1 the hashemite kingdom of jordan education reform for knowledge economy (erfke i) dr. mohammed...

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The Hashemite Kingdom of Jordan

Education Reform for Knowledge Economy (ERfKE I)

Dr. Mohammed Daoud Al-MajaliMinistry of Education Consultant for E-Learning and Curriculum Digitization

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Jordan, a country with a rich and deep

heritage

Education Reform for Knowledge Economy (ERfKE)

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but few natural resources

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In the heart of the modern Middle East

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With a well-educated population committed to learning and education

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Population of JordanSize of Jordan

Population Density Population Less than

15 Years of AgePopulation Age (15-64) year

Population Age 65+ Per Capita GDP

Total Number of Schools

Enrollment Ratios: Basic (Grades 1-10)

Secondary (Grades 11-12)

Number of Ministry of Education Schools

Number of Students in Ministry of Education Schools

Total Number of Students (Public & Private)

Number of Teachers (Public & Private)

Student / Teacher Ratio Illiteracy Rate (Age 15 + )

5,323,000( 2004)89,342 km^2

60.0 persons per km^2

37.8%( 2003)58.7%( 2003)3.5%( 2003)

USD 1,756 JD1.287 )2003(5,348( 2004/05)

Male 93.85% Female 94.16Male 75.61% Female 75.67

3,071( 2004/05)

1,076,341( 2004/05)

1,531,331( 2004/05)

78,298( 2004/05)17.9( MOE 2004/05)

10.3( 2003)

Jordan in Figures

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The Vision of

His Majesty King Abdullah II

for the future development of Jordan.

The Hashemite Kingdom of Jordan has the quality competitive human resource system to provide all

people with life-long learning experiences relevant to their current and future needs in order to respond to and stimulate sustained economic development through an educated population

and a skilled workforce.

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The Ministry of Education Mission

To create and administer an education system based on “excellence” , energized by its human resources, dedicated to high standards, social

values, and a healthy spirit of competition, which contributes to the nation’s wealth in a global

“Knowledge Economy”.

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Strategic Directions

Five National Objectives have been identified for Human Resources Development in Jordan

• Shape the capabilities of human resources to compete in the knowledge economy.• Reduce the current structural unemployment gap.• Increase the proportion of economically active in the

population.• Develop a generation of capable leaders in business,

political and civic life.• Foster R&D in areas directly relevant to local and regional economic development.

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The EDUCATION RESPONSE: The ERfKE Project

SCALE: a multi-funder and multi-donor reform project worth over 386 million

US Dollars

SCOPE: comprehensive and inclusive national education reform program scheduled over five years and based on principles of relevance, access, equity and quality

PURPOSE: to substantially and measurably improve the quality of education for all students in the public education system in terms of:

* teaching and learning through national curriculum and learning assessment renewal

* supported by improved facilities, new equipment and resources, and the deployment of new ways of learning through information

and communications technology.

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ERfKE FUNDING AND DONORSHIP

International Bank of Reconstruction and Development

(The World Bank)

European Investment Bank

Islamic Development Bank

Arab Investment Bank

AGfund

Canadian International Development Agency (CIDA)

Department for International Development, U.K. (DfID)

Japanese International Cooperation Agency (JICA)

The German Development Bank (KfW)

United States Agency for International Development (USAID)

Total committed: over US$386 Million

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PLANNINGCOORDINATION

LEADERSHIP

ACCESSEQUITYQUALITY

COMPONENT 1 A well managed and organized

education system

COMPONENT 2 High quality curricula and programs

delivered by well trained teachers using effective physical and e-resources

COMPONENT 3

Safe and suitable places to learn

COMPONENT 4

Students who begin schooling ready and able to

learn

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COMPONENT 1

Reorientation of Education Policy, Objectives and Strategy through Governance and Administrative

Reform.

1.1 A refined vision and integrated strategy.

1.2 Governance management and decision-making mechanisms.

1.3 Integrated Education Decision Support System (EDSS).

1.4 Education research monitoring, evaluation, and policy development.

1.5 Implementation arrangements.


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Ministry of Education

Field Directorates

Schools

National Strategy

Educational Planning

Accountability

Monitoring and Evaluation

Information Gathering

Devolved Decision Making

Budgeting

Coordination

Communication


Education Partners

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COMPONENT 2

Transform Educational Programs and Practices for 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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2.1 Curriculum and Learning Assessment Development

Curriculum and Assessment Framework

Knowledge, Skills and Attitudes For the Knowledge Economy

Curriculum

-general learning outcomes-specific learning outcomes-sample units-teacher guides-23 subject areas

Training

-pre-service-ICT Literacy-in-service-subject specific-incentives-ranking

Resources

-textbooks-e-learning-lab equipment-science furniture-learning portal-data centre-help desk-learning resource centers

Assessment

-classroom assessment-national testing-international tests TIMMS, PISA-exit examinations-indicators-school improvement

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2.2 Professional Development and Training

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E-learning•The E-learning Portal – Eduwave (developed in Jordan by ITG)

* National Broadband Learning and Research NetworkCurrent: -2,000+ schools connectedPlanned: -all 3,000 schools with fiber

for all 1.5 million learners by 2008* Data Centre

• Facilities: New and renovated schools and new computer and science laboratories

* HardwareCurrent: 80,000 PCs in 2,800 schoolsPlanned: 150,000 PCs in 3,000 schools

2.3 Resources to Support Effective Learning

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Training for ICT in Education. ( 2002-2004)

Type Trained

ICDL 65000

Intel 25000

Work Links 1500

Schools Online 18

EduWave 26500

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Education Reform for Knowledge Economy (ERfKE

Training for ICT Support. ( 2002-2004)

Type Trained

A+, Network+,Microsoft

450

Cisco 520

MCSE 26

MCAD.NET 25

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CIDA’S CONTRIBUTION (to Components 1 and 2)

Component 1: Development of the National Strategy (2003-2004) Organizational Change and Training (2005-)

Component 2: e-Learning Strategic Framework (2002) e-learning Teacher Training (2001-2)

Curriculum and Learning Assessment Framework (2003) Technical Assistance(2003-) for :

Curriculum Renewal Teacher Training

Learning Resource Development and Acquisition Student Assessment (System-wide and classroom-based)

Capacity Building in Management and Administration Integration of ICT across grades and subjects

and

Study Tours to Canada for Curriculum Development and Pre-Service teacher Training

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COMPONENT 3 Support Provision of Quality

Physical Learning Environments.

3.1 Replace Structurally Unsafe and Seriously Overcrowded Schools. - construction of new schools (192) (including KfW supported projects)

3.2 Upgrading Existing Schools to Support Learning.- classroom extensions (800)- computer laboratories (650)- science laboratories (350)- large (80) and small (60) Kindergartens- school rehabilitation projects (340)

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COMPONENT 4Promotion of Learning Readiness through Early Childhood

Development (ECD)

4.1 Institutional Capacity (New Curriculum, Learning

Standards, Licensing Standards, Accreditation of Kindergartens)

4.2 Professional Development (Teachers, Administrators, Supervisors)

4.3 Expanding Kindergartens for the Poor (New and renovated facilities, both classroom and learning centers)

4.4 Public Awareness (and programs for parents through community resource centers)

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TIMMS Results 2004MATHEMATICS

Distribution of Achievement Grade 8

International Average Scale Score: 467

Highest Average Scale Score (Singapore): 605

Highest Average Scale Score Arab Region (Lebanon): 433

(Average Age: 14.6)

Next Highest Average Scale Score Arab Region )Jordan(: 424

(Average Age: 13.9)

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TIMMS Results 2004SCIENCE

Distribution of Achievement Grade 8

International Average Scale Score: 474Highest Average Scale Score (Singapore): 578Highest Average Scale Score Arab Region

(Jordan): 475Average Age: 13.9

Next Highest Average Scale Score (Bahrain):438Average Age: 14.1

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The realization of the vision of King Abdullah II for Jordanian productivity and prosperity in the Knowledge

Economy

requires

the reform of basic and secondary education through the deployment of:

• Quality learning in connected environments• Ease of access for all using up-to-date technology• Effective use of the full range of resources for learning, including e-

content through the learning portal• Skills in teaching and assessment of learning outcomes• Collaborative learning in the use of current content and the

development of new content• Effective learning support and technical support systems

with the support of

• Policy directions, information and administrative systems and leadership practices at all levels that demonstrate commitment to the achievement of the vision.


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Economy

creates and promotesa model for regional education reform

that is built upon

POLITICAL WILL AND COMMITMENTSOCIETAL INVOLVEMENT AND OWNERSHIP

SECTOR-WIDE ALIGNMENT OF PLANNING AND IMPLEMENTATION

MONITORING AND EVALUATION OF RESULTS


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Economy

demandsclear priorities for education

that include

Quality assurance in basic, secondary and higher education

Strategic planning based on sound policy analysisCapacity building through management training

and leadership developmentIncreased autonomy and accountability

Performance and result-based management


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Other Reform Initiatives

• Diversification of secondary Education streams (MIS ,Health Education )

• King Abdullah II Schools for gifted and talented students • Resource Rooms for learning disabled students (460 Room)• Pioneer Centers for gifted students (15 ) • Nutrition program• Community learning centers (9 )• Literacy Programs• Renewal of vocational education programs• Resource Rooms for gifted students (21 Room)

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EDUCATION FOR ALLThe EFA Development Index

Jordan ranks 51st out of 127 countries worldwide on this index which is based on:

PRIMARY NET ENROLMENT RATESADULT LITERACY RATESGENDER-SPECIFIC EFA

SURVIVAL RATE TO GRADE 5

Jordan is the highest-ranked country in the Arab World(Bahrain ranks at 52nd, Kuwait at 67th, Lebanon at 68th)

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Economy

needscontinued and additional support

from current and future donors

to ensure the responsiveness of basic, secondary and higher education to meet expectations for current and future improvement

in areas such as

CAPACITY BUILDING THROUGH LEADERSHIP AND PROGRAM DEVELOPMENT IN TECHNICAL AND VOCATIONAL EDUCATION

RESTRUCTURING OF VOCATIONAL EDUCATION IN THE MINISTRY AND VTC

SUPPORT FOR BUILDING THE CAPACITY OF THE TVET COUNCIL TO ESTABLISH PATHWAYS TO TRAINING AND EMPLOYMENT

QUALITY ASSURANCE PROGRAMS FOR COLLEGES AND UNIVERSITIES


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THE JORDAN EDUCATION INITIATIVE

Key Elements

Public-Private Partnerships in

e-Curricula Development

Effective Use of ICT for

Teaching and Learning

Partnership with

Local IT Industry

Model of Reform for

Export and Replication

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Discovery Schools Track 1a e-Curriculum

Creating e-resources to Support the Curriculum.

Current Projects

* Cisco/Rubicon Mathematics K-12 * Microsoft/Menhaj ICT 1-12

* FastLink/Rubicon Science 1-12

* Jordan Telecom/ Arabic France Telecom

* MEPI/Cisco/Rubicon EFL * Civics and Geography are also proposed

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Track 1

Discovery Schools


1a In-Classroom Technology

1b e-Curricula Materials

1c Teacher Training

Track 2 Lifelong Learning

Track 3 ICT Industry Development

THE JORDAN EDUCATION INITIATIVE

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Cisco/Rubicon e-Mathematics K-12

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Rationale

• Jordan is:

– A model case for the Arab world.– The most advanced in the development of

educational data and the use of ICT in education in the region.

– A Participant in major international assessments.

• Jordan made a major commitment to education reform.

• The use of ICT in education is one of the main foci.

• ICT in education is a new field and there are many unknown factors.

• Monitoring and evaluation of the progress throughout the course of the reform is needed.

• Benchmarking is a way of determining if the plan has been implemented effectively.

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What Does the Research Say About the Impact of ICT on Education Outcomes?

•The research on ICT in education suggest mixed results on achievement of overall learning outcomes.

•Analyses of International tests suggest that provision of computers alone has no effect on learning (e.g., TIMSS, PISA, Becta).

•Learning achievement is a complex process involving human factors, organizational structures, infrastructure, etc.

•ICT designed and used to develop specific skills (e.g., problem solving) shows some effect on acquisition of the skills but this kind of use is still very limited.

•Teachers’ use and knowledge of ICT in teaching indicates some positive effect on achievement of learning outcomes.

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Use of ICT in Education Policies in Jordan

Education Vision, Goals, Priority

• In 1999 His Majesty King Abdullah II articulated his vision that the economic future of Jordan would be found through successful participation in the global knowledge economy, and more particularly in the value-added information technology industries.

• Jordan is developing a national education strategy from pre-primary to secondary education.

• The new education sector policy was identified• Jordan will commit $380 million to the Education

Reform for Knowledge Economy (ERfKE) program in which ICT in education is a core component

• ERfKE aims to close skill gaps and improve the quality of education

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Use of ICT in Education Policies in Jordan

• Jordan’s human development indicators look

pretty good in terms of educational attainment.

• Under ERfKE, schools will be connected.

• The student-computer ratio is improving.

• Many initiatives are on-going in various areas such as networking, curriculum development and teacher training.

• These activities have to come together to transform teaching and learning to create the knowledge society and economy.

• It is essential to monitor and evaluate the progress.

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The Jordan Education

Initiative started

in January 2003 at

Davos

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Supporting the National Learning Agenda

Supporting national programs aimed at fundamentally redefininglearning outcomes in schools, universities, community colleges andlifelong learning activities. • JEI Learning outcomes funneled into ERfKE to accelerate the

reform and maximize its impact

• Leveraging the National Broadband Network and its goal of creating a broadband based learning ecosystem

• Use of nationally distributed Community Centers/Knowledge Stations to give all Jordanian citizens access to continuing education

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Program Objectives

• Improve the development and delivery of education to Jordan’s citizens through public-private partnership

• Unleash the innovation of teachers and students through the effective use of ICT

• Build the capacity of the local information technology industry

• Leverage environment of national government commitment and corporate citizenship to build a model of reform.

An Act of Discovery with Global Significance

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JEI STRATEGY IS FLEXIBLE AND NON-DETERMINISTIC

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2

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Broad, ambitious blueprint that uses ICTs as catalyst to change education system and accelerate Jordan’s development into a knowledge economy

Flexible structure that allows for partner-driven innovation and interpretation of project objectives, creating “market place” for ideas and test-bed for experimentation

Holistic educational policy underlying the program objectives that takes into account the need for change at the curricular, teacher, and administrator levels

4 Fast-track approach that allows for rapid-paced change in a small set of schools, freeing the program from the constraints of roll-out feasibility

Strategic principles

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JEI HAS DEVELOPED RAPIDLY AND IS APPROACHING 2 YEAR ANNIVERSARY

Jan

–“Baseline document” created by team of 8 from Ministry of ICT, Ministry of

Planning, WEF and Cisco meeting in Geneva, setting out overall JEI strategy

•2003

–John Chambers suggests educational initiative for Jordan at IT/Telecoms

Governors’ Meeting at WEF Annual Meeting

–~30 companies express interest

May

June –Official launch of JEI at WEF meeting at Dead Sea

–Cisco commits to fund new Math e-Curriculum

–Development of Math e-Curriculum by Rubicon, Cisco Learning Institute and

MOE begins

Aug

Oct –Update meeting in Jordan for all partners, where working groups are formed for each

track–Microsoft commits to fund ICT e-

Curriculum–Fastlink commits to fund Science e-

Curriculum–First donations of technology for

classrooms from private sector

Nov

Jan –Update and Working Meetings, including JEI partners and His Majesty King

Abdullah, held at WEF meeting at Davos; update given to IT/Telecoms Governors

2004

–Math e-Curriculum pre-piloted in 6 Discovery Schools

Mar

May –JEI Update Meeting held at WEF meeting at Dead Sea

–France Telecom, Jordan Telecom, e-Dimensions and MOE agree to develop

Arabic e-Curriculum

–Math e-Curriculum deployed as full pilot in first Discovery Schools

Sept

Oct –JEI Update Meeting at Dead Sea–MEPI agree to fund EFL e-Curriculum–First workshop for e-Curricula developers

–Teacher training workshop involving MOE, Intel, Worldlinks, Schools Online

Dec

Jan –Update session on JEI at WEF meeting at Davos, with discussion on expansion to

Palestine, Egypt, India

2005

•Key milestones

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The JEI Project Structure Emphasizes the Focus on Cross-Constituent Collaboration

discovery schools

stakeholder committee

executive steering

committee

academic advisory

board

program management office )PMO(

in-classroomtechnology

e-curricula training

change management

lifelong learning

ICT industry development

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Track Update Program Management

Office 1. JEI Master Plan -

Developing a comprehensive approach to drive the DS track

2. Developing deployment “processes” in partnership with the Ministry of Education and JEI partners. (Deployment Work Group)

discovery schools


executive steering

committee

academic advisory

board




change management

lifelong learning


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Track Update Academic Advisory Board

• David Cavallo, Director, Future of Learning Group, MIT Media Labs

• Thomas Cassidy, Harvard Graduate School of Education

• Andy Hargreaves, Boston College

discovery schools


executive steering

committee

academic advisory

board




change management

lifelong learning


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Track UpdateDiscovery Schools, In-Classroom Technology

1. School Readiness Update

2. Networking of Schools underway

3. Securing of Discovery Schools and National Public Schools computers and networks

4. Different models of in-classroom technology being tested

discovery schools


executive steering

committee

academic advisory

board




change management

lifelong learning


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Track UpdateDiscovery Schools, e-Curricula

Development

•More than 80 DS teaching Math Online

•Performed e-Curricula pre-pilots:–Science Online (G 1-8 in Sept

05)–ICT (G 1-3 in April 05)–Arabic (G 4 in April 05)–EFL (G 7 in April 05)

discovery schools


executive steering

committee

academic advisory

board




change management

lifelong learning


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Online Curricula High Level Deployment Plan

March 2004Pre-pilot

Math Online

Sep 2004Pilot

Math Online

Feb 2005Rollout

Math Online

March 2005Pilot ICTCurricula

Sep 2005Rollout ICTCurricula

April 2005Pilot

Arabic Online

Sep 2005Rollout

Arabic Online

Sep 2005Rollout EFLCurricula

May 2005Pilot EFLCurricula

Feb 2006Rollout Science

Online

Sep 2005Pilot Science

Online

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Track UpdateDiscovery Schools, Teacher Training

1. Teacher Professional Development Strategy for the JEI Discovery Schools (funded by MobileCom and carried out by World Links)

2. The MoE is working with ERfKE on producing a Core Program training module that focuses on a set of outcomes/standards with regards to the ERfKE General Framework for Curriculum and Examinations

discovery schools


executive steering

committee

academic advisory

board




change management

lifelong learning


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Track UpdateDiscovery Schools, Change Management

1. Training conducted by MobileCom trainers at MobileCom training facilities for the first 6 Discovery Schools

2. NetCorps Jordan providing 12 interns to support in-school change management programs, funded by the Krach Family Foundation

discovery schools


executive steering

committee

academic advisory

board




change management

lifelong learning


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An Action and Results-Oriented InitiativeDiscovery Schools, Communication strategy that

covers three spheres should be covered

• Small communications budget may be required, although should partner with commercial communications firms where possible

• First priority is creating fully functioning Web site

Clearly articulate overall vision and progress of JEI to Jordanian public and international community

Create better understanding of JEI programs among students, teachers, principals, managers and parents in Jordan (especially Discovery Schools)

Provide regular, detailed commu-nication to JEI partners on goals, results, and needs

Public

Partners

School system

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Track Update Lifelong Learning

1. ElementK/ExecuTrain/ITG to offer a wide range of online courseware through the Knowledge Stations

2. Engage NetCorps through financing from the Krach Foundation to support opening selected Discovery Schools for communities

discovery schools


executive steering

committee

academic advisory

board




change management

lifelong learning


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Track UpdateICT Industry Development

1. JEI continues to attract more partners such as AMD, and IBM

2. Received $25M of contributions over the past 2 years

discovery schools


executive steering

committee

academic advisory

board




change management

lifelong learning


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SUMMARY OF OUTPUTS HAVE BEEN ACHIEVED

Outputs

–More than 80 schools have the right technology in place to teach math online.

–All 100 DS expected to be technology ready to deploy all e-curricula being developed by end of this

–Full development and launch of world class Math Curriculum–Substantial commitments and progress in other subjects

•Science and ICT e-Curricula in pre-pilot stage•Arabic and EFL on schedule for completion•Civics, History, and Geography curricula in line for

development with some contributions already committed

E-curricula

–Core team of 34 “master trainers” formed within MOE–Training of Math teachers for e-Curriculum usage and

principals for change management in 6 Discovery Schools–Initial steps to coordinate MOE ICT-related training

programs

Training

In-classroom technology

Issues

–Model becomes more complex as more

curricula is piloted next year

–E-Curricula development on

schedule and exceeding initial

expectations (e.g., 5 subjects instead of 4)

–Necessary training carried out but wider reach hampered by

delays in technology deployment and

coordination challenges

High

Low

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THREE MAIN ISSUES THAT NEED TO BE ADDRESSED

Coordination between Discovery

School programs

Integration with MOE

Partner communication

–Ensure that learnings are shared between e-Curricula developers and that e-Curricula end products are compatible with each other

–Ensure that in-classroom technologies deployed to schools support e-Curricula

–Coordinate roll-out of training to teachers to coincide with receipt of technologies and e-Curricula

•Long delays between training and practice can significantly reduce value

–Continue to coordinate JEI with wider ERfKE program through meetings, working groups, potential assignment of MOE personnel to

PMO–Develop strategy for assessing different technology options in terms of

suitability for national roll-out

–Develop overall communications strategy to keep partners fully updated on progress and objectives, e.g ,.

•Produce world-class website•Send regular updates to partners•Brief Executive Steering Committee on progress and issues

–Assign resources to execute, e.g., dedicated Communications Officer

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STEPS TAKEN TO SUPPORT AND COORDINATE IMPLEMENTATION OF PROGRAMS IN

DISCOVERY SCHOOLSSuggested improvement opportunities

–Develop single master plan, with details on individual Discovery Schools, to facilitate synchronized rollout

–Create effective Deployment Working Group, consisting of MoE staff, PMO and other key partners, to take responsibility

per deployment•Allocate percent of time of MoE individuals to JEI

where necessary•Hold regular meetings

Coordination

–Consider hiring private sector skills into MoE–Redouble efforts to engage existing or new JEI partners with

expertise (e.g., IT consultancies) to assist MoE deployment

Capacity

–PMO to work with MoE to establish clear key performance indicators and data collection process

–PMO to develop communications strategy for school system

Communications

Complexity

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Jordan in figures

1 the hashemite kingdom of jordan education reform for knowledge economy (erfke i) dr. mohammed...

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