Transforming education in Jordan through inclusive, quality and responsive education delivery for all children and youth
Ministry of Education/ Ministry of Higher Education and Scientific Research
(
Government
)
#SDGAction53606
Description
On the occasion of the 2023 SDG Summit, the Government of Jordan through this commitment will accelerate efforts to achieve SDG4, and Jordan’s TES commitments. Furthermore, the Government of Jordan, under the leadership of the Ministry of Education aims to enhance the access and retention to quality education, from early childhood until tertiary education, including TVET, for all children and youth in Jordan, more specifically the following priority actions will take place: a. Accelerating efforts for the universalization of KG2 and expanding opportunities for the inclusion of children below age of 6 years into the education system. b. Tackling learning loss by working towards improving the quality of student outcomes and overcoming the adverse effects on education caused by the COVID-19 pandemic, as well as supporting teachers to bridge the educational gaps among their students and raise achievement levels. c. Accelerating improvements to pre- and in-service teacher professional development opportunities. d. Reforming the vocational education streams and TVET programs in public universities and to better respond to labor market needs.
Jordan will build on the different commitments, strategies and implementation plans that it’s currently implementing in full alignment with SDG4, providing the necessary framework to support transforming and accelerating SDG4 target and goals through this initiative. More specifically, to accelerate efforts towards the universalization of KG2, Jordan will amend existing legislation, increase partnership with private sector, and increase investment in necessary infrastructure. The Ministry of Education has developed a National Plan for Remedial Education which will target capacity building and school development, updating curriculum to meet the needs of learners, close monitoring of student assessment and education quality accountability, and working on school environment to ensure social inclusion. Improving teacher training programs at Jordanian universities to improve teacher qualifications and meet the needs of the Ministry of Education will also be implemented in an effort to improve pre-service teacher training. The Government of Jordan will also be mandating pre-service training by 2025, and in-service training. This will also include professional development for teachers focusing on inclusion and diversity in education, with specific focus on children with disabilities to ensure no learners are left behind in the classroom. The Ministry of Education & Ministry of Higher Education will focus on the development of new vocational specializations, invest in professional development of teachers and for all youth, focus on enhanced and targeted career guidance, and further engage with the private sector. The Ministry of Education is also moving towards the digitization of vocational workshops to increase accessibility. In order to implement the above actions, the Ministry of Education & Ministry of Higher Education will work closely with education sector partners and stakeholders in Jordan, and utilize implementation modalities such as technical assistance, budgetary support, and public private partnership. In-kind contribution by the Ministry of Education will also be leveraging existing human and financial resources.
All activities implemented will be done under the direct leadership of the Ministry of Education, and Ministry of Higher Education and through an integrated capacity building approach targeting Ministry officials at all administrative levels. While the main beneficiaries of the capacity building approach will be Ministry of Education & Ministry of Higher Education public sector officials, for ECED and TVET the Ministry of Education and Ministry of Higher Education will work closely with relevant education stakeholders (including private sector and civil servants from other lines ministries) to enhance internal capacities through on the job training and partnership. Capacity development through the activities under this initiative will also include mainstreaming inclusion and diversity in education to ensure improved practices to respond to the diverse needs of children and youth, as well as educators. Digitization is also a key priority for the Government of Jordan, and the Ministry of Education in particular. Jordan currently has a Digital Transformation Strategy and an Ed-Tech Strategy. These will serve as a guiding framework for improving the technology used to implement and support these activities, as well as strengthen the enabling environment for sustainable governance of technology in education. Timely, available and quality data remains a priority for the Ministry of Education for evidence-based policy and decision making, and the Ministry aims to continue investing in their information management systems and planning tools, most notably Open EMIS and Web GIS to support the activities under this initiative.
In order to ensure the proper coordination and implementation of the initiative, the Ministry of Education will leverage its already well-established partnership and coordination structure under its Education Strategic Plan which includes strategic, planning and technical coordination 3 mechanisms/working groups that provide a platform for key stakeholders to engage in policy dialogue towards achieving the SDG4 goal and targets. This includes the Policy, Planning and Coordination Committee (PPCC), led by the Ministry of Education, and brings together partners from across the nexus (Education Development Partners Group and Education Sector Working Group1). It is a structure dedicated to improving overall planning and coordination and is critical to ensure meaningful engagement of all stakeholders in the operationalization and sustainability of institutional policies and strategies. This will also be supported by thematic coordination structures within the Ministry, known as Technical Working Groups (TWGs), which are also activated at a technical level amongst the six ESP domains (including ECED, Access, Quality and TVET) and composed of key Ministry of Education technical staff to ensure proper implementation of the activities under this initiative. The Ministry of Education is also committed to the establishment of a High-Level Steering Committee (HLSC) which will serve as a valuable platform for inter-ministerial dialogue and coordination that can contribute to monitoring and implementing this initiative, and in particular for issues that at cross-cutting across different lines ministries, e.g. the ECED, teacher training and TVET activities mentioned under this initiative.
The initiative will be monitored at three levels. First, at the international level where Jordan regularly and actively monitors and reports on its progress towards SDG4 target and goals. The national SDG4 committee annually monitors progress on indicators (both global and thematic), and the Government of Jordan also submits periodic voluntary national review reports. Jordan has also developed national benchmarks as part of a regional and international exercise to more accurately monitor SDG4 progress. The SDG4 benchmarks are also included as part of the revised ESP indicators. This national alignment of monitoring and evaluation tools and resources and mainstreaming of SDG4 target and indicators has equipped the Ministry of Education to monitor its progress under this initiative, with the benchmarks already developed for indicators on ECED, remedial education, and teacher training. Starting September 2023, a global platform which will be launched at the SDG Summit will also be utilized by the Government of Jordan to report on these benchmarks, and thus monitor this initiative. Second, at the national level, the Ministry is also committed to monitoring and evaluating the Kingdom’s Economic Modernization Vision (EMV) and its Executive Plan 2023-2025.A comprehensive M&E framework with indicators to monitor Government’s performance and achievements under the EMV, which also ensures alignment with SDGs and global indicators is also in place, and monthly reports are produced by line ministries, including the Ministry of Education and Ministry of Higher Education, to take stock of progress and mitigate any delays or deviations. Finally, the Ministry of Education will use its existing comprehensive monitoring and evaluation (M&E) framework for the implementation of the Education Strategic Plan until the end of 2025, including comprehensive results matrices by ESP domain where indicators under ECED, Access, Quality, and TVET will help monitor this initiative. Under the ESP M&E framework, the Ministry of Education is committed to producing annual reports on its progress. This, alongside the outcomes of the different M&E processes stated above, will serve to inform implementation of the initiative, providing policymakers with the necessary evidence-based data to identify progress, and mitigate any challenges to reaching the desired outcomes of the initiative. The ESP M&E framework also makes provision for joint-annual review meetings for important policy dialogue with education sector partners and relevant stakeholders to review outcomes and recommendations in an effort to increase accountability, learning and to inform the planning and implementation of these initiatives.
Ministry of Planning and International Cooperation, Ministry of Social Development, the Higher Council for the Rights of Persons with Disabilities, Vocational Training Corporation, Technical & Vocational Skills Development Commission, Policy Planning and Coordination Committee (PPCC) members (including educational development partners and donors and UN agencies) and private sector and civil society stakeholders.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
Goal 5
Achieve gender equality and empower all women and girls
5.1
End all forms of discrimination against all women and girls everywhere
5.1.1
Whether or not legal frameworks are in place to promote, enforce and monitor equality and non‑discrimination on the basis of sex
5.2
5.2.1
Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age
5.2.2
Proportion of women and girls aged 15 years and older subjected to sexual violence by persons other than an intimate partner in the previous 12 months, by age and place of occurrence
5.3
5.3.1
Proportion of women aged 20-24 years who were married or in a union before age 15 and before age 18
5.3.2
Proportion of girls and women aged 15-49 years who have undergone female genital mutilation/cutting, by age
5.4
Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.4.1
Proportion of time spent on unpaid domestic and care work, by sex, age and location
5.5
Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.5.1
Proportion of seats held by women in (a) national parliaments and (b) local governments
5.5.2
Proportion of women in managerial positions
5.6
Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
5.6.1
Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use and reproductive health care
5.6.2
Number of countries with laws and regulations that guarantee full and equal access to women and men aged 15 years and older to sexual and reproductive health care, information and education
5.a
Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.a.1
(a) Proportion of total agricultural population with ownership or secure rights over agricultural land, by sex; and (b) share of women among owners or rights-bearers of agricultural land, by type of tenure
5.a.2
Proportion of countries where the legal framework (including customary law) guarantees women’s equal rights to land ownership and/or control
5.b
5.b.1
Proportion of individuals who own a mobile telephone, by sex
5.c
Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels
5.c.1
Proportion of countries with systems to track and make public allocations for gender equality and women’s empowerment
Goal 8
Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
8.1
8.1.1
Annual growth rate of real GDP per capita
8.2
Achieve higher levels of economic productivity through diversification, technological upgrading and innovation, including through a focus on high-value added and labour-intensive sectors
8.2.1
Annual growth rate of real GDP per employed person
8.3
Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation, and encourage the formalization and growth of micro-, small- and medium-sized enterprises, including through access to financial services
8.3.1
Proportion of informal employment in total employment, by sector and sex
8.4
Improve progressively, through 2030, global resource efficiency in consumption and production and endeavour to decouple economic growth from environmental degradation, in accordance with the 10-Year Framework of Programmes on Sustainable Consumption and Production, with developed countries taking the lead
8.4.1
Material footprint, material footprint per capita, and material footprint per GDP
8.4.2
Domestic material consumption, domestic material consumption per capita, and domestic material consumption per GDP
8.5
8.5.1
Average hourly earnings of female and male employees, by occupation, age and persons with disabilities
8.5.2
Unemployment rate, by sex, age and persons with disabilities
8.6
8.6.1
Proportion of youth (aged 15-24 years) not in education, employment or training
8.7
Take immediate and effective measures to eradicate forced labour, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labour, including recruitment and use of child soldiers, and by 2025 end child labour in all its forms
8.7.1
Proportion and number of children aged 5‑17 years engaged in child labour, by sex and age
8.8
Protect labour rights and promote safe and secure working environments for all workers, including migrant workers, in particular women migrants, and those in precarious employment
8.8.1
Fatal and non-fatal occupational injuries per 100,000 workers, by sex and migrant status
8.8.2
Level of national compliance with labour rights (freedom of association and collective bargaining) based on International Labour Organization (ILO) textual sources and national legislation, by sex and migrant status
8.9
By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products
8.9.1
Tourism direct GDP as a proportion of total GDP and in growth rate
8.10
Strengthen the capacity of domestic financial institutions to encourage and expand access to banking, insurance and financial services for all
8.10.1
(a) Number of commercial bank branches per 100,000 adults and (b) number of automated teller machines (ATMs) per 100,000 adults
8.10.2
Proportion of adults (15 years and older) with an account at a bank or other financial institution or with a mobile-money-service provider
8.a
8.a.1
Aid for Trade commitments and disbursements
8.b
By 2020, develop and operationalize a global strategy for youth employment and implement the Global Jobs Pact of the International Labour Organization
8.b.1
Existence of a developed and operationalized national strategy for youth employment, as a distinct strategy or as part of a national employment strategy
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
KG2 enrollment for all children in Jordan has increased from 65.1% to 75%.
All public schools in Jordan have the necessary resources and training opportunity to ensure effective impact on student progress and performance improvement in an integrated and comprehensive manner.
Professional development mechanisms for pre-service and in-service teachers, as well as workers in the public education sector are improved.
Vocational education enrollment increased from 12% to 17%.
Resources mobilized
Partnership Progress
Feedback
Action Network
Type of initiative
Share
Timeline
Entity
Geographical coverage
Other beneficiaries
All children, youth, teachers and educators in Jordan.
More information
Countries
Contact Information
National Focal Point for SDG4, Secretary General for Jordan’s National Commission for Education, Cultural and Science