Knowledge Economy (ERfKE I) Dr. Mohammed Daoud Al-Majali

Knowledge Economy (ERfKE I) Dr. Mohammed Daoud Al-Majali
The Hashemite Kingdom of Jordan Education Reform for Knowledge Economy (ERfKE I) Dr. Mohammed Daoud Al-Majali Ministry of Education Consultant for E-Learning and Curriculum Digitization

Jordan, a country with a rich and deep heritage
Education Reform for Knowledge Economy (ERfKE) Jordan, a country with a rich and deep heritage

Education Reform for Knowledge Economy (ERfKE)
but few natural resources

In the heart of the modern Middle East

With a well-educated population committed to learning and education

Jordan in Figures 5,323,000 (2004) 89,342 km^2 Population of Jordan
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 94.16 Male 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 Population of Jordan Size of Jordan Population Density Population Less than 15 Years of Age Population 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 + )

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.

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”.

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.

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.

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

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 PLANNING COORDINATION LEADERSHIP ACCESS EQUITY QUALITY

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. SLIDE 7 (I think that this slide contains all the information that is required as a base for understanding of the Discovery Schools Project)

Devolved Decision Making
Education Reform for Knowledge Economy (ERfKE) Ministry of Education Devolved Decision Making Budgeting Coordination Communication National Strategy Educational Planning Accountability Monitoring and Evaluation Information Gathering Field Directorates Schools Education Partners

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. SLIDE 8 (This also should be complete in terms of key information)

Knowledge, Skills and Attitudes For the Knowledge Economy
Education Reform for Knowledge Economy (ERfKE) 2.1 Curriculum and Learning Assessment Development Curriculum and Assessment Framework Curriculum -general learning outcomes -specific learning -sample units -teacher guides -23 subject areas Assessment -classroom assessment -national testing -international tests TIMMS, PISA -exit examinations -indicators -school improvement Resources -textbooks -e-learning -lab equipment -science furniture -learning portal -data centre -help desk -learning resource centers Training -pre-service -ICT Literacy -in-service -subject specific -incentives -ranking SLIDE 9 The slide present the building blocks of continued learning and training in ICT for all employees of the Ministry. (I have reconstructed and it should appear much more clearly on the screen) Knowledge, Skills and Attitudes For the Knowledge Economy

2.2 Professional Development and Training

2.3 Resources to Support Effective Learning E-learning The E-learning Portal – Eduwave (developed in Jordan by ITG) * National Broadband Learning and Research Network Current: -2,000+ schools connected Planned: -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 * Hardware Current: ,000 PCs in 2,800 schools Planned: 150,000 PCs in 3,000 schools SLIDE 14

Training for ICT in Education. ( 2002-2004) Type Trained
Education Reform for Knowledge Economy (ERfKE) Training for ICT in Education. ( ) Type Trained ICDL 65000 Intel 25000 Work Links 1500 Schools Online 18 EduWave 26500 SLIDE 16

Type Trained Education Reform for Knowledge Economy (ERfKE
Training for ICT Support. ( ) Type Trained A+, Network+, Microsoft 450 Cisco 520 MCSE 26 MCAD.NET 25 SLIDE 16

CIDA’S CONTRIBUTION (to Components 1 and 2) Component 1: Development of the National Strategy ( ) 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

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)

COMPONENT 4 Promotion 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)

TIMMS Results 2004 MATHEMATICS 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)

TIMMS Results 2004 SCIENCE Distribution of Achievement Grade 8 International Average Scale Score: 474 Highest Average Scale Score (Singapore): 578 Highest Average Scale Score Arab Region (Jordan): 475 Average Age: 13.9 Next Highest Average Scale Score (Bahrain):438 Average Age: 14.1

the reform of basic and secondary education through the deployment of:
Education Reform for Knowledge Economy (ERfKE) 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. SLIDE 16

creates and promotes Education Reform for Knowledge Economy (ERfKE)
The realization of the vision of King Abdullah II for Jordanian productivity and prosperity in the Knowledge Economy creates and promotes a model for regional education reform that is built upon POLITICAL WILL AND COMMITMENT SOCIETAL INVOLVEMENT AND OWNERSHIP SECTOR-WIDE ALIGNMENT OF PLANNING AND IMPLEMENTATION MONITORING AND EVALUATION OF RESULTS SLIDE 16

demands Education Reform for Knowledge Economy (ERfKE)
The realization of the vision of King Abdullah II for Jordanian productivity and prosperity in the Knowledge Economy demands clear priorities for education that include Quality assurance in basic, secondary and higher education Strategic planning based on sound policy analysis Capacity building through management training and leadership development Increased autonomy and accountability Performance and result-based management SLIDE 16

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)

EDUCATION FOR ALL The EFA Development Index Jordan ranks 51st out of 127 countries worldwide on this index which is based on: PRIMARY NET ENROLMENT RATES ADULT LITERACY RATES GENDER-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)

needs Education Reform for Knowledge Economy (ERfKE)
The realization of the vision of King Abdullah II for Jordanian productivity and prosperity in the Knowledge Economy needs continued 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 SLIDE 16

e-Curricula Development
Education Reform for Knowledge Economy (ERfKE) THE JORDAN EDUCATION INITIATIVE Model of Reform for Export and Replication Partnership with Local IT Industry Key Elements Public-Private Partnerships in e-Curricula Development SLIDE 13 Effective Use of ICT for Teaching and Learning

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

THE JORDAN EDUCATION INITIATIVE
Education Reform for Knowledge Economy (ERfKE) THE JORDAN EDUCATION INITIATIVE Track 1 Discovery Schools 1a In-Classroom Technology 1b e-Curricula Materials 1c Teacher Training Track 2 Lifelong Learning SLIDE 15 Track 3 ICT Industry Development

Cisco/Rubicon e-Mathematics K-12

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. Participants in the major international assessments This enables it to benchmark the education outcomes to the international standards. This makes Jordan ideal model for the future regional benchmarking exercise.

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. 1. ICT could potentially be a powerful tool to transform education systems but the juries are still out on its effectiveness on education outcomes. For instance, PISA indicates that the availability of computers at this point does not necessarily lead to higher student achievement (OECD 2001). A recent OECD survey suggests that integration of ICT in teaching and learning is still used in the very limited even in most OECD countries (OECD 2004). Perhaps this explains why we observe a weak linkage between availability of computer and student achievement. 2. The study thus points out that a successful integration of ICT in an educational system requires changes in several areas such as national policies, curricula, teacher education, the organization of instruction time, and use of teaching and learning strategies (OECD 2003). Without ensuring non-hardware elements necessary for the effective use of ICT in education in place, Jordan will face the risk of wasting their investment in ICT. 3. While the immediate benefits of ICT in education – positive impacts on learning – do not seem so obvious, there is enough evidence to suggest that investment in ICT in education does pay off. For instance, workers with ICT skills tend to be better rewarded in the labor market with better job prospects and/or increased salaries. Firms with ICT skills and infrastructure tend to be more competitive (Freeman 2002, Patrinos 2001). With a worldwide trend in which technological shifts has favored skilled/technologically literate workers, ICT in education and training has now become an unavoidable choice for national governments as well as business firms and individuals.

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

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.

The Jordan Education Initiative started in January 2003 at Davos

Supporting the National Learning Agenda
Supporting national programs aimed at fundamentally redefining learning outcomes in schools, universities, community colleges and lifelong 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

An Act of Discovery with Global Significance
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.

JEI STRATEGY IS FLEXIBLE AND NON-DETERMINISTIC
Strategic principles 1 Broad, ambitious blueprint that uses ICTs as catalyst to change education system and accelerate Jordan’s development into a knowledge economy 2 Flexible structure that allows for partner-driven innovation and interpretation of project objectives, creating “market place” for ideas and test-bed for experimentation 3 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

JEI HAS DEVELOPED RAPIDLY AND IS APPROACHING 2 YEAR ANNIVERSARY
Key milestones 2003 Jan John Chambers suggests educational initiative for Jordan at IT/Telecoms Governors’ Meeting at WEF Annual Meeting ~30 companies express interest “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 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 2004 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 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 2005 Jan Update session on JEI at WEF meeting at Davos, with discussion on expansion to Palestine, Egypt, India

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

Track Update Program Management Office
JEI Master Plan - Developing a comprehensive approach to drive the DS track Developing deployment “processes” in partnership with the Ministry of Education and JEI partners. (Deployment Work Group)

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

Track Update Discovery Schools, In-Classroom Technology
School Readiness Update Networking of Schools underway Securing of Discovery Schools and National Public Schools computers and networks Different models of in-classroom technology being tested

Track Update Discovery 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)

Online Curricula High Level Deployment Plan
March 2004 Pre-pilot Math Online Feb 2005 Rollout Math Online April 2005 Pilot Arabic Online Sep 2005 Rollout EFL Curricula Sep 2005 Pilot Science Online Feb 2006 Rollout Science Online Sep 2004 Pilot Math Online March 2005 Pilot ICT Curricula May 2005 Pilot EFL Curricula Sep 2005 Rollout Arabic Online Sep 2005 Rollout ICT Curricula

Track Update Discovery Schools, Teacher Training
Teacher Professional Development Strategy for the JEI Discovery Schools (funded by MobileCom and carried out by World Links) 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

Track Update Discovery Schools, Change Management
Training conducted by MobileCom trainers at MobileCom training facilities for the first 6 Discovery Schools NetCorps Jordan providing 12 interns to support in-school change management programs, funded by the Krach Family Foundation

An Action and Results-Oriented Initiative Discovery Schools, Communication strategy that covers three spheres should be covered

Track Update Lifelong Learning
ElementK/ExecuTrain/ITG to offer a wide range of online courseware through the Knowledge Stations Engage NetCorps through financing from the Krach Foundation to support opening selected Discovery Schools for communities

Track Update ICT Industry Development
JEI continues to attract more partners such as AMD, and IBM Received $25M of contributions over the past 2 years

SUMMARY OF OUTPUTS HAVE BEEN ACHIEVED
High Low Outputs Issues 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 Model becomes more complex as more curricula is piloted next year In-classroom technology 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 development on schedule and exceeding initial expectations (e.g., 5 subjects instead of 4) 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 Necessary training carried out but wider reach hampered by delays in technology deployment and coordination challenges Training

THREE MAIN ISSUES THAT NEED TO BE ADDRESSED
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 Coordination between Discovery School programs Integration with MOE 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 Partner communication 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

STEPS TAKEN TO SUPPORT AND COORDINATE IMPLEMENTATION OF PROGRAMS IN DISCOVERY SCHOOLS
Suggested improvement opportunities Complexity Develop single master plan, with details on individual Discovery Schools, to facilitate synchronized rollout Coordination 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 Capacity 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 Communications PMO to work with MoE to establish clear key performance indicators and data collection process PMO to develop communications strategy for school system

Jordan in figures

Knowledge Economy (ERfKE I) Dr. Mohammed Daoud Al-Majali

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