ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA ICT Policy and Strategy for Jordan Dr. Robert Kozma | Wayan Vota| Reem Bsaiso 1

ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA The King’s Vision of Jordan’s Future “The Hashemite Kingdom of Jordan has the quality competitive human resource systems that provide all people with lifelong 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.” King Abdullah II 2

ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA Jordan’s National Agenda 3

ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA Education Policy in Jordan In 2002, King Abdullah II issued the “Vision Form for the Future of Education in Jordan In 2002, King Abdullah II issued the “Vision Form for the Future of Education in Jordan Integrate ICT in education Integrate ICT in education Increase human capital development Increase human capital development Promote the role of ICT in economy Promote the role of ICT in economy ERfKE I and National Education Strategy ERfKE I and National Education Strategy Restructure education management Restructure education management Reform curriculum and teaching Reform curriculum and teaching ICT training for teachers and EduWave learning portal ICT training for teachers and EduWave learning portal Jordan Education Initiative Jordan Education Initiative “Discovery Schools” and e-learning content “Discovery Schools” and e-learning content ERfKE !! ( ) ERfKE !! ( ) ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA

Current Status 2010 (Basic Education) StrengthsWeaknesses Professional Development Moving towards teacher standards 95% of teachers have basic ICT skills Limited training in the use of ICT in teaching across subject areas Pedagogy Understand need to change Limited use of ICT in pedagogy Curriculum /Content Moving towards outcomes, Most curricula subjects digitized, available online Digital content not utilized, Supplemental content not officially recognized or categorized Assessment All student grades online, capacity to deliver tests online Digital grades not official, no capacity to print official grades School Organization& Management Moving towards school development, Some ICT use in school/MoE management Use of ICT seen as burden or distraction, EMIS data not used for decision making ICT Pervasive hardware, software, and connectivity at schools and MoE LMS doesn’t scale, EMIS doesn’t query, ICT not used 5

ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA Knowledge Economy Education Trajectory Basic Education Knowledge Acquisition Knowledge Deepening Knowledge Creation Now Increased participation ICT as subject ICT literacy Traditional pedagogy with some ICT Central control Increased participation ICT as subject ICT literacy Traditional pedagogy with some ICT Central control Blended learning ICT embedded in the curriculum Digital content School-based decisions Empowering ERfKE II Blended learning ICT embedded in the curriculum Digital content School-based decisions Empowering ERfKE II Project-based learning Real world problem solving No paper text/test School autonomy and accountability Project-based learning Real world problem solving No paper text/test School autonomy and accountability Knowledge- building pedagogy Communities of practice Continuous innovation Knowledge- building pedagogy Communities of practice Continuous innovation The Knowledge Ladder 6

ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA Strategy: Blended Learning Pedagogy Knowledge Acquisition Professional Development Adopt or modify “UNSECO ICT Teacher Competency Standards” Develop blended learning training materials Pedagogy Train teachers, principals, & staff in blended learning pedagogy Support implementation in classrooms Curriculum & Content Ensure all curriculum digitized on LMS ICT embedded in the curriculum Teacher-developed blended learning lesson plans, content, and educational software / games Assessment Support implementation of blended learning assessment in classrooms ICT All teachers have easy, daily access to ICT in classroom All schools develop local ICT plans. 7

ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA Strategy: School-Based Management Knowledge Acquisition School Organization and Management Principals and teachers participate in self-assessment and school-based improvement Professional Development Principals, teachers, and staff are trained to use EMSS as an Education Decision Support System (EDSS) in school- based decision making ICT Principals and teachers have easy, daily access to ICT and EMSS 8

ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA Strategy: “Lead Schools” Knowledge Deepening School Organization and Management Set up application criteria and accountability mechanism to become “Lead Schools” Authority and resources for innovation & dissemination Professional Development Develop and pilot training materials for project-based pedagogy and school-based management training Train/refresh Lead School teachers and principals Pedagogy Implement project-based pedagogy in Lead Schools Develop dissemination strategies Curriculum and Content Incorporate Knowledge Economy Skills into curriculum outcomes and map with assessment Work with Lead Schools to identify, develop, and implement project- based materials Assessment Develop and implement project-based assessments, mapped to curriculum in Lead Schools ICT Special resources based on local innovation and dissemination plan 9

ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA Strategy: Assess KE Skills Knowledge Deepening Assessment Develop and field test ICT-based assessment of knowledge economy skills Implement system-wide to establish baseline 10

ICT, EDUCATION REFORM, AND ECONOMIC DEVELOPMENT DR. ROBERT KOZMA Knowledge Acquisition Goals for 2015 Professional Development 100% of teachers, principals, and supervisors trained in blended learning pedagogy 100% principals, MoE staff trained in school management, using digital resources Pedagogy 90% of teachers using blended learning in 1 class per week 70% of teachers using blended learning in 2+ classes per week 80% of teachers in “lead schools” using project-based learning Curriculum/Content 100% of national curriculum available in blended learning 70% of all teachers creating supplemental content 20% of national curriculum available in project-based learning Assessment 100% of students taking at least 1 national assessment online 70% of teachers using blending learning in student assessments 100% of principals, MoE staff using EMSS to assess teacher, school performance 25% of students in regular schools and 60% in Lead Schools will demonstrate mastery on knowledge economy skills School Organization& Management 100% of principals, MoE staff using EMSS in decision making 75% of principals, supervisors are instructional leaders 100% of MoE communication, reporting, archival using digital tools 75% of “lead schools” dissimilate innovations to non-lead schools ICT 70% of teachers have ICT tools in classroom; all have regular access 100% of principals, supervisors, MoE staff have access to ICT tools 100% of students, teachers, principals, supervisors have access to LMS 11