70
target) and 509 (10-year target); Math score to 446 (5-year target) and 466 (10-year target) (b)
% of teachers attending over 80 hours of training every year 50% (5-year target) / 75% (10-
year target) (c) Percentage of parents reading with their children 60% (5-year target) 70% (10-
year target).
One notable feature of the HRD strategy is the awareness of the risk of implementation failure.
The strategy document is particular about having provisions to ensure management of the
deliverables and implementation of the proposed reforms. There is a clear reference to regular
monitoring of progress against planned targets as well as evaluating results and updating the
plans (based on feedback from the monitoring stage). Three capabilities have been identified as
critical to avoid implementation failure: (a) An autonomous and accountable governance
structures to drive forward the implementation of the HRD strategy9 (b) bureaucratic capacity
through leadership training and recruitment of new talents (c) participatory coordination
efforts to be achieved by involving internal and external stakeholders. Not only are critical
capabilities identified, as many as nine recommendations have been made to secure these
capabilities.
The Ministry of Education works closely with NCHRD to develop a feedback loop between
researchers studying the education systemand policymakers in charge of implementing reforms
(Abdul-Hamid, Abu-Lebdeh and Patrinos 2011). Performance in TIMSS and PISA has directly
impacted education policy in Jordan. The NHCRD report 2016 has time-bound key performance
indicators relating to TIMSS and PISA outcomes (Ababneh, Al-Tweissi and Abulibdeh 2016).
In sum, the HRD strategy of the National Committee for Human Resource Development offers a
robust Blueprint to implement system-wide reforms in the educations sector. In terms of focus,
earlier reform initiatives have emphasized more on supply-side factors. Recent reform
measures however have also acknowledged the importance of demand-side strategies such as
greater parental involvement and community engagement. Even then, supply-side policies and
strategies dominate the reform agenda. These include improving teacher quality, school
facilities, periodic revision of the curriculum, teacher training provisions, use of ICT in school,
and so on.
The MoE is already in a process of devolving responsibilities to local levels. Moreover, there has
been significant progress in local capacity the institutions over the past two decades. Successful
initiatives to improve student learning through teacher training include the Queen Rania
Teachers Academy (QRTA), the Jordan Education Initiative (JEI), the Early Grade Reading and
Math Project (RAMP). The Education Management Information System (EMIS) of the Ministry of
Education has been a major boost in terms of data-driven monitoring, evaluation and decision
making capacity in primary and secondary education.
International donors and NGOs have also played a key role in educational development in
Jordan. In 2003, a multi-donor funded 10-year program -- Education Reform for the Knowledge
Economy Program (ErfKE) – was launched. The second phase of program spanned 2009-2015.
Under ErfKE-I, the principal objective was to improve learning environment in schools as well
as promote early childhood education. In addition to institutionalizing the reforms introduced
9 This will include, among others, an independent HRD Results and Effectiveness Unit with the full-time
delivery capacity of the HRD Reform Board. This will act as a watch-dog on the entire HRD reform and to drive
results.