Lessons Learned from Jordan’s
Experience in Large Scale
Integration of ICTs into Secondary
Education
Sam Carlson
World Bank
May 28, 2009
Lessons Learned from Jordan
• “We have to be patient ... it takes time.”
• “ICT can not fix a bad education system.”
• “It's NOT about purchasing computers to schools,
but upgrading skills and knowledge of teachers.”
• “Education systems have to develop e-content
materials ... if there is no e-content developed it is
like building roads without cars on the road.”
• “Change management at the school level is
essential; involvement of school principal in
training and all aspects of ICT integration is
very important.”
HE Dr. Tayseer Al-Nahar, Minister of Education,
April 2009
Education Reform for the
Knowledge Economy (ERFKE)
• Objective: reform entire school education
system to produce graduates for the
knowledge economy
• Launched in 2003
What Does a Knowledge Economy
Require?
• A knowledge economy requires key basic skills and
core competencies, as well as essential content.
• It also requires the following essential skills: critical
thinking, problem solving, decision making, using
numbers, communication skills, managing
information, being responsive, learning continuously
(lifelong learning), entrepreneurship, adaptability,
teamwork, innovation and creativity.
• When ERFKE program began in 2003, the Jordanian
school curriculum focused primarily on subject
matter content (math, language, history, etc.), not all
of it relevant or essential for a knowledge economy.
– Sound familiar?
Key Performance Indicators
• A redefined vision and integrated education strategy,
with policies and regulations aligned with the new
vision and strategy.
• The average standardized score of Jordanian
students in international assessments of
mathematics and science will improve.
• At least 80 percent of the primary and secondary
students will have access to safe and adequate
basic and secondary education school facilities.
• At least 70 percent of basic and secondary students
will be using on-line learning portals.
ERKE Program Components
• Component 1: Redefine the vision and associated policy
objectives of the educational system, that will enable the
required transformation to meet the emerging needs of the
knowledge economy.
• Component 2: Transform teaching and learning processes in
order to achieve learning outcomes that are consistent with the
requirements of the knowledge economy.
– (i) develop of new curriculum and enhanced leaming
assessment;
– (ii) ensure professional development of MOE personnel; and
– (iii) provide required resources to support effective learning.
• Component 3, Ensure adequate provision of safe and improved
learning environments, including provision of computer and
science labs.
Curriculum and
Examinations Reform
– Curriculum for Grades 1-12, completely
redesigned to emphasize development of
knowledge economy skills, not recall of
facts.
– New examinations (grades 3, 6 and 9)
which measure knowledge economy skills,
not facts.
Teacher Training: Pre-Service, InService and “On-Service”
• Introduction/understanding of new
curricula and knowledge economy
skills
• Understanding/practice of new teacher
roles as facilitators and guides to
student learning
• Develop skills and knowledge for
effective use of ICTs in the classroom
Learning Resources
•
•
•
•
•
•
•
Computer and Science laboratories
Textbooks, workbooks, exercise books
Software
E-content
ICT equipment, software, tech support
Connectivity
E-Learning Portal
Required Reform,
not just Investment
• This approach called for systemic reform, rather
than piecemeal solutions or simply more money.
• Institutional reforms such as:
– Changes in the regulatory and procedural frameworks
– Revised organizational structures and employment
incentive systems (e.g., teacher classification,
certification, supervision, upgrading, reward,
recognition and promotion)
– Realignment of vertical and horizontal governance
and management structures and processes
Governance of Secondary
Education
• Changed from highly centralized management
processes to the gradual devolution of responsibility
and accountability to the district and school level.
• Redistributed responsibility among the central,
regional, local authorities and schools (e.g.,
redefined the roles and functions at each level as to
who would be responsible for each level of decisionmaking and financial authority).
• Required a major attitudinal shift to achieve the
change envisioned and to do things differently.
• The use of participatory approaches in designing
new governance and management structures and
decision-making processes is essential to engage,
enable and empower stakeholders.
2006 – Mid-Term Review of Results of
ERFKE Program
Curriculum and Learning
Assessment Development
• Expected Outputs: “Curricula developed in
outcomes-based format for all subjects and
grades, in order to build graduate skills
necessary for effective participation in the
knowledge economy. Each curricula is
supplemented by a learning assessment
framework. Learning content has been
developed and textbooks produced. The new
curricula and learning assessment tools are in
use throughout the system.”
Curriculum Reform: Results
• An outcomes-based “General Curriculum and Learning
Assessment Framework” was developed, relevant to the
demands of a knowledge economy.
• The Framework, together with subject-specific
frameworks, was subsequently subjected to a broadly
based review process including MOE field directorates
and universities. Revisions were incorporated into a final
document that was approved by the Board of Education.
• Specific learning outcomes were developed to guide
textbook preparation for all subjects.
• Curriculum frameworks have been completed for all
subjects, grades 1-12.
• All the foregoing work has been accomplished in
accordance with best international practice.
Learning Assessment: Results
• General Curriculum and Learning Assessment
Framework and specific subject frameworks (23)
have been approved.
• Examples of classroom assessment techniques
for different (23) subject areas have been
published and distributed. Teachers in grades 1,
4, 8 and 10 have been issued with guides to
help them complete student reports.
• National Assessments, in alignment with The
International Math and Sciences Survey
(TIMSS). have been developed for Grades 4, 8
and 10.
Big Issue: The Tawjihi!
• Equivalent to Class 12 Board Examination: This terminal
examination remains the “gold standard” in terms of
educational achievement for many. Altering the Tawjihi to
reflect changes in curriculum, pedagogy and assessment in
grades 1- 10 is a big challenge and faces opposition.
• Need to gradually increase the proportion of items
measuring higher-order thinking skills in the Tawjihi, to
make it more consistent with the emphasis on knowledge
economy skills. Teachers and students need to be given
samples of the different types of higher order thinking skills
so they become accustomed to the new format.
• Given the significant status of the Tawjihi, rapid changes
may be counter-productive and produce a backlash that
could undermine efforts to improve the nature of teaching
and learning sought by ERFKE. Gradual change in
examination format is likely to be more acceptable to
educational stakeholders.
Teacher Training
• Expected Output: “All teachers,
principals and administrators have been
oriented towards the structure and
purpose underlying the new curricula.
Training has been provided in teaching,
and learning assessment strategies
associated with delivery of the new
curricula, together with training in the use
of ICT as a tool to enhance the
achievement of learning outcomes.”
Teacher Training: Results
• ICT training has reached almost every teacher in the
system, with significant numbers moving beyond basic
computer literacy courses to higher level ICT programs.
• 75% of teachers have received training on the General
Curriculum and Learning Assessment Framework, with
many participating in training on subject-specific
curricula, teacher competencies and teacher standards.
• Steady progress in the contents and methods of training,
with a detectable shift in training styles and approaches
among trainers that model the pedagogical assumptions
and strategies of the new curriculum framework.
• Shift from traditional cascade training to peer learning,
self instruction, and school-based training via School
Development Units (SDUs).
Teacher Training Results (cont.)
• Extensive technical assistance has supported
this process, and key documents, such as the
Training Handbook, the Teacher Standards and
Competencies, serve as useful tools for trainers.
• Progress in the transformation of pre-service
teacher education has been slower, but closer
collaboration between MOE and the universities
is evident and beginning to have an impact.
• Accelerating the shift in focus from ICT
training to e-Teaching and e-Learning is a
critical step to sustain the interest in the use
of ICT by teachers.
Learning Resources
• Expected Output: “All schools have been
provided with the learning resources
necessary to achieve the outcomes
specified in the new curricula. This
includes textbooks, laboratory equipment,
ICT connectivity, computer labs with
software applications and learning
content.”
Learning Resources: Results
• Significant progress has been made in the provision of
ICT resources to schools, mostly in the form of
networked computer labs.
• Most schools have local area networks, as well as
having administrative offices and teacher lounges
networked.
• Notebooks and LCD projectors have been provided to
model schools, to be used directly in classrooms to aid in
the delivery of the newly developed e-content.
• “Thin-client” computing systems have been deployed as
pilot alternatives to traditional lab set-up.
Learning Resources: Results
• EduWave e-Learning Platform operational,
to which all teachers have access.
• e-Content developed in Math, English,
Science, Arabic, Civics, ICT, and
Administration, consistent with MOE
curriculum (3,373 e-learning lessons)
• National Broadband Network to reach all
schools with 100Mbps, although many still
using high-speed DSL network.
Learning Outcomes
Subject
Int’l
Average
OECD
Average
Jordan
Average
Model ICT
Schools
Non Model
Schools
Math
469
498
384
399
371
Science
473
500
422
436
407
Reading
460
491
401
428
389
Learning Outcomes based on the Programme for International Student
Assessment (PISA).
On average, Model ICT Schools performed 5% better than the average Jordan
school, and 8% better than non-Model ICT Schools.
Next Steps
• It is now critical that MOE conduct a
thorough investigation of the impact of all
learning resource investments on the
learning and teaching process, as well as
on the administrative functions of schools,
directorates, and the MOE at-large.
Lessons Learned from Jordan
• “We have to be patient ... it takes time.”
• “ICT can not fix a bad education system.”
• “It's NOT about purchasing computers to schools,
but upgrading skills and knowledge of teachers.”
• “Education systems have to develop e-content
materials ... if there is no e-content developed it is
like building roads without cars on the road.”
• “Change management at the school level is
essential; involvement of school principal in
training and all aspects of ICT integration is
very important.”
HE Dr. Tayseer Al-Nahar, Minister of Education,
April 2009