Supporting MoE – Jordan’s Reform Agenda

This post is also available in: Arabic


Client: U.S. Agency for International Development (USAID)

Coverage: Jordan, nationwide

Beneficiaries: Ministry of Education’s officials and their partners

Objective: to enhance the institutional capacity of the Ministry of Education personnel, and to develop a national operational plan for teachers’ Professional Development Framework.

ASK’s Role: ASK provided high-level consulting services to the Ministry of Education; ASK was involved in developing a full comprehensive national “Induction Program” for teachers, and was drafting recommendations for revising the teacher career structure, building on the one currently under review in the Ministry of Education. ASK also provided technical expertise in developing performance standards for principals and supervisors, and assisted in the development of indicators linked to these standards. ASK furthermore led the design of a specialized “Induction training” for the Arabic language, which was implemented for 370 Arabic language teachers across Jordan.

ASK was involved in the Reform Agenda’s following main activities:

  1. Institutionalizing improved PD systems through 1) drafting a national “Induction Program” for teachers, 2) defining the roles and responsibilities of Ministry of Education PD staff, 3) drafting Ministry plans for integrating and institutionalizing activities and practices, 4) drafting a Ministry HR, financial and system needs document, and 5) defining milestones to support structured growth to accommodate the PD needs.
  1. Linking educational standards with professional development through 1) identifying and reviewing existing standards for various educational roles, 2) supporting workshops to discuss standards, improve existing standards and establish expanded sets of standards for specialization areas, 3) agreeing upon standards that guide future development of PD policies and systems, and 4) establishing where and how these recommendations and strategies are implemented for credentialing and promotion structures.
  1. Establishing certification and accreditation policies and practices for teachers and PD courses and programs through 1) assessing current practices and issues in certification and accreditation, 2) participating in dialogue with the Ministry and its PD Framework team to provide recommendations to the Ministry for certification and accreditation, 3) developing a plan for implementing the system for certification and accreditation, and 4) implementing recommendations for certification and accreditation.
  1. Recognizing and publicizing good teaching through 1) coordinating with Queen Rania Teacher Award NGO and others to identify current teacher and school recognition activities and awards, and 2) establishing partnerships with recognized awards to reach other significant school reform role models.
  1. Implementing the Arabic Language Subject Matter Induction Program, which targeted Arabic language teachers and aimed at reinforcing their confidence in teaching, and raising their sense of appreciation for the importance of teaching Arabic to students through modern teaching pedagogies and ICT.
  1. Developing Professional Standards for Educational Leaders (principals, supervisors and assistants), which identified the expected roles and competencies that they must possess in order to effectively conduct their duties as leaders in schools. These standards were supported by the development of a National Framework for PD Programs for the same target audience to achieve these standards.

In addition, ASK participated in the development of a transition strategy that will enable the Ministry to adopt the ERSP’s professional development programs and roll them out as national professional development programs. As part of this transition strategy, a team of qualified Ministry of Education trainers took part in:

  • Approving school leadership teams (principal and supervisors) and teacher standards, as well as to move towards specialization standards;
  • Mapping out a “Comprehensive Leadership Program”; and
  • Coding training materials as a standard practice that link to standards and competencies.