the First Category to assume leadership roles in
education, and only 0.06% manage to progress further into the Special Category to assume roles in strategic
66
planning in education . This restricts the improvement of the system and those within it as individuals have little-
to-no incentive to improve and advance their careers. Professionalisation of teaching will require a fully
implemented continuing professional development framework to ensure teachers have incentives to attend
trainings and improve their practice. The 2010 Teachers Policy Framework could serve as the basis to establish a
continuous professional development system in alignment with a rigorous certification and licencing process.

65
MoE, 2015c.
66
Sawalmeh. Y, 2014.

105
Data-led decision making
An Education Management Information System (EMIS) has been developed in partnership with the United Nations
Educational, Scientific and Cultural Organisation (UNESCO) and an open source version is publicly accessible.
The new system is designed to build data and management capabilities within the system to increase transparency
and accountability and drive and inform improvement programmes. For the new EMIS to be successful, it needs to
be successfully integrated into current operations. This will require ongoing training to ensure teachers, school
leaders and MoE officials are able to use and input data effectively into the system. The MoE also needs to ensure
stakeholders at all levels have access to dashboards containing the data they need to drive improvements.

4.5.4 Innovation
Innovation can play a greater role in leveraging the existing assets in the system to achieve positive change in
schools. This transformation can be driven by two major efforts: first, integrating technology in teaching and
learning and, secondly, using innovation to expand school provision.
Despite significant efforts to integrate technology into education in Jordan, technology is under-utilised. Around
21% of all schools do not have internet access, and the majority of the 79% of schools that are connected suffer
67
from low connection speeds . Most schools are equipped with computer labs and peripherals but the equipment is
68
generally outdated and some is verging on obsolete . Due to a lack of clear communication around the vision for
using technology to enhance learning, most school leaders and teachers do not see technology as an effective tool
to enhance learning and have not successfully integrated technology into the curriculum or pedagogical
approaches. Teacher training in the use of technology has occurred but has not produced the desired outcomes.
Focus group discussions suggest teachers are not encouraged by their principals to be innovative in their
69
teaching .
A new national strategy for information and communications technology (ICT) in Education was recently developed
to address these challenges. The success of this strategy will depend on the commitment of leaders at every level
to follow through and ensure the strategy is faithfully implemented, as well as clearly and concretely communicated
across the system, highlighting how technology can be used to serve the larger vision for effective teaching and
learning.
Private education
70
The private education sector in Jordan has been growing, experiencing a 6% student growth rate in 2013/2014 . It
now constitutes 41% of the total number of schools and 24% of the Basic and Secondary Education student
populations in Jordan. In 2014/2015, 52% of these were kindergartens (KG1 and KG2); 24% were K-6 schools;
71
and another 24% were K-12 schools .
Students attending private schools outperform their public school counterparts on PISA, TIMSS, NAfKE, and
Tawjihi by wide margins. While public school students in the 8th grade achieved an average TIMSS science score
of 443 in 2011, the average score among private school students was 69 points higher at 512. A similar trend can
be found in all subjects across all international and national assessments. A small elite class of private schools
charge high fees, ranging between JOD 15,000 to JOD 21,000 per year. However, the majority of schools—mostly
located in Amman—charge much lower fees, sometimes as low as JOD 200 a year. Since private schooling is only
available for families with financial means, this could have negative consequences for inequalities between higher
and lower-income families in Jordan. Further research is needed to explore the programmes that could enable
private schools to expand provision to reach more socioeconomically disadvantaged students, and to monitor the
impact of expansion of private schooling on educational equity.

67
MoE, 2015b.
68
MoE, 2015a.
69
QRF, 2014.
70
MoE, 2014a.
71
MoE, 2015a.

106
Research suggests that the higher performance of private schools may be rooted in differences in resources.
Significantly more MoE schools reported shortages in space and resources than private schools in the PISA 2012
survey. Almost half of MoE schools (45%) struggle with insufficient instructional space compared to only a quarter
of private schools. Only 4% of private schools report shortages in library materials to ‘some’ or ‘a lot’ of extent
compared to a third of MoE schools. More than half of MoE schools (55%) also face great shortages in buildings
and school grounds (compared to 33% of private schools), 40% lack science lab equipment (compared to 29% of
private schools), and 63% struggle with inadequate heating/cooling and lighting (compared to 41% of private
schools).
Private schools are able to be more innovative than public schools due to private schools’ higher levels of
autonomy. There is a small selection of private schools (5% of the entire sector) that offer internationally renowned
72
curricula and assessments and perform well against international benchmarks . However, the majority of private
schools are small institutions, and many owners lack financial management skills to sustain and grow their
73
businesses . Furthermore, these education businesses are required to pay a number of taxes despite
identification of Education Services as a key economic growth sector in Jordan 2025.
Despite their advantages, private schools in Jordan have some major shortcomings. Labour reports have found
that many private schools pay their teachers below minimum wage or even withhold payment altogether for months
74
at a time . Furthermore, the gender wage gap (in basic salary) in favour of men in the private education sector
75
was 42% in 2013 . Improved regulation and coordination between the MoE and the MoL are needed to ensure
private schools treat their teachers fairly.

4.5.5 Mindset
National values and identity
Regional instability is putting more pressure on Jordan’s education system to instil national values of unity,
tolerance and inclusiveness. Media and research reports have reported that elements of the current textbooks may
facilitate intolerance of other faiths and marginalise women’s role in society. The new curriculum reform and
teacher training will need to take into consideration the importance of instilling national values.

Teachers’ status
Although Jordanians value education highly, teaching is seen by many as an un-prestigious profession. Over 47%
of participating teachers in a national survey said they became a teacher because ‘it was the best option available’
76
or for ‘lack of a better option’ instead of passion for teaching or other positive motivations . As a result, there are
reports of unqualified, unmotivated and in some cases unsuitable individuals becoming teachers. The negative
perceptions of the teaching profession may be attributed to the low standards adopted in the teacher selection
process at the CSB. Furthermore, there is no formal Continuous Professional Development (CPD) system whereby
teachers would need to continuously train in order to be licensed and relicensed to practice the profession,
compared to doctors, lawyers or engineers who have to go through specific trainings and sit for regular
examinations to progress in their careers. The professionalisation of teaching by increasing selectivity, instituting a
licensure and re-licensure system, and raising standards for both pre- and in-service training can help overcome
this stigma and raise the prestige of the profession.

72
Jordan 2025.
73
USAID, 2012.
74
Labor Watch, 2010.
75
ILO, 2013.
76
QRF, 2014.

107
Parental and community engagement
Whilst Jordanians acknowledge the importance of formal education, not all communities see education and
learning as a collective responsibility. The majority of teachers cite disengaged students and parents as their top
77
professional challenge after salary . Two thirds of public school parents reported that they do not discuss their
child’s behaviour or progress with their teachers, and this is also true for more than half of private school parents
78
as well . Only 7% of parents reported volunteering in extracurricular activities at school and only 19% reported
79
participating in a local school government or a Parent Teacher Association (PTA).
The proportion of parents who regularly read to their children is low, even when compared to similar countries in
the region. More than 40% of Jordanian mothers with children under five do not read to their children even though
children of mothers who read to them are four times more likely to recognise more than 10 Arabic letters by the
80
age of five . This is a trend that continues into Basic and Secondary Education; nearly 60% of students across all
sectors in Jordan report having fewer than 25 books at home, and one-third of public school students report having
81
fewer than 10 books at home . Media campaigns and an effective public information service could be mobilised to
inform parents and parent-teacher organisations. Additionally, other initiatives could build stronger ties between
families and schools.

4.6 Strategic Objectives

The National HRD Committee has identified five strategic objectives to address the key challenges faced and
achieve the outcomes sought for Basic and Secondary Education:

B&SE1 Access – Ensure that schools offer conducive learning environments, and that school
infrastructure is updated and resources are strategically allocated to meet demand.

B&SE2a Quality – Modernise the curriculum and assessment framework through establishing an
independent body.

B&SE2b Quality – Improve the quality of the workforce at all levels of Basic and Secondary
provision, with an emphasis on teacher training.

B&SE3 Accountability – Strengthen accountability, leadership and capacity for policy development
and strategic planning at all levels in the system (from school level to the Ministry).

B&SE4 Innovation – Use innovation and technology to leverage change in schools.

B&SE5 Mindset – Mobilise families and parents to support learning at home and in schools.

77
QRF, 2014.
78
OECD, PISA 2012.
79
Ibid.
80
QRF, 2016.
81
OECD, PISA 2012.

108
4.7 Projects required to achieve outcomes sought
The National HRD Committee has selected a set of projects under each strategic objective to achieve the
outcomes sought:

Strategic Objective Projects

B&SE1: Access – Ensure that schools offer B&SE1.1: Open new schools strategically
conducive learning environments, and that school B&SE 1:2 Rationalise poor performing small schools
infrastructure is updated and resources are
strategically allocated to meet demand. B&SE1.3: Increase capacity to serve students with
disabilities and special needs
B&SE1.4: Improve provision for Syrian refugees
B&SE1.5: Expand national-level General Education
Equivalency Diploma system to cover all out-of-school
children and youth
B&SE1.6: Improve school environments to ensure they are
safe, nurturing and healthy

B&SE2a: Quality – Modernise the curriculum and B&SE2a.1: Establish an independent Curriculum and
assessment framework through establishing an Assessment Centre
independent body.
B&SE2a.2: Modernise the Basic and Secondary Curriculum
B&SE2a.3: Modernise and align Tawjihi and other key
assessments

B&SE2b: Quality – Improve the quality of the B&SE2b.1: Reform admissions process at universities for
workforce at all levels of Basic and Secondary fields related to education
provision, with an emphasis on teacher training.
B&SE2b.2: Improve teachers’ selection process
B&SE2b.3: Establish an Initial Teacher Education
Programme
B&SE2b.4: Develop comprehensive in-service teacher
training

B&SE3: Accountability – Strengthen accountability, B&SE3.1: Introduce a teacher certification and licencing
leadership and capacity for policy development and system
strategic planning at all levels in the system (from
B&SE3.2: Devolve more responsibilities to the Field
school level to the Ministry).
Directorate and school level
B&SE3.3: Introduce a school leader certification and
licencing system
B&SE3.4: Revise the teacher ranking system and appraisal
process
B&SE3.5: Leverage MoE accountability structures to drive
public and private school quality
B&SE3.6: Improve data quality and use of data to aid
accountability and improvement

B&SE4: Innovation – Use innovation and technology B&SE4.1: Explore innovative financial mechanisms to
to leverage change in schools. accelerate improvements in provision and quality

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 B&SE4.2: Stimulate growth in high quality private provision
B&SE4.3: Strengthen the use of technology to modernise
teaching and learning

B&SE5: Mindset – Mobilise families and parents to B&SE5.1: Mobilise families and parents to support learning
support learning at home and in schools. at home
B&SE5.2: Mobilise families and parents to support learning
in schools

B&SE1: Access – Ensure that schools offer conducive learning environments, and that school
infrastructure is updated and resources are strategically allocated to meet demand

Project Title B&SE1.1: Open new schools strategically

Objectives Increase access to high quality schools. The project should target areas where
there is the highest need for new schools.

Activities Open new schools to:

• Meet growing demand caused by domestic population growth rate and
incoming refugees.
• Replace rented schools.
• Eliminate the need for double-shift schools.
• Replace inefficient, low quality small schools.
• Increase the number of mobile schools (schools with detachable/
modular classrooms) to allow flexibility in schools’ relocation and future
use.
Ensure that all newly built schools adhere to national construction codes which
make schools safe and accessible to students with disabilities. This will be
achieved by:
• Establishing a school development plan that prioritises areas where
expanding provision is most needed and redistributes the school map
to match long-term demand.
• Developing a database and system for school maintenance.
• Developing and approving standards for school construction plans.

Responsibilities • MoE (Managing Directorates [MDs] of Educational Planning and

Research, School Buildings and International Projects).
• Ministry of Planning and International Cooperation (MoPIC).
• Ministry of Public Works and Housing (MPWH).
• Donors.

Current Status A substantial increase in student numbers due to domestic demographics (e.g.
one third of the population is under the age of 14) and Syrian refugees are
putting substantial strains on the existing public provision. To address this, the
MoE plans to provide 100 new schools to accommodate 50,000 additional
children for the 2016-17 school year.

KPIs • Basic and Secondary school enrolment rate by 2025.

• Number of new schools opened that meet national construction codes
and adhere to EQAU inspection criteria.
• Number of rented schools by 2025.

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 • No Double-Shift schools in operation by 2025.
• Percentage of stand-alone schools with fewer than 100 students.
Increasing the number of classrooms through providing the school extensions
and new school buildings or building 60 schools annually for ten years to meet
the expected increase in the number of students by 25,000 new students.

Risks and • Risk: Geographical distribution of new schools is not correlated with
Mitigations demand.
Mitigation: Planning for new school development should be based on
robust data analysis and projections of demand.

Phase of Phase 1
Implementation

Project Title B&SE1.2: Rationalise poor performing small schools

Objectives Remove small schools that are inefficient and deliver low quality teaching.

Activities Develop Geographical Information System (GIS) capacity to improve school

mapping and planning within the MoE.
Review options for schools with fewer than 100 students taking into account
exceptions. Options could include:
• Merging schools with fewer than 100 students.
• Establishing clusters of smaller schools to collectively run the cluster
and provide support and share best practice.
Establish a communication strategy for parents/communities to advocate the
benefits of rationalising poor performing small schools (e.g. improved teacher
quality, access to more Tawjihi programmes).

Responsibilities MoE (MDs of Educational Planning and Research, School Buildings and
others).
UNESCO and other donors.

Current Status Currently 20% of schools have fewer than 100 students. These schools tend to
be more inefficient and lower performing than the average school.

KPIs • Number public schools with fewer than 20 pupils.

• Percentage of free standing public schools with fewer than 100 pupils.

Risks and • Risk: Public opposition to policy of closing local schools.

Mitigations Mitigation: Engage local communities to explain reasons for closing
these schools and the advantages their children will have in changing
schools as well as offering services e.g. transportation where
necessary.

Phase of Phase 1
Implementation

111
Project Title B&SE1.3: Increase capacity to serve students with disabilities and
special needs

Objectives Ensure children with disabilities and special needs have access to a high
quality education with the staff capability and infrastructure to meet their needs.

Activities • Develop educational assessment centres or committees made up of

multidisciplinary teams (psychologists, educationalists etc.) to assess
the educational needs of students with disabilities or learning
difficulties and abolish the use of medical reports as the sole basis for
student placement.
• Renovate existing schools to comply with the national construction
codes to eliminate the environmental barriers restricting students with
disabilities from attending school.
• Build teachers’ capacities by:
o Enforcing mandatory modules on disabilities and inclusion in
B.Ed. specialisations outside the Special Education major and
other pre-service preparation.
o Introducing in-service compulsory training courses on
inclusive, student-centred learning.
• Assess the feasibility of introducing Learning Support Assistants
(LSAs) positions at MoE along with university certification programmes
and teacher professional development.
• Conduct long-term strategic awareness campaigns combined with
services to promote the rights of students with disabilities to be
included in mainstream education.
• Review the provisions of the Education Law No. 3/1994 and Law No.
31/2007 to ensure full equality and equal opportunities, as guided by
the CRPD’s provisions and principles.
• Enforce compliance of current legislation for the provision of education
for students with disabilities.
• Expand online resources to increase access to education for students
with disabilities.
• Establish a mechanism to coordinate efforts, roles, and responsibilities
of the relevant stakeholders, especially those between the MoE,
MoSD, Higher Council for Affairs of Persons with Disabilities (HCD),
MoH, training centres, civil society organisations (CSOs), and private
sector.
• Utilise the new EMIS to improve data collection and dissemination of
information about students with educational and/or medical disabilities
and the resources they are receiving.

Responsibilities • MoE
• HCD
• Donors (e.g. Mercy Corps, Handicap international, UNICEF etc.)
• MoSD
• MoH

Current Status Jordan signed the CRPD in 2007, and the Law on the Rights of Persons with
Disabilities no. 31 (2007) states that MoE is responsible for providing a quality
inclusive education for all children with disabilities or learning difficulties.
However, Jordan still relies almost entirely on a private educational, non-
inclusive environment for students with disabilities/gifted students. Reliance on
medical reports as the sole basis for identification often leads to inappropriate
placements and insufficient support in schools. Additional barriers include lack

112
 of teacher awareness and training, physical accessibility, and fragmentation of
responsibilities for education offered to students with disabilities between
MoSD and MoE.

KPIs • Percentage of students with disabilities who are enrolled in inclusive

versus integrated public schools (disaggregated by location, gender,
age).
• Number of new and existing teachers trained on inclusive teaching
practices and teaching students with disabilities (disaggregated by
gender).
• Parental satisfaction ratings of the support their children with
disabilities receive at school (by survey).
• Number of schools that are able to accommodate students with
disabilities (disaggregated by gender, location, type i.e.
basic/secondary etc.).
• Literacy and Mathematics performance for students with disabilities
and learning needs e.g. EGRA, EGMA, TIMSS, PISA (disaggregated
data by disability or special needs).

Risks and • Risk: New and existing legislation is not enforced due to lack of
Mitigations commitment or resources.
Mitigations:
o Consult schools in developing new legislation and processes
to ensure successful implementation.
o Set schools targets for implementing legislation.
o Provide schools with additional funding, where required, to
implement new and existing legislation.
o Create incentives for schools to implement legislation and
punishment if they fail to do so.
• Risk: Lack of institutional commitment to implement changes due to
lack of belief that all children can succeed.
Mitigations:
o Provide school staff with the training required to implement
new and existing legislation.
o Engage stakeholders to show the importance of ensuring all
children have access to a quality education that meets their
needs.

Phase of Phase 2
Implementation

Project Title B&SE1.4: Improve provision for Syrian refugees

Objectives Increase the enrolment rate of refugee children.

Activities • Expand NFE opportunities to accommodate children under 13 or

modify the rule excluding children under 13 who have been out of
school for a year from having to enter NFE before entering formal
education. Also, make entrance exams available more than once per
year.
• Expand informal education learning opportunities to restore out of
school children to formal or non-formal certifiable education.
• Provide remedial and enrichment programmes for Syrian students
during the summer holidays.

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 • Increase number of Syrian teacher assistants to reduce pressure on
Jordanian teachers.
• Formalise employment contracts for teacher assistants from Syria, and
assess the feasibility, costs and benefits of allowing Syrian teachers to
work as teachers in Jordanian schools.
• Provide Syrian students with feeding services in schools covered by
the school feeding system.
• Train school principals, educational counsellors and teachers (both
full-time and contract) to provide appropriate psychosocial support to
Syrian refugees.
• Ensure laws on early marriage and child labour are enforced.

Responsibilities • Donors
• Civil Society Organisations
• United Nations High Commissioner for Refugees (UNHCR)
• MoE

Current Status In the 2015/16 school year there were over 143,000 Syrian students enrolled in
82
public schools, an 875% increase from the 2011/12 school year . The
estimated recurrent cost of hosting Syrian students in public schools is around
JOD 115 million and an additional 260 new schools are required according to
the MoE. The Government has made significant efforts to ensure school-aged
Syrian refugee children have enrolled in school, but poor transportation, child
labour, violence in schools and other issues have resulted in a 61.6%
enrolment rate of school-aged Syrian refugee children.

KPIs • Enrolment rate for Syrian refugees for Basic and Secondary
Education.
• Percentage of school principals, educational counsellors and teachers
who have received training in providing appropriate psychological and
educational support to Syrian refugees.
• Percentage of out-of-school children enrolled in IFE and NFE
programmes (disaggregate by gender, age, location etc.).

Risks and • Risk: lack of financial support from the international community to help
Mitigations Jordan fund this global public good (education of Syrian refugees).
Mitigation: Seek further grant funding and support from international
community to fund the education of Syrian refugees.
• Risk: Increasing debt burden as a result of having to fund a large share
of the cost directly, including through taking loans from international
financial institutions (even at concessional rates)
Mitigation: Seek long term funding commitments from donor countries
that share the burden fairly and spread the debt over a suitable period
of time.

Phase of Phase 1
Implementation

82
MoPIC, 2016.

114
Project Title B&SE1.5: Expand national-level General Equivalency Diploma system to
cover all out-of-school children and youth

Objectives Integrate NFE into MoE’s strategic plans, accredit MoE schools for NFE
implementation and develop Human Resources for NFE.

Activities • Reform legislation to enable the certification of NFE to enter the

Tawjihi stream and the accreditation of schools that offer NFE.
• Increase NFE accredited schools in every district with high numbers of
OOS children and youth.
• Develop NFE curriculum in line with international best practice.
• Establish effective monitoring and evaluation system to enable
continuous improvement in provision and quality.
• Provide financial support for infrastructure, manpower and projects
specific to NFE.
• Establish decentralised, district-level NFE governance structure to
supervise NFE and address technical issues.
• Strengthen the responsiveness to youth through establishing adult-
youth partnerships and increasing participation and leadership of youth
in their learning process.
• Increase enrolment through outreach to gain family and community
support.
• Provide training to NFE facilitators on Participatory Learning
Methodology (PLM) and the NFE curriculum.
• Develop a recognised diploma for facilitators and establish recognition,
awards and revised remuneration as incentives for facilitators.
• Develop opportunities for ongoing learning among NFE facilitators
through communities of practice.
• Develop online teaching courses and teaching material to enable
community members to provide informal education in addition to formal
education, or where formal education is unavailable in the short term.

Responsibilities • MoE
• Schools
• NGOs

Current Status The MOE currently runs a 24-month NFE programme that offers alternative
education for children/youth in Jordan who do not meet requirements to be part
of the formal education system, i.e. have been out of school for over 3 years.
Between 2003 and 2016, more than 13,000 young people enrolled in this NFE
programme and more than 500 MoE teachers received training as NFE
facilitators for the programme.
This NFE programme was evaluated by the University of Oxford Centre for
Evidence-Based Interventions, which revealed that it had a significant impact
on reducing aggressive behaviours and conduct problems, and an increase in
self-efficacy and social skills.
Mobile schools are currently being assessed on a national and international
level, such as the Pilosio Building Peace (2014) supported by the Save the
Children and Relief International. This project has been implemented in Za’tari
camp and in the Queen Rania Park.

KPIs • Government recognition and support of NFE as a GED system.

• Establishment of a specialised NFE department.
• Section of education budget allocated to NFE.

115
 • Percentage of OOS children graduated from NFE (disaggregated by
gender, special education needs or disability, location, age).
• Percentage of NFE graduates that complete to Tawjihi level
(disaggregated by gender, location, age, special education or disability
etc.).
• Number of qualified NFE facilitators.
• Number of NFE-accredited schools (disaggregated by location,
gender, school type i.e. basic/secondary etc.).

Risks and • Risk: Lack of capabilities at district level to manage implementation.

Mitigations Mitigation: Assess and develop district capabilities before delegation of
NFE responsibilities.

Phase of Phase 2
Implementation

Project Title B&SE1.6: Improve school environments to ensure they are safe,
nurturing and healthy
Objectives Ensure students can access education without risk to their health or safety,
reduce the problems in school environments that deter school attendance, and
use feeding programs to promote attendance.

Activities • Expand the school feeding program and ensure it reaches the students
that need it most.
• Prohibit discrimination, violence, corporal punishment and promote
inclusion in class for all students.
• Improve reporting and consequences for violence both towards
teachers and students.
• Trainings and manuals for teachers on effective discipline focused on
ensuring students remain engaged in their learning.
• Improve water, sanitation, and hygiene facilities and ensure they are
safe and inclusive, to allow all children to attend school.
• Ensure that students are safe on the way to and from school
(addressing harassment, etc.).

Responsibilities • MOE
• Local NGOs
• Donors
83
Current Status 63% of public schools report inadequate heating/cooling and lighting . School
violence, discrimination, and harassment were pervasive problems among
84
refugees, children with special needs and in male schools . Many refugee
children who dropped out of formal schools reported leaving school after
85
experiencing harassment .

KPIs • Number of children reporting feeling unsafe at or on the way to school.

(Disaggregated by: gender, location, school type, and other data where
possible).

83
OECD, PISA 2012
84
UNICEF, 2015; NCHRD, 2014; Ryder, 2001
85
UNICEF, 2015

116
 • Number of trainings offered to MoE staff on alternative disciplinary
measures.
• Number of children receiving food through the feeding program.
(Disaggregated by: sex, location, nationality, refugee status,
socioeconomic status).

Risks and • Risk: Lack of data available to target feeding program.

Mitigations Mitigation: Utilise National Unified Registry to inform persons who are
most in need.
• Risk: Lack of willingness to report and record cases of violence.
Mitigation:
Establish effective reporting processes
Train all staff in how to identify and report violence in schools.

Phase of Phase 1
Implementation

B&SE2a: Quality – Modernise the curriculum and assessment framework through establishing an
independent body

Project Title B&SE2a.1: Establish an independent Curriculum and Assessment Centre

Objectives Establish an independent body that introduces curriculum and assessment

policies and reforms Pre-primary, Basic and Secondary curriculum to ensure
learning materials and exams are brought up to date with current national
needs and international best practice.

Activities • Establish the independent curriculum and assessment body which

carries out the following functions but is not limited to them:
o Develop rigorous, relevant learning standards and revise the
curriculum and assessment framework and policies to enable
future improvement, with the MoE’s Curriculum and
Assessment Departments assuming an advisory role.
o Develop a framework for civic education to coordinate between
education institutions and media to help build national and
cultural values and identity.
o Outsource the development of textbooks, with the MoE’s
Curriculum and Assessment Departments assuming an
advisory role.

Responsibilities • The Curriculum and Assessment Centre to lead on creating the new
curriculum and assessment framework and engage qualified
curriculum experts to develop the new curriculum and assessment
system.
• MoE to inform the curriculum and assessment framework and be
responsible for implementation of the new curriculum and assessment.

Current Status The Curricula and Textbooks Directorate within the MoE develops all aspects
of the curriculum and textbooks for Basic and Secondary levels.

KPIs • International/regional test scores (e.g. PISA, TIMSS, EGRA and

117
 EGMA).

Risks and • Risk: The new curriculum and assessment framework does not result
Mitigations in substantive change to the curriculum and assessment system
Mitigation: Outsource the development of the curriculum and
assessment system to a qualified third party specialised in curriculum
and assessment development.

Phase of Phase 1
Implementation

Project Title B&SE2a.2: Modernise the Basic and Secondary Curriculum

Objectives Develop a curriculum that focuses on the applications of knowledge, rather

than the recall of facts, with a thoughtful sequence of expectations based on
developmental learning progressions within and across domains. The
curriculum should instil Jordan’s national values and provide students the skills
and knowledge required to succeed in work and life.

Activities • Develop curriculum framework and policies for Basic and Secondary
Education (along with nursery and KG – see ECED Section).
• Contract a qualified external curriculum expert body to develop a new
curriculum under the framework set by the Centre and in line with
international best practice and Jordanian national values.
• Outsource the development of textbooks and teacher guides to
qualified professional curriculum development organisations.
• Introduce the new curriculum in phases (e.g. roll out curricula for
grades 1, 5, and 9 in phase 1;grades KG1, 2, 6, and 10 in phase 2;
grades KG2, 3, 7 and 11 in phase 3; and grades 4, 8, and 12 phase 4).

Responsibilities • Curriculum and Assessment Centre to develop the new curriculum.

• MoE to ensure curriculum is implemented effectively in schools.

Current Status The schools’ curricula rely on rote learning and traditional pedagogies and
delivery techniques. The subject material is often outdated.

KPIs • International/regional test scores (e.g. PISA, TIMSS, EGRA, EGMA)

• Independent expert reviews verify that the quality of textbooks is
radically improved with strong clear messaging around national values
like tolerance and the role of women in society.

Risks and • Risk: The new curriculum is not successfully implemented at school
Mitigations level.
Mitigations:
o Provide adequate training and teacher aides on teaching the
curriculum.
o EQAU to ensure schools implement new curriculum effectively.

Phase of Phase 2
Implementation

118
 Project Title B&SE2a.3: Modernise and align Tawjihi and other key assessments

Objectives Develop an assessment system that is both formative and summative and
accurately measures the progression and performance of each cohort between
Grades 1-12. The assessment process culminates in a matriculation process
that provides an accurate indication of performance and capability of
individuals to direct them to further education or employment.

Activities • Develop assessment framework and policies for Basic and Secondary
Education.
• Contract qualified external curriculum and assessment experts to
develop a new assessment system for Basic and Secondary Education
under the framework set by the Centre and in line with international
best practice and Jordanian national values.
• Ensure all assessments at Basic and Secondary level align to enable
the Centre to accurately track and measure the development of the
system and the individual students within it at each stage of their
education.
• Involve multiple stakeholders including private sector leaders to ensure
assessments align with the skills and knowledge required in life and
work.
• Introduce new assessments in phases, leaving sufficient time after
introduction of curricula for teachers and students to adapt, and
implement new Tawjihi assessment only after students have had
several years to adapt to the new curricula (in year five or later).
• Evaluate the feasibility of electronic tests in the educational
assessment process in various stages: pre and constructivist
(formative) and final (summative) assessments.
• Introduce a screening system to identify students who need early
intervention for literacy and numeracy.
• Coordinate with MoE and other testing entities to ensure tests are
properly administered and data is reliable.
• Introduce a student feedback system which allows students to set
goals for themselves, measure their improvement and take ownership
for their academic and social development.

Responsibilities • New Curriculum and Assessment Centre

• MoE’s Testing Directorate
• NCHRD to conduct international assessments (e.g. PISA and TIMSS)
used to compare Jordan with other countries, and selected studies on
key issues like classroom teaching practices.

Current Status Assessments are uncoordinated and do not effectively measure a broad range
of skills and knowledge. In Tawjihi, the weight given to information retrieval is
68%, with communications skills weighted 25%, leaving only 7% for problem
86
solving and critical thinking .
The system is too heavily dependent on the Tawjihi exam, which has a very
87
low pass rate (41% in 2015 ) and an uneven distribution of results resulting in
88
only 510 students scoring between 50% and 60% in 2015 . The low pass rate
restricts the successful transition of students from Secondary Education to

86
Obeidat and Dawani, 2014.
87
MoE, 2015a.
88
MoE, 2015a.

119
 Tertiary Education for the majority of students.

KPIs • Global, regional and national benchmark targets for students cohort
performance in assessments (to be set by the Curriculum and
Assessment Centre).
• A student assessment results distribution that matches international
best practice (e.g. a bell curve).
• Surveys show stakeholders (parents, educators, private sector) believe
new assessments reflect the skills students need in work and life.

Risks and • Risk: Students are not prepared to take the new assessments when
Mitigations they are first introduced.
Mitigation: Both curricula and assessment will be introduced in phases,
leaving students and teachers sufficient time to prepare for new
assessments.

Phase of Phase 2
Implementation

B&SE2b: Quality – Improve the quality of workforce at all levels of Basic and Secondary
provision, with an emphasis on teacher training

Project Title B&SE2b.1: Reform admissions process at universities for fields related
to education

Objectives Make teaching an aspirational profession that attracts and appoints high
calibre applicants.

Activities • Raise admissions criteria for students pursuing undergraduate studies

related to education.
• Include passion for teaching as a criteria to be assessed during the
application process.
• Offer teaching scholarships for teacher education programmes to
attract the best students into the profession.
• Reinstate the ‘Field Teacher’ track in B.Ed. programmes, ensuring high
quality of provision.
• Increase practicum components of B.Ed. programmes (e.g. the
number of credit hours allocated for field work at schools).

Responsibilities • Ministry of Higher Education and Scientific Research (MoHESR) to

consult with universities to raise entry requirements.
• QRTA (new Initial Teacher Education Programme)
• Universities.

Current Status The average Tawjihi score of candidates accepted to the teaching profession
was 65% in 2010 (the minimum score for admission to the public university
system). In contrast, a minimum score of 85% is required for admission into the
faculties of medicine and dentistry, and 80% for faculties of pharmacy and
engineering across the country’s leading universities.

KPIs • New teacher admission’s criteria set at universities is in line with elite
professions to ensure only the most qualified students enter the
teaching profession.

120
 • Increase in the average Tawjihi score of teachers entering B.Ed.
programmes.
• Average Tawjihi score of teachers entering QRTA Initial Teacher
Education Programme.

Risks and • Risk: A reduction in the stream of new teachers that results in a
Mitigations shortage in supply.
Mitigation: Raise the admissions criteria in phases to ensure the
stream remains constant.

Phase of Phase 1
Implementation

Project Title B&SE2b.2: Improve teachers’ selection process

Objectives Establish a competency-based recruitment process for teachers and school

leaders.

Activities • Increase the basic entry standards required to become a teacher to

improve the quality of accepted applicants and the prestige of the
profession.
• Set a higher Tawjihi and undergraduate minimum grade requirement
(75% and ‘very good’) for applications at the CSB.
• Rebalance selection criteria to emphasise applicant qualifications,
aptitude, motivation, knowledge and experience.
• Ensure that interviews are conducted in every hiring cycle at the CSB.
• Introduce QRTA’s ITE certification as a pre-requisite for the teaching
profession.
• Explore the feasibility of a Teach for Jordan programme that could
attract high performing graduates into the teaching profession.

Responsibilities • CSB
• MoE

Current Status All public sector teachers are recruited through the CSB process with the
following application criteria weighting; 9% for post-secondary grade, 9% for
Tawjihi score, 28% for graduation year, 19% for application year, 19% for CSB
examination (content based), and 9% for interview.
47% of MoE teachers surveyed said they became a teacher because it was
89
either ‘the best option available to them’ or for ‘lack of a better option’ .

KPIs • An application system that contains weighted criteria that matches

international best practices.
• Average Tawjihi score for new teachers.
• Majority of new teachers cite a passion for teaching as a primary
reason for joining the profession.

Risks and • Risks: Shortage of teachers because some applicants no longer

Mitigations qualify to become a teacher as they do not meet the increased
standards.
Mitigation: Raise the entry requirements in phases and ensure enough

89
QRF, 2014.

121
 applicants meet the target to match demand for new teachers.

Phase of Phase 2 – New systems, services, regulations.

Implementation
Phase 3 – ITE certification as pre-requisite.

Project Title B&SE2b.3: Establish an Initial Teacher Education Programme

Objectives Offer a postgraduate professional diploma, with a heavy practical component

which would run for 12 months, affiliated with the University of Jordan and
approved/accredited through the MoHESR.

Activities • Establish a standards’ steering committee to create the teacher

training programmes, and recruit faculty and staff members.
• MoE and QRTA to set standards for teacher competencies and values,
and set standards for initial courses.
• Establish online portal to provide access to high quality content, enable
collaboration between Student Teachers and Teacher Educators, and
eventually expand this portal to all teachers in Jordan for in-service
training.
• After initial pilot year, gradually increase the size of each cohort to
3,500 annually.

Responsibilities • MoE and QRTA to set standards for teacher competencies and values
and standards for initial teacher education.
• QRTA to manage the Initial Teacher Education Programme, in
coordination with the MoE and a university partner.
• MoHESR to accredit the professional diploma offered.

Current Status There are currently two pathways into the teaching profession:
• An undergraduate pathway leading to a BA in education, followed by
entering teaching via the CSB and receiving a brief MoE-provided
induction training.
• A subject BA degree (e.g. Maths), followed by entering teaching via
the CSB and receiving a brief MoE-provided induction training.
In practice, 28% of public teachers and 44% of private teachers reported they
did not receive any induction training before they started teaching and only
about a quarter received pre-service training that was longer than two months.

KPIs • Establish the programme.

• Percentage of new teachers entering the profession that are trained
and certified.
• Percentage of all teachers in Jordan that are trained and certified.

Risks and • Risks:

Mitigations o Existing teachers are opposed to the introduction of the
programme and a licencing system as it threatens their jobs.
o The new teacher selection process would shift from ordinary
employment procedures in the public sector, which would
require further political support.
Mitigations:
o Provide in-school assessment of existing teachers to see
which already meet the required standards.
o Provide in-service training for existing teachers who wish to

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 attain reach the required standards.
o Negotiate with key stakeholders and lobby for support from
both the MoE and the CSB.

Phase of Phase 1
Implementation

Project Title B&SE2b.4: Develop comprehensive in-service teacher training

Objectives Enhance the skills, knowledge and effectiveness of in service teachers.

Enable existing teachers to acquire qualifications matching standards
developed for the new ITE programme.

Activities • Enhance the MoE’s Managing Directorate of Supervisor and

Educational Training to play a stronger strategic and coordinating role,
to ensure that all trainings meet quality standards and to guide training
providers towards the areas of greatest need in Jordan (e.g. inclusive
education, psychosocial support, pedagogy for improved literacy and
numeracy, etc.).
• Establish in-service training standards aligned with the principles of
pre-service standards developed for the new ITE programme to
enable veteran teachers to acquire matching qualifications.
• Introduce an in-service training framework to provide regular, easily
accessible training programmes to enhance teacher professional
development.
• Provide differentiated training programmes for teachers in refugee
camps and host communities.
• Provide training and manuals for teachers on effective discipline
techniques that keeps students engaged in their learning.
• Develop training centres in the three regions in collaboration with local
universities.
• Design coaching/mentoring training programmes for educational
supervisors to be more effective in training and developing teachers.
High performing teachers should be encouraged to adopt
supervisory/mentoring roles to share their knowledge and best
practice.

Responsibilities • MoE
• In-service training providers

Current Status Training and development is meant to be incorporated into a teacher’s

schedule but in reality only 43% of public teachers and 29% of private teachers
have received training in the past two years.
Non-profit initiatives like QRTA and JEI have been very successful in
introducing in-service teacher training schemes at a local level (reaching less
than 5% of teachers), while the USAID’s RAMP programme has reached
teachers at a larger scale. However, this training is not spearheaded by any
one department within the MoE, resulting in possible duplications or
misinformation about training within the Ministry itself. Furthermore, the
training provided is still collectively insufficient to meet national needs.

KPIs • A minimum of 15 in-service education and training days per year for all
teachers. Teachers should be surveyed and assessed before and after

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 training sessions and programmes to measure the effectiveness of
training sessions. Reflection sessions should be conducted after
training programmes to review what participants have learnt and how
the programme could be improved.
• Percentage of teachers reporting that they received in-service training
in the last two years in a survey.
• School inspections show an increase in teachers’ application of new
pedagogies.

Risks and • Risk: Teachers do not engage with training programmes and do not
Mitigations implement the skills and knowledge they are taught in these sessions
Mitigation: Include training attendance, learning and implementation of
skills in teachers’ appraisal and CPD framework.

Phase of Phase 1
Implementation

B&SE3: Accountability – Strengthen accountability, leadership and capacity for policy

development and strategic planning at all levels in the system (from school level to the Ministry)

Project Title B&SE3.1: Introduce a teacher certification and licencing system

Objectives Ensure baseline quality standards for teaching are maintained.

Raise the prestige of the teaching profession.

Activities • Establish teacher certification and licensure systems in alignment with

the new ITE programme standards and in consultation with qualified
experts.
• Introduce the teacher certification system by certifying graduates of the
new ITE programme.
• Once the certification system has been introduced to ITE programme
graduates, require existing teachers to become certified through
qualified in-service training programmes (see B&SE2b.4), with
reasonable timelines for veteran teachers.
• Establish a licensure system that requires certified teachers to sit for a
competency-based exam to be able to practice, with reasonable
timelines for veteran teachers.
• Introduce a re-licensure process in alignment with a CPD Framework
(based on the 2010 Teacher Policy Framework and aligned with ITE
standards) requiring teachers to complete specific approved trainings
to maintain their license.
• Coordinate with the EQAU and Private Education Directorate to ensure
teachers at all schools have proper certification and licensure along
timelines set by the MoE.

Responsibilities • MoE and QRTA ITE programme to set standards for teacher
certification and licensure and develop licensure exam.
• CSB to set new pre-requisites for entry to teaching profession and
adjust contracts to align with re-licensure requirements.
• MoE EQAU and Private Education Directorate to ensure compliance
with certification and licensure timelines.

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Current Status There is currently no licencing system for teachers. There are currently two
pathways into the teaching profession:
• An undergraduate pathway leading to a BA in education, followed by
entering teaching via the CSB and receiving a brief MoE-provided
induction training.
• A subject BA degree (e.g. Maths), followed by entering teaching via
the CSB and receiving a brief MoE-provided induction training.
There is a lack of incentives for teachers to attend training and professional
development programmes (please see project B&SE3.4 for further details).

KPIs • Percentage of new teachers entering the profession that are certified
and licensed.
• Percentage of all teachers in Jordan that are certified and licensed.

Risks and • Risk: Existing teachers are antagonistic towards the introduction of a
Mitigations certification and licencing system as it threatens their job security
Mitigation: Allow existing teachers a variety of opportunities to
complete certification and a reasonable timeline to attain licensure.

Phase of Phase 2 – New systems, services, regulations.

Implementation

Project Title B&SE3.2: Devolve more responsibilities to the Field Directorate and
school level

Objectives Devolve power to schools and field directorates to enable the MoE to focus on
strategies and driving improvements.

Activities • Restructure MoE to focus on policy development while Field

Directorates manage operations in the field and support school
evaluation and self-improvement.
• Develop a transition plan to define interim structures until changes are
complete and capabilities needed have been fully assessed and which
clearly define roles and responsibilities.
• Finalise the administrative arrangements for the operationalisation of
the EQAU (see B&S 3.5) to ensure accountability measures support
effective decentralisation.
• Map out all the available financial resources at MoE Central, FD and
school levels, and develop a decentralised long-term financial model
for continuous school based development.
• Review the feasibility of reallocating existing school-related budgets
from MoE or FD level to schools, particularly the existing budgets for
professional support and development.
• Secure the long-term predictable financial sustainability of the School
Development and Improvement Programme (SDIP).
• Distribute and integrate the provision of sufficient annual school Block
Grants into the MoE regular budget (using Global Affairs Canada
budget support funds) in the 2017 budget.
• Build the capacity of schools councils and education development
councils regarding community-based resource mobilisation for school
improvement.
• Communicate all changes to all stakeholders.

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Responsibilities • MoE and HRD Results and Effectiveness Unit (see IMP1.2 in Section 7
of the Strategy).

Current Status The SDDP and SDIP were developed by the MoE, with Canadian$ 25 million in
technical and financial support from the SDIP. The project aims at prioritising
the exact needs of each school. The success of these projects has seen 3,567
schools and 42 FDs receive capacity development in school-based planning
and development, meaning all schools in the Kingdom now have school
improvement capacity. In addition, 265 Education Councils and 35 Education
Development Councils are now in place. Plans to reorganise and realign the
organisational structure of the MoE are ongoing. Revised job descriptions have
been developed for several MDs.
A plan to consolidate maintenance and administrative functions in new
educational districts (to be established) while allowing the FD offices to focus
on educational supervision and pedagogical support is still under discussion.
The EQAU, which will also oversee the private sector, was officially recognised
in January 2016, and arrangements for its staffing and leadership are
underway.
MoE plans to amend the Education Law No. 3/1994 to define the selection and
accountability procedures for how supervisors, principals, and field directors
are selected and held accountable, in addition to how schools are established.

KPIs • Clearly defined transition plan with milestones established

Risks and • Risk: Authority is devolved to institutions without the appropriate

Mitigations capabilities to take over the new responsibilities assigned to them.
Mitigation: The transition plan should include a detailed skills
assessment and talent development project, with accountability
ensured by the EQAU.
• Risk: Lack of continuity in priorities due to change at Minister level
Mitigation: The HRD Strategy Commission should support this initiative
to ensure that plans are carried out according to the agreed
timescales.

Phase of Phase 1 – Begin implementation, Phase 3: Roll out system-wide reforms.

Implementation

Project Title B&SE3.3: Introduce a school leader certification and licencing system

Objectives Ensure school leaders have required knowledge and experience and are
properly trained and qualified to support teaching and learning.

Activities • Establish school leadership standards and a school leadership

competency exam, building on the 2010 Framework of Leadership
Standards and with input from qualified experts.
• Once school leadership standards have been introduced, require
teachers who are promoted to school leadership positions to sit for the
school leadership competency exam to be licensed as principals.
• Require veteran principals to complete specific qualified trainings and
sit for the competency exam to attain licensure, within reasonable
timelines.
• Introduce a re-licensure process for principals in alignment with a CPD

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 Framework (based on the 2010 Framework of Leadership Standards)
requiring principals to complete specific approved trainings to maintain
their licence .
• Sustain SDIP to continue capacity building of school leaders.
• Introduce formative leadership development programmes into all
teachers’ development plans.
• Revise the criteria upon which education supervisors, principals and
superintendents are appointed (building on the 2010 Framework of
Leadership Standards). New criteria should reflect an applicant’s
experience, aptitude and qualifications rather than experience alone.

Responsibilities • MoE
• QRTA
• CSB

Current Status There is currently no licencing system for school leaders. Appointment to
leadership positions is based heavily on time in service rather than individual
performance and capability.

KPIs • Percentage of school leaders who have achieved certification and

licensure.
• Number of school principals promoted based on new criteria and
selection process.

Risks and • Risk: School leaders oppose the introduction of assessments and a
Mitigations licencing system.
Mitigation: Consult school leaders in the development of the
assessments and licencing system and introduce incentives for those
who achieve certification.

Phase of Phase 2
Implementation

Project Title B&SE3.4: Revise the teacher ranking system and appraisal process

Objectives Increase teacher motivation, aspiration and performance through developing

clear career paths based on performance and results and that is supported
with effective incentive schemes.

Activities • Review the effectiveness of the MoE’s teacher appraisal and career
path system.
• Train school leaders to better evaluate teachers and support
instructional improvement.
• Include teachers’ and students’ performance, training days attended
and development targets met in the appraisals’ process.
• Clarify teacher roles and responsibilities at each rank.
• Review opportunities, the feasibility and potential impact of introducing
performance related pay schemes.
• Review the effectiveness of the current system to incentivise high
quality teachers to work in schools in target areas. Additional options
could include:
o Strengthen teacher award programmes that recognise
excelling teachers and educators.
o Improve financial incentives to encourage teachers to teach in

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 schools in target areas.
o Ensure the availability of better quality accommodation options
for relocated teachers.
o Offer teachers free transportation to and from schools in
targeted areas.

Responsibilities • MoE
• CSB

Current Status • Appraisals are focused on completion of textbook rather than effective
teaching strategies.
• Career progression is nominally linked to KPIs like performance,
training and results but this is not comprehensive (i.e. compensation is
only linked to training on an ad hoc basis as with the ICDL) and is not
widely implemented.
• There is currently no link between remunerations and performance.

KPIs • There is a suitable distribution of staff across each of the nine ranks
and staff progress through the ranks on a frequent basis.
• Percentage of teachers who progressed to the First and Special
Categories.
• Percentage of teachers employing Student-Centred Active Learning
and Teaching (SCALT) in their teaching, as reported in NCHRD
observation reports.

Risks and • Risk: Teachers and teacher representatives oppose the changes to the
Mitigations appraisal and grading process.
Mitigation: Consult teachers and their representatives and school
leaders in any changes to the grading and appraisal system.
• Risk: School leaders lack the capability to conduct reliable and useful
teacher appraisals.
Mitigation: Provide adequate training for school leaders on effective
performance monitoring and appraisal processes.
• Risk: A lack of data relating to teacher performance restricts the
system’s ability to monitor performance effectively.
Mitigation: Develop the data collection and management capability
within the system (see project B&SE3.6 for details).

Phase of Phase 1
Implementation

Project Title B&SE3.5: Leverage MoE accountability structures to drive public and
private school quality

Objectives Leverage the EQAU (for public schools) and improve the Private Education
Directorate (for private schools) to ensure quality standards are upheld in all
schools in Jordan and that teaching and learning adheres to the Curriculum
and Assessment Framework.

Activities Public schools:

• Develop EQAU inspection criteria that include teaching quality,
adherence to national curriculum guidelines, learning environment (for
example, safety and violence).
• Ensure rigorous follow-up process through EQAU to ensure

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 recommendations have been implemented.
• Establish a special unit within the EQAU tasked with improving the
worst performing schools.
• Introduce a school licencing system for public schools.
Private schools:
• Digitise Private Education Directorate’s current paper-based tracking
system to enable a more efficient central database tracking key
information like inspection results outstanding fines, teacher
qualifications, and tuition at all schools.
• Coordinate with the MoL to ensure that private schools that violate
labour laws are not re-licensed.
• Ensure the private school by- law is implemented and that it: a)
protects families from unregulated annual increases in tuition fees, b)
protects teachers from exploitation, and c) physical environment
adheres to national health standards.
Both public and private schools:
• Review feasibility and impacts of publishing inspection reports on all
schools to inform parents and the community.
• Review feasibility and impacts of ranking schools according to
inspection scores/results.

Responsibilities • MoE, other ministries (MoH, Ministry of Finance [MoF], MoL, etc.) and
relevant NGOs and civil society organisations to develop inspection
criteria for teaching quality and adherence to the national curriculum
guidelines.
• MoE to ensure effective implementation of EQAU and improvement of
Private Schools Inspectorate.

Current Status Schools are inspected by the MoH, MoE, MoL and MoF. These inspections are
not currently coordinated effectively. Inspection quality is inconsistent and the
inspection criteria focus more on infrastructure issues than teaching quality and
adherence to the curriculum. Inspections are rarely followed up to ensure
schools implement the recommendations made by the inspection. No
information is made available to neither the public nor parents on school
inspection.
The MoE established the EQAU in January 2016, and arrangement for its
staffing and leadership are underway. The Unit is tasked with increasing
accountability throughout the public system and ensure baseline qualities are
maintained.

KPIs • Percentage of schools measured ‘good’ or better according to the

inspection criteria.
• Information on all schools’ performance is publicly available online and
streamlined (in the long term).
• Private schools with labour violations are not licensed, and
international reports (e.g. ILO reports) demonstrate that private schools
are paying teachers fairly.

Risks and • Risk: High number of schools that are unable to meet quality
Mitigations standards.
Mitigation: Provide schools a suitable period of time to allow them to
make the changes required to meeting quality standards; provide
financial management training to private school owners to help them

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 meet their bottom line while paying teachers fairly.

Phase of Phase 2
Implementation

Project Title B&SE3.6: Improve data quality and usage to aid accountability and
improvement

Objectives Further develop the EMIS so it supports data driven decision making
processes and allows for the publication of key indicators to ensure
transparency and accountability. Data is used to inform policy and
improvements in teaching and learning at all levels (central MoE, FDs, schools,
community-based organisations [CBOs], and NGOs, etc.).

Activities • Operationalise the new EMIS to support data driven decision making.
• Maintain effective data collection at the school level that feeds into
EMIS.
• Produce annual reports on students literacy and numeracy
performance at governorate levels.
• Set system improvement targets based on three benchmarks.
• National improvement targets.
• Performance relative to selected comparator countries.
• Performance relative to global benchmarks and rankings.
• Provide ongoing training for teachers, school leaders, and officials in
using the new EMIS for decision making and ensuring effective data
collection.
• Grant access accounts to EMIS dashboards that display the key
statistics and findings from the EMIS system, tailored to each relevant
MoE function area and stakeholder group.

Responsibilities • Queen Rania Centre for Information Technology and Managing

Directorate of Educational Planning and Research.
• Ministry of Information & Communications Technology (MoICT).
• School teachers and principals.
• FDs.
• Donor and International Organisations.

Current Status The importance of strengthening data systems and the use of data to drive
decision making has been an integral part of the ERfKE I and II reforms,
whereby Eduwave – a Learning Management System (LMS) was introduced in
2003. Eduwave remains in use today, mainly as an LMS, however it proved to
be a rigid system. Since 2007 the MoE has been developing an EMIS which is
flexible with data allowing for the extraction, analysis, and visualisation of data
to support decision making at multiple levels.
Training for teachers, principals and FD staff is underway and will continue for
at least another year under the support of UNESCO. A number of staff at the
directorate level were provided with Training of Trainers (TOT) courses to allow
them to train other MoE staff to use the system and ensure the validity and
reliability of data. The construction of an open source version of EMIS began in
2009 and is expected to be fully operational by the end of the 2016 scholastic
year.

KPIs • Proportion of teachers and ministry staff trained in how to use the

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 EMIS effectively.
• Number of Dashboards developed to act as interfaces for the system.

Risks and • Risk: Teachers and MoE staff do not input data and use the system
Mitigations effectively.
Mitigation: Provide extensive training for teachers and MoE staff on
how to use the system and how it will benefit the system and them.
• Risk: Weak internet connectivity compromises the ability of staff and
schools to enter data consistently.
Mitigation: Improve schools internet connectivity (see BS&E4.3 for
details).

Phase of Phase 1
Implementation

B&SE4: Innovation – Use innovation and technology to leverage change in schools

Project Title B&SE4.1: Explore innovative financial mechanisms to accelerate

improvements in provision and quality
Objectives Use innovative financial mechanisms to expand formal and non-formal
provision of education.

Activities • Conduct a review into the suitability of introducing new funding

mechanisms like Social/Development Impact Bonds and new Public-
Private Partnerships (PPPs) models (see Section 7 for details) in
Jordan.

Responsibilities • MoE to work with the Higher Council for PPPs to review opportunities
to utilise new financial mechanisms to expand provision of education in
Jordan.

Current Status The legislation to establish the processes and procedures to implement PPPs
has been completed. A Higher Council for PPPs, headed by the Prime Minister
has been created to identify partnership opportunities.
The Central Bank is due to announce the creation of development bonds.
Jordan 2025 identified Education Services as one of the ten clusters of related
and supporting industries that are well placed to lead the national effort of
upgrading the sophistication of our economy and positioning Jordan as a hub
of trade and investment in our region. Utilising new financial mechanisms to
maximise investment in education will be important in supporting the expansion
of the cluster.

KPIs • Private sector investment in education.

Risks and • Risk: There is considerable cost and complexity in arranging the deals
Mitigations Mitigation: Consult with international expert on the best way to broker
these deals.
• Risk: The MoE is unaware of the full extent of the inherent contingent
liability they are exposed to through the potential future public payment
obligation to the private party in the project.
Mitigation: Conduct proper due-diligence and consultation with relevant

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 experts.

Phase of Phase 1
Implementation

Project Title B&SE4.2: Stimulate growth in high quality private provision

Objectives Increase access to and quality of private schools in Jordan.

Activities • Review the opportunity to incentivise new private provision in targeted

areas through tax incentives and other mechanisms. These incentives
should be linked to schools contributing towards Jordan’s strategic
objectives. For example, incentives could mandate that private schools
offer a minimum number of scholarships to disadvantaged and/or less
affluent students.
• Review the feasibility and impact of introducing a targeted voucher
programme to fund high-need students with limited access to adequate
public schools to attend private schools.
• Adopt and endorse the governing legislations for private and
international educational institutions in cooperation with the Private
Schools Owners Union and other educational stakeholders.
• Design programmes to support entrepreneurs, especially women, to
establish new and innovative private schools.
• Provide trainings for private school leaders to help them with financial
management, growth, and running their schools more efficiently and
sustainably.

Responsibilities • MoE
• MoF

Current Status Twenty percent of schools in Basic and Secondary Education are private and,
in general, these schools outperform those in the public sector. There is a
small selection of private schools (less than 5%) that offer international
renowned curriculum and assessment system and perform well against
international benchmarks. However, the majority of private schools are small
institutions, and many owners lack financial management skills to sustain and
grow their businesses. Furthermore, these businesses are required to pay a
number of taxes despite identification of Education Services as a key economic
growth sector.
Jordan 2025 identified Education Services as one of the ten clusters of related
and supporting industries that are well placed to lead the national effort of
upgrading the sophistication of our economy and positioning Jordan as a hub
of trade and investment in our region. Expanding high quality, private
education provision will be crucial to achieving this.

KPIs • Number of private schools which meet quality standards.

• Number of new private schools in high need areas.
• Number of schools run by internationally renowned providers.
• Number of scholarships offered to students from low-income
backgrounds.
• Number of private schools participating in a targeted voucher
programme.

Risks and • Risk: The public perceive the new private schools as only benefitting

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Mitigations affluent families who can afford the fees.
Mitigation: require providers to provide assisted places schemes (e.g.
scholarships) to children from low socio-economic backgrounds.
• Risk: Rapid expansion of private provision could have negative
implications for equity in education in Jordan

Mitigations:
o Conduct regular studies to assess the impact of the growth of
the private sector and revise policies if necessary.
o Ensure tax and other policies promote expansion of private
provision in targeted areas.
o Require providers to provide assisted places schemes (e.g.
scholarships) to children from low socio-economic
backgrounds.

Phase of Phase 1
Implementation

Project Title B&SE4.3: Strengthen the use of technology to modernise teaching and
learning

Objectives Integrate technology fully into schools and use as a tool to facilitate a high
standard of teaching and learning.

Activities • Refine and implement the new national ICT education strategy
developed by MoE and MoICT with the support of the Jordan
Education Initiative.
• Develop the technological infrastructure in schools, with particular
focus on ensuring all schools have access to suitable internet
connectivity. This should include conducting a definitive survey of
broadband speeds in schools and clear NBN rollout plans to schools.
• Update computer labs and other devices in all schools to enhance the
teaching and learning process in alignment with the new national ICT
education strategy.
• Develop a clear vision for integrating technology into education which
supports the MoE’s vision for teaching and learning and curricular
framework, and provide resources to translate this vision to the
classroom level:
o Develop a set of use-cases for ICT based on modern teaching
approaches designed to identify where labs or class
based/mobile technology is preferable.
o Develop a dynamic and interactive e-content system aligned
with national textbooks which allows for ongoing revision and
addition of resources, with adequate technological hardware
and teacher support to ensure its success.
o Develop short illustrative videos demonstrating effective use of
ICT in Jordanian classrooms.
• Develop and execute a follow-up and evaluation framework to
measure the efficiency of integration and exploitation of the technology
in all aspects of education including curriculum, student learning,
teacher training, assessment and data management.
• Institutionalise cooperation between related public and private entities
in the ICT sector.

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 • Provide schools with IT assistants to support ICT functions and
maintenance.
• Develop needs assessment tools to identify further training needed by
teachers, principals and supervisors, and follow with consistent training
• Explore potential of appointing ICT coordinators in schools to support
teachers in schools to develop their skills with ICT and to integrate ICT
in teaching and learning, as well as management and administration.

Responsibilities • MoE, MoICT, and JEI in partnership with private sector corporations.

Current Status Previous schools ICT programmes have focused on unit delivery on ICT
technology (e.g. number of computers/computer labs in each school) rather
than using technology to enhance the quality of education delivered; this
technology is poorly maintained and trainings have been ineffective at ensuring
real integration in the classroom.
There have been successful new initiatives such as JEI, but these have not
been scaled beyond a few hundred schools.

KPIs • Funding secured for the new ICT strategy for education.
• Percentage of public schools are connected to the internet and have
sufficient bandwidth.
• Percentage of teachers trained in using technology to enhance
learning.
• Observational studies to monitor the effective integration of technology
are conducted every 3 years.
• Percentage of students saying they use the internet and other
technologies in school.

Impacts and • Risk: Resources are focused on delivering a large number of

Mitigations technology units rather than integrating technology into education
Mitigation: Consult wide range of stakeholders, including teachers,
CBOs and the private sector in developing the ICT strategy to ensure it
addresses the key requirements.
• Risk: The vision and importance of ICT is not internalised at all levels
and teachers return from trainings to find an unsupportive school
environment for using technology in the classroom
Mitigation: Ensure mechanisms for translating the vision for integrating
technology in teaching and learning are in place (trainings, illustrative
materials, resources, etc.) in parallel with delivery of devices.

Phase of Phase 1- Begin implementation, Phase 3 – Roll out system-wide reforms.

Implementation

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B&SE5: Mindset – Mobilise families and parents to support learning at home and in schools

Project Title B&SE5.1: Mobilise families and parents to support learning at home

Objectives Change the mind-set and behaviour among parents and the community by
increasing public understanding of Basic and Secondary Education and the
critical role they play in the development process.

Activities • Launch a campaign employing a range of engagement methods

including mass and social media and technology to inform and advise
parents on how they can help their child develop and learn.
• Identify a spokesperson to act as a champion for the programme.
• Implement the parental questionnaire option in the PISA survey to
evaluate the levels of parent involvement and assess the relationship
of parental involvement with cognitive and non-cognitive outcomes of
students.

Responsibilities • Donor agencies and MoE will design and develop a campaign
delivered in collaboration with existing initiatives, e.g., ‘We Love
Reading’ and ‘Hikayat Simsim’.

Current Status Statistics on the proportion of parents who regularly read to their children is
low, even when compared to similar countries in the region. More than 40% of
Jordanian mothers with children under five do not read to their children even
though children of mothers who read to them are four times more likely to
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recognise more than 10 Arabic letters by the age of five . This is a trend that
continues into Basic and Secondary Education. Two-thirds of public school
parents do not discuss their child’s behaviour or progress with their teachers,
and this is also true for more than half of parents with children at private
91
schools in Jordan . Nearly 60% of students across all sectors in Jordan report
having fewer than 25 books at home, and one-third of public school students
92
report having fewer than 10 books at home .

KPIs • Percentages of families with children in Basic and Secondary

Education reached by parenting campaigns.
• Percentage of parents who read to their children on a regular basis.
• Improved awareness of key issues and perception of importance and
responses as measured through a survey.
• Jordan’s results for the parent involvement option in the PISA survey
compared to the 14 other countries that took part in the 2009 survey.

Risks and Ensure inclusion of refugees and disadvantaged groups – no adverse impacts
Mitigations anticipated.

Phase of Phase 1
Implementation

90
QRF, 2016.
91
OECD, PISA 2012.
92
OECD, PISA 2012.

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Project Title B&SE5.2: Mobilise families and parents to support learning in schools

Objectives Increase the level of parental involvement in schools. Families and the
community should feel agency and be able to guide their local schools to meet
their needs.
Improve the relationship between parents, teachers and schools to ensure a
united and coordinated approach in the education of children.
Make schools the hub of the community.
Use violence prevention strategies to target families and engage communities
in developing solutions and curbing violence.

Activities • Strengthen existing school committees.

• Evaluate the feasibility of establishing new involvement mechanisms
such as PTAs and school boards with parental representation.
• Establish a national body for parents to voice their thoughts, ideas and
concerns.
• Open schools in evenings and on weekends for community activities.
• Conduct school climate surveys with parents and students to allow for
challenges to be identified and locally addressed.

Responsibilities • MoE to initiate and coordinate the process with local engagement.

Current Status School committees have been formed to mobilise funds to support local
schools as part of the ERfKE II SDDP programme. These committees started
in 2007 and were funded by the Community Education Development
Association (CEDA) to help decentralise authority in the provision of education.
Committee members include parents, students, teachers and representatives
from the relevant directorate.
Teachers cite student and parent engagement as their top professional
challenge after salary. PISA surveys demonstrate low levels of parental
involvement in schools. Media reports of violence between teachers and
parents and students suggest a highly antagonistic relationship between
schools and families.

KPIs • Number of schools with parent involvement in committees (or other

governing mechanisms).
• Public perception of influence and usefulness of groups measured
through surveys.
• Hours-per-month where schools are used for community activities.

Risks and • Risk: Parental frustrations could lead to unproductive interactions with
Mitigations schools.
Mitigation: Consult parents in school decisions and the efforts that are
being made to improve the quality of education their children receive.

Phase of Phase 1
Implementation

136
137
138
 5
TECHNICAL
AND VOCATIONAL
EDUCATION
139
5 TECHNICAL AND VOCATIONAL
EDUCATION AND TRAINING

5.1 Section Summary

Technical and Vocational Education and Training (TVET) systems across the world play a crucial role
in developing highly skilled craftsmen and technicians who help the economy to grow. Revitalising
TVET is essential at this juncture in Jordan’s development. Job creation will increasingly have to
come from the micro, small, and medium sized enterprises making up the bulk of Jordan’s private
sector, which will require a steady stream of literate, numerate, critical thinkers who are well qualified,
and enterprising technical and vocational graduates.
In Jordan the bulk of TVET provision is delivered through the following routes: Secondary vocational
education (grades 11-12) under the Ministry of Education (MoE); Technical Education and Training as
offered by Community Colleges (grades 13-14) at Al-Balqa’ Applied University (BAU); and Non-formal
and vocational training by the Vocational Training Centres (VTCs). These routes deal mainly with only
initial training. Non-state TVET provision is delivered through enterprise-based training (in both formal
and informal enterprises), private Community Colleges, and for-profit or donor sponsored training
providers.
The following positive developments in Jordan’s TVET sector are worth highlighting:
• The importance of prioritising TVET has been recognised in key national plans such as Jordan
2025 and the National Employment Strategy
• The Ministry of Labour (MoL) supported the establishment of Model Skill Centres of Excellence
(MSCoE) for vocational training in the form of public private partnerships which can provide a
foundation for future efforts
• Recognition that national level TVET governance is critical (even while the right approach has not
yet been implemented).
However, TVET in Jordan faces challenges which must be addressed to help the system do what it is
meant to. These include:
Access: Not enough students pursue TVET and there are not consistent pathways which
encourage and help them progress to higher levels of training. Low and declining TVET
enrolment rates in both secondary and tertiary level TVET. Only about 14% of students choose to
enrol in the vocational stream at the secondary school level (grades 11-12). At the post-secondary
level, enrolment in Community Colleges has seen recent decline. Limited pathways hinder students
from progressing from different types of TVET to others, especially to higher levels of training.

Quality: The private sector does not play a big enough role in TVET, training levels and
industry experience are insufficient for TVET instructors and funding is not sufficient. The
private sector is largely disengaged with TVET. There is no consistent participation in curriculum
development, involvement in TVET trainee and staff placements, contribution to a skills development
fund, and a worryingly low level of interest shown in investing in training their own employees. Only
3% of firms offer formal training in Jordan – the second lowest rate in the world 1. There are no
consistent standards for TVET trainers, and crucially no requirements to spend time in the industries
in which they provide training. Low levels of public funding are not disbursed efficiently which further
compounds these issues.

1
World Bank Enterprise Surveys: Jordan 2013.

140
Accountability: There is not one entity that sets priorities and standards for TVET and there is
an absence of reliable data to drive and inform decision making. This is despite repeated (and
failed) attempts over more than 15 years to adequately coordinate the key stakeholders in the TVET
sector, mainly the Ministries of Education, Labour, and Higher Education and Scientific Research.

Innovation: New approaches are needed to increase and make better use of funding and to
expand access through new and interesting programme delivery approaches.

Mindset: TVET is not recognised as a pathway to success and prosperity. Being a TVET
trainee and TVET teacher are considered to be of low social status.

Vision of the Committee

In response to these challenges, the Committee has designed a range of projects with the goal that,
by 2025, Jordan must substantially increase the number of youth and adults who have relevant
technical and vocational skills for employment, decent jobs and entrepreneurship. Achieving this
means changing this stigma towards TVET and moving towards making the sector offer world class
skills that can enhance the country’s job market and economy.
2
To achieve this goal, five strategic objectives were set :
(1) Establish progressive pathways to promote and recognise all forms of learning and skills
development within the system and in the labour market and create new options for high
quality tertiary TVET education: By, for example approving a national qualifications framework
(NQF) to enable easier movement within the training system, developing degree-level TVET
programmes with qualifications that offer equal pay for TVET Graduates, and licencing for
craftsmen and technicians.
(2) Increase the quality of TVET through consistent training requirements for TVET
instructors, aligning standards and quality assurance for all institutions, and closer
coordination with private sector: By, for example establishing standards and training
requirements for TVET trainers/instructors, introducing an accreditation and grading system for
all TVET trainers, improving the accreditation and quality assurance approach for TVET
providers, and aligning TVET provision to the priority sectors outlined in the National
Employment Strategy and Jordan 2025.
(3) Put in place clear governance structures to ensure accountability across the sector: By
designing and establishing a new independent TVET coordination entity led by the private sector.
(4) Diversifying the source of funding to TVET, including encouraging more Public-Private
Partnerships (PPPs), and improving the use of funds in ways that can incentivise positive
change in the system: By establishing a private sector-led Skills Development Fund to replace
the current E-TVET Fund (with funding coming, in part, from a new training levy for enterprises),
establishing new PPPs aligned with priority clusters identified in Jordan 2025, and expanding
apprenticeship programmes.
(5) Promote and establish TVET as an attractive learning opportunity from an early age, and
throughout the system: By improving school-based careers guidance and exposure to design
and technology in schools, Jordan’s participation in world class skills competitions, and reforming
the current tracking system in the MoE so that participation in the vocational education stream is
de-linked from low scholastic achievement.
Success in achieving these aims will be evaluated through the use of the Key Performance Indicators
(KPIs). The following KPIs are regarded as high-level results KPIs, which can be widely
communicated and which give an overall sense of reform progress:
• Percentage of employers ‘Satisfied’ or ‘Very Satisfied’ with the skills and abilities of labour market
entrants holding TVET certificates

2
Detailed recommendations and projects are listed at the end of the TVET section.

141
• Participation rates in TVET by agency as a percentage of all participants of education/training
• Percentage of TVET graduates employed / self-employed / in further education and training nine
months after completing training
• Percentage of firms offering formal training
• The establishment and impact of a Skills Development Corporation (SDC) to oversee the sector.

5.2 Overview of TVET

At its broadest level, TVET refers to the broad range of learning experiences and skills development
that prepare people for the world of work. TVET provision can be formal, non-formal and informal,
with technical and vocational knowledge and skills acquired from basic to advanced levels across a
wide range of institutional, work and community settings.
Public provision of TVET in Jordan is delivered through four key routes that deal mainly with initial
training:
• Secondary vocational education (grades 11-12) in four paths: Industrial, agricultural, hospitality
and home economics as part of upper secondary education under the MoE
• Technical Education and Training as offered by Community Colleges (grades 13-14) under the
aegis of BAU.
• Non formal and vocational training delivered by the VTCs.

Non-public and public-private provision is delivered through:

• Enterprise based training (in both formal and informal enterprises)
• Private Community Colleges, for-profit non-formal training, and donor sponsored training.
• Training for the construction industry under the National Employment Training Company (NET) – a
PPP between the Jordanian Armed Forces, the MoL, and the private sector.

142
 3
Figure 5.1 below outlines the entry and exit points within the existing TVET system . TVET transitions
are then situated in the context of the broader education system in Figure 5.2.

Figure 5.1 below outlines Figure 5.1: TVET

exit in relation
withintothe
theexisting
labourTVET
market 3
the entry and points system . TVET transitions
are then situated in the context of the broader education system in Figure 5.2.

Figure 5.1: TVET in relation to the labour market

The Committee believes it is important to understand TVET not just as a standalone subsector of
education provision, but as one integrated and progressive set of pathways through the system into
working life. Figure 5.2 shows that TVET provision is just one part of this journey by situating it in the
The Committee
context believes
of the human it is important
resource to understand
development TVET in
(HRD) system notitsjust as a standalone
entirety. subsector
The red arrows indicateof
education provision,
transitions specific tobut as one
TVET, whileintegrated
the greenand progressive
arrows set of pathways
show transitions throughthrough thesubsystems.
the other system into
working life. Figure
Appreciation 5.2 showsofthat
and enjoyment TVETproblem
practical provision is justshould
solving one part of this
start journeyand
in schools, by situating
similarly,ithigher
in the
context
level of the human
knowledge resource
and training fordevelopment (HRD)
vocation careers system
should in its into
extend entirety. The red
the higher arrows indicate
education (HE)
transitions
system. specific to TVET, while the green arrows show transitions through the other subsystems.
Appreciation and enjoyment of practical problem solving should start in schools, and similarly, higher
level knowledge and training for vocation careers should extend into the higher education (HE)
system.

3
This diagram was part of an early draft of the Jordan National E-TVET Strategy 2014 to 2020. Enrolment data was updated,
based on communication with officials in BAU, MOE, MOHESR, NET, VTC (January 2016).

3
This diagram was part of an early draft of the Jordan National E-TVET Strategy 2014 to 2020. Enrolment data was updated,
based on communication with officials in BAU, MOE, MOHESR, NET, VTC (January 2016).

143
 Figure 5.2: TVET transitions within the HRD system

Figure 5.2: TVET transitions within the HRD system

5.3 Global Best Practice

At the beginning of the twenty-first century, demography, urbanisation, globalisation, technological,
and macroeconomic crises brought about considerable employment challenges for many nations.
New occupations and new technologies in existing fields demanded different skills and competencies
and TVET systems were called upon to respond to these needs. Since then, TVET has been under
the spotlight, largely because of its role in improving competitiveness for East Asian countries and its
continuing importance in Organisation for Economic Co-operation and Development (OECD)
5.3
countries.Global Best Practice
Atrange
A the beginning of the twenty-first
of approaches to deliveringcentury,
effectivedemography,
TVET exist in urbanisation,
developed andglobalisation,
developing technological,
countries
across the globe, and to that end, a USAID-funded Education Development Centre study nations.
and macroeconomic crises brought about considerable employment challenges for many 4
concluded
New occupations and new technologies in existing fields demanded
that the most effective programmes shared nine common characteristics: different skills and competencies
and TVET systems were called upon to respond to these needs. Since then, TVET has been under
• Leadership
the and accountability:
spotlight, largely because of its roleTVET improvescompetitiveness
in improving the economic condition
for Eastof the individual,
Asian and its
countries and
subsequently the economy. Stakeholders are accountable through the
continuing importance in Organisation for Economic Co-operation and Development (OECD) values, principles and
procedures instilled in the system
countries.
• Demand‐driven design: The degree to which the TVET system is aligned with labour market
A range of approaches to delivering effective TVET exist in developed and developing countries
demands 4
across the globe, and to that end, a USAID-funded Education Development Centre study concluded
•thatOpen access:
the most Which
effective looks for a shared
programmes balanceninebetween
common highcharacteristics:
stakes to improve motivation and lower
barriers to entry and exit so that the greatest number of people can participate
• Leadership and accountability: TVET improves the economic condition of the individual, and
• Portability of skills: Skills can cross geographic, as well as job specific boundaries
subsequently the economy. Stakeholders are accountable through the values, principles and
Continuousinstilled
• procedures improvement: The use of internal assessments, external evaluations, and other
in the system
continuous improvement practices
• Demand‐driven design: The degree to which the TVET system is aligned with labour market
• Public‐private
demands partnerships: Which bring private and public sector stakeholders together as
social and financial partners
• Open access: Which looks for a balance between high stakes to improve motivation and lower
barriers to entry and exit so that the greatest number of people can participate
Portability
•4 USAID, 2011. of skills: Skills can cross geographic, as well as job specific boundaries
• Continuous improvement: The use of internal assessments, external evaluations, and other
continuous improvement practices
• Public‐private partnerships: Which bring private and public sector stakeholders together as
social and financial partners

4
USAID, 2011.

144
• Sustainable financing: Which links multiple, flexible financing to sustainability over time
• Replicability: Examining the degree to which a TVET project can be replicated - either
domestically or internationally
• Economic and social impact of the project, programme or system: Which examines the
degree to which the programme contributes to economic growth, helps build democratic process,
and contributes to the environment.
The Committee has been particularly impressed by the specific models incorporating these principles
employed by Denmark, Germany and the UK. The dual system model in use in Germany and
Denmark consists of strong public-private collaboration; where enterprises finance apprenticeship
training and state agencies finance the TVET schools, with industry responsible for driving systems
and standards, and both employers and employees responsible for developing programmes and
qualifications. In the UK example of a liberal market economy model (also seen in Australia), TVET
and its supply reflect the demands of the private market led by industries and employers. Sector Skills
Councils (SSCs) set occupational standards that industry and support firms need to train their workers
to achieve. Under this model, governments (a) fund necessary research on occupational and industry
demands for skills and (b) establish skills councils and national qualifications frameworks.
Of course when considering the elements of successful systems that may be appropriate as part of a
National HRD Strategy for Jordan, any proposed approach must be placed and assessed with the
nuances of the Kingdom's national context in mind. Developing economies tend not to have the
enabling conditions to support the system that other, more developed countries enjoy. The next
Section of this document will assess Jordan’s current state in order to identify the most appropriate
focus areas for transformation of the sector.

145
5.4 Desired Outcomes for TVET in the Strategy
The vision for TVET is driven by the outcomes sought for the five key stakeholder groups affected by
this area in the national education and skills system; the Kingdom, Employers, Students, Parents and
the Community, and TVET Trainers themselves:

Figure 5.3: Desired outcomes for TVET in the Strategy

EDUCATION
FUTURE

FOR THE KINGDOM:

• The TVET sector is acknowledged as a key driver of economic
development in Jordan and is seen as the engine of the
nation’s prosperity
• TVET provision is aligned with and supports national employment
and labour market strategies and national growth priorities
• TVET provision meets international quality standards and prepares
students for employment nationally, regionally or internationally
• There are clear pathways in place whereby those entering or
KINGDOM
already in the workforce, and those who are unemployed can
benefit from TVET provision and progress their careers

FOR STUDENTS:
• TVET provision fully prepares students for employment through
a focus on practical experience, entrepreneurialism and skills fully
aligned to the needs of the economy
• Guidance and advice is made available to students from an early age
to enthuse them for career opportunities afforded by a TVET path
• TVET is delivered by high quality trainers with practical experience STUDENTS
and using up to date equipment
• TVET paths are highly sought after, with clear progression through
the education system and career opportunities thereafter

FOR EMPLOYERS:
• The provision of TVET in Jordan is fully aligned with and responsive
to the evolving needs of employers, as articulated in the National
Employment Strategy
• Employer input is actively sought and incorporated in TVET
programme development
• The TVET sector delivers a steady stream of high quality employees EMPLOYERS
with internationally recognised qualifications and relevant, practical
training and skill sets
• Employers are supported in providing lifelong learning opportunities
and development opportunities for their employees

FOR TVET TRAINERS:

• TVET teaching and training is a well-respected profession that
attracts high calibre candidates
• TVET trainers are fully engaged with current industry practices
and requirements and complete regular placements
TVET
• Trainers receive comprehensive pre and in-service training
TRAINERS
• Trainers across all TVET provision have clear progression
opportunities and are appropriately remunerated

FOR PARENTS AND THE COMMUNITY:

• The importance of TVET is recognised and technical and vocational
career paths are accorded the same prestige as academic paths by
the community.
• Parents are informed about TVET opportunities and career paths
and encourage their children to consider these on a par with
university paths PARENTS
• The community recognises and celebrates the contribution that AND
technical and vocational careers make to the local and national economy COMMUNITY
• The standards of education and experience required from TVET tutors
and training are recognised and respected across the community

146
5.5 The Current State of TVET Provision in Jordan
Jordan has implemented important improvements in its TVET provision over the last 15 years, and
the institutional building blocks of a world-class TVET system are being put in place. Nonetheless,
significant challenges remain to ensure that these measures are effective, and in tackling further key
issues that undermine quality, innovation, access and accountability within the system. The current
5.5 Theprovision
state of TVET Current Statebelow
is analysed of TVET
using theProvision in Jordan
five strategic themes introduced in the Section 2
of this Strategy.
Jordan has implemented important improvements in its TVET provision over the last 15 years, and
5.5.1
the Access
institutional building blocks of a world-class TVET system are being put in place. Nonetheless,
significant challenges remain to ensure that these measures are effective, and in tackling further key
Clear structures to access and progress through the TVET system will play a vital role in addressing
issues that undermine quality, innovation, access and accountability within the system. The current
the existing stigma associated with TVET, ensuring that the system develops skills to the highest
state of TVET provision is analysed below using the five strategic themes introduced in the Section 2
standards, and in instilling within it the concept of lifelong learning – all hallmarks of successful TVET
of this Strategy.
provision for the 21st century. The system as it stands serves to reinforce negative perceptions of
5.5.1 Access
TVET (covered in more detail under Section 5.5.5. Mindset) as a less appealing route and career path
than an academic one.
Clear structures to access and progress through the TVET system will play a vital role in addressing
Progression
the existing stigmaandassociated
pathwayswith TVET, ensuring that the system develops skills to the highest
standards, and in instilling within it the concept of lifelong learning – all hallmarks of successful TVET
Enrolment in the TVET sector is poor; at tertiary level there are 313,500 students studying at
provision for the 21st century. The system as it stands serves to reinforce negative perceptions of
Jordanian universities, while only 20,500 students are enrolled in the Kingdom's public and private
TVET (covered in more detail under Section 5.5.5. Mindset) as 5 a less appealing route and career path
Community Colleges. At the secondary level, overall only 4% of students are enrolled in vocational
than an academic one.
streams, and enrolment as a share of total secondary enrolment has fallen since 1999 (see Figure 5.4
Progression and pathways
below).

Enrolment in Enrolment
Figure 5.4: the TVET sector is poor; atTVET
in secondary tertiary
as level there
a share ofare 313,500
total students
secondary studying1999-2011
enrolment, at 6

Jordanian universities, while only 20,500 students are enrolled in the Kingdom's public and private
5
Community Colleges. At the secondary level, overall only 4% of students are enrolled in vocational
streams, and enrolment as a share of total secondary enrolment has fallen since 1999 (see Figure 5.4
below).
6
Figure 5.4: Enrolment in secondary TVET as a share of total secondary enrolment, 1999-2011

Once in the system, there are limited opportunities to leverage training from entry-level TVET
providers to higher levels of training or study. Entry and re-entry points through the system are not
clearly articulated or promoted. As a result many students use TVET instead as a bridging
mechanism or back-door entry route to university.

Once in the system, there are limited opportunities to leverage training from entry-level TVET
providers
5
to higher
UNESCO Institute levels ofhttp://data.uis.unesco.org
for Statistics training or study. Entry and re-entry points through the system are not
clearly
6
Ibid articulated or promoted. As a result many students use TVET instead as a bridging
mechanism or back-door entry route to university.

5
UNESCO Institute for Statistics http://data.uis.unesco.org
6
Ibid

147
At secondary level, poorly performing students are funnelled into TVET routes. The MoE’s Vocational
Education system starts after Grade 10, when students can choose between the Academic or the
Vocational Tawjihi stream. Although students can choose a vocational track, the decision as to which
stream a student chooses is based largely on Tawjihi marks (with only 14% of students choosing the
vocational stream). Those students who do not pass the Grade 10 exam have no option but to go to a
VTC if they wish to stay in formal education and training. There is no pathway from these centres to
Community Colleges, and so for students who do not pass Tawjihi, there is no progression pathway to
university.
In 2015, only 54.4% of students who took the Vocational Tawjihi passed the first time – prohibiting, or
delaying, the remainder from pursuing a university degree. This is clearly a huge and unacceptable
waste of talent, given the limited choice of opportunities provided for the remainder of students.
At post-secondary level, only about 25% of MoE vocational stream graduates are accepted into
7
Community Colleges each year . Of these, many use the Community College system as a second-
chance bridge into universities, creating what the National Employment Strategy calls an ‘inverted
8
pyramid, such that Jordan graduates too many engineers and not enough engineering assistants’ .
There is an additional TVET access issue related to increasing access to TVET for Syrians, in line
with the Jordan Compact pledge made in February 2016 at the Supporting Syria & and the Region
Conference.

Lifelong Learning
The idea of continuing professional and personal development (CPPD) after entering employment is
not embedded in Jordan and further hinders progression opportunities in TVET. There is currently
little evidence of short term focused training courses to encourage CPPD being developed or
delivered. The absence of an NQF means that individuals do not have access to progression
pathways after their initial qualifications.

5.5.2 Quality
Curriculum/provision
There are some fundamental mismatches between the skills required for 21st century employment
and the outputs from the current TVET system, largely due to the lack of private sector and employer
involvement in course design and delivery. This results in a supply driven system which delivers poor
quality results with limited relevance at every level.
TVET provision is considered outdated, not ‘applied’ enough, and not providing the skills required by
Jordanian employers. It does not place sufficient emphasis on preparing students for employment in a
21st century knowledge economy, which involves going beyond providing up-to-date technical
competence, and also develops personal qualities of enterprise, networking and creativity. In terms of
practical experience, there are not enough opportunities for applied learning, with apprenticeships and
practical training mainly limited to the VTCs and not part of an overall approved progression
framework. Finally, less than half of employers surveyed as part of the most recent National
Employment Strategy were happy with the skill levels of new hires. Employers cannot differentiate
between the levels of programmes delivered in a vocational school, a training institute, or a
9
community college, and only 15% of Jordanian employers currently hire TVET trained labour .
As noted above, this skills mismatch is largely due to insufficient employer/private sector engagement
in TVET design or delivery. Although there is high level agreement that employer engagement is
important, this is not sufficiently translated into practice. With regard to provision, Jordan’s companies
rank among the lowest of Arab countries – and second lowest in the world - in terms of providing

7
National ETVET Strategy 2014 – 2020.
8
National Employment Strategy.
9
Ibid.

148
training to their employees, and on the governance side, the private sector has limited involvement
and influence on the various TVET policy boards where key decisions are made.
The lack of effective employer engagement in the shaping and delivery of TVET provision fuels a
negative cycle whereby the poor expectation of employers are confirmed by shortcomings in delivery,
whereas more effective engagement would grow a positive cycle of improved outputs from the system
and greater
training employers
to their satisfaction
employees, and on with it and willingness
the governance to engage.
side, the The diagram
private sector below,
has limited from a
involvement
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
and influence on the various TVET policy boards where key decisions are made. analysis, illustrates the
two cycles:
The lack of effective employer engagement in the shaping and delivery of TVET provision fuels a
negative cycle whereby the poor expectation
Figure 5.5: Viciousofand
employers
virtuousare confirmed
cycles by shortcomings in delivery,
in TVET
whereas more effective engagement would grow a positive cycle of improved outputs from the system
and greater employers satisfaction with it and willingness to engage. The diagram below, from a
United Nations Educational, Scientific and Cultural Organisation (UNESCO) analysis, illustrates the
two cycles:

Figure 5.5: Vicious and virtuous cycles in TVET

Source: UNESCO, 2015b

Part of the reason for the low levels of private sector participation can be explained by considering the
composition and working of the Jordanian economy, which creates a number of challenges and
barriers to employer involvement and the development of relevant programmes. These challenges
include:
• Limited capacity to engage: SmallSource: UNESCO,
enterprises 2015bthan 20 employees) account for 98%
(with fewer
10
of all enterprises in Jordan and 37% of all employment in the private
Part of the reason for the low levels of private sector participation can besector . Asby
explained a result of theirthe
considering
size, these enterprises are largely focused on short-term interests and productivity,
composition and working of the Jordanian economy, which creates a number of challenges whichand
limits
their capacity and the perceived value of playing a role in the design of TVET programmes
barriers to employer involvement and the development of relevant programmes. These challenges
• Varied requirements and poor articulation of training needs: Growing enterprises often have
include:
difficulty defining their emerging skills and training requirements, and their needs are often very
• Limited capacity to engage: Small enterprises (with fewer than 20 employees) account for 98%
particular and specific. It is therefore difficult to create meaningful and relevant
10 general TVET
of all enterprises in Jordan and 37% of all employment in the private sector . As a result of their
programmes to supply these enterprises
size, these enterprises are largely focused on short-term interests and productivity, which limits
their capacity and the perceived value of playing a role in the design of TVET programmes
• Varied requirements and poor articulation of training needs: Growing enterprises often have
10 difficulty
ETF, 2012. defining their emerging skills and training requirements, and their needs are often very
particular and specific. It is therefore difficult to create meaningful and relevant general TVET
programmes to supply these enterprises

10
ETF, 2012.

149
• Increased self-employment: Since employment opportunities are not growing quickly enough to
absorb all jobseekers, self-employment is one of the main paths into the labour market in Jordan,
which requires different kinds of TVET courses designed to support micro businesses – building
entrepreneurship, commercial awareness, etc.

Inadequate instructor and teacher training

A further factor influencing poor perceptions of the quality of TVET provision is that trainers
themselves often do not have sufficient industry or technical experience. Training and teaching staff
with expertise in both technical and pedagogical skills are key to a strong vocational institution.
Although teachers and trainers in Jordan are mostly academically qualified (with the exception of the
VTC where a World Bank Report showed that 47% have only secondary education qualifications or
less), current hiring practices do not ensure that they also have sufficient technical and industry
expertise and experience. The MoE and VTCs must recruit staff through the Civil Service Bureau
(CSB), which does not recognise technical qualifications in its recruitment policies. As a result they
often receive fresh graduates with inadequate industrial work experience. Once hired, staff have little
incentive to improve or remain up to date with industry trends. The MoE directorate responsible for in-
service training of teachers and instructors does not prioritise the training of vocational teachers.
Indeed, at secondary schools level, no additional training is required to teach vocational subjects. The
situation is similar in private Community Colleges where although instructors tend to be academically
qualified, declining incomes due to poor demand mean that they cannot afford high quality technically
qualified instructors.

Insufficient funding
The levels and distribution of funding for TVET have negative impacts on delivery and quality across
the sector. TVET in Jordan is mainly publicly financed. In nominal terms, public funding for all TVET in
Jordan is about JOD 63 million annually, or about 0.3% of GDP. This is five times less than observed
international practice, for example both France and Australia, which spend the equivalent of more
11
than five times (1.5-2.0% of GDP) than Jordan on TVET. Analysis by experts suggests , however
that it is not only the levels of public funding available, but their management and distribution that
create real quality issues across the sector.
Financial governance in the sector is weak, with no central body able to make disbursement decisions
or set priorities for the sector as a whole. Each of the Ministries responsible for delivering TVET deals
directly with the Ministry of Finance (MoF)/General Budget Department, and there is no results-based
allocation of funding. Public funding continues even when training outcomes are poor and thus
perpetuates supply-side low quality provision and structural inefficiencies. In high performing TVET
systems, funding methods are typically used as a lever to enhance quality and alignment with national
priorities, as illustrated in the UK example outlined below.

11
National E-TVET Strategy 2014 to 2020.

150
 Figure 5.6: Funding methods as a quality lever in TVET

Source: British Council, 2015

Targeted national skills development funds are an increasingly common vehicle for financing TVET
around the world. A ‘skills development fund’ is a stock or flow of financing outside normal
government budgetary channels dedicated to developing productive work skills. The overall purpose
of these funds is to raise the productivity, competitiveness and incomes of enterprises and individuals
by providing them with needed skills.
Extra budgetary resource of this kind is potentially available in Jordan through the E-TVET Fund. The
E-TVET Fund was established to encourage demand driven training initiatives in Jordan but its
deployment has not been strategic, and the fund is not currently being used to support the whole
sector. While the experience of similar funding schemes elsewhere has been to raise quality
standards and efficiency of TVET provision, this has not been the case with the E-TVET Fund in
Jordan.
The Jordanian E-TVET Fund is currently resourced from a percentage of fees collected from Foreign
Workers’ work permits (about JOD 20 million annually) and, more recently, by budget allocation from
the MoF. As a result, those who contribute to the fund tend not to benefit from the training. A TVET
fund was first set up in 2001 and was resourced by a 1% levy on private enterprise profits; over the
subsequent years millions of JOD were collected by the levy but TVET disbursements were low and
largely used to finance supply-side government training programmes instead of funding training
12
identified by the private sector. The 1% levy was cancelled in 2010 . The cancellation was positively
received by the private sector; a logical reaction since they were contributing but not seeing the
benefit. However, this not only cut off a valuable stream of TVET financing, but also a means to
increase private sector interest in TVET.

12
UNESCO, 2015.

151
Further compounding the funding issue is the lack of a strategic framework for distributing the
Further
availablecompounding the funding
funding or identifying issue
where is needed
it is the lack most.
of a strategic framework
Administration of theforE-TVET
distributing
Fund the
has
available funding
historically focusedor more
identifying where itthe
on collecting is needed
fees thanmost. Administration
on planning ofdisbursement.
for their the E-TVET Fund Fundshasthat do
historically
get disbursedfocused more
tend to on collecting
be unevenly the fees
allocated. Thethan on planning
allocation for their
of funding for disbursement. Funds that do
infrastructure improvement
get example,
for disbursedtends
tend to
to go
be to
unevenly
VTC and allocated. The allocation
NET institutions (whichofhave
funding for infrastructure
comparatively improvement
better infrastructure
for example, tends to go to VTC and NET institutions (which have comparatively
and a better regional spread) at the expense of second level vocational schools or Community better infrastructure
and a better
Colleges, as regional
shown inspread)
Figure at
5.7the expense of second level vocational schools or Community
below.
Colleges, as shown in Figure 5.7 below.
13
Figure 5.7 Allocation of E-TVET fund across beneficiaries 2005-2015 13
Figure 5.7 Allocation of E-TVET fund across beneficiaries 2005-2015

2.40% 9.40%
2.40% 9.40% National Employment and
National
Training Employment and
Training
6.40% Ministry of Labour
6.40% Ministry of Labour
44.80% Vocational Training
12.70% 44.80% Vocational
CorporationTraining
12.70% Corporation
National Centre for Human
National
ResourceCentre for Human
Development
Resource Development
Ministry of Municipal Affairs
Ministry of Municipal Affairs

24.30% All Others

24.30% All Others

13
Contact with the ETVET Fund Office, December 2015.
13
Contact with the ETVET Fund Office, December 2015.

152
5.5.3 Accountability
Considering the wide range of stakeholders involved in TVET provision, strong systems of
accountability are essential in shaping the priorities and behaviours of these actors to ensure effective
provision. In the current Jordanian context, three main key elements require attention: governance,
incentives, and control systems.

Governance
Chronic shortcomings of leadership and fragmented governance characterise the TVET sector in
Jordan. TVET policies and provision involve various levels of government, multiple ministries, the
private sector and a wide range of stakeholders. Aligning these interests demands effective
coordinating structures of governance, a policy framework that incentivises cooperation, and strong
leadership. Current governance arrangements do not meet this requirement. Despite TVET being a
designated priority area by the government (as articulated in the E-TVET Strategy 2014-2020 and the
National Employment Strategy), and repeated high level attempts to foster a more collaborative and
coordinated sector, planned reforms have been poorly (or often not) implemented and have failed to
achieve long term results. As the National Employment Strategy states: ‘The challenge is not so much
14
the diversity of the providers, but rather the poor state of governance of the sector’ .
Responsibilities for TVET policies rest with three different Ministries in Jordan. Responsibilities for
design, delivery, financing, accreditation, certification and quality assurance are also split. A TVET
council was formed in 2001 (renamed in 2007 as the E-TVET Council) to bring cohesion to the sector,
but members’ allegiances to the different ministries represented, rather than to the TVET system as a
whole, have persisted, and as a result the E-TVET Council has not achieved its aims of acting as a
15
coordinating entity that can drive a single national skills agenda that aligns all parties .
The E-TVET reforms proposed in the National Employment Strategy were to have been led by the
MoL. This role has not been embraced and is still considered a bolt-on rather than a core component
of the Ministry’s work. This situation has been further compounded by a lack of consistent leadership
within this Ministry – between 2008 and 2012 there were six different Ministers of Labour.
Furthermore, since TVET is a cross-ministerial issue, it should not be led by one single Ministry – like
the MoL, but by an effective entity that can align legislation, policies and provision.

Incentives
The terms on which funding is supplied provide powerful levers for improving accountability for
effective use of those funds. However, public funding allocations to TVET providers are not based on
results or outcomes, and budgets are allocated based on historical spending trends, which can
perpetuate poor performance. Local accountability is also reduced by the highly centralised nature of
the system. Individual public providers cannot make decisions on key issues due to their lack of
autonomy from central ministries and agencies. Curricula, financial and personnel management,
sector focus all tend to be centrally managed, and although public Community Colleges have slightly
more autonomy than MoE schools and VTCs, they are far from self-managing. This situation hugely
impacts the capacity and incentives for providers and institutions to adapt and improve.

Quality assurance, monitoring and evaluation

Accountability is further shaped and driven by regulatory controls, especially over the quality of the
services and results provided. Quality assurance of TVET in Jordan is highly fragmented, with
separate quality assurance processes and bodies in each of the three Ministries involved with TVET
provision. Each has their own mechanisms for the collection of data, monitoring, and evaluation. The
Centre for Accreditation and Quality Assurance (CAQA) was established as the national authority for
the accreditation and qualification of TVET providers as well as trainees, but its main influence has

14
National Employment Strategy 2010.
15
ETF, 2014.

153
been confined to the areas of TVET governed by the MoL. Private institutes, vocational schools and
BAU technical colleges remain subject to the different laws, regulations and standards applied by their
respective Ministries (the MoE and the Ministry of Higher Education and Scientific Research
[MoHESR]). In many countries, the private sector is heavily involved in these processes, but this is
not the case in Jordan.

5.5.4 Innovation
The Committee believes that innovation should permeate the National HRD Strategy, and should not
be confined to developing technological capability, but considered in the broader sense of finding new
and better modes of delivery in governance and across the provision. In Jordan there is scope to
develop this further.

Access to reliable labour market data limits TVET development

Labour Market Information Systems (LMIS) play a crucial role in enabling data based policies and
decision making, and also in monitoring TVET graduate employability. In Jordan, data collection on
TVET and related employment is fragmented, the data that is available is often outdated or
inaccurate, and it is not used effectively.
As it stands, Labour Market information is gathered by a number of sources - Department of Statistics
(DoS), the MoL, the Social Security Corporation (SSC), the CSB, the MoHESR, and the National Aid
Fund (NAF). There is no central repository for this information. The data itself is often dated, and it
does not exist in some fields, sectors and at governorate levels. The absence of a comprehensive
coordinated and accurate LMIS prohibits development of the sector. There are also challenges in
obtaining and maintaining reliable and consistent data on the sector as a whole.

Creating a self-sustaining TVET sector

As pressure on government funding continues, learning providers are increasingly looking for
innovative ways to secure investments, generate income and reduce costs. The formation of PPPs
has been identified as an innovative potential solution to this issue. There is potential to develop this
further using other innovative financing methods, which when structured correctly also act as powerful
quality and relevance levers.

5.5.5 Mindset
As in many other countries, a number of culturally engrained attitudes and mindsets have played a
role in hindering the progress and development of a vibrant TVET sector. Jordanian society has
traditionally undervalued TVET and the craft, technician and associate level careers that it supports.
Career guidance in schools and the presentation of TVET through the media all serve to reinforce this
mindset. The key underlying issues related to mindset are outlined below.

Negative perceptions of TVET

There is a clear preference among students and their families for academic university degrees in
Jordan, irrespective of whether this route positively impacts employability or not. There is an
engrained cultural stigma associated with the prospects and status of technical and vocational paths
and qualifications, and current enrolment numbers clearly demonstrate this preference. Jordan has 41
public and private Community Colleges with 20,500 students enrolled. Within this, less than one-third
of students are enrolled in technical programmes. Meanwhile there are 313,500 students studying in
16
Jordanian universities .
As mentioned above, TVET is perceived as limiting progression and career opportunities, and as a
lower calibre option than a university degree. The system as it currently operates reinforces this
perception. Poorly performing academic students are funnelled into TVET, primary level curricula do

16
Numbers taken from data in Figure 5.1: TVET in relation to the labour market.

154
not contain TVET related elements (these were removed during a government reform in 2014 where
time allocated for vocational education was removed in an effort to focus on improving literacy and
numeracy at early grades), and career counsellors do not champion TVET paths or receive training
specific to technical and vocational education. This all reinforces perceptions that TVET is a dead end
suited only for those that have failed on an academic track, with a distinct lack of understanding about
what TVET-based careers can mean from a personal or financial point of view, and for the national
economy.

5.6 Strategic Objectives

The Committee has identified five strategic objectives to address the key challenges faced and
achieve the outcomes sought. These objectives emphasise developing TVET provision and
increasing private sector involvement for the priority sectors and markets and objectives identified in
Jordan 2025 and the National Employment Strategy.

TVET1 Access – Establish progressive pathways to promote and recognise all forms of
learning and skills development within the system and in the labour market and
create new options for high quality tertiary TVET education
TVET2 Quality – Increase the quality of TVET through consistent training requirements
for TVET instructors, aligning standards and quality assurance for all institutions,
and closer coordination with private sector
TVET3 Accountability – Put in place clear governance structures to ensure accountability
across the sector
TVET4 Innovation – Innovate funding and provision in the sector through transforming
the E-TVET Fund, PPPs, and expanding innovative modes of delivery
TVET5 Mindset – Promote and establish TVET as an attractive learning opportunity from
an early age, and throughout the system

155
5.7 Projects required to achieve the outcomes sought
Set out below are the projects the Committee believes are required to achieve the outcomes sought.

Strategic Objective Projects

TVET1: Access – Establish progressive TVET1.1: Approve the National Qualifications
pathways to promote and recognise all forms Framework (NQF)
of learning and skills development within the TVET1.2: Degree-level TVET programmes and
system and in the labour market and create provision
new options for high quality tertiary TVET
TVET1.3: Equal pay for TVET Graduates
TVET1.4: Licencing for craftsmen and technicians
TVET2: Quality – Increase the quality of TVET TVET2.1: Establish standards and training
through consistent training requirements for requirements for TVET trainers and instructors
TVET instructors, aligning standards and TVET2.2: Accreditation and grading system for all
quality assurance for all institutions, and TVET trainers
closer coordination with private sector
TVET2.3: Transfer the CAQA to the SDC
TVET2.4: Align TVET provision to the National
Employment Strategy and Jordan 2025 goals
TVET3: Accountability – Put in place clear TVET3.1: Design and establish the SDC
governance structures to ensure TVET3.2: Enforce/facilitate the use of data to inform
accountability across the sector policy and decisions
TVET4: Innovation – Innovate funding and TVET4.1: Establish a private sector-led Skills
provision in the sector through transforming Development Fund
the E-TVET Fund, PPPs, and expanding TVET4.2: Establish new PPPs aligned with priority
innovative modes of delivery clusters identified in Jordan 2025
TVET4.3: Expand apprenticeship programmes
TVET5: Mindset – Promote and establish TVET5.1: School-based careers guidance and
TVET as an attractive learning opportunity exposure to design and technology
from an early age, and throughout the system TVET5.2: Participation of Jordan in the WorldSkills
competition
TVET5.3: Reform the current tracking system for the
MoE VET stream and delink VET from low scholastic
achievement

156
TVET1: Access – Establish progressive pathways to promote and recognise all forms
of learning and skills development within the system and in the labour market and
create new options for high quality tertiary TVET

Project Title TVET1.1: Approve the National Qualifications Framework

Objectives • Provide a basis of recognising equivalence between TVET and other

academic and vocational qualifications
• Ensure that qualification levels in Jordan match internationally recognised
standards
• Align vocational and academic pathways through secondary and tertiary
education (see Figure 5.8 below for one purely illustrative example of a
potential framework for such pathways – which needs to be developed
further)
• Facilitate employment, progression and mobility for TVET graduates at all
levels, including overseas work opportunities

Activities • Approve the draft NQF, for all vocational and technical education and
training in the public and private sectors and civil society organisations
• Identify appropriate policies to help direct students towards vocational
study, which could include holding an exam around the time of grade 10,
but will also involve activities in Strategic Objective TVET5 (see below)
• This should include Prior Learning Assessment and Recognition and work-
based learning
• The NQF should be linked to the LMIS (See TVET 3.2)

Responsibilities • As the NQF impacts also on schools and HE provision, it must be

sponsored by the HRD Reform Board and developed through an alliance of
the proposed oversight bodies for schools, HE and TVET

Current Status • Proposals for a Jordanian NQF are in draft but have not been approved or
integrated into practice.
• The MoE has introduced a metric exam for students in the 9th grade to give
students an initial indication of whether the academic track or vocational
track would be more suitable for them. This exam could provide the basis
for the alignment of secondary and tertiary academic and vocational paths.

KPIs • NQF agreed and operating within 3 years

• Gradual reduction in students pursuing the academic track by 2-3% and
increasing students pursuing the vocational track by the same amount each
year
• Rebalance the ratio of MoE students (grades 11 and 12) pursuing academic
vs. vocational tracks to 70%-30%, respectively, within the decade

Risks and • The NQF has benefits for all stakeholders in TVET and the wider national
mitigations education and skills system, with no adverse effects on current interests

Implementation • If possible, Phase 1 (Years 1-2), as the NQF underpins other reforms
Phase

157
 Figure 5.8: Illustrative example of potential pathways for TVET

Figure 5.8: Illustrative example of potential pathways for TVET

Project Title TVET1.2: Degree-level TVET programmes and provision

Objectives
Project Title EnsureDegree-level
•TVET1.2: that higher level
TVETpathways and progression
programmes opportunities are
and provision
available to TVET candidates and their employers
Objectives • Ensure that higher level pathways and progression opportunities are
Activities • Expand HE-level TVET: establishing technical colleges within university
available to TVET candidates and their employers
facilities to provide technical education programmes
Activities Expanddegree
•• Create HE-level TVET: establishing
awarding Polytechnicstechnical colleges
to replace within university
some Community Colleges
facilities to provide technical education programmes
as outlined in the Higher Education Law 2014
• Create degree awarding Polytechnics to replace some Community Colleges
Responsibilities • To be created and implemented by MoHESR and accountable to the SDC
as outlined in the Higher Education Law 2014

Current Status
Responsibilities • Few
To bedegree-level
created andTVET programmes
implemented – although
by MoHESR andengineering
accountableand other
to the SDC
degrees are of course vocational and technical. Plans for new polytechnic
Current Status Few degree-level
• provision TVET
are pending andprogrammes
may need to– although engineering
be amended andcan
before they other
be
degrees are
approved by of course vocational and technical. Plans for new polytechnic
Parliament.
provision are pending and may need to be amended before they can be
KPIs • Numbers graduating from degree-level TVET programmes
approved by Parliament.

Risks
KPIs and • Some possible
Numbers displacement
graduating from current
from degree-level programmes,
TVET but should be in a
programmes
mitigations context of growth in overall student and employer demand
Risks and • Some possible displacement from current programmes, but should be in a
Implementation
mitigations • Phase
context1of(Years
growth1-2) for pending
in overall proposals,
student Phasedemand
and employer 2 (Years 2-4) for other
Phase new provision
Implementation • Phase 1 (Years 1-2) for pending proposals, Phase 2 (Years 2-4) for other
Phase new provision

158
Project Title TVET1.3: Equal pay for TVET Graduates

Objectives • Ensure that equivalent TVET qualifications are recognised on par with
university qualifications in terms of labour market remuneration
• Reduce negative perceptions of career opportunities for TVET graduates

Activities • Amend CSB policies to recognise appropriate degree level TVET

qualifications as equivalent to other university degrees and paid at the same
rates

Responsibilities • CSB, in co-operation with the SDC

Current Status • Where TVET qualifications are accepted by the CSB, graduates earn less
than other university graduates

KPIs • Salary equivalence policies in place and being applied in practice

Risks and • Implementation of this change will depend on the introduction of more
mitigations degree level TVET programmes (see HE section) and also on NQF for
equivalence of awards (see TVET 1.1)

Implementation • Phase 2 (Years 2-4) and beyond

Phase

Project Title TVET1.4: Licencing for craftsmen and technicians

Objectives • Increase attractiveness and prestige of TVET qualifications and careers

• Raise quality level of provision and TVET graduates
• Protect the market from unskilled workers who negatively affect the
reputation of skilled ones (and TVET in general)

Activities • Amend existing laws to make possession of a qualifications-based licence

mandatory for practicing in specified craftsman and technician jobs
• Expand scope of licencing at this level
• Guiding those who fail their Tawjihi exam towards craft-based jobs and
industrial sectors through vocational training courses (craftsmanship) for 3
months (minimum), after which the student is given an initial work licence

Responsibilities • MoL, through the proposed National Employment Council (NEC) (see
TVET2.4)

Current Status • Some limited licencing of craftsman trades, not widely enforced

KPIs • Percentage of practicing craftsmen and technicians in regulated trades who

have been licenced

Risks and • This change may require that non-Jordanian workers meet the standards
mitigations set for licenced trades, to ensure equivalence with Jordanian workers

Implementation • Phase 2 (Years 2-4) or possibly Phase 3 (Years 3-6 and beyond)
Phase

159
TVET2: Quality – Increase the quality of TVET through consistent training
requirements for TVET instructors, aligning standards and quality assurance for all
institutions, and closer coordination with private sector

Project Title TVET2.1: Establish standards and training requirements for TVET
trainers and instructors

Objectives • Ensure that TVET trainers retain up to date industry knowledge and
experience
• Ensure quality is preserved and maintained among existing trainers

Activities • Establish a ‘Teacher/Instructor Policy’ for TVET providers that links HR

career progression, paths, and salaries with in-service training requirements
(including periodic secondment to industry workplaces) and staff
development
• Provide capacity building measures to enable the private sector to play a
meaningful role in TVET provision
• Strengthen the National Training of Trainers Institute (NTTI) to enable
increased training provision

Responsibilities • SDC, working through CAQA (to set and inspect staffing standards for
providers)

Current Status • Career progression is not linked with training - CAQA is working on
developing instructor standards but has limited capacity

KPIs • All registered TVET tutors and trainers (see TVET 4.2) to evidence
minimum levels of CPPD each year

Risks and • Possible adverse responses from under-qualified tutors and trainers, and
mitigations from providers concerned about having to pay more for qualified trainers
and their updating

Implementation • Phase 2 (Years 2-4) and beyond

Phase

160
Project Title TVET2.2: Accreditation and grading system for all TVET trainers

Objectives • Improve quality and status of TVET teaching in line with international
practice and standards

Activities • Design and specify expected qualifications and experiences of TVET

tutor/instructors at different levels of seniority
• Set up a national registration system whereby tutors can be recognised and
accredited for their qualifications
• Incorporate these requirements into the quality standards to be met by
licenced/funded providers (i.e. that their trainers have the relevant
qualifications)

Responsibilities • SDC, working through CAQA

Current Status • No systematic qualifications or accreditation systems for TVET tutors.

KPIs • Proportions of TVET tutors accredited to the level they are working at;
CAQA inspection findings

Risks and • Most current TVET tutors will not meet future facing qualification standards,
mitigations so the new arrangements must incorporate means of recognising
experience and practice and also phase in the new regime

Implementation • Phase 2 (Years 2-4) and beyond

Phase

Project Title TVET2.3: Transfer the CAQA to the SDC

Objectives • Enable and ensure consistent quality standards across all TVET provision
• Adopt international standards for TVET provision, assessment and awards
• Encourage and support self-evaluation and continuous improvement among
providers

Activities • Transfer the CAQA to be overseen by the private sector-led SDC and
amend related laws and regulations to ensure its quality assurance
processes are applied across the TVET sector as a whole, including VTC
institutes and private institutes under the MoL, vocational schools under the
MoE, BAU technical colleges under the MoHESR, and any new entities
created
• Capacity building for CAQA management and staff

Responsibilities • The proposed SDC should take the lead in negotiating and managing the
transfer of CAQA responsibilities

Current Status • This project involves the transfer and then the extension and expansion of
the current roles of the CAQA, which does not currently apply across the
whole sector due to a number of different quality assurance process in
place in the different ministries responsible for TVET delivery

KPIs • Set an early date for the transfer, as an early target for the new SDC

Risks and • Possible resistance from MoL, to be reconciled via the HRD Reform Board
mitigations

161
Implementation • Early in Phase 2 (Years 2-4), following from establishment of SDC
Phase

Project Title TVET2.4: Align TVET provision to the National Employment Strategy and
Jordan 2025 goals

Objectives • Repurpose the existing E-TVET Council to function as a NEC under the
MoL and put in place a series of sector-based mechanisms that monitor the
relevance of TVET provision, courses and programmes to sectoral and
national priorities and evolving employer demand

Activities • Amend the current E-TVET council law, so that it becomes a council for
employment only and is responsible for drawing up the employment policies
• Review and update the National Employment Strategy to ensure alignment
with current employer needs. The NES should be the guiding framework of
the MoL
• Develop a range of new SSCs – employer led advisory committees
covering skills and training needs for specific priority industries and sectors
(including public services)
• Strengthen the capacity of the private sector, including the Jordan
Chambers of Industry and Commerce, to identify their own / their members’
skill needs and develop training programmes / and provide them information
on existing public and private training offerings
• Establish a regular review cycle of all existing TVET programmes to ensure
that graduates are equipped to work in a variety of roles aligned with
employer requirements
• Improve the relevance of TVET programmes, facilities, equipment, and
materials in line with priority clusters identified in Jordan 2025

Responsibilities • Proposed employment council

• Proposed SDC (establishment of SSCs, review of all TVET programmes)

Current Status • Existing activities under the E-TVET Council, no current sector-based
agencies for assuring skills requirements and delivery

KPIs • Early dates for establishment of NEC and proposed SSCs

Risks and • MoL may need persuading of benefits of reconstituting the E-TVET Council,
mitigations though they will retain responsibility for the National Employment Strategy

Implementation • Ideally within Phase 1 (Years 1-2), as NEC and SSCs are precursors for
Phase further reforms

162
TVET3: Accountability – Put in place clear governance structures to ensure
accountability across the sector

Project Title TVET3.1 Design and Establish the Skills Development Corporation

Objectives Create a new employer-led public-private mechanism that is empowered to act

as a single coordinating body for the TVET sector that is fully aligned with
labour market strategies and requirements, and ensures accountable,
responsive delivery. This mechanism will provide a legal and technical
umbrella for the sector which will replace the current E-TVET Council.
The broad remit of the Skills Development Corporation (SDC) should be to:
• Mandate and harmonise all national skills and TVET policies for Jordan
• Ensure alignment between TVET provision and national labour market
strategies and requirements
• Oversee/ direct the Centre for Accreditation and Quality Assurance (TVET
2.3)
• Oversee/ direct the Skills Development Fund (see TVET 4.1)
• Monitor and evaluate TVET reforms across all Ministries and private
providers.

Activities • Establishing the employer-led SDC will first entail defining the constitutional
status and membership of the SDC and its relationships with other TVET
agencies, councils, and Ministries
• The relevant existing laws and regulations should be reviewed and
amended to ensure that TVET policies and process put in place by the SDC
supersede those of the Education Council and Higher Education Council,
and individual Ministries involved in the delivery of TVET (including the
MoL)
• There should be a transparent selection and appointment process in place
for members of the SDC; the SDC Board should be composed of a majority
of private sector representation (ratio of two-thirds private sector to one third
government representatives), with the chair rotating between members of
the private sector on the SDC. Capacity building for private sector board
members will be required
• The SDC Board should be supported by a strong, independent, and
resourced technical secretariat who provide analytical, administrative and
policy advice to the SDC Board

Responsibilities • Authority for establishing the SDC should come from the Cabinet, and the
SDC would then be accountable to Government through the Council of
Ministers

Current Status • The proposed roles of the proposed SDC are currently divided between the
E-TVET Council and different Ministries, with only limited co-ordination and
alignment to national employment needs.

KPIs • An early target date should be set for the SDC to be established and
operational

Risks and • Possible resistance from Ministries and their agencies with current TVET
mitigations responsibilities, mitigated by assigning clear roles within the realigned TVET
strategy, and through the set-up of an Employment Council for the MoL

163
Implementation • Phase 1 (Years 1-2) – establishing the SDC is a pre-requisite for further
Phase TVET reforms

Project Title TVET3.2: Enforce/facilitate the use of data to inform policy and decisions

Objectives • Provide the evidence basis for decision making at policy and institutional
level
• Better inform TVET decision making and the matching of the supply of skills
with the demand for skills
• Improve planning and monitoring and evaluation (M&E) across TVET
reform programmes
• Track and monitor spending efficiency of providers (e.g. cost per graduate;
utilisation rates of TVET providers’ space and resources etc.)
• Ensure efficient use of resources by enabling the sharing of facilities and
training centres

Activities • Develop a centralised TVET and LMIS and associated KPIs to inform
coordinated decision making, monitoring and evaluation across the sector.
Information regarding student and employer experiences and outcomes
should be gathered through surveys of learner experiences, employer
satisfaction and graduate destinations conducted at regular pre-defined
intervals. This LMIS should be aligned to the NQF
• Mechanisms should be put in place to ensure this data is used as a basis
for decision making and resource allocation. TVET data should feed into the
Open EMIS

Responsibilities • This should be an early priority for the new SDC

Current Status • Various existing data sources are partial in coverage and poorly co-
ordinated

KPIs • A plan and timetable with target dates for new LMIS to be in place should
be set by the SDC and monitored by the proposed National HRD Strategy
Results and Effectiveness Unit

Risks and • Implications for existing data collection agencies having to change systems
mitigations

Implementation • Ideally during Phase 1 (Years 1-2), as data-based evidence is needed for
Phase well-informed TVET improvement initiatives

164
TVET4: Innovation – Innovate funding and provision in the sector through
transforming the E-TVET Fund, PPPs, and expanding innovative modes of delivery

Project Title TVET4.1: Establish a Private Sector-led Skills Development Fund

Objectives • Increase funding available to the TVET sector

• Ensure funding mechanisms positively influence quality and relevance of
TVET provision
• Ensure transparent, equitable and effective distribution of available funding
with clear benefits for those contributing to the fund

Activities • Repurpose and reassign responsibilities and regulations for current E-TVET
Fund, and increase the capacity of fund staff and leadership
• Maintain the current source of revenue for the E-TVET Fund (% allocation
of foreign worker permit fee and direct allocation from MoF)
• Reintroduce an enterprise levy (as recommended in the Jordan E-TVET
Strategy 2014-2020) that has clear and transparent disbursement
mechanisms for private companies to see benefit
• Establish competitive funding mechanisms, so that resource allocations are
increasingly based on results and focus on enhancing performance of
providers
• The fund should focus on driving TVET improvements in strategic priority
sectors, and operate transparent funding disbursement windows including,
as an illustration: grant mechanisms for private sector companies for re-
imbursement of recognised employee training up to an agreed ceiling;
competitive grants for industry and sector councils for members’ training;
competitive grants for public and private providers (including companies) to
provide approved training to SMEs; competitive grants for TVET providers
from MoE, MoL, and MoHESR and for private providers (with matching
funding from private providers). Another grant window could be specifically
aimed at enhancing TVET opportunities for Syrians in Jordan.
Additionally/alternatively, each grant window could contain incentives if
specific target groups are reached, including Syrians in Jordan

Responsibilities • Transfer responsibility for E-TVET Fund to the new private sector-led SDC
• If there is to be a Fund Board or committee to oversee allocation decisions,
ensure that it is 2/3 private sector and chaired on a rotating basis by a
private sector Board member
• A significant proportion of the funding for TVET for Syrians should come
from the international donor community

Current Status • E-TVET Fund already exists but does not function effectively, with most
resources used to fund MoL vocational training activities as well as the
NET; other proposals have been explored and tried in the past but not
currently applied.

KPIs • Combined with LMIS proposals, it will be possible to set KPIs for value and
effectiveness of TVET Funding in terms of student and employer outputs
and outcomes

Risks and • Resistance from MoL about losing control over the disbursement of funds
mitigations via the E-TVET fund. Possible resistance from providers concerned about
making funding conditional on results, and from employers averse to levy,

165
 both justified by reference to objectives and benefits of the Strategy

Implementation • Transfer of E-TVET Fund in Phase 1 (Years 1-2), new funding schemes
Phase piloted in Phase 1 and rolled out in Phase 2 (Years 2-4)

Project Title TVET4.2: Establish new PPPs aligned with priority clusters identified in
Jordan 2025

Objectives • Grow capacity and engage private sector in developing high quality,
relevant provision
• Establish specialised TVET institutes (centres of excellence)

Activities • Establish a set of PPPs in the TVET sector whereby public TVET providers
(VTCs, vocational schools, Community Colleges) and industry work
collaboratively to develop effective training programmes with goals that
meet industry needs. Such partnerships should be jointly planned, financed
and implemented, with such PPPs linked to the priority clusters that have
been identified in Jordan 2025
• Decentralise the functioning of the VTCs according to the business, training
and governance models previously created – so that they have greater
autonomy to link to private sector partners and run TVET provision along
more business lines
• Capacity building for VTC, vocational school and community college
management and key staff would be required
• Review the legislation needed to stimulate private sector participation in
PPPs

Responsibilities • Sector based PPPs to be brokered by the proposed SSCs under the
auspices of the SDC

Current Status • Limited local instances of collaboration between industry and VTCs
(through model ‘Centres of Excellence’) and industry and Community
Colleges (e.g. Al Huson), which should be reviewed for lessons and
models. Little collaboration between vocational schools and industry.

KPIs • At least one PPP established for each priority sector within 3 years

Risks and • No adverse effects for VTCs, vocational schools, community colleges or
mitigations employers

Implementation • Phase 2 (Years 2-4), given time needed to set up SSCs and broker projects
Phase

166
Project Title TVET4.3: Expand apprenticeship programmes

Objectives • Increase the number of young people gaining practical qualifications and
experience through work-based programmes

Activities • Expand the programmes of apprenticeship, so that the training held in the
worksite is an approved methodology
• Adopt the draft national apprenticeship framework that is currently with
Cabinet

Responsibilities • The proposed NEC and MoL, working with the SDC and SSCs (for sector-
based schemes)

Current Status • Policies have been designed and are with Cabinet for approval

KPIs • Numbers entering and graduating from apprenticeships

Risks and • No negative impacts are foreseen, although securing sufficient employer
mitigations placements and quality experiences is likely to be challenging

Implementation • Phase 1 (Years 1-2) – the plan is ready for launch

Phase

167
TVET5: Mindset – Promote and establish TVET as an attractive learning opportunity
from an early age, and throughout the system

Project Title TVET5.1: School-based careers guidance and exposure to design and
technology

Objectives • Attract more students into TVET study

• Counteract misconceptions about career options available to TVET
students
• Ensure career counsellors are sufficiently informed to promote TVET
pathways and associated career options

Activities • Introduce ‘design and technology’ into schools to replace the two ‘vocational
education’ classes currently taught from grade 4
• Develop new curriculum, teacher training and teacher guides
• A holistic and mutually reinforcing approach focused on informing both
parents and career guidance counsellors at the secondary level and
throughout the TVET provision
• Ensure parents and students are provided with information so they
recognise the value and opportunities in vocational careers. Information to
include detail on employment rate of graduates from different providers,
starting salary information etc.
• A mechanism should also be established to ensure that career counsellors
are engaged with SSCs on a regular basis to enable them to give informed
advice to students on employment routes and opportunities.

Responsibilities • The SDC, with the SSCs with support from MoE, MoL and King Abdullah II
Fund for Development (KAFD)

Current Status • Career guidance counsellors at the secondary level are not well informed of
TVET opportunities, and provision throughout TVET pathways is limited.
• Vocational education is currently taught as a subject from grade four
upwards (two classes a week).
• KAFD launched a national employability portal, ForUs.jo, with a career
guidance component, psychometric assessment and lifelong career
guidance account suitable for school students and counsellors in May 2016.

KPIs • Every school student to have individual career counselling in Year 10 and
Year 12
• Design and technology is introduced from grade 4 (to replace ‘vocational
education’) and as an examinable optional subject at Tawjihi (or
assessment that replaces Tawjihi)

Risks and • No adverse impacts are foreseen

mitigations

Implementation • The project should be piloted in Phase 1 (Year 1-2) and rolled out (after
Phase evaluation) in Phase 2 (Years 2-4)

168
Project Title TVET5.2: Participation of Jordan in the WorldSkills competition

Objectives • Take part in skills competitions held around the world to showcase and
inspire world-class excellence in skills and introduce youth to a variety of
skilled careers

Activities • Become a member of WorldSkills and plan to participate in the WorldSkills

Competitions which take place every two years; the next will be held in Abu
Dhabi in October 2017.
• Hold national skills competitions in Jordan every two years, with the
strongest participants going on to represent Jordan in the international
competitions

Responsibilities • Awareness to be raised and participation promoted by and through the

newly formed SSCs

Current Status • No participation

KPIs • Participation during Phase 2

Risks and • No anticipated risks

mitigations

Implementation • Phase 1 (Years 1-2)

Phase

Project Title TVET5.3: Reform the current tracking system for the MoE VET stream
and delink VET from low scholastic achievement

Objectives • Ensure that TVET be clearly perceived as focused on students’ readiness

for the job market and not as a dead end for those who fail academically

Activities • Set minimum entry requirements for all TVET pathways

• Design second-chance routes for youth to obtain minimum entry
requirements to enter TVET
• Design alternative training options for those unable to obtain minimum
standards

Responsibilities • MoE

Current Status • At secondary level, poorly performing students are funnelled into TVET
routes.
• See TVET 1.1 - The MoE has implemented a 9th grade metric exam which
should be reviewed for alignment with this objective.

KPIs • Percentage grade 10 students selecting vocational stream as a first choice

• Grade levels of vocational stream entrants

Risks and • Need to ensure alternative and second-chance routes for those with low
mitigations scholastic achievement

Implementation • Phase 1 (Years 1-2)

Phase

169
170
 6
HIGHER
EDUCATION
171
6 HIGHER EDUCATION

6.1 Section Summary

Despite a number of achievements during the development and reform of the Higher Education (HE)
sector, recent years have witnessed a decline in the quality of university education and its outputs.
Legislation is still unstable and does not meet the standards of a holistic university education system,
nor does it address gaps or imbalances. Admission principles do not guarantee entry of academically
suitable students who are able to fulfil the requirements of a university education. Furthermore, the
decrease in financial support granted to public universities has exacerbated the challenges regarding
the calibre of students, quality of faculty, and rigor of academics. At another level, there is a gap
between university qualifications and labour market demands. Additionally, scientific research
remains limited and is unable to present tangible results. Campus environments fail to promote
positive interactions between faculty, staff, and students that involve dialogue, exchange of ideas, and
collaboration on projects, and are not conducive to high levels of productivity and innovation.
Although the Jordanian HE system is relatively young with the establishment of its first university in
1962, the sector has nonetheless undergone significant growth and made distinct achievements:
 In a period of over 50 years, the increasing demand for university education and rising
enrolment rates have led to a significant expansion in the sector. This is considered an
achievement for the Jordanian economy1
 Higher education in Jordan has a good reputation in the region: the number of students from
Arab countries in Jordanian universities is estimated at 42,0002 in the academic year
2015/163
 There have been significant changes in governance in the HE system. Amendments in laws
relating to governance include the following:
o unifying the laws of public and private universities under one law
o establishing the Scientific Research Support Fund
o establishing the Higher Education Accreditation Commission (HEAC).

The number of students enrolled at Jordanian universities has increased by 43% between 2005 and
2015 to reach approximately 313,000 students, with 275,000 students at the Bachelor’s level 4.
However, this increase in student numbers has not been accompanied by an appropriate increase in
the number of faculty members. On the contrary, emigration of faculty members abroad increased.
Consequently, the student-to-faculty ratio at most public universities increased from 20 students per
faculty member in the 1990s5 to 41 students per faculty member in 20156. The number of accepted
students is expected to rise to more than 450,000 by 2025 due to a projected annual population
growth rate of 2.3%.7

1
UNESCO 2014
2
MOHESR, 2015a
3
MoHESR, 2015a
4
MoHESR, 2015a
5
MoHESR,1990
6
MoHESR,2015a
7
NCHRD, 2014

172
These pressures to expand HE to meet the increasing demand have led to dangerous imbalances
that have hindered the system from performing its crucial role in supporting a modern knowledge-
based economy. These challenges include:

Access: Many citizens do not have access to HE due to admissions policies and insufficient
government financial support. Around 50% of students are admitted outside of the regular
competitive admissions stream through exceptions and a parallel admissions programme8. The
absence of equitable opportunities has raised objections to the system of admissions based on
exceptions and the parallel programme. Additionally, government funding of HE is very low compared
to countries of similar population size or national income level, and forms a small percentage of public
universities’ resources.9 Therefore, universities are left to rely heavily on tuition fees and students are
left to bear the burden of such costs.
Despite the clear evidence that most Jordanian families cannot afford these costs 10, current financial
support mechanisms are not inclusive and only serve a minority of students. Both the parallel
programme and the exceptions system have indirectly discouraged students from enrolling in
Technical and Vocation Education and Training (TVET) as most prefer enrolling in universities, and
these non-meritocratic routes into HE enable their access.

Quality: The system has yet to develop a formal mechanism to ensure that a stable university
learning environment and educational standards—characterised by critical thinking,
communication and cooperation, extracurricular enrichments, and positive interactions
between students—are in place such that academic and skills outputs of HE match the needs
of the labour market. Around 25% of university students reported in a survey that the educational
and pedagogical ability of their professors was weak or completely ineffective, and another 50% found
them to be “acceptable,” with just 24% reporting their professors were “highly effective”11. Faculty
members need more support to improve their pedagogical skills and integration of ICT in the
classroom to serve a larger number of students. Lack of faculty support and training have led to
inadequate educational outcomes, as well as a lack of competition among Jordanian universities,
between Jordanian universities and other universities in the region, and between Jordanian
universities and HE institutions around the world.

Accountability: There is not enough follow-up at the national or institutional level to ensure the
implementation of policies or the optimal use of resources. In addition, legislation regulating the
sector has been unstable across shifting governments, and policymakers have not been responsive to
the need to review these in a comprehensive and adaptive way. At the national level, the absence of
coordination, as well as efficient and regular follow-up between government institutions to ensure the
application of laws and regulations as soon as they are passed has hindered the reform process of
the HE sector. At universities, decision-making is highly centralised, leaving most of the authority over
university matters to the President. Majors are designed and offered based on student demands
rather than the needs of the Knowledge Economy, especially since universities heavily rely on student
tuition fees for sustainability. Universities do not conduct evaluations to ensure that their outputs—in
terms of knowledge and skills—are aligned with the needs of the labour market. They also fail to
prepare reports that hold institutions accountable for weaknesses in their outputs or for directing
parents and students towards choosing the most suitable majors for their individual success and for
the benefit of the economy as a whole.

8
The parallel program allows students with lower grades (within the limited minimum average) to pay higher fees to access
certain programs.
9
MoHESR, 2015b
10
World Bank, 2009
11
UNDP, 2014

173
Innovation: The use of technology to raise teaching and learning standards has not been
encouraged or integrated effectively in the curriculum and pedagogy at the HE level, and very
few mechanisms are applied to support innovation in the sector. It is also important to point out
that there is no national system that connects funding with innovation and creativity which could
potentially induce universities to raise scientific research standards or to increase the influence of
research on various areas of development. Such incentives would also encourage integration of e-
learning, Open Educational Resources (OERs), and modern technologies within the university
educational system.

Mindset: Progress in HE depends on a change in the attitudes and behaviours of students,

academics, sector leaders and employers. Jordanians have historically demonstrated a preference
for university degrees over technical and vocational qualifications, leading to ‘too many engineers and
not enough engineering assistants or surveyors; too many dentists and not enough dental
assistants’12.

In response to these challenges, the Committee has designed a range of projects with the goal that,
by 2025, Jordan will ensure fair access to affordable, relevant and quality university education
opportunities.
To achieve this goal, five strategic objectives were set: 13
(1) Ensure that admission opportunities are fair and equitable for all students by transforming
admissions to a merit-based process, gradually phasing out the parallel programme, and
regulating exceptions. This also includes a foundation year that is mandatory for all students
before being accepted into majors—to be applied initially in the faculties of medicine and
dentistry, followed by other majors such as engineering and pharmacy in consecutive years.
There should also be an increase in funding for students, along with career guidance and
university orientation programmes.
(2) Raise the standards of HE teaching and learning to those expected from the best modern
universities. Such standards could be achieved by committing to accreditation and quality
assurance standards for professional programmes in faculties of medicine, dentistry, nursing,
engineering, etc. Universities must also raise the quality and rigor of programmes and majors
offered, as well as the teaching abilities of faculty members, with regular reports to track and
evaluate teaching effectiveness.
(3) Incentivise and encourage universities to take greater responsibility for making
significant contributions to national economic and social goals. This could be achieved by
strengthening governance bodies and incentives for effective resource management.
(4) Adopt international best practices and promote innovation in teaching and learning,
including the integration of technology in the teaching process and ensuring students
have access to technology. A HE development and innovation fund should be established to
promote continual innovation.
(5) Instil stakeholder understanding of the national purposes and benefits of higher
education, and promote informed engagement with the system.

Success in achieving these aims will be evaluated through the use of Key Performance Indicators
(KPIs). The following KPIs are regarded as high-level results KPIs, which can be widely
communicated and which give an overall sense of reform progress:
 The percentage of students who have been accepted with scores lower than competitive
Tawjihi (or equivalent) averages
 The percentage of undergraduate students with demonstrated need for funding who receive
financial support

12
National Employment Strategy, 2011-2020
13
Detailed recommendations and projects are listed at the end of the HE section.

174
  The number of universities that meet accreditation quality assurance requirements set by the
HEAC
 The number of universities that acquire international accreditation
 Unemployment rates of university graduates under 30 years old
 The percentage of government support that is conditional on the performance of academic
programmes, their efficiency, and their suitability for the labour market and national economy
as a whole.

6.2 Overview of Higher Education

Despite numerous achievements in the development of higher education in Jordan, recent years have
witnessed a decline in quality of educational outputs in several aspects: legislation is not consistently
enforced, and is not conducive to a holistic system that addresses weaknesses. For example,
admissions policies do not guarantee entering students are sufficiently prepared, financial resources
are inadequate to ensure quality, gaps remain between educational outputs and labour market needs,
and scientific research is producing few tangible benefits for the national knowledge economy.
University climates are not conducive to positive educational outcomes, as they currently they do not
encourage students and faculty to modernise teaching and learning processes, engage in open
dialogue, exchange new ideas, or foster critical thinking.
The Committee identified needed HE reforms in order to:
 Establish fair and equitable admissions opportunities for all qualified students based on merit
and aptitude
 Raise the standards of HE teaching and learning to those expected from the best modern
universities
 Raise scientific research quality to match international best practices and address national
priorities
 Encourage universities to take greater responsibility for making significant contributions to
national economic and social goals
 Ensure a learning environment that promotes innovation and excellence, and cultivates a
culture of responsibility, respectful dialogue, fairness and national unity
 Integrate technology in higher education to raise and quality and relevance of educational
outputs

175
6.3 Desired Outcomes for Higher Education in the Strategy
The Committee considers that Jordanian universities and HE providers’ contribution to national goals
should be directed towards the following outcomes for each stakeholder community – the Kingdom at
large, students, employers, teaching faculty and families and communities:

Figure 6.1: Desired outcomes for HE in the Strategy

EDUCATION
FUTURE

FOR THE KINGDOM:

• The HE system develops and grows the human, intellectual, and
social capital of the economy and communities

• High graduate employment in industries and fields that have

been identified as priorities for economic growth

• The HE system acts as a catalyst for innovation for the kingdom

as a whole, fosters entrepreneurialism and develops relevant skills KINGDOM
among its graduates.

FOR STUDENTS:
• Post secondary students have affordable access to a high
quality HE system

• Students are supported and well informed about employability

when making choices about post-secondary paths

• The HE system develops up to date technical skills as well as the STUDENTS

range of transferable skills required for employment and
employability in the 21st century

FOR EMPLOYERS:
• The HE system supports the development of a highly skilled and
enterprising workforce

• Employers enjoy strong links with universities

EMPLOYERS

FOR FACULTY:
• The HE system attracts and rewards academic talent and
commitment to learning

• Faculty are supported to focus on delivery of high quality

teaching rather than overburdened with administrative duties

• Faculty are encouraged to play a role in institutional leadership

FACULTY
FOR PARENTS AND THE COMMUNITY:
• University tuition fees are affordable and mechanisms are in
place to support students

• Universities are agents of innovation and change in the community

• Parents are aware of the employment opportunities associated

with specific majors

PARENTS
AND
COMMUNITY

176
6.4 The Current State of Higher Education Provision in Jordan
The Higher Education (HE) system has since made significant progress in enrolment rates over the
last few years. Environmental factors including the youth population bulge (increased significantly by
the refugee crisis), a misalignment between student demand for university qualifications and labour
market needs, and the poor preparation of students entering the system, alongside issues within the
system such as governance and an overreliance on private funding, all create a challenging
environment for Jordan’s HE system. These are discussed below under the five governing principles
of this Strategy – access, quality, accountability, innovation and mindset.
Since the government built the University of Jordan in 1962, 10 additional public universities have
been established as well as 20 private ones. The number of students at the undergraduate level in
2015/2016 reached approximately 274,000 compared to 192,000 in 2005/2006, as shown in the chart
below:

Figure 6.2: Undergraduate Enrolment, 2005/2006 and 2015/2016

Rate of
2005/2006 2015/2016
Increase

Public
132,823 203, 964 54%
Universities

Private
59,219 70,025 18%
Universities

Total 192,042 273,989 24%

Source: MoHESR, 2016

6.4.1 Access
Since enrolment rates in Jordan are high compared to countries of similar levels of GDP per capita,
the key access challenges are the misalignment between the fields of study desired by students and
labour market needs, in addition to the complex admissions systems wherein some students are able
to enter under lower admissions standards. Operational and financial challenges with access and
admissions to universities have led to a number of quality and accountability issues, outlined below.
Enrolment
There is a fundamental imbalance in the proportion of secondary school graduates entering HE
compared to those following other tertiary level technical and vocational pathways. The preferences of
students and their families for university places has led to a situation where only students who cannot
access university go into TVET routes, and many of these do so as a ‘back-door’ bridge into
university. This situation effectively starves the TVET system and the essential jobs that it serves of
numbers and talent.
Admissions standards
The heavy weight assigned to Tawjihi scores for university entry have been called into question by
many experts, as relying on Tawjihi alone does not fully assess students’ potential for HE, either in
terms of the different modes of learning involved (critical thinking, independent study, etc.) or for
coping with the intellectual demands of more challenging courses. The current admissions system
thus fails to contribute actively to meeting HRD needs. Moreover, additional opportunities have been
provided for students with lower scores to earn admission at public universities through parallel
programmes and academic bridge programmes. These increases in university enrolment and
academic programmes to satisfy student demands and social pressures have led to lower standards
of outputs at Jordanian universities.

177
In addition, the increase in the number of universities, students and majors offered year after year
have affected the financial situation of universities negatively due to low tuition fees and the rise in
student costs14. The enrolment expansion also had negative consequences given the lack of balance
between the numbers of students enrolled at universities compared to those enrolled in TVET
programmes, affecting the quality and relevance of outputs to the local and regional labour market.
Under the current circumstances of the HE sector and the flow of graduates into a saturated market,
reviewing university admissions policies is no longer enough if it is not accompanied by quick
remedial action. One of these actions is ensuring that public and private universities adhere to HEAC
standards, as well as reducing the number of accepted students while increasing the number of
students accepted in technical and applied colleges. The capacity of public universities over the next
ten years should be limited so that it does not exceed 60% of high school graduates.
There is a consensus that the revision of admissions policies should be at the top of the priorities list
for developing and reforming HE. It is important to review these policies in all the HE strategies which
were developed in these past years in committee recommendations issuing from retreats,
conferences, annual consecutive reports for the National Centre for Human Rights, Jordan Vision
2025 and the National Agenda (2006 – 2015).
Exceptions
The main objective of the adoption of the various exceptions (makromat) was to achieve equity in HE
and equal opportunities for certain communities who deserve special attention due to rough
economic, social and educational conditions, or to recognise members of society who deserve special
attention because of the sacrifices they make for the country. This is in accordance with the
provisions of the Constitution, which grants all citizens equal opportunities in education and endorses
the principle of social justice. Therefore, any move to eliminate exceptions before creating the right
economic, social and educational conditions for these communities will be considered a violation of
the constitution.
Specific exceptional admission awardees include those granted to the children of tribes, under-
privileged schools and the children of personnel in the armed forces, public security and intelligence.
However, the inconsistent application of exceptions year after year and their inflation in some years
created an imbalance that must be addressed to ensure equity among students of each exempt
category, without affecting the rights of others. The Unified Admissions Unit in the MoHESR is
concerned with the distribution of students across universities according to the policies issued by the
Higher Education Council (HEC) within two main lists: "competitive admission" and a list of exceptions
or allocations of seats for specific groups in the population. The figure below shows the exceptions
made to students as percentages of total admissions, including both the competitive stream and the
exceptions stream during the academic year 2015/2016.

14
MoHESR, 2015b

178
 Figure 6.3: Exceptions, percentage of total admissions
Figure 6.3: Exceptions, percentage of total admissions

20% Children of Armed Forces

20% Children of Armed Forces
Children of Teachers
50% 5%
1% Children of Teachers
50% 5% Children living in camps
10% 1%
Children living in camps
10% Disadvantaged schools
5% Disadvantaged schools
5% Children of university employees
5%
5% Children of university employees
2% Past Tawjihi
2% Past Tawjihi
International Tawjihi
2%
International Tawjihi
2% Other exceptions
Other exceptions
Admission through competition
Admission through competition

Source: MoHESR, 2015

Source: MoHESR, 2015

It must be noted that a large proportion of students who are accepted through exceptions do not
It must be
perform noted
well, northat a large
do they proportion
perform well inofthe
students
labour who areafter
market accepted through
graduation as exceptions do not
the figure below
perform well, nor do they perform well in the labour market after graduation as the figure below
shows:
shows:
Figure 6.4: Enrolment rates, expulsion, transfer, and drop-out of students admitted through
Figure 6.4: Enrolment rates, expulsion, transfer,
exceptions, and drop-out of students admitted through
2014/2015
exceptions, 2014/2015

Source: Public Universities Report to HRD Committee, 2015

Source: Public Universities Report to HRD Committee, 2015

179
The Parallel Programme
The parallel programme was launched in 1996 at the Jordan University of Science and Technology
(JUST) and then was successively adopted by other public universities. In the mid-1990s, the
government found it to be an appropriate solution to support universities. Ten years after the
programme was adopted, it became the source of essential revenue for most public universities,
which has encouraged the government to continue its support of the programme15. The revenues of
the parallel programme reached up to 50% of total fees revenues in the public universities during the
year 2015.
Thus, with the continuation of the programme, the lack of increases to university fees and the decline
of government support for universities, universities have had to increase their revenue by offering
redundant majors that are not needed in the labour market. They were also compelled to increase the
number of students enrolled in the parallel programme to unacceptably high rates that exceed the
capacity of universities and have accepted students with unacceptably low averages, especially in
scientific and other programmes that require high scores. This has led to higher rates of graduation at
lower skill levels that are misaligned with the needs of the labour market, thus flooding the market with
increasing numbers of graduates that either exceed—in number—or fail to satisfy its needs. At the
same time, they do not meet professional standards of the private sector, as confirmed by trade
unions. The most recent report and study published this year by the Engineers Union describes the
reality of engineering work, as the following figure shows.

Figure 6.5: Parallel and International Programme Enrolment, 2014/15

Percentage of parallel and

Total admitted Parallel programmes and
Major international student
students international students
programmes

Medicine 8,167 3,991 49%

Dentistry 2,558 1,537 60%

Pharmacy 5,463 2,594 48%

Engineering 53,345 11,321 21%

Total 69,533 19,443 28%

Source: MoHESR, 2015a

The need to cancel the parallel programme in public universities arises here since it conflicts with the
principles of equity and equality of opportunity as confirmed by the Jordanian constitution. Jordan
2025 also stressed its commitment to basing university admissions mainly on merit.

15
MoHESR, 2015b

180
6.4.2 Quality
Quality in HE is a complicated concept, and is interpreted in different ways, including adherence to
recognised academic quality processes, accreditation to satisfy international subject and professional
criteria, relevance to the needs of employers and graduate careers, or the nature of the learning
experiences for students.
Alignment with the labour market
Labour market outcomes for students are an important indicator of the quality of a HE system,
particularly when considered in the context of national HRD. This is a challenge that HE systems
across the globe struggle with, and Jordan is no exception. Out of the 48,500 jobs created in 2013,
only 16,600 went to university graduates, 2,200 went to diploma holders, and the remaining 28,700
jobs went to secondary degree holders or below16.
The number of graduates specialising in education, humanities, and nontechnical and professional
fields continues to exceed demand. Around 58% of graduates from Jordanian university majored in
education, humanities, and non-technical and professional fields in the academic year 2012/2013
which translates into a labour force dominated by the non-technical fields (70%) 17.
Curricula and pedagogy
Statistics relating to student learning outcomes reinforce the sense that the existing system does not
adequately support employability in the current or future Jordanian economy. Current curricula are
outdated and unsuitable. According to the 2014 Arab Knowledge Report, nearly 25% of Jordanian
students found the educational and pedagogical ability of their professors ‘weak’ or ‘completely
ineffective’, with only 24% reporting their professors to be ‘highly effective’. Efforts have been made to
remedy this, with the World Bank’s Higher Education Development project introducing Faculty
Development Centres across eight centres in public universities in Jordan in 200218. Outcomes varied,
however, with some development centres furnished with minimal facilities, staff and incentives for
participation. Such centres need to be bolstered and supported with expertise in pedagogy, to enable
professors to train their colleagues in developing study plans, teaching and learning methods, student
assessment, research methodologies, and e-learning.
In terms of the soft skills developed across courses, pedagogies still emphasise rote memorisation
rather than critical thinking, and universities tend to have weak links with industry. A recent survey by
the University of Jordan’s (UJ) Centre for Strategic Studies found that around 45% of a sample of
25,662 UJ students believe the curricula at Jordanian universities depend on ‘spoon-feeding’, while
nearly 53% think the textbooks are ‘not enough’ to prepare students for the world outside campus 19.
The impact of this is clearly demonstrated in survey results published in the latest National
Employment Strategy, which illustrate low employer satisfaction with the skills of recently hired
graduates.

16
World Bank, 2016.
17
DoS, 2013
18
Yarmouk University, 2016.
19
Centre for Strategic Studies, 2015.

181
 Figure 6.6: Employer survey on graduate skills

Figure 6.6: Employer survey on graduate skills

Source: IFC and Islamic Development Bank, 2011 (from National Employment Strategy)

Scientific research
The quality of scientific research at the university level is poor 20. A very small portion of Jordan’s GDP
is allocated towards
Source: scientific
IFC and research
Islamic compared
Development Bank, with other
2011 developing
(from Nationalcountries.
Employment Funds to support
Strategy)
scientific research are usually provided without ensuring that the studies yield results that contribute
to the economic, political, and social development of the country as a whole.
Scientific research
Although scientific research receives 78% of its support from the government and 5% from the
The quality
Scientific of scientific
Research research
Fund, at the are
these funds university levelto
insufficient poor 20. appropriate
is ensure A very smalldevelopment
portion of Jordan’s
and GDP
is allocated in
investment towards scientific
scientific research
research. Jordancompared
is laggingwith other
behind developing
other countries.
Arab countries Funds to support
in research
scientific research
publications; in theare usually
latest year provided without
with available ensuring
data, that the
the number studies published
of articles yield resultsperthat contribute
publishing
to the economic,
university in Jordanpolitical,
was 284 andcompared
social development of the 302
to 470 in Egypt, country as a whole.
in Lebanon, 568 in Oman, and 623 in
Turkey
Although. scientific
21 Not only is research activity stagnant in the natural sciences, but research on business and
research receives 78% of its support from the government and 5% from the
finance-related
Scientific Researchmatters
Fund,is disproportionately low givento
these funds are insufficient the size ofappropriate
ensure the business, finance, and
development and
marketing programmes at Jordanian universities. The number of citable Business,
investment in scientific research. Jordan is lagging behind other Arab countries in research Management, and
Administration
publications; in(BMA) articles
the latest yearinwith
Jordan was 108
available data,inthe
2011 with only
number 335 citations,
of articles publishedlagging behind
per publishing
numbers ininLebanon,
university Jordan was Saudi
284Arabia,
compared UAE,to and
470 Kuwait
in Egypt,. In
22
302general, most research
in Lebanon, 568 in Oman,papersandfocus
623 on
in
theoretical
Turkey21. Notacademic studies atactivity
only is research the expense
stagnantof in
applied research
the natural relatedbut
sciences, to development issues like
research on business and
energy, water and
finance-related agriculture.
matters Most of the professors,
is disproportionately low given inthefact,
sizeconduct research primarily
of the business, finance, andfor
promotions rather than pursuit
marketing programmes of knowledge.
at Jordanian universities. The number of citable Business, Management, and
Administration
The (BMA) articles
fact that universities in Jordancentres
and research was 108lackin 2011
modernwithtechnology,
only 335 citations,
equipment lagging behind
and applied
numbers in Lebanon,
laboratories Saudi Arabia,
also undermines UAE,ofand
the quality Kuwaitresearch.
scientific 22. In general, most research papers focus on
On the other hand, universities have
theoretical
not academic
taken sufficient studies
efforts at theeffective
to build expensepartnerships
of applied research
with the related
private to development
sector to promote issues like
scientific
energy, water
research. Thoseandwho
agriculture.
follow theMost of the
ranking of professors, in fact, conduct
Jordanian universities research
compared primarily
to others forArab
in the
promotions
region haverather than
noticed thepursuit
declineofinknowledge.
Jordanian universities’ ranking and the connection of that decline
The fact that universities and research centres lack modern technology, equipment and applied
laboratories also undermines the quality of scientific research. On the other hand, universities have
not taken sufficient efforts to build effective partnerships with the private sector to promote scientific
research.
20 Those who follow the ranking of Jordanian universities compared to others in the Arab
Interview with the Director of Scientific Research Support Fund (Al Ghad Newspaper, February 2016)
region
21
have noticed the decline in Jordanian universities’ ranking and the connection of that decline
Balakrishnan, 2013
22
Ibid.

20
Interview with the Director of Scientific Research Support Fund (Al Ghad Newspaper, February 2016)
21
Balakrishnan, 2013
22
Ibid.

182
with the waning of scientific research, the quality of which deteriorated by 37% between 2008 and
201423 In summary, there are several challenges with scientific research at Jordanian universities:
 The weak contribution of scientific research to the national economy
 The low quality of infrastructure to support scientific research at public and private universities
 Insufficient financial support allocated to scientific research
 The qualifications and skills of university students do not meet the desired standards required
for conducting scientific research
 There is a need to review and develop the systems and policies regarding sabbaticals,
scholarships and promotions to ensure appropriate incentives to pursue high-quality research.
University learning environment
Students are a primary factor in the teaching process. All the elements of the teaching system and
quality indicators are related to appropriate university learning environment and an educational
climate that meets the needs and expectations of students. It is the responsibility of the MoHESR and
universities to ensure all elements of an ideal campus environment for students. This includes
suitable curricula, qualified faculty members, good university administration, student activities,
suitable facilities and other high quality services. If all these requirements are not available, students’
performance will be affected negatively. It will also affect their socioemotional status, leading to loss of
confidence, depression, distraction and a weak sense of belonging24.
The following points are some of the most important criteria and evidence to the failure of university
learning environments in fostering activism and innovation on campus:
 University students have long free periods without real productivity
 Insufficient extra-curricular activities offered at universities and the decline in participation in
the few that are available
 Lack of open communication between university administration, staff, and students
 University climates are not conducive to positive educational outcomes, as they currently do
not encourage students and faculty to modernise teaching and learning processes, engage in
open dialogue, exchange new ideas, or foster critical thinking, citizenship, responsibility, and
social values.
Teaching load for faculty members
Over the past few years, faculty members have faced increasing pressures due to workload and
shortages in teaching staff. The increased demand to enrol in HE and the increased number of
students in the parallel programme has led to crowded lecture halls and class sections in many
majors. Consequently, faculty members face challenges in finding opportunities and the time to
develop and improve teaching methodologies, resulting in weak teaching practices in university
classrooms.
International standards
Public universities have not been able to meet international standards in most of their programmes.
This has negatively affected their reputation outside of Jordan and has limited their ability to attract
expatriate students. It has also led to weakening job opportunities for graduates in the regional
markets.
Funding
Making financial support conditional on university performance represents one of the essential
mechanisms by which government could motivate universities to reform policies regarding hiring and
apply quality standards. However, conditional financing mechanisms are not applied in Jordan.

23
Jordan Strategy Forum, 2016
24
UNESCO, 2012

183
Universities operate within tightly defined policy and regulatory rules but are not held accountable for
their responses to policy or market requirements. International expertise could be utilised to reform
funding processes for the benefit of the sector and the economy.

6.4.3 Accountability
HE systems around the world struggle to find the best balance between the autonomy and academic
freedoms of universities, which are considered fundamental conditions of academic excellence, and
the regulation and accountability of providers for fulfilling their civic obligations and duties.
At the government level
Since the 1980s, a number of HE laws and by-laws have been passed, a number of strategies
produced, a Higher Education Council (HEC) and Higher Education Accreditation Council (HEAC)
established and a university rating system developed. Nonetheless, a lack of inter- and intra-agency
and ministerial coordination has hindered progress. In particular, there has been poor coordination
between the Ministry of Higher Education and Scientific Research (MoHESR) and the Ministry of
Labour (MoL) to collaborate on determining courses relevant to the Jordanian economy and
developing coherent pathways from HE to the labour market for the benefit of both individuals and the
needs of the economy.
The original role of the HEC as an advisory arm for high level policies has shifted to a more
transactional one, devoting significant time to decision making at university level (appointment of
Presidents, monitoring adherence to legal norms, setting limits on enrolment numbers). The
involvement of the HEC in low-level institutional university affairs distracts it from its primary mandate
of oversight and guidance, and also disenfranchises university boards. Governance trends in OECD
countries have shown that HE systems demonstrate most success when the role of government is
one of oversight25, steering from a distance within a regulatory framework that encourages and
facilitates innovations in public universities and initiatives by the private sector, rather than controlling
day-to-day decision-making. The Committee believes this is a model that should be cultivated in
Jordan.
It is important to note here the importance of integration across the Kingdom’s education system–in
this case, the important collaboration that should exist between the Ministry of Education (MoE) and
MoHESR to ensure smooth transitions for students from secondary to post-secondary education. A
MoE-MoHESR joint committee is in place, but needs to be operationalised to activate the desired
cooperative relationship, and to ensure that students are equipped with the skills, knowledge, values
and mindset needed for a thriving HE system.

At the institutional level

Governance in the HE sector is highly centralised, adhering to top-down structure with limited
participation of the teaching cadres in higher administration, all the while granting the office of the
university president a broad range of administrative and university policy-related authorities.
Universities enjoy a great degree of independence in running their financial businesses due to the
nature of their own private funding scheme, which is mainly reliant on tuition fees. This may lead to
the misuse of university funds. Decision-making within universities is highly centralised through the
office of the president, where executive decisions related to institutional policies and administrative
practices are determined or approved primarily by the president.

25
World Bank, 2009.

184
Governance and legislation in the field of Higher Education
There have been continual amendments to Higher Education and Scientific Research (HESR)
legislation pertaining to Jordanian universities over the past decade, reflecting the efforts of decision
makers in successive governments. Most legislative amendments for HESR and universities were
positive necessities imposed by HE development plans and strategies, including the unification of
public and private universities under one law, the establishment of a support fund for scientific
research, and the establishment of the HEAC.
Despite that, draft legislation and decisions taken by a number of councils in HE do not effectively
contribute to raising the standards of this sector which serves as the main engine in developing
human resources, preparing minds for work and for competition in local and international markets.
The frequent change in ministries and different councils has contributed, to a great extent, to a state
of instability in regulatory legislations for the HE sector. It is time to endorse a stable and
comprehensive legislative framework that guarantees accountability, enhances institutional operations
and educational programmes at all levels of HE institutions.

6.4.4 Innovation
There has been a recent general understanding in Jordan of the importance of integrating technology
in HE. Traditionally, technology in the HE system has been viewed as a separate bolt-on rather than a
tool to enhance the system at every level. There is evidence that this is beginning to shift—an Edraak
MOOC was recently accredited to be used in a blended learning format, and University of Jordan
recently held an ‘Innovation and Entrepreneurship Day’ 26—but there is substantial scope to do more.
The use of technology at the university level also includes enhancing operational efficiency, improving
the faculty members’ teaching capacity and monitoring student outcomes. However, existing
governance structures and lack of university autonomy hinder the capacity of institutions to innovate
or respond to change in an agile manner, and current financing mechanisms do not promote or
incentivise innovation27.

6.4.5 Mindset
Students and parents
There is no doubt that social pressures on students and parents to pursue university education over
other post-secondary educational paths (such as TVET) has played a significant role in accentuating
the gap between HE outputs and labour market requirements. There is a very strong preference for
university education over other forms of tertiary provision in Jordan. To an extent, HE has been
viewed as a prestigious end in itself, which means that due consideration is not always given to the
employment opportunities associated with a particular course of study. As a result, there is an
oversupply of students in certain subjects considered to be highly prestigious (medicine, engineering
etc.). There is also an entrenched preference for the security and benefits afforded by a public sector
job, and many young graduates have traditionally been willing to take on voluntary unemployment
while waiting for such a position to arise.
Although the public sector will likely continue to be an important, and indeed preferred, employer in
Jordan, contributing to 24% of all net created jobs28, the private and informal sectors also need to play
a larger role in job creation in order to reach the Jordan 2025 goal of only 8% unemployment within
the decade. Projecting past rates of government employment growth29 over the next decade, by 2025

26
Goussous, 2016.
27
World Bank, 2009.
28
World Bank, 2016.
29
Jordan Vision 2025.

185
there will not be more than 486,000 public sector jobs available, whereas the private sector would
need to formally employ more than one million people (with the remainder of jobs to come from the
informal sector).
Engendering a shift in long-standing and strongly held preferences regarding university education and
employment can be catalysed through structural reform of the system to ensure that relevant skills are
developed and quality alternative options to university are available. The dominant negative
conception about alternatives to university education can also be changed by career guidance and
awareness campaigns. These could aim to raise the social status of other vocational and technical
options and job opportunities in the private sector and highlight the important role of the youth in the
development process.
Academic culture
The academic culture at institutional level also inhibits progress and improvement – it is seen as rigid,
centralised, disconnected from the needs of the labour market and resistant to change. There are few
systemic mechanisms in place to incentivise universities to innovate, evolve, or engage with industry
to create more relevant up-to-date courses30. This is not unique to Jordan, as conservative
institutional cultures can be observed in universities across the world. Addressing the governance
issues that stifle innovation, dynamism and efficiency would play a large part in shifting this culture.

6.5 Strategic Objectives

In response to the analyses summarised above, and the imperatives for establishing a modern, value-
producing HE system, the Committee proposes reforms designed to achieve strategic objectives in
the key dimensions set out below

HE1 Access – to establish fair and equitable admissions opportunities for all qualified
students based on merit and aptitudes

HE2 Quality – to raise the standards of HE research, teaching and learning to those
expected from the best modern universities

HE3 Accountability – incentivise and encourage universities to take greater

responsibility for making significant contributions to national economic and social
goals

HE4 Innovation – to enable the adoption of international best practices in teaching

and learning that will support improved access and quality

HE5 Mindset – to instil stakeholder understanding of the national purposes and

benefits of HE, and promote informed engagement with the system

30
World Bank, 2009.

186
6.6 Projects Required to Achieve Outcomes Sought
Set out below are the projects the Committee believes are required to achieve the outcomes sought.

Strategic Objective Projects

HE1: Access – To establish fair and equitable HE1.1: Unified Admissions System for
admissions opportunities for all qualified Undergraduate Degrees, to include gradual phasing
students based on merit and aptitudes out of parallel programme and restructuring of certain
exceptions
HE1.2: Adapt key degree programmes to include a
foundation year for majors like Medicine and
Dentistry starting in 2018, then gradually expand to
other majors
HE1.3: Student guidance and career counselling
HE1.4: Expand student financial assistance

HE2: Quality – To raise the standards of HE HE2.1: Accreditation of professional programmes

research, teaching and learning to those and adherence to Quality Assurance standards
expected from the best modern universities HE2.2: Review and streamline existing programmes
and majors offered
HE2.3: Enhance teaching capacity
HE2.4: Measure, monitor, and report on teaching
and scientific research quality
HE 2.5: Create university learning environments that
promote excellence and innovation

HE3: Accountability – Incentivise and HE3.1: Strengthen HE governance bodies

encourage universities to take greater HE3.2: Review and clarify process of university
responsibility for making significant president selection and appointment
contributions to national economic and social HE3.3: Strengthen incentives for effective resource
goals management

HE4: Innovation – To enable the adoption of HE4.1: Establish an HE Innovation and Development
international best practices in teaching and Fund
learning that will support improved access HE 4.2: Upgrade technological infrastructure and
and quality tools across HE campuses and promote use of Open
Educational Resources (OERs)

HE5: Mindset – To instil stakeholder Almost all of the measures outlined under HE1 to
understanding of the national purposes and HE4 above are designed to change attitudes and
benefits of HE, and promote informed behaviours among stakeholder groups, collectively
engagement with the system addressing this objective.

187
HE1: Access – To establish fair and equitable admissions opportunities for all qualified
students based on merit and aptitudes

Initiatives that are proposed will:

 Ensure fair access to HE, and provide support throughout the student journey to maximise
student outcomes by:
o Restructuring the admissions system to ensure a unified, merit based system for
admissions to university
o Ensuring students are prepared for the demands of HE
o Guiding students towards the pathways best suited to their aptitudes.
 In tandem with this, this programme will propose measures to mitigate the financial
consequences of this new arrangement for both institutions and students by:
o Providing estimates of the funding needed to compensate for lost parallel programme
fees
o Expanding financial support for students to enable them to meet the burden of tuition
fees
o Empowering and supporting universities to develop alternative revenue streams.

Project Title HE1.1: Unified Admissions System for Undergraduate Degrees, to

include gradual phasing out of parallel programme and restructuring of
certain exceptions

Objectives Establish a unified system based on merit for admission to universities, and to
achieve equality and equal opportunities through restructuring admission
exceptions and the elimination of unfair privileges applied in the parallel
programme

Activities Exceptions:
o Governorates and Districts exceptions remain the same and
unchanged for the academic year 2016/2017.
o Additional seats are allocated to the governorates and districts
for Medicine and Dentistry programmes in the foundation year
or its equivalent starting in 2018.
o Increase the exceptions allocated to the children of the Armed
Forces, the Public Security Department (PSD), the General
Intelligence Department (GID) and the Civil Defence
Department from 20% to 30%, so that the additional 10% is
allocated towards enrolment in technical education
o Increase the exceptions allocated to the children of the MoE
staff from 5% to 10%, so that the additional 5% is allocated
towards enrolment in technical education.
o Create a distinction between exceptions extended to students
from the Badia area (desert) schools and those from
disadvantaged schools
o Increase cooperation of MoHESR with the MoE to ensure that
the main reasons for poor performance in primary and
secondary schools are addressed, thus reducing the need for
exceptions for students from Disadvantaged schools
o A special committee representing the MoE, the MoHESR, the
Counsellors of Tribal Affairs, and other stakeholders will
establish objective, professional and declared rules for the
lists of the sons of the Badia area
o Students selected from the list of “the sons of the Jordanian
Badia area” to include Northern, Central and Southern Badia

188
 schools only in accordance with the rules of the competition
between them and based on the sequence of their scores
o Admission to universities will take place through the HEC
o Rectify the conditions of schools with special circumstances
(disadvantaged schools and schools in the Badia area) in a
period that does not exceed 10 years so that these schools
reach the required level during the first seven years, until they
finally address the ‘special circumstances’. To achieve this,
the following steps should be taken:
o The creation of a special independent association named the
"School Rehabilitation Commission" that includes educators,
social workers, engineers and administrators in its cadre. The
Commission will be entrusted with the task of cooperating with
the MoE, administrative governors and government
departments to implement the programme, as well as deal
with teachers, schools, the school environment, infrastructure
and transportation, all based on objective grounds
o Schools with special circumstances will be eliminated
gradually from the exceptions list upon completion of the
rehabilitation programme
 Study the possibility of adding other criteria for admission to university
other than Tawjihi scores; for example, conducting interviews.
 Create competition among students entering HE through exceptions so
that admissions are based on merit
Parallel programme
 Gradually cancel the parallel programme for Jordanian students over 8
years starting in the academic year 2017/ 2018. To achieve that, we
suggest the following mechanism:
o Reduce the number of students enrolled through the parallel
programme by 12.5% over eight years, reaching a total of
5,550 students in the final year from an original total of 44,400
in 2016
o In the first year that the reform is implemented, universities
income will be reduced by JOD 17 million. By year eight,
reduction in universities’ income will amount to JOD 136
million, at which point the reduction in come will have reached
its cap and stabilised. The government will have to
compensate universities to cover the income that universities
lost due to the cancellation of the parallel programme reform
plan. Refer to figure 6.7 below for the funding plan.
Responsibilities  The HRD Reform Board and the HRD Results and Effectiveness Unit
for support and development of the funding plan
 The MoHESR, the MoE, and universities to implement
recommendations for admissions standards, exceptions and the
parallel programme
 HEAC will be responsible for ensuring the reduction of the number of
students admitted under the parallel programme
 The Government to financially compensate universities due to the
cancellation of the parallel programme
Current Status The Higher Education Council (HEC) sets the criteria for competitive
admissions requirements while universities specify those for the parallel
programme. The HEC sets the percentage of students (from the total number
of students admitted to a university) that can be admitted through the parallel
and international programmes. There are objections over the outputs of
Jordanian universities especially of the parallel programme, and there is no

189
 clear mechanism by which the programme can be gradually phased out of the
HE system. The foundation year is not established in any of the universities for
any major.

KPIs  The percentage of new students admitted to universities outside the

unified competitive system (target to be achieved by 2025)
 The number of disadvantaged schools and schools in the Badia area
on the exceptions list
Risks and  Risk: Funding gap creates concerns for public universities over lower
Mitigations revenues as a result of the cancellation of the parallel programme
Mitigation:
o Adopt an alternative route for cancelling the parallel
programme: gradually cancel the parallel programme, as well
as restructure and unify tuition fees across all public
universities based on a study and an average fee that is
suitable for all students. This should be able to approximately
fill the funding gap caused by the cancellation of the parallel
programme and cover costs of academic programmes.
Students will be supported by the newly established Student
Aid Agency with loans and scholarships for high-need
students, as well as outstanding scholars.
o Encourage universities to develop a plan to control
expenditures so that its implementation is followed up by the
Board of Trustees, and encourage them to secure additional
sources of financing such that the university’s financial
portfolio and strategic partnerships will be taken into account
during the university classification process
o Stop unjustified and unnecessary hiring, and the use of surplus
staff to cover any shortages in the event of a vacancy
o Encourage and support efficient universities
o Increase cooperation with the private sector, as well as
support the Student Aid Agency (see HE1.4) and the
establishment of Centres of Excellence.
o Provide advisory, technical and scientific services for third
parties
o Seek external funding from international bodies for research
projects and equipment.
o Students and parents should be presented with attractive
alternatives to the parallel programme, which can be achieved
through the following:
 Incentivising students to choose tertiary and higher
level TVET paths
 Launching a public awareness campaign to raise
awareness of the prestige and value of TVET
programmes and careers – but only once tangible
reform has been made to TVET provision (see TVET
section)
 An increase in the quality and capacity of TVET
provision (see TVET section)

Phase of Phases 1, 2 and 3: This project would need to begin in phase one but would be

190
Implementation gradually implemented in tandem with other projects required to make it both
financially and politically viable and palatable

Figure 6.7: Annual Decreases in the Number of Students and the Gradual Financial
Compensation to Universities due to the Cancellation of the Parallel Programme

Number of
Number of Jordanian Annual
Total number non-Jordanian students (will reduction Reduction in
Year
of students students (no face reduction in number Income
reduction) due to of students
cancellation)

now 226,000 11,000 44,400 0 0

Year 1 220,450 11,000 38,850 5,550 17,005,200

Year 2 214,900 11,000 33,300 5,550 34,010,400

Year 3 209,350 11,000 27,750 5,550 51,015,600

Year 4 203,800 11,000 22,200 5,550 68,020,800

Year 5 198,250 11,000 16,650 5,550 85,026,000

Year 6 192,700 11,000 11,100 5,550 102,031,200

Year 7 187,150 11,000 5,550 5,550 119,036,400

Year 8 181,600 11,000 0 5,550 136,041,600

191
Project Title HE1.2: Adapt key degree programmes to include a foundation year

Objectives Enable students to adapt to the demands of majors and programme

requirements, both in terms of knowledge and skillset, and allow those who are
capable to pursue their studies in these majors successfully to progress to
following years, while directing those who do not succeed in the foundation
year towards alternative academic paths.

Activities  Redesign degree programmes so that the first year acts as a

foundational year for courses demanding high levels of prior
knowledge and academic capabilities – beginning with Medicine and
Dentistry in 2018
 Design an assessment for Jordanian graduates of Medicine from
international universities abroad
 Design rigorous examinations to assess student readiness to progress
to the second year at the end of the foundation year
 Redirect students not making the grade onto more appropriate
courses or levels of study (e.g. diploma courses)
Responsibilities  Individual universities could be empowered to pilot and test this
proposition (possibly starting in engineering or medicine), and to roll it
out more widely if successful
 MoHESR and the HEC to coordinate and monitor effectiveness

Current Status There are no precedents for this proposal in Jordan, although there are
successful similar programmes in the United Kingdom and other countries
 Dropout rates and percentage of students who fail courses in their
KPIs
major after the foundation year
 Employer satisfaction with recent hires reported in the Enterprise
survey (See TVET)
 Percentage of students who graduate and percentage of students who
drop-out from programmes with a foundation year
Risks and There are no serious risks to this programme, except to find a programme
Mitigations dealing with students who do not pass the foundation year and the status of
their studies.

Phase of Phase 2 (2-4 years) – to allow time to design, implement and staff this proposal
Implementation

192
Project Title HE1.3: Student guidance and career counselling

Objectives Guide students to post-secondary tracks and majors that match their abilities
and aspirations, while reducing the number of students enrolled in universities
who are not fully aware of alternative options and future job opportunities
 Provide guidance and information related to career paths at schools,
Activities
linked to wider opportunities for education, as well as high quality
vocational and technical training within post-secondary and tertiary
levels of education
 Collect and distribute accurate data about employment outcomes from
various majors at each university through a Labour Market Information
System (LMIS) (see TVET 3.2)
 Provide grants and other forms of financial support and incentives for
those enrolled in technical and professional majors
 The MoE and schools in cooperation with the new Skills Development
Responsibilities
Corporation (SDC) (see TVET3.1)
 MoL
 Educational institutions to be responsible for grants/financial support
Current Status There is currently little guidance for students entering HE from school, and
students are not mentored or informed early enough of the implications and
opportunities associated with the different paths available.
Many factors contribute to the current status quo: lack of data or information
about employment outcomes for students, strong preference for university
education relative to other tertiary programmes, and the low quality of existing
TVET provision. Career guidance is one of a number of initiatives designed to
counteract these (see TVET5.1).

KPIs Increasing numbers of those enrolled in technical majors (from 20,000 to

50,000) programmes

Risks and No adverse effects foreseen from this proposal

Mitigations

Phase of Phase 2 (2-4 years) – allowing time to set up advisory services and scholarship
Implementation scheme

193
 Project Title HE1.4: Expand student financial assistance
Objectives To ensure that all qualified students receive the financial support they need to
access HE
Activities Expand Student Support Fund services to become a financial institution—the
Student Aid Agency—that supports students and is closely linked to the banking
sector. The new entity should:
 Examine the challenges faced by previous efforts in this regard and
explore successful case studies in countries similar to Jordan in both
income category and educational context (to be the successor of the
current Student Support Fund, but on a wider scale)
 Work with banks and HE institutions to establish the new financing
institution, Student Aid Agency, along with its management
 Ensure loans are means tested, with extended repayment periods and
a post-graduation grace period, and introduce new loans on a phased
basis
 Manage the allocation of grants and other allowances to high-need
students
 Review existing mechanisms for awarding financial aid and ensure that
a strategic plan is applied to guide support for high-need students
 Until improvements are made in the efficiency with which resources are
used at universities (see HE3), MoHESR should funnel any additional
state funding into student support rather than allocating funds directly to
universities
Responsibilities  System should be established by MoHESR and administered by the
new Student Aid Agency in partnership with private providers (per
international models).
 The HRD Reform Board and the HRD Results and Effectiveness Unit
will support the funding plan (IMP4.1)
 Loan collection should involve a whole of government approach to
promote compliance
Current Status The Student Support Fund currently provides loans and grants to about 40,000
students31. As most parents cannot afford tuition fees, the current student
support system is inadequate. Development of a large-scale, government-
guaranteed loans scheme was actively under consideration under Higher
Education Reform for the Knowledge Economy (HERfKE) project in 2010, but
the proposed Jordan Student Aid Fund or Agency was never launched. This
project proposes re-launching on a similar basis.
KPIs  Student Aid Agency established and running according to schedule
 The percentage of undergraduate Jordanian students receiving support
Risks and  Risk: Government ability or willingness to assume risk of guaranteeing
Mitigations loan
Mitigations:
o An integrated, whole of government approach to collection as
noted above
o A comprehensive review of loan system outcomes in similar
countries to demonstrate advantages of the system (known
examples of programmes in countries with Jordan’s level of
GDP/capita show that even with 50% recovery rates, means-
tested student loans are still more cost effective than any other
manner of subsidy)
Phase of Start planning in Phase 1 with launch of Student Aid Agency during Phase 2.
Implementation

31
The Ministry of Higher Education and Scientific Research, 2015

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HE2: Quality – to raise the standards of HE teaching and learning to those expected
from the best modern universities
Initiatives proposed will:
 Make public funding conditional on demonstrating high quality provision
 Ensuring professional qualifications are internationally recognised
 Measuring, monitoring and reporting on quality standards
 Encourage and assist effective teaching.

Project Title HE2.1: Accreditation of professional programmes and adherence to

Quality Assurance standards

Objectives Raise the quality of all HE institutions and ensure that their academic and
professional programmes meet international quality and accreditation
standards, attracting more foreign students.
 Strengthen HEAC staff capacity and authority to improve national
Activities
programme accreditation beyond evaluation of licensing requirements
and enable effective Quality Assurance for all institutions (see HE3.1)
 Refine HEAC Quality Assurance standards and set a reasonable
timeline for universities to achieve those standards. Standards should
include teaching quality (HE2.4) and effective resource management
(HE3.3)
 Re-evaluate all university programmes (internally and externally), and
specify courses to be accredited and accreditation systems to be used
 Introduce regulations requiring universities to secure national and
international accreditation of degree programmes leading to regulated
professions (medicine, engineering, pharmacy, etc.)
 Universities to report on the accreditation received or planned for
designated courses, within specified time limits
Responsibilities  MoHESR
 HEAC
 Universities

Current Status Not all majors that grant professional degrees are accredited locally and/or
internationally, and quality assurance is inconsistent.
 Number of institutions meeting HEAC quality standards
KPIs
 Proportion of designated courses accredited by recognised
international agencies or institutions, within time limit: 100% of
designated programmes within 5 years
Risks and There are no negative impacts anticipated from this project.
Mitigations

Phase of Phase 1 (1-2 years) – this requirement could be introduced quickly, with
Implementation perhaps a 3-4 year (phase 2) implementation window

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 Project Title HE2.2: Review and streamline existing programmes and majors offered

Objectives Terminate redundant courses with little associated labour market demand and
allow universities to specialise in areas of high national importance
 The reconstituted HEC (see HE3.1) to conduct a comprehensive
Activities
review of the range of programmes offered across universities
 Terminate funding for those with minimum relevance or poor student
outcomes, limit the number of majors that a university can provide,
and incentivise universities to develop specialisations in pre-identified
areas of national importance
 Utilise LMIS (see TVET3.2) to inform decisions on priorities
 HEC
Responsibilities
 HEAC
 The number of graduates specialising in education, humanities, and
Current Status
non-technical and professional fields continue to exceed demand.
Around 58% of graduates from Jordanian universities majored in
education, humanities, and non-technical and professional fields in the
academic year 2012/2013 which translates into a labour force
dominated by the non-technical fields (70 percent)32.
 Improved student outcomes (graduate employment)
KPIs
 Reduction in number of redundant majors offered by each university
 Improved quality ratings for overall university portfolios (fewer poorly
rated programmes)
Risks and  Risk: Universities would resist limitations on courses provided and loss
Mitigations in earnings through fees that this may entail
Mitigation: Incentives for universities to focus on high labour market
demand majors
 Risk: Students would resist reduced range of options
Mitigations:
o Increased quality of TVET provision as an attractive alternative
(see TVET proposals)
o Improved career guidance to inform students of labour market
demand and employment opportunities associated with
different majors (see HE1.3)

Phase of Phase 1 (1-2 years) – this requirement could be introduced quickly, with a 3-4
Implementation year (phase 2) implementation window

32
DoS, 2013.

196
Project Title HE2.3: Enhance teaching capacity

Objectives Enhance the effectiveness of teaching faculty and teaching assistants by

developing their professional skills, rewarding excellence, and allocating their
time strategically
 Strengthen the capacity of Faculty Development Centres (FDCs)
Activities
 Establish e-learning centres at universities in cooperation with
Massive Open Online Courses (MOOCs) platforms (e.g. Edraak) with
pre-existing expertise to expand and enhance university capacity to
deliver effective online learning options
 Leverage the new e-learning centres to provide faculty with
opportunities to develop new skills related to the latest developments
in pedagogy and teaching with technology, through Small Private
Online Courses (SPOCs) and other means
 Reward teaching excellence and participation in continuing
professional development in internal promotion and salary increase
criteria, through a national recognition programme, and introduce
programmes whereby tenure can be achieved through demonstrated
teaching excellence
 Amend by-laws to increase the proportion of research devoted
sabbaticals that are also linked to areas of national priority
 Reduce administrative burdens on teaching staff through streamlined
processes and reduced committee work (see HE3.3)
 Faculty training and recognition programmes could be introduced and
Responsibilities
managed by the HEC
 Other changes are the responsibility of individual universities,
incentivised by the impacts on teaching quality assessments (HE2.4)
and availability of funds for innovative programmes such as e-learning
centres or tenure programmes focused on teaching excellence
(HE4.2)
 Online provision to be developed in collaboration with experienced
partners
 There is little or no current activity in this area, and Faculty
Current Status
Development Centres have had mixed results.
 Percentage of teaching faculty spending at least 5 days per year on
KPIs
professional training and development
 National Student Survey along the lines of NSS in the UK, to be
developed and improved results used as a KPI
 HEAC proficiency exam
 Pilot e-learning centres established
Risks and  Risk: Low take-up by current faculty members
Mitigations Mitigation: Incentives and promotions subject to Continuous
Professional Development (CPD) and performance in teaching

Phase of Phase 2 (Year 3-5) – with earlier pilot programmes

Implementation

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Project Title HE2.4: Measure, monitor, and report on teaching quality

Objectives Improve teaching quality and enhance student, employer and public
awareness and confidence in the quality of teaching provision at different
universities
 Higher Education Management Information System (HE-MIS) to be
Activities
reinvigorated and staff mandated with sufficient authority to compel
universities to provide necessary data
 MoHESR, with HEAC, to specify a set of measures of teaching quality
(covering learning environment, student experiences and graduate
outcomes). Metrics should be selected from international
methodologies, such as the OECD AHELO framework or the EU
UMultiRank system, allowing international benchmarking against
selected comparators
 Incorporate selected teaching quality metrics into the data sets
collected through a reinvigorated HE MIS system
 HEAC to collate and evaluate the data at institution and sector level,
incorporate teaching quality into Quality Assurance Standards
(HE2.1), and publish an annual quality report. HEAC to disseminate
findings to students and the general public to drive more informed
choices in HE pathways (i.e. employment outcomes can encourage
students to consider vocational or other under-enrolled fields)
 MoHESR and HEAC with the potential support from specialised
Responsibilities
international institutions
 HE-MIS system was established in 2011 but data is not being
Current Status
gathered on a consistent, system-wide basis.
 KPIs would derive from the quality metrics used for the framework,
KPIs
with targets of raising overall performance towards international
benchmarks (e.g. in AHELO) and also for individual institutions to
improve over time
 Number of citable articles published per publishing university
 Number of citations for Jordanian authors and researchers
Risks and  Risk: It is likely the faculty members at public universities will oppose
Mitigations evaluating their performance according to specific criteria .
Mitigation: This could be overcome through a) reference to
international trends, in line with the Programme for International
Student Assessment (PISA) and the Trends in International
Mathematics and Science Study (TIMSS) for schools – the OECD
AHELO system proves an established basis for this and b) ensuring
the data collection entity has sufficient authority to oblige participation
and adherence
 Risk: Data collection will not be coherent or comprehensive
Mitigation: Capacity building and training for data collection staff

Phase of Phase 3 (year 4-6)- for implementation, given time needed for consultations,
Implementation evaluations and implementation, but pilots could be trialled in Phase 1 (year 1-
2)

198
Project Title HE2.5: Create university learning environments that promote excellence
and innovation

Objectives Create a university learning environment that is a catalyst for creativity and
excellence, inspiring a sense of security, equity, responsibility and citizenship.
Promote a learning environment that is conducive to dialogue and acceptance
of diversity of opinions.
 Create a university learning environment that is a catalyst for creativity
Activities
and excellence by carrying out the following tasks:
 Increase and support students 'extracurricular activities, including
cultural, sports, social, artistic and interactive activities, so that they
are an integral and essential part of academic life on campus. These
activities should enhance student relationships with one another, in
addition to students’ social and communications skills
 Guide, adopt, and financially support student-run programmes that
enhance their effective participation in various university events and
functions, as well as develop their entrepreneurial role in their
community
 Offer educational courses during the first year that aim to enhance
students’ sense of citizenship and duty to the State and Jordanian
society. These courses should also encourage and refine students’
discussion and communication skills, in addition to developing their
understanding of principles of acquiring and sharing knowledge,
respectful dialogue, and respect and acceptance for different
viewpoints
 Increase and strengthen awareness programmes, as well as
academic and psychological counselling for students
 Expand student employment programmes on campus
 Work closely with Student Unions in making decisions regarding
student policies to establish a cooperative relationship between the
university administration and the student body. The university
administration will allocate a day in each month to meet with members
of the Students' Union to listen to their demands and concerns
 Support and encourage volunteer work and collaborative
environments
 Build capacity and train staff working in Student Affairs and other
departments who have direct contact with students to deal with their
issues and concerns through cooperation and mutual respect, as well
as train staff to refrain from instigating tension from differences and
invite parents to participate in solving student problems if necessary
 Build capacity and train university campus security staff to equip them
with the necessary skills and tools to deal with the students’
disciplinary matters through constructive and educational means
 Deanship of Student Affairs
Responsibilities
 University Campus Security
 Students’ Union
 Office of the President (overseeing the progress of the operation)
 University students have many free periods with no real activities to fill
Current Status
their time
 Limited and under-resourced extracurricular activities in universities
that attract few participants
 Lack of open communication between university administration and
staff, as well as between university administration and students
 University learning environments need to be improved to become
more attractive to students and more conducive to the development of
values linked to responsibility and citizenship

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 KPIs  Percentage of students who have confirmed receiving support from
the university to promote the implementation of their ideas (via student
satisfaction survey)
 The number of student entrepreneurial initiatives and ideas presented
by students
 The percentage of students "satisfied" or "very satisfied" with
programs offered by Student Affairs
 Percentage of students who are employed on campus
 A decrease in the number of incidents in which university security
intervenes in student matters

Risks and  Risk: Lack of cooperation and interaction of stakeholders such as the
Mitigations Deanship of Student Affairs and University Security with these
activities
 Mitigation: Develop reporting system based on feedback by the
Student Council and the Deanship of Student Affairs. The Office of the
President will supervise the feedback process.

Phase of Planning and implementation starts in Phase 1

Implementation

HE3: Accountability – to encourage universities to take greater responsibility for

making significant contributions to national economic and social goals
Initiatives are proposed that will:
 Reconstitute the HEC as a national driver for system wide excellence
 Reform the responsibilities and membership of university boards
 Strengthen the accountability of universities for their use of public funds.

Project Title HE3.1: Strengthen HE governance bodies

Objectives Improve accountability and quality assurance by redirecting the HEC towards
its policy remit and away from institutional affairs, strengthening the HEAC, and
empowering institutions with greater autonomy

Activities Governance:
 Amending the "Jordanian Universities" and "Higher Education and
Scientific Research" laws as follows:
- Reconsider the structure of the Higher Education Council to
include in its membership (8) members in addition to the
president.
- Reduce the number of members of the Board of Trustees from
13 in public universities and 15 at private universities to 9
members, including the President. In addition, placing emphasis
on activating the role of the Board of Trustees within academic,
financial and administrative domains.
HEC:
 Amend the HEC statutes to reaffirm its role and mission as a policy

200
 advisory arm and limit day to day institutional involvement
 Ensure the HEC is supported with an effective policy and planning unit
 Require the new HEC to publish an annual assessment of progress by
the HE sector towards the objectives and reforms set by the HRD
Strategy
 Task HEC with driving the operationalising of the MoE-MoHESR joint
committee to promote smooth transitions for students moving from
secondary level education to university
HEAC:
 Enhance HEAC authority and ensure adequate resources and
budgetary autonomy to empower the HEAC to deliver the quality
enhancement and innovation activities identified in HE2 above
 Ensure HEAC staffing autonomy and adequate funding to hire
professional tenured staff specialised in HE accreditation,
assessments and examinations, and Quality Assurance
 HEAC to establish an annual assessment process for university
presidents
Universities:
 Devolve powers and responsibilities for access, quality and
responsiveness for strategic priorities to universities
 Devolve powers and responsibility for curriculum, staffing, budgets
and recruitment to university boards and presidents, within new
accountability frameworks
 Establish Performance Agreements between HEAC and universities
for delivery of enrolment plans and quality standards, within national
policies

Responsibilities  The MoHESR leads the reform process in consultation with

universities, the private sector and other Ministries

Current Status  The HEC is currently constituted to support the directions of the
MoHESR, with members appointed by the Minister from the HE sector,
and lacks an effective policy and planning unit to drive its focus
towards strategic system-wide issues. The HEAC is not currently fully
autonomous and is staffed by professors on loan from universities on
a rotating basis rather than professional tenured specialists.

KPIs  Set up the new structures within Phase 1 of the Strategy

 Operating fully by Phase 2; survey (reconstituted) university boards
and presidents on perceived effectiveness and value of the
reconstituted HEC

Risks and No unexpected adverse effects, assuming that the responsibilities entrusted to
Mitigations universities (HE3.2) are proving effective

Phase of Phases 1 and 2, as described above

Implementation

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Project Title HE3.2: Review and clarify process of university president selection and
appointment

Objectives Ensure quality of leadership in HE by improving the rigor of university president

selection and appointment process

Activities  Institute a bylaw for the appointment process of presidents in public

universities, outlining the appointment mechanism operated through
the Selection Committee. The Selection Committee nominates its top
three candidates to the HEC, which in turn nominates one of them to
the Prime Ministry
 Conduct a feasibility study midway through the HRD Strategy timeline
to assess the possibility of granting reconstituted university boards an
increased role in the appointment of presidents who will then be
accountable to the board for their performance, as in many higher-
performing systems around the world. If this is deemed feasible,
define new clear guidelines for the selection and appointment process

Responsibilities  Reforms are implemented by MoHESR, and are subject to approval by

the Prime Ministry
 The HEC and universities to comply with processes
 HEC/HRD Reform Board to assess feasibility of devolving selection
and appointment to university boards

Current Status  There is no fixed mechanism for the appointment of university

presidents and the final decision is made by the HEC
 HE legislation is currently being amended in order to include most of
the recommendations proposed in the Strategy

KPIs  Assessment after 3 years, and every 3 years thereafter, to ensure

reforms have been implemented and are working effectively

Risks and Risk: Stakeholders will continue to circumvent the official regulations and
Mitigations interfere in the university presidents selection process
Mitigation: Set a fixed system of procedures and criteria for selecting
presidents

Phase of Phase 1 (1-2 years) to enable the legislative reforms and reforms related to
Implementation public policy, and Phase 2 and beyond to implement the new measures

202
Project Title HE3.3: Strengthen incentives for effective resource management

Objectives Link public funding to the performance of universities against the objectives of
the Strategy and good management practices

Activities  Amend regulations for public funding to allow greater Ministerial

discretion in allocations and conditions, within rules and principles set
by the HEC
 Include funding conditions within the university Performance
Agreements proposed in HE3.2, with allocations dependent on results
 Encourage universities to redirect resources towards teaching,
research and students, by funding ‘good management’ initiatives
 HEAC to commission and publish independent review of resource
allocation and staffing efficiency at universities
 Incorporate quality thresholds into institutional inspections by the
HEAC for public and private institutions, rating universities as
‘excellent’, ‘good’ or ‘requiring improvements’.
 Make public funding conditional (for public and private providers) on
institutions having been rated at least ‘good’, with premium funding for
those with ‘excellent’ ratings. Make Student Aid Agency funding for
students contingent upon the chosen university’s compliance with this
regime to ensure incentives for private institutions

Responsibilities  MoHESR, with HEC, HEAC and Ministry of Finance (MoF)

Current Status  Current funding allocations are not conditional on university

performance and do not reward performance or efficiency.
Administrative staffing ratios suggest significant scope for improved
efficiencies within universities.

KPIs  Effectiveness of these measures should be judged in terms of the

performance improvements sought, i.e. in operational indicators such
as staffing ratios, % of income spent on teaching and students
 Ratio of non-academic to academic staff in line with international
norms

Risks and  Risk: Poor performing universities will lose funding as a result of these
Mitigations changes, but that is a necessary implication of an effective
performance-based funding system
 Risk: Current levels are too low to serve as the sole motivator of these
reforms
Mitigation: Other tools to bolster these efforts – enhanced
transparency through published, independent reviews of resource
allocation, access to government-guaranteed financial assistance for
students, etc.

Phase of Phase 2 (years 2-4) for designing the new approaches, and Phase 3 (years 3-
Implementation 5) to start rolling out

203
HE4: Innovation – To enable the adoption of international best practices in teaching
and learning that will support improved access and quality
Actions proposed to support this goal:
 Establish an Innovation and Development Fund
 Enhance integration of education technology in HE.
Innovation is also harnessed to achieve other objectives under quality (to enhance teaching quality)
and accountability as outlined above.

Project Title HE4.1: Establish an HE Innovation and Development Fund

Objectives Finance pilot and demonstrator projects to encourage the introduction and
adoption of innovative practices, and to leverage PPP engagement

Activities  MoHESR to provide budget for the Fund to the HEC

 HEC to invite proposals for projects from universities aligned with
overarching policy goals such as improvement of e-learning capacity
(HE2.3), or to initiate such projects with university and private partners
 Results from funded projects to be reviewed by HEC and shared with
the wider sector
 Lessons learned and progress made to be included in the HEC annual
report

Responsibilities  HEC, with MoHESR funding

Current Status  The MoHESR’s Scientific Research Fund has a board and a
competitive selection mechanism, but geared towards research rather
than teaching or other areas of innovation.

KPIs  Number of projects funded through the scheme and innovations

adopted as a result

Risks and There should not be any negative impacts from this initiative
Mitigations

Phase of Phase 2 (years 2-4)

Implementation

204
Project Title HE4.2: Upgrade technological infrastructure and tools across HE
campuses and promote use of Open Educational Resources (OERs)

Objectives Develop and implement a national strategy to 2025 to upgrade technology

across campuses and promote the use of OERs and other technologies to
enhance teaching, learning and research.

Activities HE entities (MoHESR, HEC, HEAC) and MoICT to develop and implement a
national strategy (to 2025) for integrating ICT in HE in collaboration with
relevant private sector and NGO partners, with a focus on identifying funding
and mechanisms to ensure effective implementation, including (at minimum)
the following aims:
 Upgrade technological resources and infrastructure:
o Ensure high-speed wireless access across the entirety of all
university campuses as well as communication systems for
students and staff
o Ensure students and staff have access to technological
devices (computers, electronic whiteboards, etc.) and software
in computer labs and lecture halls to support teaching and
learning
o Build institutions’ capacity to provide learning resources such
as lectures, homework, and self-assessments electronically
o Promote use of technological tools to support administrative
functions
o Ensure institutions have adequate technological maintenance
plans
 Upgrade institutional MIS systems, link with national HE MIS system,
and train leaders in data-driven decision making
 Establish a national committee to coordinate MIS data across
institutions and ensure quality and relevance of all national indicators
 Promote greater utilisation of technological tools to support teaching,
learning and research:
o Establish a national centre to promote the use of OERs such
as Edraak courses and other high-quality content in
partnership with e-learning centres at individual institutions
(see HE 2.3) as well as university faculty and external partners
generating content
o Develop framework and legislation to regulate online learning
to ensure quality
o Establish dynamic planning process to promote use of
technology to align HE with the needs of the labour market
(e.g., promoting videoconferencing to develop international
communication and cooperation skills)
o Support interdisciplinary, applied research focused on using
technology to advance national economic interests
o Develop and empower start-up incubators and promote a
culture of creativity and entrepreneurship on campuses
o Develop faculty capacity to integrate ICT in teaching and
learning (see HE 2.3)

Responsibilities  MoHESR, HEC and HEAC

 MoICT
 Relevant private and NGO partners (Edraak and other OER and

205
 SPOC developers, private sector vendors, etc.)

Current Status  There have been scattered efforts to introduce new technologies at
various campuses, but no unified national strategy for ICT in HE.
Arabic-language OERs have been developed by Edraak and other
providers but have been embraced by few HE institutions.
 Percentage of HE institutions with wireless connectivity across
KPIs
campuses
 Percentage of HE institutions with learning management,
communication, and cloud-based data systems
 Average number of computers, electronic whiteboards, and other
devices available per student at HE institutions
 Percentage of HE courses integrating OERs
 Risk: Coordination and implementation across various HE institutions
Risks and
will be difficult
Mitigations Mitigation: Development of sector-wide plan to include mechanisms
and incentives to ensure implementation
 Risk: Substantial funding may be needed to upgrade ICT infrastructure
Mitigation: Expanding use of OERs may create savings for institutions,
as these tools are free and may save faculty time. Initial development
of sector-wide plan should include research on PPP models for
upgrading infrastructure and potential for sector-wide purchasing to
attain lower rates.
Phase of Planning to begin in Phase 1 and implementation by Phase 2.
Implementation

HE5: Mindset – to instil stakeholder understanding of the national purposes and

benefits of HE, and promote informed engagement with the system
Almost all of the measures outlined under HE1 to HE4 above are designed to change attitudes and
behaviours among stakeholder groups, collectively addressing this objective:
 Reshaping students’ and families’ consideration of post-school choices through schools-
based advisory services
 Building public and employer confidence in the quality of HE provision through accreditation,
quality assurance and performance reports
 Growing institutional commitment to delivering high quality student experience and outcomes,
by realigning funding incentives, increasing transparency regarding university efficiency and
raising awareness about employment outcomes
 Encouraging institutions to take responsibility for their academic and competitive performance
by devolving responsibilities within accountability conditions
 Encouraging employers and business leaders to engage with the design and delivery of
courses through a range of representational measures.

206
207
7 MANAGING DELIVERY OF THE HRD
STRATEGY

7.1 Section Summary

While the National Human Resource Development (HRD) Committee was mandated to follow up on the
implementation and progress of the HRD Strategy in accordance to the directives laid out in the letter from His
Majesty King Abdullah II to His Excellency the Prime Minister, Dr Abdullah Ensour, on 24th March 2015, the HRD
Committee recommends that the oversight body is in line with the request of Her Majesty Queen Rania Al
Abdullah: a newly created independent entity with the required authority and capacity that can ensure the delivery
of the Strategy.
This Section sets out the approach to implementation that the Committee recommends should be adopted to
realise the vision set out in this Strategy; an approach that is based on international good practice and the latest
experience in reform implementation. It is perhaps the most critical part of the entire HRD Strategy, as without
implementation every other part of the Strategy is worthless.
The Section covers:
 A description of the need to have a robust approach to implementation.
 Perspectives from other countries and the broad approaches to delivery that can be adopted to achieve
successful implementation.
 A description of the six key requirements that need to be addressed in Jordan for successful
implementation:
o Establish clear authorities – including the establishment of an HRD Reform Board, an Executive
HRD Working Group Committee and an HRD Results and Effectiveness Unit.
o Assign responsibilities for delivery for each programme of activity.
o Secure and allocate resources including the use of alternative and innovative sources of finance.
o Engage stakeholder support to ensure ownership, buy-in and communication of the key messages
of the Strategy.
o Monitor progress against plans to collect data and report performance to ensure accountability to
governance forums and the public.
o Evaluate and update plans, amending as required over the life of the Strategy.
 For each of these requirements, a set of guiding principles is set out in this Section followed by
recommendations on how each should be applied to implement the Strategy and a set of key projects for
implementation.
 A description of the Implementation Roadmap (at Appendix A) and how it has been created and used.

208
7.2 The Importance of Implementation
Any strategy that is not effectively implemented is worthless. Past efforts at reform in Jordan have often not
delivered all the benefits desired from them, in part because of poor implementation. This has generated a strong
sense of cynicism among the public about willingness and ability of consecutive governments to commit
themselves to strategic long term reforms and strategies. Specific implementation challenges have stemmed from
the following:
 Lack of accountability in the system: Historically, there have been no top-down and bottom-up
mechanisms to promote or enforce accountability throughout the system. This means that individuals are
not held to account by their immediate supervisors, nor do they hold those that supervise and manage
accountable. In the Ministry of Education (MoE), the recent set up of the Education Quality and
Accountability Unit (EQAU) promises to address accountability, but similar units in the Ministry of Labour
(MoL), Ministry for Higher Education and Scientific Research (MoHESR), and Ministry of Social
Development (MoSD) do not exist.
 Insufficient communication and coordination within and between ministries with respect to
strategies, annual plans and budgeting: Ministries with responsibilities for HRD do not regularly
coordinate to confirm the potential impacts of their own plans and policies on other areas of the HRD
system. There is not enough engagement between the parties responsible for an ‘agreed’ national
strategy and Ministry staff with responsibility for drafting budgets and annual executive plans.
 Institutional capacity: It is challenging to attract high quality candidates to join the civil service. This
results in a gap in leadership capabilities across many departments in key HRD Ministries: MoE, MoL,
MoHESR, MoSD, Ministry of Finance (MoF), Ministry of International Planning and Cooperation (MoPIC),
Ministry of Health (MoH).
 Leadership turnover: Turnover at the Minister-level has seriously compromised policy continuity. New
ministers do not always maintain commitments to policy approaches started by their predecessors. This
results in short-lived and inconsistent approaches to policy issues and makes it challenging for middle
management to regroup and follow through to deliver frequently changing priorities
 Inconsistent engagement and communication with stakeholders: After strategies are agreed, there
are not sufficiently integrated and focused efforts to build awareness of and support for change initiatives
both inside and outside of government. A lack of stakeholder buy-in makes it challenging to make reforms
‘stick.’
This emphasis on practical implementation is important in any programme of change but is absolutely critical for
human resource development. This HRD Strategy is fundamentally about mobilising changed behaviours – driving
change through people. That behavioural change will not be brought about simply because a strategy says that it
should be; real change will only happen when individual people (children, parents, students, learners, teachers,
civil servants in the Ministries involved in HRD etc.) adjust what they do and how they do it. A real focus on what
levers will make that happen is a fundamental enabler of strategic success.
This Strategy has been designed to ensure implementation by following two important principles:
 Designing in implementation from the start. In Sections 3 to 6 of this Strategy which deal with each of the
four sub-systems (Early Childhood Education and Development [ECED], Basic and Secondary Education,
Technical and Vocational Education and Training [TVET], and Higher Education [HE]), the practicalities of
how each set of programmes will be implemented is set out – who will need to own them, the sequencing,
and the practical activities and resources required. This approach also considers how strategic objectives
can best be achieved – for example by encouraging private sector investment rather than relying on public
funding to maximise the prospects for successful implementation, through blended finance instruments by
donors, and through civil society involvement (the third sector)
 Creating the environment for delivery within which implementation will be successful. The delivery of the
Strategy will require a clear implementation framework, processes, and culture to be put in place – this
should define leadership ownership, responsibilities, funding, accountability, monitoring and review. The
strategy development framework set out in Section 1 of this Strategy (reproduced below) shows the two
levels of delivery requirements at the base of the pyramid.

209
 Figure 7.1: Strategy framework

National (Jordan 2025) goals to be furthered

Strategic through the HRD Strategy

Figure 7.1: Strategy framework

Governing
Values and criteria to be reflected
Principles
in the future HRD system

National (Jordan 2025) goals to be furthered

Outcomes
Strategic Successful development journeys for students,
through the HRD Strategy
Sought
teachers and employers

Governing
Values and criteria to be reflected
Priorities
Principles Proposals for direct changes in
in the future HRD system
for Reform each HRD sub-system

Outcomes
Successful development journeys for students,
Enabling
Sought Supporting conditions needed to
teachers and employers
Measures enable or support front-line reforms

Priorities Proposals for direct changes in

for Reform
Managing each HRD sub-system
Requirements for ensuring that
Delivery the strategic vision is actually realised

Enabling Supporting conditions needed to

Measures enable or support front-line reforms

7.3 Global Best Practice inManaging

Implementation Requirements for ensuring that
Delivery the strategic vision is actually realised
Many countries have grappled with the problem of how best to implement national reform programmes – in human
resource development and in other spheres.
Three broad approaches to driving change have emerged, as set out below.

7.3
7.3.1 Global Bestmodels
Programmed Practice in Implementation
Programmed
Many models
countries use a centrally
have grappled directed
with the programme
problem of change
of how best drivennational
to implement top-down from programmes
reform Ministries or an
– inexisting
human
national
resourceagency. Theseand
development models work
in other well where there are clear goals and targets and where there is strong central
spheres.
leadership that front line practitioners respect and follow. It requires the levers of control to be in the government’s
Three broad approaches to driving change have emerged, as set out below.
hands and there to be a focus on outcomes, using data and Key Performance Indicators (KPIs).
7.3.1 Programmed
However, experience showsmodels
this approach can only work where there are excellent execution capabilities; many
governments have chosen to
Programmed models use a centrallysupplement these
directed by bringing
programme of in programme
change drivendelivery
top-downcapability from outside.
from Ministries That
or an existing
typically results inThese
national agency. a programme boardwell
models work withwhere
overall accountability
there supported
are clear goals by a highly
and targets disciplined
and where there programme
is strong central
management
leadership thatfunction. Where
front line these are
practitioners absent,
respect andprogrammed approaches
follow. It requires are unlikely
the levers toto
of control bebe
successful.
in the government’s
hands and there
South Korea andto beUK
the a focus
have on outcomes,
used programmeusing data and
models Key Performance
successfully. AttemptsIndicators
have been(KPIs).
made, not always
successfully, to introduce such models into developing countries.
However, experience shows this approach can only work where there are excellent execution capabilities; many
governments have chosen to supplement these by bringing in programme delivery capability from outside. That
typically results in a programme board with overall accountability supported by a highly disciplined programme
management function. Where these are absent, programmed approaches are unlikely to be successful.
South Korea and the UK have used programme models successfully. Attempts have been made, not always
successfully, to introduce such models into developing countries.

210
7.3.2 Viral models
Viral models rely on bottom-up behavioural change from children, students, learners, families, teachers and the
community to change the system as a whole. These approaches rely on personal responsibility as the driver for
change. They have been seen to have the greatest impact in programmes such as numeracy and literacy
campaigns where, for example, dynamics have been created in families to make reading to and with children the
norm – with major resulting impacts on literacy levels.
Viral approaches rely on high quality advice and guidance, role models and the techniques of behavioural
economics to ‘nudge’ individuals to change their behaviours. Social media has created opportunities to utilise viral
models of change much more effectively than was the case in the past. Experience shows however, that while viral
models can be good for changing behaviours in the system, they are unlikely to work across the full breadth of
issues such as, for example, reforming accountabilities, curricula or assessment.
Finland and Singapore are two countries where viral models have been used very effectively by changing family
and individual perceptions of education and the place of education in personal growth.

7.3.3 Added capacity models

Added capacity models have sought to address the need to make implementation happen by creating new
organisations which are specifically charged with delivery as an add-on to existing governmental structures. Such
approaches have been used effectively to create for example, a step-change in provision by attracting private
sector players and creating a regulator with the teeth to enforce standards and bring about operational
improvement.
Added capacity models will not be effective for all areas – and careful mapping is required to understand where
new capability will be helpful. These approaches rely on an assessment of risk since they are likely to rely on a
market and standards and quality assurance regimes rather than on direct management through a line structure.
The approach can only work where additional capacity can be created – from private sector companies, social
enterprises, non-governmental organisations (NGOs), charities or other providers.
Dubai is a notable example of how the schools system has been fundamentally reformed by creating added
capacity from the private sector overseen by effective regulation.
There is no single right method – what works depends upon the context, the legacy of previous initiatives and the
cultural norms in the country concerned. Some observations about the specific context and lessons learned of
countries referenced above are presented in Figure 7.2 below. These countries have been included because they
represent specific examples of the implementation approaches above, but also because several of them, e.g.,
South Korea and Singapore, were low income countries when they started their reform journeys.

Figure 7.2: Lessons from six global benchmarks

Republic of Korea

Context Lessons Learned

The first modern approach to using education at the heart of Sustained investment.
economic growth, across a 60 year period. High investment
Meritocratic system to motivate all.
(7.6% of GDP), high stakes assessments, employment linked
to merit and education performance, driving high student and Cultural alignment to strong work ethic.
parental motivation, translating into a high spend on private Current concerns about creativity and youth
tuition (80% of students attend ‘hagwons’). unemployment.

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Singapore

Context Lessons Learned

Singapore has excelled by linking its education reforms closely Aligned economic and education strategies.
to its economic agenda. It also calibrated its reforms carefully
Well-executed five-year plans.
so that in each phase, the goals were clear and could be
executed well. Compliance is expected, reforms are sustained High level of accountability and compliance.
and the people involved in them have stuck to the task. For Enduring coalition of reformers.
example, its TVET developments involved creating a central
Constant focus on quality of teachers.
new institution working closely with the Government and
responsible for curriculum, teacher quality and student
outcomes.

Finland

Context Lessons Learned

Finland is a very high-performer in international assessments Teaching quality is a major advantage in

such as the Trends in International Mathematics and Science maintaining high performance.
Study (TIMSS) and Programme for International Student Family and cultural forces can play a very
Assessment (PISA). It has built its reforms around a high level
important part in gaining good results.
of devolved authority to schools and to teachers – unlike many
other high-performers, it has five-year strategies, but it does not Where there is clarity and local capability,
execute reforms by closely managing funding, targets and devolved responsibilities can work very
outcomes. Finland has a strong teaching workforce and it has well.
the advantage that teaching is a favoured career for university-
leavers, with 10 applicants for each place. There is strong
family support for teaching and learning, based on this
country’s Calvinist religious roots.

United Kingdom

Context Lessons Learned

In the last 20 years, the UK has been distinctive for introducing Well-targeted reforms, that combine
many instruments of reform including, for example: literacy and funding with clear goals and support, can
numeracy strategies with documented guidance, new national work.
tests, published school-by-school results, new curriculum
Local accountability is a key idea.
standards and competencies, ring-fenced funding for new
initiatives and increased powers for inspection in Ofsted and Difficult to sustain momentum.
other national bodies. The reforms that have worked have Risk of overloading the system with too
tended to be those that have been adapted and sustained for many reforms.
more than four years. As part of a larger government reform
programme, the Prime Minister established a Delivery Unit to
facilitate the implementation of initiatives across multiple
government entities.

Dubai

212
 Context Lessons Learned

Dubai has taken a unique path, by promoting private education Accountability is a major instrument of
as a solution to its challenge in providing a large expat reform, and targeted inspection helps.
population with an attractive and modern education system. In
Central funding is not the only way - the
the schools sector, for example, it has used inspection to make private sector can be a valuable investor
individual schools accountable, it has managed fee increases
and enabler.
closely and it has used the threat of licence withdrawal to keep
control. It has out-performed Abu Dhabi and Doha by ensuring Disciplined focus on what is most
its key systems are quick, efficient and impactful and – with few important.
exceptions – it has not over-controlled the market it had Alignment of education strategy to
allowed to grow. economic model for the City.

Poland

Context Lessons Learned

Since 1999, Poland has been a remarkable success story in Local autonomy and decision making was
education reform having improved more quickly than its key - but targeted government intervention
regional competitors in Europe despite spending less than the was required for poorer areas and in teacher
countries it has overtaken. It now scores above the USA, training.
France, Germany, Sweden, and the UK in PISA. Structural
Willingness to make radical changes to tier
change to reducing the elementary tier and adding a three year structures paid off in improved student
junior high track to give students extra time before choosing a
outcomes.
path to vocational or higher education was accompanied by
changes to the curriculum and qualifications. The roots of this Pressure from parents and families was key
success are attributed to demands from the people – a new to spurring action.
political environment in the 1990s after the post-communist era
resulted in an appetite for change in economic and cultural life
which translated into demands for better education.

An approach is therefore proposed which draws on all of these methods and takes specific account of the unique
conditions in Jordan. The model will include a mix of change levers:
 Top Down – policy mandates or investment initiatives.
 Bottom Up – local responses to devolved powers and duties.
 Added – regulation, enabling measures and public private partnerships.
 Viral – incentives and campaigns to change behaviours.
Those change levers will be aimed at four aspects of the system to bring about change:
 Structures – for example new or strengthened agencies or institutions.
 Systems and processes – for example, new quality assurance processes, monitoring and evaluation and
new management information systems.
 Capacity building – for example teacher training, or private provision to supplement public ones when the
government cannot meet the full demand.
 Behaviours – for example devolving accountabilities, or changing attitudes.

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7.4 Lessons Learned from Previous Jordanian Implementation Efforts
The Prime Minister’s Delivery Unit
7.4 Lessons Learned from Previous Jordanian Implementation Efforts
Jordan should take inspiration not only from international benchmarks, but from its own experiences of strategy
The Prime Minister’s
implementation Delivery
which achieved Unit
some degree of success – though short-lived. One such example is the Prime
Minister’s Delivery Unit which was set up by a former Prime Minister to restructure and strengthen the role of the
Jordan should take inspiration not only from international benchmarks, but from its own experiences of strategy
Prime Ministry within government, aiming to improve its efficiency as a guiding, supervising and monitoring lead.
implementation which achieved some degree of success – though short-lived. One such example is the Prime
He established a nine-person Delivery Unit structured around seven priorities (the pillars of the government’s plan).
Minister’s Delivery Unit which was set up by a former Prime Minister to restructure and strengthen the role of the
The Delivery Unit was designed to do three things: 1) provide information and analysis; 2) provide policy
Prime Ministry within government, aiming to improve its efficiency as a guiding, supervising and monitoring lead.
recommendations and progress reports on prioritised initiatives in the government plan and 3) coordinate ministry
He established a nine-person Delivery Unit structured around seven priorities (the pillars of the government’s plan).
and government efforts to implement projects and intervene when needed to remove obstacles and resolve issues.
The Delivery Unit was designed to do three things: 1) provide information and analysis; 2) provide policy
The diagram belowand
recommendations shows the role
progress of theon
reports Delivery Unitinitiatives
prioritised in implementing the government
in the government plan:3) coordinate ministry
plan and
and government efforts to implement projects and intervene when needed to remove obstacles and resolve issues.
Figure 7.3: Prime Minister’s Delivery Unit
The diagram below shows the role of the Delivery Unit in implementing the government plan:

Figure 7.3: Prime Minister’s Delivery Unit

Lessons learned: successes and considerations for the future

During its first year, the Delivery Unit was considered successful in establishing a multi-level uninterrupted delivery
Lessons
chain. Thislearned: successes
was achieved by: and considerations for the future
 itsKeeping
During first year,executive decision
the Delivery makers
Unit was engaged:
considered The Prime
successful Minister and
in establishing the Counciluninterrupted
a multi-level of Ministers regularly
delivery
received
chain. This concise by:
was achieved progress reports highlighting where decisions were needed.

 Keeping executive decision makers engaged: The Prime Minister and the Council of Ministers regularly
received concise progress reports highlighting where decisions were needed.

214
  Using existing structures and processes to hold Ministers to account: The Prime Minister used
Council of Minister’s meetings to review progress and had the Delivery Unit provide him with separate
assessments of each ministry’s performance in terms of plan implementation.
 Applying pressure through public progress reporting: An official website provided the public and the
media with progress reports which showed which ministries were delivering on their responsibilities under
the plan.
 Resolving implementation challenges coordinating and allocating resources: Reporting to the
ministerial committees and following up helped to resolve issues quickly.
Unfortunately, progress stalled in the years following 2010. Today the Delivery Unit still nominally exists, but the
processes and routines it established are no longer in place.
Because the Delivery Unit did have some success, the concept should be considered again (see below, 7.5.1).
Some key consideration for the structure of any future delivery unit should be kept in mind to avoid the same
challenges:
 Link to continuous structures: Political change is inevitable over the course of 10 years. To survive the
changes of government and shifting priorities, link any delivery unit, including possibly financially, to an
authority that transcends the mandate and lifespan of any given government.
 Personal commitment from the Prime Minister: Delivery Unit staff should meet monthly or bi-monthly
with the Prime Minister (PM) to gain the PM’s personal support.
 Build effective working relationships with Ministers and the civil servants responsible for
implementation: The Unit must gain the trust of the Ministers and senior civil servants in ministries by
helping to resolve implementation bottlenecks, not just monitoring. This will also help to embed new
processes, routines and culture in the system.
 Focus on coordinating with ministries responsible for planning and resource allocation: To ensure
delivery of results, the Unit has to coordinate closely with MoPIC, MoF, Ministry of Public Sector
Development (MoPSD), and the Civil Service Bureau (CSB).

215
7.5 Framework and Considerations for Successful Implementation
Best practice for establishing an environment in which successful implementation can occur for the reform of
Jordan HRD system is built around six key requirements, as shown in the diagram below.

Figure 7.4: Requirements for successful implementation

7.5 Establish
Framework and Considerations for Successful Implementation
clear
Best practice for establishing an environment in which successful implementation can occur for the reform of
authorities
Jordan HRD system is built around six key requirements, as shown in the diagram below.

Evaluate results
Figure 7.4: Assign
Requirements for successful implementation
and responsibilities
update plans for delivery

ACHIEVING
REAL
CHANGE
Secure
Monitor progress
and allocate
against plans
resources

Each of the six requirements is considered in turn below, with a set of governing principles and then a set of
Engage
recommendations for each. stakeholder
support
7.5.1 Establish clear authorities
Guiding Principles

 There must be independent oversight and drive for delivering the strategic vision. The oversight entity
that holds those charged with implementation accountable to agreed timelines and that has authority
Each of the sixtranscends
that requirementstheismandate
considered
andin turn below,
lifespan of anywith a set
given of governing
government principles
to ensure it isand then a set of
sufficiently
recommendations
empoweredfor each.
to talk directly to Ministers.
 The oversight entity set up to facilitate results is different from the implementing agencies of current
ministries.
7.5.1 Establish clear authorities
The leadership of the Strategy must be sustained for the long term and must survive changes of
Guiding governments
Principles and individual Ministers.
 There must be a mandate to direct strategies and campaigns across systems.
 There must be independent oversight and drive for delivering the strategic vision. The oversight entity
 There must be clear accountabilities for adhering to the vision and monitoring Key Performance
that holds those charged with implementation accountable to agreed timelines and that has authority
Indicators (KPIs)the
that transcends and targets,and
mandate withlifespan
regular of
public
any reporting.
given government to ensure it is sufficiently
 Executive capacity to carry out duties
empowered to talk directly to Ministers. and plans must be put in place.
 The oversight entity set up to facilitate results is different from the implementing agencies of current
ministries.
 The leadership of the Strategy must be sustained for the long term and must survive changes of
governments and individual Ministers.
 There must be a mandate to direct strategies and campaigns across systems.
 There must be clear accountabilities for adhering to the vision and monitoring Key Performance
Indicators (KPIs) and targets, with regular public reporting.
 Executive capacity to carry out duties and plans must be put in place.

216
Recommendations
The Committee recommends:
 The creation of a small HRD Reform Board to be set up with the responsibility and accountability for
delivery of the Strategy. This HRD Reform Board would comprise perhaps five to seven highly respected
individuals selected to be the long term custodians of the vision and to ensure that implementation results
in sustained positive change for the Kingdom. The Board will be accountable via the Prime Minister to His
Majesty King Abdullah II. It is recommended that Board members should have both private sector and
prior government experience. Ministries and other agencies will be accountable to the Prime Minister, who
will work closely with the HRD Reform Board, to monitor implementation for delivery of their elements of
the Strategy. The HRD Reform Board should meet on a quarterly basis.
 The creation of an independent HRD Results and Effectiveness Unit to provide the HRD Reform Board
with full-time delivery capacity. It will consist of a lean full-time team and will operate as an extension to
the Board working on its behalf to coordinate, build capacity, and help influence and change the behaviour
of the Ministries and other organisations which are charged with delivery. While it reports technically to the
Board, it will report administratively to the Prime Minister. It will also manage stakeholder engagement and
communications activity including regular public presentation of data on progress against the Strategy.
The Unit will include a monitoring and evaluation function and an analytical function to assess progress
and benefits realisation. In addition, and to ensure that this Unit is dedicated to delivery not just
monitoring, the Unit should have the ability to resolve implementation bottlenecks and constantly seek
solutions with implementing Ministries and other stakeholders.
 The creation of an Executive HRD Working Group Committee to coordinate delivery of the Strategy.
This body will consist of executive level sponsors (Minister-level and heads of other entities) from the key
Ministries and other stakeholders charged with delivery. TheCommittee’s role will be to manage
implementation against programme plans agreed by the HRD Reform Board, and approved by the
Council of Ministers. The Executive HRD Working Group Committee will work closely with the HRD
Results and Effectiveness Unit to identify the requirements and support needed to deliver HRD Strategy
projects. It will be accountable to the Prime Minister. Reporting on progress should be monthly during the
first two years of reform, then every two months. To ensure institutionalisation, the Executive HRD
Working Group Committee should have the status of ministerial committee - which is also allowed to have
members from outside the government (i.e. the private sector and the civil society).
The delivery structure is shown below in Figure 7.5.

217
 Figure 7.5: Recommended delivery structure for HRD Strategy implementation

Figure 7.5: Recommended delivery structure for HRD Strategy implementation

This structure will provide independent ownership, strong delivery capability and a sustainable coalition for
delivery.
This structure will provide independent ownership, strong delivery capability and a sustainable coalition for
delivery.
7.5.2 Assign responsibilities for delivery
Guiding Principles
7.5.2 Assign responsibilities for delivery
 Effective and authoritative leadership structures must be put in place for each of the four HRD sub-
Guiding system
Principles
areas.
 Stakeholder
Effective andinterests mustleadership
authoritative be alignedstructures
around a shared
must bevision
put inand agenda
place for change
for each in each
of the four HRD area.
sub-
 Accountability
system areas. and responsibility for delivering agreed reforms and campaigns must be assigned.
 Resources and
Stakeholder delivery
interests organisations
must be aligned must beaput
around in place
shared where
vision and they do not
agenda for currently
change inexist.
each area.
 Good practice and
Accountability programme management
responsibility and assurance
for delivering arrangements
agreed reforms must bemust
and campaigns put in
beplace.
assigned.
 Resources and delivery organisations must be put in place where they do not currently exist.
 Good practice programme management and assurance arrangements must be put in place.
Recommendations
The Committee recommends that:
Recommendations
 Each of the strategic programmes should be set up by either proposed new or reconstituted umbrella
organisations
The Committee identified
recommends in this Strategy as responsible or by working with the Executive HRD Working
that:
Group Committee to determine the appropriate entity. New entities proposed include:
 Each of the strategic programmes should be set up by either proposed new or reconstituted umbrella
o A identified
organisations Joint ECED Committee
in this Strategy as responsible or by working with the Executive HRD Working
o The Skills
Group Committee Development
to determine Corporationentity.
the appropriate (SDC) New entities proposed include:
o A Joint ECED Committee
o The Skills Development Corporation (SDC)

218
  Programme and Project budgets should be agreed, where necessary cutting across organisational
boundaries (to be overseen by the HRD Results and Effectiveness Unit and Executive HRD Working
Group Committee).
 Project level governance should be initiated for each project outlined in this Strategy at the point of
initiation according to the Implementation Roadmap.
 Programme management arrangements should be put in place – depending on the scale and nature of
the programme in order to be fit for purpose in each case – together with arrangements for engaging with
appropriate stakeholders.
 Some programmes and projects could be implemented and delivered by the private sector and civil
society, especially those in the ECED sub-system.
 Arrangements to report project progress should be created with onward reporting to the Executive HRD
Working Group Committee and HRD Reform Board.

7.5.3 Secure and allocate resources

Guiding Principles

 Strategic commitments to reforms must be backed with assured funding.

 Investments must be justified by clear business cases that lead to real benefits.
 Not all proposed changes entail additional funding – current resources can be mobilised more
effectively. Behavioural changes may be far more cost effective than spending programmes.
 Budget and benefits management are central to successful implementation.

Recommendations
The Committee recommends that:
 Funding should be put in place for each of the agreed programmes of activity and a funding plan for the
Strategy put in place – this should be agreed by the Council of Ministers upon recommendations from the
HRD Reform Board and communicated to the MoF, MoPIC and the donor community.
 Existing budgets should be repurposed to support reform where possible.
 Prospective donors should be engaged in appropriate parts of the Strategy, with a view to defining
projects and realising benefits in ways that ensure alignment of donor funding with the national HRD
Strategy.
 Innovative sources of funding (e.g. Blended Finance) must be considered (see below) and pilots put in
place to test the use of such funding methods.
 Private sector and civil society involvement must be encouraged – for example in relation to areas of the
Strategy where increased capacity is required.

The importance of effective resource allocation

To implement any system-wide strategy effectively, coordination and rationalisation of resources (current and
otherwise) is imperative, regardless of the current levels of efficiency and effectiveness of public spending.
Resource decisions should be made using consistent criteria that will help to ensure resource allocations and
funding disbursement contribute to the priorities of the HRD Strategy. Characteristics of current spending and
resource allocation indicate that these decisions are not coordinated and consistent enough, and demonstrate why
it is especially important to develop an integrated funding approach for the HRD Strategy. At the highest level this
is due a lack of an agreed framework amongst Ministries involved in HRD with regard to resource allocation. Some
specific challenges are summarised below.
For ECED, multiple Ministries are involved in delivering services for early childhood, but there is no coordinated
approach to reviewing spending across all of these activities to determine where there may be duplication of effort,
or to assess overall spending on ECED.

219
With regard to basic and primary provision, a World Bank review shows that overall expenditures are roughly
comparable to Organisation for Economic Co-operation and Development (OECD) levels, and the budget
commitments to education are substantial, e.g., roughly equivalent to defence spending 1. However, there are
certain elements which were out-of-step. Specifically, worker compensation constitutes 92.3% of all recurrent
spending, leaving only 7.7% for non-wage line items such as rent, building maintenance, cleaning, and direct input
to teaching. In OECD countries, the average share of compensation in total non-recurrent spending was 78.9%
with 21.1% for non-wage inputs2. Performance indicators for this stage such as declining levels in PISA and TIMSS
performance suggest that this may not be working well, and that Jordan is not maximising its return on investment
and could explore alternative ways of deploying existing resources.
In higher education, there is a similar issue in that there is a relatively high level of funding relative to GDP.
However, universities still struggle to meet their operating expenses and the mix of funding is problematic. The
system is overly reliant on private sources comprised mostly of student fees, which has a negative impact on
quality.
In contrast, in TVET overall public spending is low by international comparisons (0.3% of GDP vs. 1.5-2%
observed international practice) and there are no effective disbursement mechanisms and allocation framework for
the funds which are available.
Whilst the HRD Strategy includes projects to address some of the specific issues described here, this range of
resource allocation challenges suggests that examining approaches across the system is greatly needed. The
HRD Reform Board and the Council of Ministers should develop an approach to resource allocation which defines
objectives and principles by which decisions should be made. This would help ensure all HRD resource allocation
is done using the same criteria across government and that decisions are made with system-level rather than
Ministry-level priorities in mind.

Summary of blended finance approaches for the HRD Strategy

As seen with other social issues like employment, transportation and social welfare, governments are increasingly
looking to the private sector and the civil society to complement the public sector in both financing and delivery of
services. Impact Investing, a financial mechanism that seeks both financial and social return, has become
increasingly popular over the past decade. Specific version of Impact Investing and public private partnerships
(PPPs) include:
 Social impact bonds (SIBs)
 Development impact bonds (DIBs)
 Debt conversion development bonds (DCDBs)
 Loan buy-downs
 Diaspora bonds.
In 2014, the global market for these forms of alternative public-private investments was estimated to be valued at
US$ 46 billion, of which US$ 32 billion was invested in developing countries 3. There are opportunities for Jordan to
leverage these kinds of mechanisms for development financing to provide the requisite capital investment, private
sector rigour, and performance management experience to significantly advance the objective of expanding
provision and quality at all levels of education. Various forms of Impact Investing could be introduced in ECED,
Basic and Secondary Education, and TVET (see the Section for each sub-system for details). SIBs, DIBs and debt
conversion development bonds represent the most promising mechanisms for Jordan at the current time. These
mechanisms could be further reviewed (building on work that has already been completed as in the case of debt
conversion development bonds) and then introduced through pilot projects to test their suitability and effectiveness
before the projects are scaled up to national levels.

1
World Bank, 2015.
2
Ibid.
3
Gustafsson-Wright, E. et al., 2015.

220
Social impact bonds
SIBs, also called Pay-For-Success (PFS) in the U.S. and Social Benefit Bonds (SBBs) in Australia are one form of
innovative funding mechanism that have been used in developing countries to tap external resources to facilitate
educational initiatives. Figure 7.6 gives a visual representation of the system, where the (non-governmental)
investor provides the initial capital to start a project. The government then repays the investor contingent on the
Social impact
attainment bonds
of pre-determined targeted outcomes. Where a donor agency is the outcomes funder instead of
government, the mechanism is referred to as a DIB.
SIBs, also called Pay-For-Success (PFS) in the U.S. and Social Benefit Bonds (SBBs) in Australia are one form of
innovative funding mechanism that have been
Figure used
7.6: in developing
Social countries
impact bonds model to 4tap external resources to facilitate
educational initiatives. Figure 7.6 gives a visual representation of the system, where the (non-governmental)
investor provides the initial capital to start a project. The government then repays the investor contingent on the
attainment of pre-determined targeted outcomes. Where a donor agency is the outcomes funder instead of
government, the mechanism is referred to as a DIB.

Figure 7.6: Social impact bonds model 4

SIBs have proved to be successful in:

 Shifting the focus of programmes to measurable outcomes rather than inputs and outputs.
 Fostering effective collaboration across the often disparate stakeholder groups including government,
government agencies, and between public and private sector.
 Building effective systems of monitoring and evaluation.
SIBs have proved to be successful in:
 Establishing a process of adaptive learning and process improvement.
 Shifting the focus of programmes to measurable outcomes rather than inputs and outputs.
Challenges and limitations of SIBs include the:
 Fostering effective collaboration across the often disparate stakeholder groups including government,
o Considerable cost and complexity of arranging the deals.
government agencies, and between public and private sector.
o Requirement for the correct legal infrastructure and political environments. SIBs invoke
 Building effective systems of monitoring and evaluation.
public-private partnership legislation, which requires highly stringent measures and extensive
 Establishingpre-qualification
a process of adaptive
process learning and
that are process improvement.
administered by the government. The complexity arises
from the
Challenges and limitations fact that
of SIBs SIBsthe:
include constitute an inherent contingent liability to government as they
o expose it to fiscal
Considerable costrisk
andresulting from
complexity of aarranging
potential the
future public payment obligation to the private
deals.
party in the project.
o Requirement for the correct legal infrastructure and political environments. SIBs invoke
o Inability, thus far,
public-private for a SIBs
partnership programme
legislation, to achieve
which requiresscale
highly(e.g. national).
stringent measures and extensive
pre-qualification process that are administered by the government. The complexity arises
from the fact that SIBs constitute an inherent contingent liability to government as they
expose it to fiscal risk resulting from a potential future public payment obligation to the private
party in the project.
4
Gustafsson-Wright, o
E. et Inability,
al, 2015. thus far, for a SIBs programme to achieve scale (e.g. national).

4
Gustafsson-Wright, E. et al, 2015.

221
International best practice sets four criteria for SIBs to be successful. These are shown in Figure 7.7 below.

Figure 7.7: International best practice SIB criteria for success

International best practice sets four criteria for SIBs to be successful. These are shown in Figure 7.7 below.

Figure 7.7: International best practice SIB criteria for success

Debt Conversion Development Bonds (DCDBs)

DCDBs are a form of traditional debt conversions, or debt swaps, that are used when donors wish to spread the
cost of financial assistance over a period of time to exploit the capacity of the beneficiary government to bring
forward the benefits of assistance through issuing domestic bonds. In simple terms, DCDBs are domestic bonds
issued by governments of developing countries, where the future debt service payments are matched by the fiscal
space created by creditors forgoing future debt service payments 5. They allow donors to spread the costs of
financial assistance and beneficiaries to front-load the benefit.
Debt Conversion Development Bonds (DCDBs)
There are a set of conditions required for DCDBs to be successful:
DCDBs are a form of traditional debt conversions, or debt swaps, that are used when donors wish to spread the
 The beneficiary country has outstanding debts with creditors who are willing to have these obligations
cost of financial assistance over a period of time to exploit the capacity of the beneficiary government to bring
converted to DCDBs.
forward the benefits of assistance through issuing domestic bonds. In simple terms, DCDBs are domestic bonds
issued byThe
 beneficiaryofgovernment
governments developing is expectedwhere
countries, to service thesedebt
the future loans.
service payments are matched by the fiscal
space created by creditors forgoing future debt service payments 5. They allow donors to spread the costs of
 There is an immediate need for a significant increase in social and economic development spending.
financial
 Theassistance
countryand
hasbeneficiaries
the ability to to front-loadutilise
effectively the benefit.
the significant increase in funds.
There areThere
a set isofsufficient
conditions required
demand for the
from DCDBs to beinvestor
domestic successful:
base to absorb the bonds.
governmentcountry
The beneficiary
 has established its ability
has outstanding to issue
debts with long-term debtare
creditors who at reasonable realthese
willing to have fixed obligations
interest rates.
converted to DCDBs.
Jordan’s financial sector is sufficiently developed to issue DCDBs. There is consistent demand for the Central
The beneficiary
Bankof Jordan’s treasurygovernment is expected
bonds. A study to service Ascending
by the US-based these loans.
Markets Financial Guarantee Corporation
(AMF), formerly known as Affinity MacroFinance, supported by
 There is an immediate need for a significant increase in social and the Open Society Funddevelopment
economic and UNESCO examined
spending.
the possibility of piloting a DCDB project in Jordan. It considered how DCDBs
 The country has the ability to effectively utilise the significant increase in funds.can be used to mobilise domestic
savings to fund development and highlighted the suitability of DCDBs to expand funding in the education sector in
 There is sufficient demand from the domestic investor base to absorb the bonds.
Jordan6. If one or more of Jordan’s creditors were to forego US$ 15 million in debt service on some of their loans
The government
over the next ten years, the has establishedwould
Government its ability
havetothe issue long-term
fiscal space todebt at US$
issue reasonable real fixed
100 million interest
in 10-year rates.
dinar-
denominated
Jordan’s bonds
financial that could
sector be useddeveloped
is sufficiently to fund sections ofDCDBs.
to issue the HRDThere
Strategy programme.
is consistent demand for the Central
Bank of Jordan’s treasury bonds. A study by the US-based Ascending Markets Financial Guarantee Corporation
(AMF), formerly known as Affinity MacroFinance, supported by the Open Society Fund and UNESCO examined
the
5 possibility
Bond, D., 2012. of piloting a DCDB project in Jordan. It considered how DCDBs can be used to mobilise domestic
savings
6
Ibid.
to fund development and highlighted the suitability of DCDBs to expand funding in the education sector in
Jordan6. If one or more of Jordan’s creditors were to forego US$ 15 million in debt service on some of their loans
over the next ten years, the Government would have the fiscal space to issue US$ 100 million in 10-year dinar-
denominated bonds that could be used to fund sections of the HRD Strategy programme.

5
Bond, D., 2012.
6
Ibid.

222
Diaspora bonds
Diaspora bonds are a form of bond marketed to their expatriated citizens. These investors are often willing to
accept lower rates of return and have a greater tolerance for uncertainty than generic investors due to nationalistic
ties to the country. Diaspora bonds tend to be more successful where a receiving country has a large first
generation expatriate community in middle to high-income countries. Countries such as India have been very
successful in using diaspora bonds to finance public infrastructure programmes.
According to the Ministry of Foreign Affairs and Expatriates figures, there are some 750,000 Jordanians living
abroad7. First and second-generation Jordanians living and working abroad could be offered a saving instrument –
a diaspora bond – marketed only (or on better terms) to migrants. Other Jordanians abroad may be interested in
purchasing the bond out of a sense of patriotism and a desire to help their home country grow and prosper. As an
illustration: if one in every 20 of Jordan’s diaspora members could be persuaded to invest US$ 1,000 in Jordan per
year, one in every 500 could be persuaded to invest US$ 10,000 in Jordan every year, and one in 10,000 invest
US$ 50,000 every year, Jordan could potentially raise an additional US$ 55-60 million a year for education
financing. Some larger diaspora investors could potentially invest significantly more than US$ 50,000.

Loan buy-downs
Loan buy-downs are a mechanism whereby a third party buys-down all, or part of, either or both the interest and
the principal of a loan between a country and a lender, thus releasing the borrowing country from some or all of the
future repayment obligations8. They are most successful when they are used to induce a country that would not
otherwise borrow to seek a loan to fund large public projects. They are most commonly used in low-income
countries that are unable to take on more debt but that are in serious need of external support to finance social
services like education. Examples of these countries are Afghanistan, Burundi and Chad. Loan buy-downs have
also been used effectively in countries on both sides of the International Development Agency/International Bank
for Reconstruction graduation threshold that have major basic education challenges. Examples of these countries
include Angola, India, Nigeria and Sri Lanka. Loan buy-downs have proved particularly useful where grant aid has
declined and additional sources of funding are required to fill the gap.
Loan buy-downs could also be used to source additional funds for educating Syrian students. Jordan is receiving
loan buy-downs to finance initiatives aimed at providing jobs for Syrian refugees and this could be expanded. 9
Educating the Syrians in Jordan as registered refugees or displaced persons is an international responsibility but
Jordan has thus far borne the majority of that burden. Loan buy-downs could be used as a means for donors to
partly fulfil their international obligations to support the education of Syrians. In this model, donors would agree to
loan buy-downs to enable Jordan to borrow funds for international financial institutions, but do so through a cost-
sharing mechanism whereby the loan repayment (principal and interest) are the joint responsibility of Jordan and
donor countries. This would ensure Jordan was not paying for the education of Syrian students alone. However,
this mechanism still results in Jordan repaying the principal of the loan and therefore still carrying the majority cost
of the global public good of educating Syrians; it should therefore not be sought as a main source of finance.

Examples of where the suggested finance mechanisms have been introduced

ECED –SIBs
A SIB programme was set up in Chicago, USA in 2014 to establish the Child-Parent Centre for Pay for Success
Initiate. The initiate aimed to create a Child-Parent Centre (CPC) programme to work directly with parents and
children through half-day pre-Kindergarten classes to improve educational outcomes. The Initiative targeted 2,600
low-income four year old children in eight sites across Chicago. Under the SIB, Goldman Sachs’ Social Impact
Fund provided an initial upfront capital commitment of US$ 16.9 million, Chicago Public Schools (CPS) was the
service provider, and the City of Chicago Office of the Mayor (COM) and CPS were the outcome funder. CPS and
COM agreed to reimburse Goldman Sachs for the initial investment, plus additional payments of up to 6% of the
investment, if the agreed set of outcomes were met and validated by the independent validator. The outcomes
were measured using three metrics:

7
Royal Hashemite Court, Media and Communications Directorate, 2015.
8
Results for Development Institute, 2013.
9
World Bank, 2016.

223
  Decrease in the need for special education (remedial education) services in Kindergarten through to the
12th Grade.
 Increase in Kindergarten readiness as measured using a standard assessment tool.
 Increase in 3rd grade reading scores.

Schools – SIBs
The Municipality of Lisbon introduced a SIB programme in January 2015 designed to target Primary school grade
repetition and drop-out rates in selected schools. The SIB funded a 30-week computer programming course for
struggling students. The course was designed to be integrated into the school curriculum. A for-profit social
enterprise provided the upfront capital commitment required to develop the course, purchase the equipment
required (e.g. computers and robots used in the classes) and pay the trainers. The Municipalities agreed to pay the
social enterprise variable rates of return on their investment based on the improvement of the pupils measured in
two metrics: logical thinking and school performance. Payments for logical thinking and problem solving skills
improvements are measured and paid after one year. Payments for performance on national exams are measured
and paid at the end of 20-month timescale10.

Schools – DIBs
The Children’s Investment Fund Foundation (CIFF) introduced the world’s first Education DIB in 2015. The project
was designed to improve education and learning outcomes for 18,000 children in government primary schools in
the Indian state of Rajasthan. UBS Optimus Foundation (the philanthropic arm of UBS bank) provided the initial
investment of INR 17 million for the programme to be introduced through the service provide, Educate Girls. Under
the DIB, CIFF will reimburse UBS Optimus for providing the initial finance, plus additional payments if the agreed
set of enrolment and learning outcomes are met and validated by the independent evaluator, IDinsight 11.

Institutional and political considerations

Whilst multiple mechanisms could work in Jordan, ultimately political will and a tolerance for risk on the part of the
MoF, Central Bank, donors and investors supersede any other requirement for the adoption of any of these new
approaches. (The AMF report noted, for example, that during discussions with two donors about DCDBs there was
interest in principle.) The MoF has demonstrated interest in these new approaches. Beyond engagement in the
AMF work, it has established a PPP law, is working on initiatives related to development bonds, and is exploring
Islamic sukuk.12 For any mechanism pursued, the HRD Reform Board and HRD Results and Effectiveness Unit
should engage with the relevant parties as soon as possible in anticipation of the time it could take to agree on the
conditions for a pilot.

7.5.4 Engage stakeholder support

Guiding Principles

 Successful transformation strategies are built on changed stakeholder behaviours – implementation

programmes are only meaningful if they result in changes to behaviours.
 The HRD reform programme must actively engage all relevant stakeholder groups so that stakeholder
interests, concerns and benefits can be understood and addressed.
 Engagement campaigns and communications must be backed by capacity building, incentives and
regulation.

10
Gustafsson-Wright, E. et al, 2015.
11
CIFF, n.d.
12
Meeting with MoF, April 2016.

224
Recommendations
The Committee recommends that:
 Engagement on an on-going basis should be sought with stakeholders across the system; the HRD
Effectiveness Unit should operate a specific function to have ownership of this task.
 Specific targeted arrangements should be put in place by the HRD Results and Effectiveness Unit to
engage with current and potential donors, NGOs, private sector providers and strategic partners.
 A communications programme should be initiated to create on-going understanding, buy-in and support
for the Strategy implementation.
 Key examples of projects that have delivered successfully should be widely promoted to build momentum
and an expectation of success.
A framework for communications has been created to define the key themes and approaches that need to be used.
The key theme of this is that the HRD Strategy sets out the long term aspiration to drive growth in economic
prosperity and stability for Jordan by allowing every learner who enters the education system to realise their true
potential – ‘helping our children become the best they can be’. The plan will:
 Focus on the critical: Sitting at the heart of everything that is communicated is the need to support the
development of young people and their teachers, carers and tutors.
 Influence public perception and belief: The communications approach will focus on ‘the real’ and not
abstract policies and initiatives.
 Build trust in the system whilst acknowledging the realities of the current system: The
announcement of commitments will be supported by factual examples of tested initiatives that build trust
and provide examples of strategic quick wins.
 Meaningfully engage: The messaging will be conversational and in a tone that recognises the personal
challenges of improving the whole educational environment.
The communications activity will include an integrated approach to channels – utilising press and broadcast media,
expert voice interviews, and social media. Messages will be created according to the audience to communicate the
benefits and rationale for reforms or to encourage changes in behaviour. For example, a message around an
ECED reform to increase awareness about the importance of parents reading and singing to children might be,
‘Parents and caregivers are teachers too. The activities we do with our young children are very important and help
lay the foundation for developing advanced skills later on in their lives.’

7.5.5 Monitor progress against plans

Guiding Principles

 Ambitious but achievable KPIs and targets should be selected. The KPIs should be SMART (specific,
measurable, achievable, relevant and timed). End-line targets (in this case to 2025) should be
complemented by interim milestone targets.
 Clear executive accountabilities should be assigned for delivering against each target and programme
plan.
 There should be honesty and transparency in publicly reporting progress against KPIs and programme
implementation plans to provide an early warning system for challenges or unplanned delays.

225
Recommendations
The Committee recommends that:
 A small number of ambitious but achievable targets and KPIs should be agreed for each strategic
objective, with agreed accountabilities. An initial set of targets and KPIs has been proposed as part of this
Strategy. They should be reviewed, baselines confirmed and built into the detailed M&E plan at the start
of implementation.
 Delivery plans for all the programmes under each strategic objective are developed and monitored on a
quarterly basis.
 Processes should be put in place by the HRD Results and Effectiveness Unit to collect and report on each
KPI providing data for use by the Executive HRD Working Group Committee and HRD Reform Board.
 The HRD Results and Effectiveness Unit should create a public website for the HRD Strategy that
produces regular transparent updates on progress of the Strategy which includes a dashboard showing
performance against targets and KPIs and key benefits delivered.

7.5.6 Evaluate results and update plans

Guiding Principles

 Early warning, problem solving and intervention plans for shortcomings against targets and the
implementation plans of programmes should be put into place.
 Objectives, targets, and programme plans must be regularly updated where necessary to remain
relevant.
 Benefits realisation should be actively monitored.

Recommendations
The Committee recommends that:
 The HRD Results and Effectiveness Unit should conduct studies to demonstrate progress in relation to
the delivery of outcomes and benefits from implementation of the Strategy.
 Periodically, the HRD Results and Effectiveness Unit should commission independent external research
to assess the impact of the Strategy on the HRD systems.
 The HRD Reform Board and the Executive HRD Working Group Committee should regularly consider
whether there are changes in external or contextual factors which drive or enable adjustments to the
Strategy or to individual programmes of activity. Likely examples of such factors would be changes in
refugee flows, changes in economic circumstances, the availability of new technologies, or the actions of
other countries.
 In year four and again in year seven of the 10-year HRD reform, a full review of the Strategy should be
conducted to assess whether it is still meeting requirements. If needed, new research can be
commissioned to support that. A refreshed Strategy document should be issued following each three year
review.

226
7.6 Implementation Projects
The Committee recommends the following projects to lay the successful foundation for implementation. Whilst
there will be much work to be done beyond these initiatives, this set has been identified as critical to the successful
launch of Strategy implementation and directly address the challenges of past reform efforts described in Section
7.2. These projects align to four strategic objectives:

IMP1 Establish structures with the necessary autonomy, authority and accountability
mechanisms to drive forward the implementation of the HRD Strategy.

IMP2 Create a cadre of capable civil service staff through training and recruitment to
make delivery sustainable.
IMP3 Engage internal and external stakeholders to ensure coordination of efforts and
generate public support for the Strategy.
IMP4 Ensure that the HRD Strategy has sufficient financial resources and that the
country’s resources are aligned with the HRD Strategy.

IMP1: Establish structures with the necessary autonomy, authority, and accountability
mechanisms to drive forward the implementation of the HRD Strategy

Project Title IMP1.1: Create an HRD Reform Board

Objectives Create an independent, lean and appropriately empowered body responsible for driving
the implementation of the HRD Strategy.

Activities Appointment of the first Board members after the body has been established, it will then
be necessary to define the remit of the Board which should include, at a high level:
 Oversight of the Strategy implementation.
 Oversight of the HRD Results and Effectiveness Unit (See IMP1.2).
 Relationship to the Prime Minister/Cabinet and the Executive HRD Working
Group Committee (See IMP1.3).
 Responsibilities of the Board.
 Reviewing progress and reassessing the strategic vision for HRD at predefined
intervals (year four, year seven, year 10).
 Frequency of rotation of members of the Board.
 After this a plan for the first year of activities should be developed and the first
meeting of the Board convened.

Responsibilities  The Board would ultimately then be accountable to an authority that transcends
the mandate and lifespan of any given government.

Current Status Does not exist

KPIs The target date for the HRD Reform Board to be established and operational should be
as soon as possible after the acceptance and implementation of the Strategy.

Impacts and The establishment of a small Board with close relationships to but autonomy from
Mitigations government will provide consistency in the vision for the Strategy regardless of the
impact of political events in the Kingdom.

Phase of Phase 1
Implementation

227
Project Title IMP1.2: Create the HRD Results and Effectiveness Unit

Objectives Create an independent and appropriately empowered unit responsible for driving the
implementation of the HRD Strategy.

Activities  Define organisational remit which should include, at a high level:

o Ensuring that each sub-sector (ECED, G1-12, TVET, HE) has a detailed
plan to achieve its strategic objectives and progress against its KPIs.
o Approach to coordinating cross-Ministry or agency budgets when
appropriate.
o Monitor progress against each goal and report it internally and publically
(e.g. via a public dashboard).
o Evaluation and follow up to maintain pace and schedule of delivery.
o Commissioning of 3rd party evaluations on specific reform elements.
o Intervention to resolve implementation bottlenecks and challenges.
o Capacity building to develop skills needed to lead and deliver change
across all levels of civil service staff in Ministries.
o Work with Ministries to align planning and budgeting with HRD Strategy
priorities.
o Communication and relationship management.
 Confirm organisational structure. Initial proposal for staff of 12 to include
Director, Deputy Director, goal leads for ECED, G1-12, TVET, HE,
Implementation Programmes, Data analysts (x2), Communications and
Outreach, Website Administrator, and Administrative Support.
 Define roles and responsibilities.
 Define knowledge skills and abilities required for roles and responsibilities.
 Recruit staff to roles.
 Design detailed plans for each sub-sector to achieve strategic objectives,
including capacity building.
 Design process to align annual planning and budgeting processes in Ministries
with HRD Strategy priorities.
 Design detailed plans for monitoring and evaluation systems and processes to
include internal and external reporting, including how to partner strategically to
monitor implementation progress, e.g. through relationships with civil society
organisations.

Responsibilities  HRD Reform Board and the Prime Minister. The HRD Results and
Effectiveness Unit should be located at the office of the Prime Minister.

Current Status Does not exist

KPIs  Organisational remit defined as soon as possible after the establishment of the
HRD Reform Board
 Organisational structure and staff in place within 3 months of the establishment
of the HRD Reform Board
 Detailed plans for each subsector and M&E within 6 months of establishment
after HRD Reform Board

Impacts and  Risk: The functioning and empowerment of this unit needs to be shielded from
Mitigations any change in PM priorities
 Risk: A conflict of interest and lack of independence if the HRD Results and

228
 Effectiveness Unit funding comes from any line ministry involved in the
implementation of the HRD reform
Mitigation: Support, including costs and salaries for Results and Effectiveness
Unit staff should come from an authority that transcends the mandate and
lifespan of any given government to ensure continuity and to ensure Unit
independence and ability to function effectively

Phase of Phase 1
Implementation

Project Title IMP1.3: Create the Executive HRD Working Group Committee

Objectives Create an executive level Working Group Committee of key Ministers and other
stakeholders charged with delivery.

Activities  Define organisational remit which should include, at a high level:

o Managing implementation against programme plans agreed by the HRD
Reform Board and which are approved by Cabinet.
o Work closely with the HRD Results and Effectiveness Unit to identify
requirements and support needed to deliver HRD Strategy programmes.
o Confirming representation from Ministries and other implementing
stakeholders and agencies.
 Convene first meeting of the Executive Working Group Committee to confirm
implementation priorities and set initial planning in motion.

Responsibilities  The Prime Minister with input from the HRD Reform Board.

Current Status Does not exist

KPIs  Organisational remit defined as soon as possible after the establishment of the
HRD Reform Board.
 First meeting of Executive HRD Working Group Committee takes place as soon
as possible after establishment of HRD Reform Board and HRD Results and
Effectiveness Unit.

Impacts and  The Executive Working Group Committee is necessary to enable effective
Mitigations coordination across the organisations involved in implementation and delivery.
It will provide a channel for Ministers to provide their perspective on
implementation and give input into the future direction of the Strategy.

Phase of Phase 1
Implementation

229
Project Title IMP1.4: Evaluate the effectiveness of the MoE Education Quality and
Accountability Unit and draw from lessons learned to build accountability units
in the MoHESR, MoL and MoSD

Objectives Refine and develop the concept of a unit that effectively promotes greater
accountability throughout all levels of the HRD system within the remit of each Ministry.
Serve as the main liaison in each of these Ministries for the independent HRD Results
and Effectiveness Unit.
Be responsible for the monitoring and evaluation of Jordan’s HRD as provided through
each Ministry.

Activities The recently established EQAU at the MoE can be used as a pilot to design
accountability units at the Ministries of Higher Education and Scientific Research,
Labour, and Social Development.
Since the unit was just launched, the HRD Results and Effectiveness Unit should
assess its first six months to one year of operations with a view towards working with
other Ministries to launch similar units using lessons learned from early operations of
the MoE EQAU.
The project can be split into two phases: evaluation and design.
Phase 1: Evaluation and planning
 Work with relevant donor agencies to evaluate first year of operations and
document lessons learned.
 Work with each Ministry to create proposed timeline for development of
accountability unit.
Phase 2: Design
 Using lessons learned from the MoE EQAU, design accountability units for
other Ministries according to agreed timeline.
 Define the organisational remit for each accountability unit based on the MoE
model to include:
o Evaluating institutions that comprise the sector at three levels:
institutional/provider, directorates, and central offices.
o Supporting the development of the accountability processes.
o Building the capacity of the personnel in each unit.
o Develop and periodically review the accountability standards and KPIs.
o Design accountability evaluation tools and instruments.
o Provide recommendations and inform reform policy and strategic
planning based on the findings of the evaluation conducted.
o Develop an accountability database.
o Conduct quarterly and annual reports for Ministers to use in planning
activities.
o Provide consultation and recommendations to improve the education
system.
o Conduct awareness campaigns among implementing Ministries’ and
agencies’ staff.
 Confirm organisational structure.
 Define roles and responsibilities.
 Define knowledge, skills and abilities required for roles and responsibilities.
 Recruit staff to roles.
 Define organisational policies and procedures.

230
Responsibilities  Each accountability unit would report directly to the respective Minister in that
Ministry and coordinate with the HRD Results and Effectiveness Unit.

Current Status In December 2015 a law/regulation was passed creating the MoE EQAU. No other
such entities exist in MoHESR, MoL, MoSD.

KPIs  Evaluation and reporting of lessons learned completed at end of 2016 or mid
2017 depending on when Strategy implementation begins.
 Accountability units fully implemented and operational at 1 additional ministry
by Year 1.5 of Strategy implementation and at 2 additional ministries by end of
Year 2 of the Strategy implementation.

Impacts and  Risk: Resistance from Ministers due to perceived imposition of organisational
Mitigations structure from outside.
 Risk: Commitment to implementation of planned changes if Ministry
leadership does not remain the same.
Mitigation: The directive for the establishment of the accountability units
should come from the Prime Minister upon recommendation from the HRD
Results and Effectiveness Unit.

Phase of Evaluation: Phase 1

Implementation Design of other accountability units: Phases 2-3

231
IMP2: Create a cadre of capable civil servants through training and recruitment to make delivery
sustainable

Project Title IMP2.1: Design and implement a capacity-building plan for civil service leadership
and delivery staff

Objectives Build the skills needed to implement and drive change for leadership and delivery staff
in Ministries to make implementation of reforms more sustainable.

Activities  Create knowledge, skills, and abilities matrices to define capability

requirements for the relevant roles across Ministries.
 Assess gaps against capabilities required.
 Assess total number of staff impacted.
 Create development plans according to role type to include activities/resources
such as:
o Coaching and mentoring.
o Change management and technical training (in-person and online).
o Toolkits by role.
 Communities of practice and knowledge sharing (in-person and electronic).
 Design training and development activities.
 Deliver training and development activities.

Responsibilities  HRD Results and Effectiveness Unit and Human Resource Policy units in
Ministries and CSB.

Current Status No comprehensive development plan for Ministry staff related to implementation exists.

KPIs  Completion of assessment and planning by month 8 of Strategy implementation.

 Number of staff trained.
 Survey results indicating adoption of practices in trainings.

Impacts and  Risk: Ministry staff see the development plans as extra work and resist
Mitigations participating.
Mitigation: Clearly communicate the benefits for staff and work with personnel
management in Ministries and CSB to identify appropriate incentives for staff
participation.

Phase of Phase 1
Implementation

232
Project Title IMP2.2: Create a Civil Service Fast Stream Programme to recruit high achievers to
HRD positions in Ministries

Objectives Create a pipeline of the highest achieving graduates into the Jordanian civil service to fill
HRD-related positions in Ministries.

Activities  Design a highly selective, meritocratic Civil Service Fast Stream programme for
entry into initially MoE, MoHESR, MoSD, MoL, MoPIC, MoF. Features of the
programme to include:
o Training and fast-track promotion opportunities for participants.
o Financial incentive for participants.
 Define appropriate roles, development opportunities, rewards packages and
promotion framework based on needs of each Ministry.
 Confirm size of inaugural recruitment intake and growth plan.
 Write position descriptions and hiring criteria.
 Define interview and selection process.
 Design programme of activities for year of first recruits.
 Conduct marketing and awareness campaign to advertise the first hiring and
selection round.

Responsibilities  HRD Results and Effectiveness Unit and CSB.

Current Status  No foundation for such a programme exists.

KPIs  Number of applications.

 Quality of applications.
 Retention and progression rates in the programme.

Impacts and  Risk: This initiative will add complexity to already complicated Civil Service
Mitigations Bureau procedures.
Mitigation: The possibility of devolving greater hiring responsibilities to Ministries
for the Fast Track programme should be considered.

Phase of Phase 2
Implementation

233
IMP3: Engage internal and external stakeholders to generate trust in and support for the Strategy

Project Title IMP3.1: Create comprehensive internal communications plan for Ministry
employees

Objectives Ensure that all implementing stakeholders are aware of the HRD Strategy and the role
that their department has to play in it.

Activities  Define objectives of communications.

 Identify changes and segment audiences across Ministries.
 Develop key messages for each audience, creating primary and secondary
messages if needed. Example message types could include:
o Aims of the Strategy.
o Impacts to current operations.
o How to get involved.
o How departmental activities and staff KPIs impact headline KPIs of
the Strategy.
o Identify channels and products to deliver messages.
 Create detailed delivery schedule.

Responsibilities  HRD Results and Effectiveness Unit and Professional Communications Firm.

Current Status No current activity

KPIs Complete communications plan by end of month 2 of Strategy implementation

Number of staff reached via channels.
Feedback collected via surveys on awareness of and attitudes towards the Strategy.

Impacts and Presenting internal stakeholders with a clear understanding of the Strategy and their
Mitigations role in it.

Phase of Launch during Phase 1, ongoing for duration of Strategy.

Implementation

234
Project Title IMP3.2: Carry out public-facing communications plan to build public trust in the
Strategy

Objectives Build awareness of and trust in the Strategy by demonstrating progress.

Activities  Undertake surveys to establish baseline attitudes and awareness after National
Conference.
 Identify communications objectives.
 Segment audience according to key changes and impacts.
 Develop key messages for each audience, creating primary and secondary
messages if needed. Examples could include:
o The aims of the Strategy.
o How specific Strategy initiatives will positively impact the lives and
families of the audience.
o What examples of positive change that already took place will this
build on.
o Stories of ‘quick wins’ to demonstrate rapid progress.
 Identify channels and products to deliver messages and detailed delivery plan.
This should link appropriately to M&E processes and tools, such as a public
dashboard to give an honest report of progress and in the case of lack of
progress, what is being done about it.

Responsibilities  HRD Results and Effectiveness Unit and Professional Communications Firm.

Current Status A draft communications plan is under development. It will need to be validated before
execution.

KPIs  Feedback collected via surveys on awareness of and attitudes towards the
Strategy and specific strategy initiatives.
 Number of audiences reached.

Impacts and  Risk: Communications strategy is de-prioritised in favour of other activities.

Mitigations Mitigation: Placing ownership of this activity with HRD Results & Effectiveness
Unit should reduce the chances that other Ministry initiatives are prioritised.

Phase of Launch during Phase 1, ongoing for duration of Strategy.

Implementation

235
IMP4: Ensure that the HRD Strategy has sufficient financial resources and that the country’s
resources are aligned with the HRD Strategy

Project Title IMP4.1 Develop an HRD Funding Plan

Objectives Make better use of existing resources; align resources to strategic priorities for
HRD and pilot new funding mechanisms for HRD projects.

Activities  Develop a comprehensive funding approach and plan for the HRD
Strategy. Working across Ministries to develop such a plan should be
one of the first coordinating activities of the HRD Results and
Effectiveness Unit.
 To create a plan involved parties should:
o Define objectives and principles of HRD funding approach.
o Review existing HRD expenditures (capital and recurrent costs),
HRD-related budgets and current funding sources and
disbursement mechanisms. This includes undertaking Public
Expenditure Reviews (PERs) for ECED, Higher Education and
TVET, to complement the PER recently undertaken for MoE
expenditure.
o Assess and analyse existing expenditures, budgets and funding
sources against HRD project costs.
o Agree funding sources and disbursement mechanisms and
identify gaps.
o Propose mechanisms to fill gaps to include blended finance
instruments and proposed donor support.
 Integrate plan into government budget.

Responsibilities  HRD Reform Board through the HRD Results & Effectiveness Unit, MoF,
MoPIC.

Current Status No cross-ministerial funding strategy exists.

PER for school-level education under MoE conducted in late 2015 by the World
Bank. No PERs exist for ECED, Higher Education or TVET.

KPIs  Plan is developed and implemented within six months of Strategy

implementation.
 At least one blended finance mechanism is identified as part of the plan.

Impacts and Mitigations  Risk: Ministries will be resistant to aligning resource plans.
 Mitigation: Develop a clear benefits case to show how alignment of
funding can free up resources for other Ministerial objectives.

Phase of Implementation Phase 1

236
7.7 Implementation Roadmap
7.7.1 Schedule for delivery
The programmes set out in the main sections of this Strategy each consist of one or more projects for which a
7.7 Implementation
Project Brief Roadmap
is provided. In each case the phasing of that project is indicated using the following phases of delivery
shown below.
7.7.1 Schedule for delivery
Figure 7.8: Phases of the HRD Strategy delivery plan
The programmes set out in the main sections of this Strategy each consist of one or more projects for which a
Project Brief is provided. In each case the phasing of that project is indicated using the following phases of delivery
shown below.

Figure 7.8: Phases of the HRD Strategy delivery plan

The phases are:

 Phase 1 – Short-term changes: Implement pending and agreed projects (e.g. QRTA’s Initial Teacher
Education Programme), fast-track ‘quick wins’ and pilot projects (e.g. first mobilisation campaigns, single
track entry for medicine), and put in place pre-requisites to further changes (e.g. sector skills councils).
The phases
Phaseare:2 – implement new initiatives: Develop and roll out new services (e.g. careers, inset,
 apprenticeships)
Phase and design
1 – Short-term and introduce
changes: Implement new regulations
pending (e.g. licensing
and agreed projects technician
(e.g. QRTA’sandInitial
craftTeacher
jobs).
 Phase 3 – Programme),
Education Roll out system-wide ‘quick wins’
fast-track reforms: and pilot major
Implement projects (e.g. first
change mobilisation
programmes campaigns,
(e.g. single
reform of Tawjihi,
track entry
reform of HEforadmissions,
medicine), and
newput in place pre-requisites
degree-level to further
technical provision andchanges (e.g. sector skills councils).
programmes).
Phase
The phases 2 –deliberately
have implementbeennew overlapped
initiatives: –Develop
because and
of roll
the out new services
disparate (e.g. careers,
programmes inset,
contained in each phase
apprenticeships)
and because of the need and design and
to maintain introduce new regulations (e.g. licensing technician and craft jobs).
flexibility.
Phasehas
The schedule 3 –been
Roll out system-wide
created reforms:
on the basis that theImplement major change
change programmes canprogrammes
be designed(e.g.
and reform of Tawjihi,
implemented
within sixreform
years.ofThe
HE remaining
admissions, new
four degree-level
years of this tentechnical provision
year Strategy and
will be programmes).
concerned with benefits realisation, as
changes
The feedhave
phases through to further
deliberately cohorts
been of learners
overlapped and new
– because of behaviours
the disparatebecome embedded.
programmes In practice,
contained the
in each phase
strategic
and refreshes
because of thecarried
need toout after three
maintain years and six years will be likely to create a need for further change
flexibility.
programmes during this period.
The schedule has been created on the basis that the change programmes can be designed and implemented
The Implementation
within six years. The Roadmap
remainingpresented
four yearsatofAppendix A provides
this ten year Strategymore detail
will be on the proposed
concerned scheduling
with benefits and as
realisation,
shows how
changes all through
feed the projects combine
to further together
cohorts into a schedule
of learners for delivery.become embedded. In practice, the
and new behaviours
strategic refreshes carried out after three years and six years will be likely to create a need for further change
programmes during this period.
The Implementation Roadmap presented at Appendix A provides more detail on the proposed scheduling and
shows how all the projects combine together into a schedule for delivery.

237
7.7.2 Schedule for realisation of benefits
In addition to understanding the schedule for delivery, it will be important to understand the implications for
realisation of benefits. Real impact is not achieved by activity in project teams but by changes in behaviour across
ECED, schools, TVET and HE.
In defining the programmes, three ‘horizons of change’ for benefit realisation were used:
 Programmes of change concerned with making current forms of HRD delivery better or more effective.
These programmes typically have relatively small impact in strategic terms but benefits can be realised
relatively quickly
 Programmes of change concerned with introducing new forms of provision or new opportunities. These
programmes typically have a larger impact in strategic terms but benefits take somewhat longer to realise
 Programmes of change concerned with developing whole new ways of achieving HRD ambitions. These
are often described as the ‘game changers’. These programmes have a very great impact in strategic
terms but often (though not absolutely always) it takes a substantial period of time to realise benefits.
These horizons of change are shown on Figure 7.9 below.

Figure 7.9: Horizons of change for benefit realisation

238
APPENDIX A: IMPLEMENTATION ROADMAP

This roadmap lays out potential timescales to deliver the reforms proposed in the National Human
Resource Development Strategy and highlights the relationship between different activities. The
timelines proposed here correspond to the phases of strategy implementation outlined in the
implementation plan:
 Phase 1: Years 1-2
 Phase 2: Years 2-4
 Phase 3: Years 3-6 and beyond.
Each year in the roadmap is an academic year, starting in August and ending in July. This means
yearly quarters break down as follows:
 Q1: August to October
 Q2: November to January
 Q3: February to April
 Q4: May to July.
Unless work for a project is already underway, it is assumed that Year 1 Q1 and Q2 will be dedicated
to establishing the governance structures needed to delivery strategy implementation. Therefore,
other project work will begin from Year 1 Q2.
For each project, lead and supporting agencies which should deliver the work have been identified.
The potential elements of the delivery timescales for each project include:

Design and Planning: A period of design and planning is required before implementation
activities can begin - e.g., feasibility studies, organisational design for new entities,
developing the content and schedule for a training program.

Implementation: Activities to put the aims of the project in place, e.g., delivering a training
program after its contents have been developed.

Launch: The conclusion of implementation is a milestone for the HRD Strategy

Implementation, e.g., the launch of a new organisation, or the implementation of a major
system change such as University admissions policies, the point after which a licensing
system for teachers or trainers is in place.

Follow up or business-as-usual: A high level description of what will happen after the
completion of a project.

These timelines are an initial assessment and it is expected that they will change once resource and
final list of recommendations is confirmed.

239
EARLY CHILDHOOD EDUCATION
AND DEVELOPMENT

Early Childhood Education and Development Year 1

Objective Code Project Title Lead Agency(ies) Supporting Agency(ies) Dependency Alignment Q1 Q2 Q3 Q4

Design and
ECED 1.1 Increase KG2 capacity and enrolment MoE to lead and coordinate NGOs and private sector providers Planning

Joint ECED Committee, MoE to

Increase KG1 and nursery enrolment through
encourage private sector providers and Design and
1 - Access ECED 1.2 encouraging the expansion of private and non- MoL ECED 3.2
coordinate KG1.MoSD to coordinate Planning
governmental provision that meets specified standards
nurseries

MoSD, Higher Council for Persons with

Improve the health and nutrition of children and Design and
ECED 1.3 MoH Disabilities, and National Council for Planning
mothers
Family Affairs

Develop a new curriculum for ECED that meets the The Curriculum and Assessment
ECED 2a.1 B&SE2a.1
needs of young Jordanians Institute; MoE

Redesign admissions requirements for teachers and MoE and MoHESR (University Design and
2 - Quality ECED 2b.1 B&SE2b.1
caregivers programmes) Planning

Improve and expand training opportunities for ECED

D&P
ECED 2b.2 Joint ECED Committee MoE, MoSD, Family Protection Unit ECED 3.2
workforce

Reform and consolidate legislation related to ECED

ECED 3.1 Joint ECED Committee National Council for Family Affairs ECED3.2
provision

Establish a single body to coordinate all ECED IMP1.1

D&P

IMP
ECED 3.2 HRD Reform Board MoE, MoSD, HRD R&E Unit
activities and decision making IMP1.2

Establish an independent inspectorate for the public MoE; MoH; MoF; MoL; relevant NGOs
3 - Accountability ECED 3.3 Joint ECED Committee ECED 3.2 Design
and private sector and civil society organizations

Introduce an accreditation/qualification system for

ECED 3.4 MoE, MoSD B&SE3.1 Design and Planning
ECED teachers and caregivers

Data Collection Task Force to be

Create data-led decision processes to facilitate
ECED 3.5 established under the Joint ECED ECED3.2
continuous system wide improvement
Committee

Better use technology and the media to support ECED 2b.2 Design an
ECED 4.1 Joint ECED Committee ECED 3.2
improvements in ECED provision ECED 5.2 Planning

4 - Innovation
Examine feasibility of, and pilot innovative financing Queen Rania Foundation, MoE, MoSD, Design
ECED 4.2 Joint ECED Committee ECED 3.2 IMP4.1 Plan
approaches to ECED MoF, MoPIC

UNICEF and other partners in the Better

Improve training outreach to parents and other primary Parenting Programme,
ECED 5.1 Joint ECED Committee ECED 3.2 ECED 4.1 Imple
caregivers telecommunication companies, TV and
radio channels
5 - Mindset
ECED5.2: Mobilise families to better support learning
Coalition of ECED stakeholders drawing Design and
ECED 5.2 and early childhood development at home and increase Initially led by Queen Rania Foundation Planning
Imple
on existing initiatives in Jordan
their engagement in their child’s formal learning

240
 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7-10
y(ies) Dependency Alignment Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Y7 Y8 Y9 Y10

Design and
tor providers Planning
Implementation

Design and
ECED 3.2 Planning
Implementation

l for Persons with

Design and
nal Council for Planning
Implementation (implementation will involve making continuous improvements throughout the duration of the strategy)

Design and
B&SE2a.1 Planning
Implementation Launch: Curriculum in place and used from this point on

Design and
B&SE2b.1 Planning
IMP Launch: New admissions requirements in place for teachers and caregivers from this point forward
D&P

rotection Unit ECED 3.2 Implementation New training programmes in place and ongoing

amily Affairs ECED3.2 IMP Harmonised legislation in place and enforced

IMP1.1
D&P

IMP

E Unit Launch: ECED coordination entity is in place and operational from this point forward
IMP1.2

; relevant NGOs
ECED 3.2 Design and Planning Implementation Launch: Inspectorate is in place and operational from this point on
nizations

B&SE3.1 Design and Planning Implementation Launch: Accreditation/qualification system is in place and enforced from this point on

Design and
ECED3.2 Planning
IMP Data collection processes used for business-as-usual

ECED 2b.2 Design and

ECED 3.2 IMP Online courses available on Edraak and are regularly reviewed and updated
ECED 5.2 Planning

ion, MoE, MoSD, Design and

ECED 3.2 IMP4.1 Planning
IMP Approach confirmed and, if applicable, new project for pilot initiative moves forward

tners in the Better

,
ECED 3.2 ECED 4.1 Implementation Outreach activities revised and ongoing through new initiatives after needs are reassessed following completion of the project
ompanies, TV and

keholders drawing Design and

Implementation Campaign is ongoing and refreshed at appropriate intervals
in Jordan Planning

241
BASIC & SECONDARY
EDUCATION

Basic and Seconday Education

Objective Code Project Title Lead Agency(ies) Supporting Agency(ies) Dependency Alignment

MoE (MDs of Educational Planning and

MoPIC, Ministry of Public Works and B&SE1.2
B&SE 1.1 Open new schools strategically Research, School Buildings and
Housing; Donors B&SE1.4
International Projects)

MoE (MDs of Educational Planning and

B&SE 1.2 Rationalise poor performing small schools Research, School Buildings and UNESCO and other donors
others)

HCD, Donors (e.g. Mercy Corps,

Increase capacity to serve students with disabilities
B&SE 1.3 MoE Handicap International, UNICEF etc.),
1 - Access and special needs
MoSD, MoH

Donors, Civil Society Organisations,

B&SE 1.4 Improve provision for Syrian refugees MoE
UNHCR

Expand national-level General Equivalency Diploma

B&SE 1.5 MoE Schools, NGOs
system to cover all out-of-school children and youth

Improve school environments to ensure they are safe,

B&SE 1.6 MoE Local NGOs, Donors
nurturing and healthy

Establish an independent Curriculum and Assessment The Curriculum and Assessment

B&SE 2a.1
Centre Centre; MoE

The Curriculum and Assessment

B&SE 2a.2 Modernise the Basic and Secondary curriculum B&SE2a.1
Centre and MoE

Modernise and align Tawjihi and other key The Curriculum and Assessment B&SE2a.1
B&SE 2a.3 NCHRD
assessments Centre; and, MoE’s Testing Directorate B&SE2a.3

2 - Quality B&SE 2b.1

Reform admissions process at universities for fields Ministry of Higher Education and QRTA (new initial teacher preparation
ECED2b.1
related to education Scientific Research programme [ITE]); Universities

B&SE 2b.2 Improve teachers’ selection process CSB and MoE

B&SE 2b.3 Establish an Initial Teacher Education Programme MoE; QRTA; MoHESR

B&SE 2b.4 Develop comprehensive in-service teacher training MoE In-service training providers

CSB; MoE Education and

MoE and QRTA- ITE B&SE2b.3
B&SE 3.1 Introduce a teacher certification and licensing system Accountability Unit (EQAU) and Private
ECED3.4
Education Directorate

Devolve more responsibilities to the Field Directorate

B&SE 3.2 MoE; HRD Results & Effectiveness Unit
and school level

Introduce a school leadership certification and

B&SE 3.3 MoE QRTA, CSB
licensing system
3 - Accountability
Revise the teacher ranking system and appraisal MoE and CSB
B&SE 3.4 B&SE3.1
process

Leverage MoE accountability structures to drive public MoE MoH; MoF; MoL; relevant NGOs and
B&SE 3.5
and private school quality civil society organizations

QRCIT, MoICT, School teachers and

Improve data quality and usage to aid accountability MoE Managing Directorate of
B&SE 3.6 principals, Donors, MoE Field
and improvement Educational Planning and Research
Directorates

Explore innovative financial mechanisms to accelerate

B&SE 4.1 MoE Higher Council for PPPs IMP4.1
improvements in provision and quality

4 - Innovation B&SE 4.2 Stimulate growth in high quality private provision MoE MoF, MoPIC

Strengthen the use of technology to modernise MoICT; JEI in partnership with private
B&SE 4.3 MoE
teaching and learning sector corporations

Mobilise families and parents to support learning at

B&SE 5.1 MoE Donors, international and local NGOs ECED5.1
home
5 - Mindset
Mobilise families and parents to support learning in
B&SE 5.2 MoE ECED5.2
schools

242
 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7-10
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Y7 Y8 Y9 Y10

Design and Planning Implementation

Further reviews to assess

Design and Planning Implementation
future changes

Design and Space renovations complete; other capacity-enhancing activities, e.g. training,
Implementation
Planning awareness campaigns designed and ongoing
D&P

Implementation Programmes reviewed and revised or wound down according to reassessment of needs

Design and Planning Implementation NFE programmes in place and operational, and regularly reviewed to reassess demand

Upgrades to schools complete; other measures to improve environments rolled out

D&P

Implementation

D&P IMP Launch: Curriculum and Assessment Institute is operational from this point forward

Implementation phase Launch: New curriculum

Design and fully rolled out across the
New curriculum is rolled out at timed intervals throughout this period
Planning system from this point
forward.

Launch: All new

assessments fully rolled
Design and Implementation phase (Timing of roll out of new assessments is aligned to roll out
out.
Planning of new curriculum so students have time to adapt. Tawjihi redesign begins in Year 5) Year 7 is first year of new
Tawjihi.

Design and Planning IMP Launch: New admissions requirements in place for fields related to education from this point forward

Launch: New selec.on

process and standards in ITE certification as a prerequisite
D&P

Implementation place and used from this

point forward
D&P

IMP Launch: Initial Teacher Education Programme operational and expanding programme according to growth plans
D&P

Implementation New training standards, programmes, and resources in place and in-service training is a regular activity for teachers

Design and Planning Implementation Launch: Teacher certification and licensing system in place and enforced from this point forward

Transition complete and new

D&P

Implementation decentralized operational

models in place

Design and Planning Implementation Launch: School leadership certification and licensing system in place and enforced from this point forward

Design and Planning IMP New teacher ranking system and appraisal system in place and applied for all teachers

Design and Planning Implementation New inspection processes and criteria in place and operationalised at MoE's EQAU

Implementation New EMIS is operational, training complete for users, and dashboards tailored for different user groups in place

Design and Approach confirmed and, if applicable, new project

Implementation
Planning for pilot initiative moves forward

Recommendations from review taken

Design and Planning IMP
forward with new projects

Design and Planning Implementation Follow up and review of ongoing technology needs

Campaign is ongoing and refreshed at appropriate intervals

D&P

Implementation
D&P

IMP Engagement activities identified are ongoing

243
TECHNICAL AND VOCATIONAL
EDUCATION AND TRAINING

Technical and Vocational Education and Training Year 1

Objective Code Project Title Lead Agency(ies) Supporting Agency(ies) Dependency Alignment Q1 Q2 Q3 Q4

MoE, MoL, MoHESR, HRD Reform

TVET 1.1 Approve the NQF SDC through CAQA TVET3.1 Implementation
board

TVET 1.2 Degree-level TVET programs and provision MoHESR SDC Design

1 - Access
TVET 1.3 Equal pay for TVET Graduates CSB SDC

TVET 1.4 Licencing for craftsmen and technicians MoL through NEC TVET2.4

Establish standards and training requirements for TVET

TVET 2.1 SDC through CAQA
trainers/instructors

TVET 2.2 Accreditation and grading system for all TVET trainers SDC through CAQA

2 - Quality
TVET 2.3 Transfer the CAQA to the SDC SDC through CAQA TVET3.1

Align TVET provision to National Employment Strategy and

TVET 2.4 SDC through NEC D&P
Jordan 2025 goals

D&P

IMP
TVET 3.1 Design and Establish the SDC The Cabinet

3 - Accountability
HE1.3
TVET 3.2 Enforce/facilitate the use of data to inform policy and decisions SDC TVET3.1 Design
HE3.1

TVET 4.1 Establish a Private Sector-led Skills Development Fund SDC TVET3.1 D

Establish new Public-Private Partnerships aligned with priority SDC and Sector Skills
4 - Innovation TVET 4.2 TVET3.1
clusters identified in Jordan 2025 Councils

TVET 4.3 Expand apprenticeship programs NEC with SDC VTC and MoL TVET3.1 Impl

School-based careers guidance and exposure to design and SDC and Sector Skills
TVET 5.1 MoE, MoL and KAFD TVET3.1 HE1.3 D
technology Councils

5 - Mindset

IMP
TVET 5.2 Participation of Jordan in the WorldSkills competition Sector Skills Councils

Reform the current tracking system for the MoE VET stream and
TVET 5.3 MoE TVET1.1 Design and Planning
delink VET from low scholastic achievement

244
 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7-10
cy(ies) Dependency Alignment Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Y7 Y8 Y9 Y10

, HRD Reform
TVET3.1 Implementation Launch: National Qualifications Framework in place

Launch: New technical colleges at universities and polytechnics

Design and Planning Implementation established

Design and Planning IMP New policies in place and enforced

Launch: Licensing system for craftsmen and technicians in

TVET2.4 Design and Planning Implementation
place and enforced

Design and
Implementation New policies and registration system for trainers in place and enforced
Planning

Design and
Implementation Launch: Accreditation and grading system in place and enforced
Planning

TVET3.1 Implementation CAQA transferred to SDC and operating under its new extended remit

National Employment Council in place and operational; Sector Skills Councils operational; regular review of TVET programmes
D&P Implementation
underway and private sector routinely reviewing and responding to internal training needs
D&P

IMP

Launch: Skills Develop Corporation is in place and fully operational from this point forward

HE1.3
TVET3.1 Design and Planning Implementation LMIS implemented and operational; data collection regularly taking place and data is used to make policy decisions
HE3.1

TVET3.1 Design and Planning Implementation Launch: Skills Development Fund is operational and new disbursement

TVET3.1 Design and Planning IMP PPPs in place and launched according to schedule

TVET3.1 Implementation Launch: Apprenticeship Framework is approved and planning and implementation of new programmes is underway

Vocational curriculum in place at schools and career counsellors in place and regularly engaging with students,
D TVET3.1 HE1.3 Design and Planning IMP
families, and industry
IMP

Launch: Jordan participates in the World Skills competition biannually from this point forward

Launch: New entry requirements for TVET pathways, second-chance routes and alternative routes in place
TVET1.1 Design and Planning Implementation
from this point forward

245
HIGHER EDUCATION

Higher Education Year 1

Objective Code Project Title Lead Agency(ies) Supporting Agency(ies) Dependency Alignment Q1 Q2 Q3 Q
Unified Admissions System for Undergraduate Degrees, to
HE 1.1 include gradual phasing out of parallel program and MoHESR Universities IMP 4.1 Design
restructuring of certain exceptions
MoHESR, HEC and HEAC to
HE 1.2 Adapt key degree programs to include a foundation year Universities to pilot coordinate and monitor
effectiveness
1 - Access
Skills Development Corporation, MoL, Local Employers, HEC, TVET3.1
HE 1.3 Student guidance and career counselling
MoE, schools, and universities KAFD TVET3.2

MoHESR administered by Student

HE 1.4 Expand student financial assistance IMP 4.1 Design and Planning
Aid Agency

Accreditation of professional programmes and adherence

HE 2.1 HEAC MoHESR and HEC
to Quality Assurance standards

Review and streamlining of existing programmes and

HE 2.2 HEC and HEAC TVET3.2 Design and Planning
majors offered

2 - Quality HE 2.3 Enhance Teaching Capacity HEC and Universities

Specialised international
HE 2.4 Measure, monitor and report on teaching quality MoHESR and HEAC
institutions

Create university learning environments that promote

HE 2.5 Universities Design and Planning
excellence and innovation

Universities, the private sectors,

HE 3.1 Strengthen HE governance bodies MoHESR HRD Results & Effectiveness Design and Planning
Unit

Review and clarify process of university president

3 - Accountability HE 3.2 MoHESR Design and Planning
selection and appointment

HE 3.3 Strengthen incentives for effective resource management MoHESR HEC, HEAC and MoF

HE 4.1 Establish an HE Innovation and Development fund HEC

4 - Innovation
Upgrade technological infrastrcuture and tools across HE
HE 4.2 campuses and promote use of Open Educational MoHESR HEC, HEAC, MoICT Design
Resources (OERs)

246
 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7-10
y(ies) Dependency Alignment Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Y7 Y8 Y9 Y10

IMP 4.1 Design and Planning Implementation

EAC to Implementation phase Launch: Foundation years in place from this point forward.
or Design and Planning (with pilot s to launch in year 3) Launch: Single merit-based admissions system in place and parallel
programme completely phased out from this point forward.

s, HEC, TVET3.1 Implementation

Design and Planning Career guidance in place
TVET3.2

IMP 4.1 Design and Planning Implementation Launch: Expanded student financial assistance options available from this point forward

University programmes evaluated on a consistent basis and quality assurance

D&P

Implementation
processes consistently applied

TVET3.2 Design and Planning Implementation Universities operating with re-balanced portfolio of programmes

New resources for teaching staff in place and

Design and Planning Implementation
available

HEMIS in place and in

nal
Design and Planning Implementation use by HEAC for decision-
making

Universities operating with learning environment which are a catalyst for creativity and
Design and Planning Implementation excellence, inspiring a sense of security, equity, responsibility and citizenship

te sectors,
veness Design and Planning Implementation HEC, HEAC, and Boards of Trustees operating under revised remits

Launch: New selection processes in place from this point forward;

Design and Planning Implementation mid strategy review to assess readiness of University Boards to take over this
process

Design and Planning Implementation Universities operating under revised funding conditions

Launch: New applied science courses launched, BAU

refocuses to mandate of TVET programmes Launch:
Design and Planning Implementation Innovation Fund operational and funding projects from
this point forward and new polytechnic operational from
this point forward

Universities operating with upgraded infrastructure and resources and using

Design and Planning Implementation
technology to enhance teaching, learning and research

247
IMPLEMENTATION

Implementation Year 1
Objective Code Project Title Lead Agency(ies) Supporting Agency(ies) Dependency Alignment Q1 Q2 Q3 Q4

IMP
IMP 1.1 Create an HRD Reform Board The Prime Minister

HRD Reform Board

IMP
IMP 1.2 Create the HRD Results and Effectiveness Unit IMP1.1
The Prime Minister

1 - Structures
The Prime Minister with input from

IMP
IMP 1.3 Create the Executive HRD Working Group Committee IMP1.1
the HRD Reform Board

Evaluate the effectiveness of the MoE Education and

Accountability Unit and draw from lessons learned to
IMP 1.4 HRD R&E Unit IMP1.2
build accountability units in the MoHESR, MoL and
MoSD
HRD R&E Unit,Policy units in
Design and implement a capacity-building plan for civil
IMP 2.1 Ministries and MoE, MoHESR, MoL, MoSD, MoH
service leadership and delivery staff
Civil Service Bureau
2 - Capability Building
Create a Civil Service Fast Stream Programme to HRD R&E Unit

D&P
IMP 2.2 MoE, MoHESR, MoL, MoSD, MoH
recruit high achievers to HRD positions in Ministries Civil Service Bureau

Create comprehensive internal communications plan

D&P
IMP 3.1 HRD R&E Unit
for Ministry employees
3 - Communications
Carry out public-facing communications plan to build

D&P
IMP 3.2 HRD R&E Unit
public trust in the strategy

ECED4.2
HRD Reform Board through the HRD IMP1.1 B&SE4.1
4 - Sustainable Resources

IMP
IMP 4.1 Develop an HRD Funding Plan MoF, MOPIC
R&E Unit IMP1.2 HE1.1
HE3.3

248
 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7-10
Agency(ies) Dependency Alignment Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Y7 Y8 Y9 Y10
IMP

HRD Strategy Reform Board in place for duration of the ten-year plan
IMP

IMP1.1 HRD Results & Effectiveness Unit in place for duration of the ten-year plan
IMP

IMP1.1 Executive HRD Working Group Committee in place for duration of the ten-year plan
D&P

IMP1.2 Implementation Accountability units operational and working with HRD R&E Unit to implement other strategy initiatives

Training needs reviewed and new plans developed in accordance with strategy priorities after 4 and 7
D&P

R, MoL, MoSD, MoH Implementation

year strategy reviews
D&P

R, MoL, MoSD, MoH IMP Launch: Civil Service Fast Stream Programme operational from this point forward
D&P

D&P

D&P

D&P
Implementation Implementation Implementation Implementation
D&P

D&P

D&P

D&P

Implementation Implementation Implementation Implementation

ECED4.2
IMP1.1 B&SE4.1
IMP

Funding plan in place and reassessed after 4 and 7 year strategy reviews
IMP1.2 HE1.1
HE3.3

249
APPENDIX B: KEY PERFORMANCE
INDICATORS AND TARGETS

The Key Performance Indicators (KPIs) that have been identified for this Strategy are outlined
over the following pages and are linked with five and ten-year targets. KPIs and targets are an
essential component for monitoring and evaluation of the Strategy. They will allow for progress
tracking, accountability and evidence-based policy making. They can also provide the basis for
‘proof point’ stories for the public which demonstrate the successes of the Strategy.
KPIs have been created for each objective proposed under the Strategy. These will need to be confirmed after the
Strategy is finalised as part of the initiation process for each project. The KPIs here will be used to track progress
towards achieving the objectives of the strategy, rather than the success of individual projects. In some cases, a
project-level KPI was also suitable to track the strategic objective in the strategy and has been included in this list,
as well.
The key principles used to identify the proposed measures are set out below.

 Effective implementation of strategic proposals requires clear measures of success (KPIs) with related
targets.
 These should be quantified in SMART (Specific, Measurable, Achievable, Realistic, Time-bound) terms
wherever possible, using proxies if necessary.
 Data must also enable us to reach the neediest, and find out whether they are accessing and completing
education and training, and the learning outcomes that they have mastered. This means that data
gathered, and the indicators that derive from them, will need to be disaggregated, where relevant, by
income (especially for the bottom 20%), sex, age, race, ethnicity, migratory status, disability, and
geographic location, or other relevant characteristics.
 Metrics should, where appropriate, be specified in terms that allow benchmarking, in one of three types
- Progress against baseline performance
- Achievements vs. international standards (e.g., TIMSS)
- Comparisons with selected nations (e.g., other small, middle income countries)
 A number of the HRD proposals involve the establishment of new bodies or arrangements, for which the
appropriate success measures are that the body/arrangements are in place and working within a planned
timescale, and are judged effective thereafter in terms of the operational changes sought; these KPIs are
different in kind.

250
Early Childhood Education and Development (ECED) KPIs and Targets

ECED1: Access – Ensure that Jordan’s ECED infrastructure and provision develops to provide a
basic level of access for all children in Jordan

KPI Baseline 5-year target 10-year target Source of data

KG2 enrolment (public and private). 60%(2015)1 80% 100% MoE EMIS

KG1 enrolment (public and private). 18% (2015)2 25% 35% MoE EMIS
Nursery enrolment (public and
3% (2015)3 10% 20% MoSD
private).
Percentage of parents and children
with access to family and child To be established Baseline +10% Baseline + 20% MoH
centres.
Percentage of children under age 8% (2012)4 6% 4%
five suffering from moderate or
severe stunting.
93% (2012)5 96% 99%
Percentage of immunised children.

Percentage of children fed

33% (2012)6 43% 53% DoS Population
appropriately based on infant and
and Family Health
young child feeding practices
Survey
(ICYF).
35% (2012)7 30% 25%
Percentage of kinship marriages.

Percentage of women receiving 82% (2012)8

postnatal care in the next two days 89% 92%
after delivery.

1
Jordan 2025.
2
QRF, 2016.
3
Ibid.
4
Department of Statistics, 2012.
5
Ibid.
6
Ibid
7
Ibid.
8
Ibid.

251
ECED2a: Quality – Revise, update, and develop the curriculum and assessment framework

KPI Baseline 5-year target 10-year target Source of data

Increase of % of Increase of % of
Scores on the Early Development 73% Ready to Learn
children ‘ready to children ‘ready to NCHRD/ UNICEF
Instrument (EDI) assessment. (2014)9
learn’ by 7.5% learn’ by 15%
EGRA (2012)10
Subcomponent mean
scores (% of students
with zero scores):
Letter sound
knowledge 26.4
(24.1%)
Invented word
decoding 5.7 (47.1%)
Oral reading fluency
19.4 (20.2%)
Reading
comprehension 2.5
(24.4%)
Listening
comprehension 2.5
(11.8) Reduce % of Reduce % of
EGMA (2012)11 students with zero students with zero
Early Grade Maths Assessment scores by 5% scores by 10%
Subcomponent mean
(EGMA) and Early Grade Reading
scores and (% of Increase in mean Increase mean
Assessment (EGRA). MoE and USAID
students with zero score for each score in each
Subcomponent mean scores and %
scores grade 2, grade subtask by 10 subtask by 20
students with zero scores.
3): points points
Number identification:
34.7 (1%, 1%)
Quantity
discrimination 9.5
(4%, 3%)
Missing number: 5.4
(6%, 5%)
Addition – level 1:
13.9 (13%, 11%)
Addition – level 2: 2.6
(24%, 18%)
Subtraction- level 1:
11.6 (18%, 15%)
Subtraction – level 2:
1.5 (48%, 36%)
Word problems: 1.2
(34%, 22%)

9
NCHRD, 2015.
10
USAID, 2012.
11
Ibid.

252
ECED2b: Quality – Improve the quality and size of the ECED workforce

KPI Baseline 5-year target 10-year target Source of data

Pre-service:
Work-based nursery
caregivers: 41%
(2015)12
MoE school-based
nursery caregivers:
12% (2015)13
CBO-based nursery
Percentage of KG2, KG1 and
caregivers: 36%
nursery caregiver completion of pre- 50% 75%
(2015)14
service training.
Private nursery
caregivers: 27%
(2015)15
Public KG2 teachers:
To be established
Private KG1 and KG2
teachers: To be
established QRF ECED
Survey
Work-based nursery
caregivers: 30%
(2015)16
MoE school-based
nursery caregivers:
10% (2015)17
CBO-based nursery
Percentage of KG2, KG1 and
caregivers: To be
nursery caregiver completion of in- established 50% 75%
service training in the last two
years. Private nursery
caregivers: To be
established
Public KG2 teachers:
To be established
Private KG1 and KG2
teachers: To be
established

12
QRF, 2016.
13
QRF, 2016.
14
Ibid.
15
Ibid.
16
Ibid.
17
Ibid.

253
ECED3: Accountability – Strengthen accountability and coordination at all levels in the ECED

KPI Baseline 5-year target 10-year target Source of data

The independent
Percentage of KGs and nurseries
To be established 30% 70% nurseries and KG
rated ‘good’ or ‘outstanding’.
inspectorate

ECED4: Innovation – Use innovation to leverage change in ECED and ECED5: Mindset – Mobilise
families to support learning, health, nutrition and social protection at home and school

KPI Baseline 5-year target 10-year target Source of data

Proportion of parents and other

QRF ECED
primary caregivers who demonstrate
Survey, DoS
relevant knowledge, attitudes and
To be established Baseline + 15% Baseline + 30% Population and
practices towards early childhood
Family Health
learning, health, nutrition and social
survey
protection.

254
Basic and Secondary Education KPIs and Targets
B&SE1: Access – Ensure that schools offer conducive learning environments, and that school
infrastructure is updated and resources are strategically allocated to meet demand

KPI Baseline 5-year target 10-year target Source of data

MoE estimates 60
Number of new schools opened that new schools are 300 new schools 600 new schools
meet national construction codes required per annum serving an serving an
MoE
and adheres to EQAU inspection to provide for an additional 125,000 additional 250,000
criteria. additional 25,000 students students
students annually18

Total: 98% Total: 100% Total: 100%

Male: 97% Male: 100% Male: 100%
Female: 98% Female: 100% Female: 100%
Percentage of Grade 1-10 aged Syrian refugees: Syrian refugees: Syrian refugees:
61.6% 80% 90% MoE EMIS
children enrolled in schools.
Disabilities and Disabilities and Disabilities and
Special Education: no Special education: Special education:
accurate data exists increase of 20% increase of 30%
(2015 for all) from baseline from year 5

B&SE2a: Quality – Modernise the curriculum and assessment framework through establishing an
independent body

KPI Baseline 5-year target 10-year target Source of data

International
TIMSS (2011) TIMSS (2019) TIMSS (2023)20 Association for the
Jordan’s scores in Trends in
Evaluation of
International Mathematics and Science 449 Science 489 Science 509
Educational
Science Study (TIMSS).19 Math 406 Math 446 Math 466 Achievement
(IEA)
PISA (2012) PISA (2018) PISA (2021)22
Jordan’s scores in the Programme Science 409 Science 439 Science 454
for International Student OECD
Assessment (PISA).21 Math 386 Math 416 Math 431
Reading 399 Reading 429 Reading 444

18
MoE, 2016.
19
TIMSS survey occurs every 3 years, the targets set are for the TIMSS survey in 2019 and 2023 respectively.
20
Jordan 2025 targets for TIMSS.
21
PISA survey occurs every 3 years, the targets set are for the PISA survey in 2018 and 2021 respectively.
22
Jordan 2025 targets for PISA.

255
B&SE2b: Quality – Improve the quality of the workforce at all levels of Basic and Secondary
provision, with an emphasis on teacher training

KPI Baseline 5-year target 10-year target Source of data

Average Tawjihi score for new 70% (or 75% (or
65% (2016) MoE
teachers. equivalent) equivalent)
Percentage of teachers who are 20% of new
0% 100% of teachers MoE
licensed. teachers
Data unavailable.
Indicative information:
Percentage of teachers who attend only 43% of public MoE and QRF
teachers and 29% of 50% 75%
80 hours of training each year. teacher survey
private teachers have
received any training
in the past two years.
Percentage of new teachers in
grades 4-10 who complete pre-
0% 50% 100% MoE
service training of at least 8 months
duration.

B&SE3: Accountability – Strengthen accountability, leadership and capacity for policy

development and strategic planning at all levels in the system (from school level to the Ministry)

KPI Baseline 5-year target 10-year target Source of data

30% of school 100% of school

Percentage of school leaders who
0% leaders are leaders are MoE
are licensed.
qualified qualified

B&SE4: Innovation – Use innovation and technology to leverage change in schools

KPI Baseline 5-year target 10-year target Source of data

Percentage of teachers integrating N/A

technology in the classroom on a (Based on observed 20% 75% MoE or NCHRD
regular basis. classroom practices)
Percentage of schools connected to
79% (2015)23 100% 100% MoE
the internet.

23
MoE, 2015.

256
B&SE5: Mindset – Mobilise families and parents to support learning at home and in schools

KPI Baseline 5-year target 10-year target Source of data

Data unavailable:
Jordan is not
currently participating
in the Parent
Involvement PISA
study.
Indicative information:
More than 40% of
Jordanian mothers
with children under 5
do not read to their
children.24
PISA Parent
Percentage of parents who read to Two-thirds of public 60% 70% Involvement
their children on a regular basis. school parents do not Survey
discuss their child’s
behaviour or progress
with their teachers,
and this is also true
for more than half of
parents with children
at private schools in
Jordan.25
Nearly 60% of
students have fewer
than 25 books at
home.26

24
QRF, 2016.
25
OECD, 2013.
26
Ibid.

257
Technical and Vocational Education and Training (TVET) KPIs and Targets
TVET1: Access – Establish progressive pathways to promote and recognise all forms of learning
and skills development within the system and in the labour market and create new options for
high quality tertiary TVET

KPI Baseline 5-year target 10-year target Source of data

MoE (vocational
education)
Participation rates in TVET by
MoL (VTCs)
agency as a percentage of all ~11% (2013/2014)28 22% 30%29
participants of education/training.27 MoHESR
(community
college)
Enrolment in vocational education in
grades 11+12 as a share of total 14% (2014/2015)30 22% 30% MoE EMIS
enrolment in grades 11+12.
Enrolment in secondary-level
technical and vocational education UNESCO UIS,
3.6% (2011)31 10% 15%
as a share of total secondary MoE EMIS
enrolment.

Proportion of students following

technical and vocational paths in <11% (2010)32 16% 20% MoHESR: New
post-secondary education. HEMIS

TVET2: Quality – Increase the quality of TVET through consistent training requirements for TVET
instructors, aligning standards and quality assurance for all institutions, and closer coordination
with private sector

KPI Baseline 5-year target 10-year target Source of data

Skills
Proportion of TVET trainers 0% - no accreditation
20% of new TVET 100% of new Development
accredited to the level they are system currently
trainers TVET trainers Corporation via
working at. exists
new LMIS
Percentage of firms offering formal World Bank
training. 3.4% (2013) 19.7% 36% Enterprise
Surveys

27
Shows the participation rates in TVET by agency (VTC, MoE, community colleges/Al-Balqa Applied University) as a percentage of all
participants of education/training.
28
Estimate based on latest available data from MoE, MoL and MoHESR.
29
Considering historic trends an ambitious but realistic target is 30%. E.g. in 2001, the participants in TVET [JSCED levels (3 + 4 + 5)] as a
percentage of all participants in education and training for the same levels was about 21%. Source: NCHRD (2009) Report on Analysis of
Quantitative TVET Indicators in Jordan, 2001-2006.
30
MoE EMIS dataset 2014/2015.
31
UNESCO Institute for Statistics.
32
MoHESR, 2010.

258
TVET3: Accountability – Put in place clear governance structures to ensure accountability
across the sector

KPI Baseline 5-year target 10-year target Source of data

SDC established
and fully
SDC remains fully
operational and
operational and
deemed to be
Establishment and impact of the has completed
None – SDC does not effective during
Skills Development Corporation harmonisation of N/A
yet exist four year HRD
(SDC) and evaluation of impacts. TVET policies and
strategy review
implemented M&E
(based on an
Framework
independent
assessment)
Number of Sector Skills Councils
1 SSC for half of 1 SSC for each Skills
established as an indicator of level No sector skills
priority clusters in priority cluster in Development
of private sector involvement in councils in existence
Jordan 2025 Jordan 2025 Corporation
setting standards, providing training.

TVET4: Innovation – Innovate funding and provision through transforming the E-TVET Fund,
Public-Private Partnerships, and expanding innovative modes of delivery

KPI Baseline 5-year target 10-year target Source of data

Percentage of public GDP spend on

0.3% (2013)33 0.6% 1% World Bank
TVET
1% enterprise levy
re-established and
1% enterprise levy
outputs and
remains in place
0% - the enterprise outcomes defined Skills
Reintroduction of the 1% enterprise and disbursement
levy was cancelled in to test Development
levy. mechanisms
2010 effectiveness of Corporation
tested and
disbursement
deemed effective
mechanisms of
levy

33
E-TVET Strategy 2014-2020.

259
TVET5: Mindset – Promote and establish TVET as an attractive learning opportunity from an
early age, and throughout the system

KPI Baseline 5-year target 10-year target Source of data

Percentage of TVET graduates Tracer study
employed / self-employed / in further conducted by the
education and training nine months To be established Baseline + 10% Baseline + 30% Skills
after completing training (by TVET Development
provider, by outcome). Corporation
Survey conducted
Survey tracking positive perceptions by the Skills
To be established Baseline + 10% Baseline + 20%
of TVET. Development
Corporation
Percentage of employers ‘Satisfied’ Enterprise survey
or ‘Very Satisfied’ with the skills and conducted by the
abilities of labour market entrants To be established Baseline + 20% Baseline + 40% Skills
holding TVET certificates (by TVET Development
provider, by sector). Corporation

260
Higher Education (HE) KPIs and Targets
HE1: Access – To establish fair and equitable admissions opportunities for all qualified students
based on merit and aptitudes

KPI Baseline 5-year target 10-year target Source of data

50% reduction in No students

Percentage of students admitted entrants below entering below
To be established
with less than minimum entry minimum minimum
requirements. standards standards

37.5% reduction in UNESCO,

30% students students entering MoHESR
admitted through the No students
through the
Percentage of students entering parallel programme entering through
parallel
through the parallel programme. (2015)34 the parallel
programme (a rate
programme
of 12.5%/year
starting in 2018)
Percentage of employers who are Enterprise survey
“satisfied” or “very satisfied” with conducted by the
recent hires holding certificates from To be established Baseline + 20% Baseline + 40% Skills
programs with a foundation year Development
reported in the Enterprise survey Corporation

Baseline indicators to
be established.
Indicative information: 40% of
60% of students
undergraduate
with demonstrated
Percentage of undergraduate Student Support Fund students with
need receiving
students with demonstrated need demonstrated
serves ~15k students; some form of
receiving some form of financial need receiving
total students financial support
support. receiving any form of financial aid
support is ~35-40k MoHESR
including ‘makromat’, 40% of male and
Percentage of male and female 20% of male and
etc. female students
students from lowest household female students
from lowest
income quintile enrolled in higher from lowest
household income
education. household income
In 2009, only 8% of quintile enrolled in
university-age quintile receiving
higher education
aid
students from the
lowest income quintile
were enrolled

34
MoHESR, 2015.

261
HE2: Quality – To raise the standards of HE teaching and learning to those expected from the
best modern universities

KPI Baseline 5-year target 10-year target Source of data

Number of universities that meet the
quality assurance standards set by 0 (2014)35 7 10 HEAC
the HEAC.
Total annual expenditure on
research and development as a % 0.52% (2014)36 1.25% 1.75% MoHESR
of GDP.
Number of universities that have
been granted international
accreditations and quality 2 (2014)37 8 12 HEAC
assurance certificates for their
qualifications.
HE MIS upgraded,
indicators
identified for HE MIS fully
learning operational, data
System exists but is
environment, consistently
HE MIS system upgraded to gather not used consistently
student collected and MoHESR
relevant data, and operational and lacks key
experience and HEAC publishes
information
graduate annual quality
outcomes, and report
relevant staff
trained

35
Ibid.
36
Ibid.
37
Ibid.

262
HE3: Accountability – Incentivise and encourage universities to take greater responsibility for
making significant contributions to national economic and social goals

KPI Baseline 5-year target 10-year target Source of data

Unemployment rate of youth (under
30 years old) with university 28%38 24% 20% HEMIS
education.
Ratio of non-academic to academic
2.2:1 (2014)39 2:1 1.8:1 MoHESR/HEC
staff in line with international norms.
HEC activities
HEC mandate is
HEC is heavily continue to reflect
officially restated
involved in mandate,
HEC redirected towards a policy and organisational
institutional affairs including use of MoHESR
focused-mandate. and procedural
rather than high level HE MIS data to
changes to reflect
policy setting inform and drive
this are in place
policy decisions
Percentage of public funds
contingent on programme To be established 80% 100% MoHESR
performance and efficiency.

HE4: Innovation – To enable the adoption of international best practices in teaching and learning
that will support improved access and quality

KPI Baseline 5-year target 10-year target Source of data

Number of projects funded by the
To be established Baseline + 100% Baseline + 200% MoHESR
Innovation and Development Fund.
50% reduction in 100% reduction in
Percentage of HE courses number of lecture number of lecture
integrating Open Educational To be established halls without halls without TBD
Resources (OERs). functional functional
technology technology

38 Barcucci & Mryyan, 2014.

39
Jordan 2025.

263
APPENDIX C: COSTS

Implementing the HRD Strategy will be a substantial undertaking. It will require leadership,
commitment, capability and financial resources. This section deals with the estimated costs involved
so that provision can be made for appropriate financial resourcing.

A.1 Context of costs

To set the costs of HRD reform in context, it is helpful to understand the current profile of spending on
HRD. Figure C.1 below shows 2016 budgets for government spending on HRD – split between
current expenditure and capital expenditure. The full budgets of the Ministry of Education and the
Ministry of Higher Education and Scientific Research are included (while the latter will include
elements of research that may not directly relate to HRD, this cannot easily be separated) together
with the Family and Childhood Budget in the Ministry of Social Development, the Basic Education
capital budget in the Ministry of Planning and International Cooperation, and the funds that the
Ministry of Labour provides to the Vocational Training Corporation 1. Private spending on HRD is not
included.

Figure C.1: 2016 expenditure on HRD by Ministry

Current Capital Total

Budget heading expenditure expenditure

JOD million JOD million JOD million

Ministry of Education 847.2 67.1 914.3

Ministry of Higher Education and Scientific

81.9 43.8 125.7
Research

Ministry of Social Development – Family and

3.5 1.8 5.3
Childhood budget

Ministry of Planning and International Co-operation

- 8.0 8.0
– Basic Education budget

Ministry of Labour – Vocational Training Corporation 10.2 - 10.2

Total 942.8 120.7 1,063.5

1
General Budget Department

264
A.2 Strategy costing methodology
The costs of implementing the strategy have been built up by looking at the individual projects which
are set out in this document. The costs represent the estimated additional cost of implementing this
Strategy – that is, the costs over and above those capital and revenue costs incurred in the current
delivery of HRD in Jordan (as set out in Figure C.1 above). In some cases, savings may be possible
from existing budgets in the same time line as implementation of the Strategy; any such savings have
not been estimated here.
All costs to the public sector have been included, regardless of whether they are funded as part of
general public expenditure in the Kingdom, donor funding or other funding methods. All costs to be
borne by the private sector are however not included, and funds to be disbursed by the Skills
Development Fund are also excluded. Since the TVET sector involves the greatest proportion of
private sector costs, the magnitude of TVET initiatives will be significantly larger than implied by these
estimates of public sector costs.
Individual project costs have been estimated on the following bases:
 For projects for which the total cost over the ten years of the HRD Strategy is estimated to be less
than JOD 1million, a simple broad brush allowance of JOD 500,000 has been used as an average
for each such project. In most cases, these are projects which require the formation of a project
team to introduce a change in the HRD system and relatively small scale others costs but which
have no significant capital costs or changes to the ongoing revenue cost base. This JOD 500,000
allowance is assumed to fund the project for the period of time that is required in the
Implementation Roadmap set out in this document. This is an average and not the specific cost of
each project which will in practice vary according to the duration of the project, the workload and
intensity of the work, the extent to which work is carried out by those already working in the system,
the extent to which external or contract capacity is engaged, and the mix between project
managers and subject specialists.
 For projects estimated to cost more than JOD 1million which will create an ongoing change to the
revenue costs of running the HRD system, estimates have been made in each case for what those
impacts will be. Where previous projects have been defined in similar areas, those have been used
as the basis of updated estimates. Where no such prior calculations are available, costs have been
defined on the basis of available international comparisons. Where costs are likely to be driven by
the number of learners in the system, appropriate estimates of population growth have been used.
 For projects estimated to cost more than JOD 1million where a capital cost is involved, estimates
have been created based on appropriate benchmarks for construction or other capital costs.
All figures are stated at 2016 prices to allow for appropriate comparisons to be made between years.
Inflation over the period will need to be applied to actual funding requirements at the time.
The analysis shows the level of funding required and does not seek to show the mix of public and
donor funds that will be involved.

265
 A.3 Summary of costs

Cost in each year - capital and revenue breakdown

Cost in each year - capital and revenue breakdown
1 2 3 4 5 6 7 8 9 10 TOTAL
1 2 3 4 5 6 7 8 9 10 TOTAL
Capital Costs 16,074,471
Capital Costs 16,074,471 16,074,471
16,074,471 16,074,471 16,074,471 16,074,471
16,074,471 16,074,471 16,074,471
9,644,683 9,644,683
9,644,683 9,644,683
9,644,683 9,644,683
9,644,6839,644,683 9,644,683
9,644,683 128,595,768
128,595,768
ECED ECED
Revenue costs Revenue costs 22,154,580
22,154,580 24,472,568 26,125,451 24,472,568 28,836,531 28,836,531 31,233,360
26,125,451 31,233,360 32,167,158 32,167,158
33,928,106 33,928,106
35,566,30435,566,304 37,331,902
37,331,902 39,099,950
39,099,950 310,915,910
310,915,910
Capital Costs 7,560,250 127,716,313
7,560,250120,400,848
127,716,313 120,000,000 120,000,000 120,000,000 100,000,000 100,000,000 100,000,000 100,000,000 1,015,677,411
120,400,848 120,000,000 120,000,000 120,000,000 100,000,000 100,000,000 100,000,000 100,000,000 1,015,677,411
Basic and SecondaryBasic and Secondary Capital Costs
Revenue costs 176,642,492 201,942,159 202,723,790 47,005,441 46,687,088 47,803,647 47,646,825 51,056,053 54,648,342 57,943,313 934,099,150
Revenue costs 176,642,492 201,942,159 202,723,790 47,005,441 46,687,088 47,803,647 47,646,825 51,056,053 54,648,342 57,943,313 934,099,150
Capital Costs 500,000 500,000 500,000 500,000 500,000 500,000 500,000 500,000 500,000 500,000 5,000,000

266
TVET Capital 500,000 500,000 500,000 500,000 500,000 500,000 500,000 500,000 500,000 5,000,000
Revenue costs
TVET
Costs 6,119,868
6,923,840 500,000 2,719,861 2,637,911 2,061,110 2,061,110 2,061,110 2,061,110 2,061,110 2,061,110 30,768,140
Capital Costs Revenue
5,000,000costs 5,000,000 6,119,868
6,923,840 5,000,000 2,719,861
- 2,637,911
- 2,061,110- 2,061,110 - 2,061,110 - 2,061,110 - 2,061,110 - 2,061,11015,000,000 30,768,140
Higher Education
Revenue costs 70,392,837
Capital Costs 71,120,112
5,000,000 87,795,088
5,000,000 120,896,730
5,000,000 137,482,003
- 154,260,000
- 171,060,000
- 188,060,000
- 205,060,000
- 222,060,000
- 1,428,186,770
- 15,000,000
Higher Education
Capital Costs - - - - - -
Implementation Revenue- costs 70,392,837 71,120,112 87,795,088 120,896,730 137,482,003- 154,260,000 - 171,060,000 - 188,060,000 -205,060,000 222,060,000 1,428,186,770
Revenue costs 1,445,200 1,611,866 1,361,867 1,361,867 1,070,200 1,070,200 1,070,200 1,070,200 1,070,200 1,070,200 12,202,000
TOTAL 306,693,669
Capital Costs 454,557,358- 462,701,376 - -
337,312,951 -
355,108,232 -
367,506,798 -
365,910,924 -
387,958,350 -
410,316,237 -
432,379,256 -
3,880,445,149 -
Implementation
Revenue costs 1,445,200 1,611,866 1,361,867 1,361,867 1,070,200 1,070,200 1,070,200 1,070,200 1,070,200 1,070,200 12,202,000
TOTAL 306,693,669 454,557,358 462,701,376 337,312,951 355,108,232 367,506,798 365,910,924 387,958,350 410,316,237 432,379,256 3,880,445,149
Figure C.2 overleaf shows the overall level of capital and revenue funding required.

Figure C.2 Estimated costs of implementing the HRD Strategy

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