92
3.1.7. Conclusion
Jordan’s experience highlights the importance of continued participation in international
assessments and using the evidence for diagnostics purpose as well as to guide education
reforms to improve the quality of the education systems. The challenge of low level of student
learning and growing inequality in access to quality education is not unique to Jordan. Despite
significant efforts in past two decades to ensure free universal education, learning level is low
and opportunities are unequally distributed. However, these patterns also characterize the
education systems in most MENA countries. Other countries in the region also face a learning
crisis and rising inequality in education quality despite large-scale improvements in access to
education (Chapman & Miric, 2009). Similarly, inequality of opportunities has either remained
unchanged or has worsened in recent years in MENA countries (Salehi-Isfahani, Hassine, &
Assaad (2014). Alongside progressive educational reforms, better design of poverty policies can
be critical in eliminating the sources of such inequalities in learning outcomes.
3.1.8. Recommendations
Below are some recommendations that can help achieve the goal of inclusive quality education.
First, shortfalls in learning occur early. Therefore it is critical to intervene in early grades to
improve performance in later stages of schooling (e.g. among 15 years old in PISA). Regular
assessment of foundational skills in the early grades is equally important. At the same time, pre-
school attendance rate is low in Jordan. Increasing the access to quality ECDC/pre-primary
schooling is critical.
Second, provide better support to teachers through in-classroom coaching and/or regular
supervisor visits, training capacity in key instructional and teacher feedback methods need to
be enhanced. In addition, better provision for in-service teacher training is needed to be
increased as it helps teachers improve their instructional approach.
Third, the high failure rate in Tawjihii reflects a huge inefficiency in the education system.
Twelve years of school education does not produce enough graduates who have enough
cognitive skills to move to the next level in the education cycle. This is also confirmed by the
declining performance of Jordanian students in TIMSS and PISA. However, the high-stake nature
of the test creates numerous challenges for students and teachers. Therefore alternative options
should be explored to ease the associated social and psychological pressure.
Fourth, given the high stake associated with Tawjihii/GCSE, the assessment focus should move
away from traditional content, the ability to apply routine procedures and the ability to
memorize. Focus should be on problem solving, critical thinking and communication abilities.
Fifth, a data dissemination policy may be formulated to facilitate greater access to raw (student)
assessment data. At present, such data is not shared openly by the MoE or NCHRD (Ababneh,
Imad, Lebdih, and Tweissi 2014); only TIMSS and PISA data are available (directly downloadable
from TIMSS or PISA websites). Advanced countries make raw education data available for
secondary data analysis to bonafide researchers. Limited data sharing undermines secondary
analysis of student assessment results as well as education quality and harm local (education
related) research capacity in the long-term.
Sixth, there must be feedback loops between the research, curriculum and professional
development as part of a comprehensive reform. Equally, monitoring of implementation and
results must be continuous and meaningful.