The Hashemite Kingdom of Jordan

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The Hashemite Kingdom of Jordan Ministry of of
Education
Education Reform For Knowledge Economy APRIL
2003
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Excellence Creativity
Effective Use Of ICT
Relevance
Beneficial Partnerships
Quality
Financing Sustainability
Lifelong Learning
Efficiency / Effectiveness
Decentralization
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Educational Reform for the Knowledge Economy
Project (ERfKE)
COMPONENT 1 REORIENTATION OF EDUCATION POLICY,
OBJECTIVES AND STRATEGY THROUGH GOVERNANCE AND
ADMINISTRATIVE REFORM
COMPONENT 2 TRANSFORM EDUCATION PROGRAMS AND
PRACTICES FOR THE KNOWLEDGE ECONOMY
THE VISION EDUCATION REFORM FOR THE KNOWLEDGE
ECONOMY
COMPONENT 4 PROMOTION OF LEARNING READINESS
THROUGH EARLY CHILDHOOD EDUCATION
COMPONENT 3 SUPPORT PROVISION OF QUALITY
PHYSICAL LEARNING ENVIRONMENTS
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THE EDUCATION REFORM FRAMEWORK
Education Reform for the Knowledge Economy
Project

• COMPONENT 1
• Reorient Education Policy Objectives and Strategy
  through Governance and Administrative Reform

• COMPONENT 3
• Support Provision of Quality Physical Learning
  Environments

• COMPONENT 4
• Promote Learning Readiness through Early
  Childhood Education

• COMPONENT 2
• Transform Education Programs and Practices to
  Achieve Learning Outcomes Relevant to the
  Knowledge Economy

1.1 REDEFINED VISION AND INTEGRATED STRATEGY
2.1 CURRICULUM AND LEARNING ASSESSMENT
DEVELOPMENT
4.1 INCREASE INSTITUTIONAL CAPACITY
3.1 REPLACE STRUCTURALLY UNSAFE AND SERIOUSLY
OVERCROWDED SCHOOLS
1.2 GOVERNANCE MANAGEMENT AND DECISION-MAKING
MECHANISMS
4.2 PROFESSIONAL DEVELOPMENT OF KINDERGARTEN
TEACHERS
2.2 PROFESSIONAL DEVELOPMENT AND TRAINING
3.2 UPGRADE EXISTING SCHOOLS TO IMPROVE LEARNING
1.3 INTEGRATED EDUCATION DECISION SUPPORT SYSTEM
4.3 EXPAND KINDERGARTENS FOR THE POOR
2.3 RESOURCES TO SUPPORT EFFECTIVE LEARNING
3.3 SCHOOL BUILDINGS FOR POPULATION GROWTH
1.4 EDUCATION RESEARCH MONITORING EVALUATION AND
POLICY DEVELOPMENT
4.4 CONDUCT PUBLIC AWARENESS AND UNDERSTANDING
1.5 IMPLEMENTATION ARRANGEMENTS
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COMPONENT 1 Governance and Administrative Reform
1.4 An enhanced capacity in educational
research, educational policy analysis and
development, effective monitoring and evaluation
of educational progress, and of system
performance.

1.1 A redefined national vision and an
integrated National Education Strategy


1.2 A reformed governance, management, and
decision-making mechanism, capable of achieving a
learner-centred education system
1.3 An integrated Education Decision Support
System that will produce efficient policy
analysis and effective systems management with
transparency and accountability
1.5 Effective Management Coordination of
Education Reform Investments
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Integrated Decision Support Systems(School
Mapping Project)
VISION The Ministry of Education requires timely
and appropriate information and knowledge to make
decisions, and an appropriate administrative
system to implement the decisions made. An
Education MIS / Decision Support System should
support the implementation of national strategies
for equity and accessibility in education
Education For All, quality of education in a
highly competitive world, and efficiency of
education to make the best use of government and
the countrys resources.
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COMPONENT 2 TRANSFORM EDUCATION PROGRAMS AND
PRACTICES TO ACHIEVE LEARNING OUTCOMES RELEVANT
TO THE KNOWLEDGE ECONOMY
2.1 Curriculum and Learning Assessment Development
2.2 Professional Development and Training
2.3 Resources to Support Effective Learning
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THE TRANSFORMATION OF BASIC AND
SECONDARY EDUCATION IN JORDAN
CURRICULUM AND ASSESSMENT
A NEW CURRICULUM FRAMEWORK WITHIN WHICH CORE
CONTENT IS CENTRALLY MANAGED BUT DEVELOPED BY
TEACHER TEAMS AND TIED TO MEASURES FOR ASSESSMENT
ALL CONTENT CENTRALLY CONTROLLED AND DISTRIBUTED.
ASSESSMENT DOMINATED BY NATIONAL EXAMINATIONS
LEARNING
PREDOMINANTLY DEFINED BY THE MINIMUM
REQUIREMENTS OF TEXTBOOK CONTENT
GENERAL AND SPECIFIC LEARNING OUTCOMES ARE USED
TO GUIDE THE LEARNING PROCESS AND PROVIDE THE
BASIS FOR CLARITY AND PRECISION IN ASSESSMENT
TEACHING
DOMINATED BY A TRADITIONAL, ROTE-LEARNING
PEDAGOGY. LITTLE INCENTIVE FOR TEACHER CREATIVITY
TEACHERS, PRINCIPALS AND SUPERVISORS TRAINED IN
PEDAGOGY THAT SUPPORTS THE USE OF ICT ACROSS THE
CURRICULUM. INCENTIVES FOR TEACHER CREATIVITY IN
CURRICULUM DEVELOPMENT, DELIVERY, AND ASSESSMENT
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LEARNING TRANSFORMATION THE VISION AND THE
CHALLENGE
STUDENTS WILL BE ACTIVE CREATORS OF KNOWLEDGE,
SKILLS, AND LIFELONG LEARNING ACHIEVING THE
VISION STUDENTS WILL HAVE ACCESS TO VARIOUS
TECHNOLOGIES THAT SUPPORT THEIR GROWTH AND THAT
FULLY ENABLE THEM TO PARTICIPATE IN THE GLOBAL
ECONOMY
Infrastructure Investments
Human Development Investments
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THE VISION FORUM FOR THE FUTURE OF EDUCATION IN
JORDAN
CONTINUED INVOLVEMENT OF BUSINESS AND COMMUNITY
THE CURRICULUM CONTEXT AND FRAMEWORK
EXISTING, BELIEFS, VALUES AND CUSTOMS THAT GUIDE
CURRICULA REFORM
NEW CONTENT, LEARNING MODALITIES, AND SKILLS
THAT DRIVE REFORM
STUDENT LEARNING OUTCOMES FOR THE KNOWLEDGE
ECONOMY
THE FRAMEWORK AND STRUCTURE OF LEARNING
ASSESSMENT AND EVALUATION
EXISTING AND NEW PRINT AND SOFTWARE RESOURCES
THAT ARE DEVELOPED AND APPROVED CENTRALLY BY THE
MINISTRY AND TEAMS OF TEACHERS, PRINCIPALS,
SUPERVISORS
E-LEARNING RESOURCES THAT ARE DEVELOPED LOCALLY
AND AUTHORIZED CENTRALLY THROUGH
TEACHER INITIATIVE, CREATIVITY, AND INGENUITY
THE ADJUSTMENT, EXPANSION, AND ENRICHMENT OF
CURRICULUM REAFFIRMATION REDEFINITION REORIENTATI
ON
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Examinations and Evaluation
General Sec. Educ.Examination Certificate (
Tawjeehi)
Fourth term
Students

• Upgrading general education in Jordan , focusing
  on quality issues.
• Establishing the National Center for
  Examinations and Evaluation.
• Developing national criteria in accordance with
  the International Evaluation Criteria System.
• Developing the General Secondary Education
  Certificate Examination .
• Progressive evaluation sequence.

Third term
Second term

• Accumulative average for 4 terms/ level 2
  subjects.
• Open sec.cycle
• Rotating classes .
• Subject as test base .
• Questions Bank as reference

First term
(B)
(C)
Tawjeehi
Tawjeehi Exam
(A)
(A)
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,
??
,
02
31
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The Context of Curriculum Management, Development
and Supervision MINISTRY OF EDUCATION
MANAGEMENT
EVALUATION PROTOCOLS
AND COORDINATION ASSESSMENT AND
PUBLICATION AND MONITORING
THE CORE CURRICULUM GRADES 1-12
E-LEARNING MODULES, PROJECTS AND OBJECTS
LOCAL E-LEARNING MODULES AND PROJECTS PROJECTS
STUDENTS
TEACHERS
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E-LEARNING CONTENT DEVELOPMENT AND
SHARING Authoring of curriculum by teachers (and
students) that will include lesson plans and
other learning objects as well as other forms
of electronic resource packages. To be shared
locally or to be published using a MOE template
in the Electronic curriculum clearinghouse.
THE INCORPORATION OF E-LEARNING INTO CURRICULUM
E-PROJECTS ACROSS THE CURRICULUM Student-generated
learning creations and presentations,
facilitated and supported by teachers, that will
relate to approved core curricula content and
interdisciplinary themes
THE BUILDING BLOCKS OF
CURRICULUM, LEARNING AND TEACHING FOR
THE KNOWLEDGE ECONOMY
E-DELIVERY OF ENHANCED CONTENT Distribution of
existing and newly revised Ministry curricula
through electronic means (textual materials,
workbook, and additional resources that will
include software to extend and enrich the core
curricula in all subjects

TECHNOLOGY AS CURRICULUM A course or courses that
develop an understanding, familiarity, and
facility with information and communications
technology (keyboard skills, computer operations
and applications, networks, use of various
applications including multimedia) computer
literacy
CORE CURRICULA Development of the Curriculum
Framework, Student Outcomes and Expected Levels
of Performance, and Learning Assessment Framework
to establish the basis for all future curriculum
development and implementation (Grades 1-12). To
be completed in the Phase I of the Education
Reform for the Knowledge Economy Project
(2003-2008) THE CURRICULUM AND LEARNING
ASSESSMENT FRAMEWORK
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Broadband Connectivity for Schools
E-connection
Lifelong Learning Opportunities
Opprtunities for competition in the Knowledge
Economy
Locally developed learning content reflects
global experiences
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E-Learning Management System (ELMS) EduWave
Platform
EduWave Portal
EduWave Administrator
EduWave Author
Interactive Capabilities Internal Email, Chat ,
Discussion Forums
What You See Is What You Get- Web Editor
Learning Object Management System
Dynamic User Interface
Generates Web-ready Files for E-publishing on the
Portal
Virtual Book Management System
Digitized Content
Study Sessions
Curriculum Management System
Search Capabilities
Profiles
Security
Calendar
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The Project of Digital Self-Learning Material
Development (Physics)
Best Use of ICT
Project Background
Within the framework of the e-learning strategy
and the MOE policy towards developing the
education content through best and effective
application of ICT, the MOE has built effective
partnership with expertise excellence agencies
concerned, to develop a digital self-learning
content program to transfer to the MOE, by
adopting a digital program for the physics
subject of the first secondary grade (scientific
stream), to empower the capacity of the MOE staff
to develop similar projects in future.
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Stakeholders of the Digital Self-Learning
Material Development Project (Physics)
The Ministry of Education
Digital Material
JICA PADECO
Menhaj Technologies
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Education Reform for Knowledge Economy -Component
2
Preparation Phase. 2002-2003
Resources to Support Learning
Curricula and Learning Assessment Development
Professional Development and Training
Disseminating computer labs in all schools (7-12)
Training based on administrative needs
Preparing plans and specifications bidding
Training related to teacher ranks (ICDLCISCO)
Connecting 1200 schools by Intranet
Building work team (Physics) JICA
Pilot Schools Project Schools On Line Video
Conferencing
Completing the science subject plan
Training teachers on pedagogical uses of ICT
(i.e. launching Intel Teach to The Future
Program)
Launching physics courseware on EduWave LMS
Launching LMS (ITG Consortium)
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Implementation Phase
Resources to Support Learning
Curricula and Learning Assessment Development
Professional Development and Training
Connecting all secondary some basic schools by
Intranet Computer Labs in all schools
Training of teachers (Grades 9,10 some 11,12
MIS stream)
Curriculum reform Grades 9,10 some 11,12 MIS
stream
2003-2004
2004-2005
Training of teachers Grades 7,8 some 11,12
academic stream
Curriculum reform Grades 7,8 some 11,12
academic stream
Connecting all schools by Intranet Computer
equipment to meet ratio 18
Training of teachers Grades4,5,6 scientific
stream
Curriculum reform Grades4,5,6 scientific stream
Computer equipment to meet ratio 18 Broadband
Connectivity
2005-2006
Training of teachers Grades1,2,3 vocational
stream
Curriculum reform Grades1,2,3 vocational stream
2006-2007
Broadband Connectivity
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PROPOSED IMPLEMENTATION SEQUENCE FOR CURRICULA BY
GRADE LEVEL
Indicators and Assumptions
2001
2004
2002
2003
2005
Indicator
Training on ICT Skills (ICDL)
70,000 100
60,000 85
2000 3
6500 9
30,000 43
Intranet Connectivity
3127 75
3500 100
500 14
1200 34
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Computers in Schools
140,000 100
11,000 8
34,000 24
55,000 31
80,000 57
Computer/ Student
137
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120
115
143
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Component 3 Support Provision of Quality Physical
Learning Environments
Sub-component 3.1 Replace Structurally Unsafe and
Seriously Overcrowded Schools
Sub-component 3.2 Upgrade Existing Schools to
Support Learning
Sub-component 3.3 Additional School Buildings to
Accommodate Population Growth
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Component 4 PROMOTION OF LEARNING READINESS
THROUGH EARLY CHILDHOOD EDUCATION
Subcomponent 4.4 CONDUCT PUBLIC AWARENESS
AND UNDERSTANDING
Sub-component 4.1 INCREASE INSTITUTIONAL CAPACITY
Sub-component 4.3 EXPAND KINDERGARTENS FOR THE
POOR
Sub-component 4.2 PROFESSIONAL DEVELOPMENT OF KG
TEACHERS
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PROPOSED REVISIONS TO ECD TRAINING SYSTEM
NCFA- appointed Steering Committee (Multi-sectoral
, all institutions training in ECD represented)
MOE TRAINING TEAM All MOE trainers/supervisors
from all directorates, PLUS Contracted personnel
from Universities ZENID Best practitioners Traine
rs, facilitators from BP, Health sector, CBR, etc.
Training courses for Supervisory, administrative,
monitoring personnel related to revised
childrens curricula, teacher guidelines,
training curriculum, new standards
Monitoring and Certification Body Guided by
University expertise Linked to MOE Teacher
Ranking system
Decentralized Training Courses for caregivers,
teachers at Governorate level One or more courses
per governorate, depending on size, demand 4
weeks full time (summer) Subsequently bi-weekly
day training for one year Regular monitoring and
assessment visits Graduation after assessment
for certification (minimum one year)
Governorate Level Training Teams Local NGO
based Ministry directorate staff Academia/training
centres Specialists
Development of Rationalized Career Path from
entry level Through to B.Ed. in ECD
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CHILD DEVELOPMENT RESOURCES CENTRES PILOT
PROGRAMS
NCFA / ECD Task Force Requests that Governorates
create IECD Committees
IECD Committee at Governorate Level Convenor
selected by Committee Ministry Directorates (MOE,
MOH, MOSD) NGOs (Local Representatives) Community
Committees / LAC / Healthy Village
Representatives Other child/family agencies in
the area
Selection of existing school, NGOs, and MOSD
community programs
CDC Equipped KGs Multi-purpose meeting
space Outreach activities Group meetings Parent
education
CDC Equipped KG Multi-purpose meeting
space Outreach activities Group meetings Parent
education
CDC Equipped KG Multi-purpose meeting
space Outreach activities Group meetings Parent
education
CDTC Same as CDC plus Decentralized multi-
purpose training facility Research activities
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Early Childhood Development Education Programs
Strategic Objective
To provide equal educational opportunities for
all in the early childhood cycle.
Providing necessary facilities to increase the
K.G. enrollment rate to 35 by the year 2005 and
to 50 by the year 2010. Developing Kindergarten
programs in Jordanian Universities. Developing
educational curricula in order to achieve
integrated development of this cycles children
Mechanisms
Supporting Parties
UNICEF the World Bank
Participating Parties
Jordanian Universities National Child Council
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EDUCATION REFORM for KNOWLEDGE ECONOMY FINANCIAL
PLAN (USD)
WB
ARAB
EIB
IDB
KFW
AGFUND
CIDA
DFID
USAID
JICA
GOV.
TOTAL
Component 1
8.187.390
2.115.000
798.000
720.000
11.820.390
Component 2 2.3.1c 2.3.2c 2.3.3c 2.3.4c 2.3.6 2.
3.7 2.3.8 2.3.11

30.000.000 9.000.000 3.000.000 50.000 900.000








4.000.000 1.000.000 400.000 100.000
34.000.000 10.000.000 3.400.000 50.000 1.000.0
00
Subtotal
42.950.000
5.500.000
Other Subcomp. Total Comp.
42.950.000
2.088.500 2.088.500
1.164.000 1.164.000
6.715.000 6.715.000
1.500.000 1.500.000
37.258.960 42.758.960
48.726.460 97.176.460
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EDUCATION REFORM for KNOWLEDGE ECONOMY FINANCIAL
PLAN (USD)
WB
ARAB
EIB
IDB
KFW
AGFUND
CIDA
DFID
USAID
JICA
GOV.
TOTAL
Component 3 Rehab. 3.1.1 Exten. 3.1.2 Comp. Labs
3.2.1 Scien. Labs 3.2.2 Schools 3.1.4 (1)
12.000.000 9.000.000 9.828.000 32.000.000
4.800.000 24.000.000
43.000.000
4.800.000 14.000.000
10.050.000





2.400.000 6.400.000 4.650.000 5.292.000 13.000.00
0 6.000.000 5.000.000
12.000.000 18.400.000 13.650.000 15.120.000 88.0
00.000 30.000.000 19.000.000 10.050.000
Subtotal
62.828.000
28.800.000
43.000.000
18.800.000
42.742.000
Other subcomp. Total comp.
62.828.000
28.800.000
43.000.000
18.800.000
10.050.000



24.081.000 66.823.000
24.081.000 230.301.000
5.885.577
35.000
Component 4
6.715.000
12.635.577
Grand Total
119.850.967
4.203.500
1.962.000
14.150.000
1.500.000
109.581.960
351.933.427
28.800.000
43.000.000
18.800.000
10.050.000
35.000

• Financing rates are as follows
• WB 65, CW 90 G services, Arab Fund 80 CW
  G
• IDB 75 CW G

• The schools 98 are distributed as follows 50
  WB, 15 IDB, 33 Arab Fund
• The remaining schools 62 schools are distributed
  as follows 45 EIB, 11KFW, 6IDB