Lessons Learned from Jordan

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Lessons Learned from Jordans Experience in Large
Scale Integration of ICTs into Secondary Education

• Sam Carlson
• World Bank
• May 28, 2009

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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

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Education Reform for the Knowledge Economy (ERFKE)

• Objective reform entire school education system
  to produce graduates for the knowledge economy
• Launched in 2003

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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?

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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.

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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.

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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.

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Teacher Training Pre-Service, In-Service 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

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Learning Resources

• Computer and Science laboratories
• Textbooks, workbooks, exercise books
• Software
• E-content
• ICT equipment, software, tech support
• Connectivity
• E-Learning Portal

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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

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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
  decision-making 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.

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• 2006 Mid-Term Review of Results of ERFKE Program

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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.

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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.

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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.

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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.

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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.

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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).

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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.

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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.

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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.

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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.

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Learning Outcomes
Subject Intl 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.
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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.

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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