Figure 3.1.9: Trends in level-4 competency in Math, Reading and Science in PISA by family wealth,

2009-2012 (Jordan)...............................................................................................................................................................80

Figure 3.1.10: Important features of effective principal and teachers ...........................................................88

Figure 3.1.11: Main barriers to quality education in primary and secondry education in Jordan .....89

Figure 3.1.12: Main priorities for investment to improve quality of primary and secondary

education in Jordan................................................................................................................................................................90

Figure 3.2.1: School enrollment by levels of education, 1984-2016................................................................99

Figure 3.2.2: Pupil teacher ratio by school type, 2010-2016 ........................................................................... 100

Figure 3.2.3: Percentage of graduate teachers by secondary schools type, 2014-2016 ...................... 100

Figure 3.2.4: Malaysia’s Achievement in TIMSS 1999 - 2015 .......................................................................... 102

Figure 3.2.5: Trends in level-1 competency in Math and Science in TIMSS by family wealth, 1999-

2011 (Malaysia).................................................................................................................................................................... 103

Figure 3.2.6: Trends in level-2 competency in Math and Science in TIMSS by family wealth, 1999-

2011 (Malaysia).................................................................................................................................................................... 104

Figure 3.2.7: Trends in level-3 competency in Math and Science in TIMSS by family wealth, 1999-

2011 (Malaysia).................................................................................................................................................................... 105

Figure 3.2.8: Trends in level-1 competency in Math, Reading and Science in PISA by family wealth,

2009-2012 (Malaysia) ....................................................................................................................................................... 105

Figure 3.2.9: Trends in level-4 competency in Math, Reading and Science in PISA by family wealth,

2009-2012 (Malaysia) ....................................................................................................................................................... 106

Figure 3.2.10: Important features of an effective school principal and teacher...................................... 114

Figure 3.2.11: Main barriers to quality education at the primary and secodnary level....................... 115

Figure 3.2.12: Main priorities for investment to improve quality education at the primary and

secondary level ..................................................................................................................................................................... 116

Figure 3.3.1: Distribution of institutions by sector (2015-16)........................................................................ 126

Figure 3.3.2: Enrolment by province/region, 2012-2016 (children aged 6-10 years) ........................ 132

Figure 3.3.3: Enrolment in government schools by province/region, 2012-2016 (children aged 6-16

years .......................................................................................................................................................................................... 133

Figure 3.3.4: Enrolment by gender and socio-economic status ...................................................................... 134

Figure 3.3.5: Enrolment by school type and socio-economic status............................................................. 134

Figure 3.3.6: Availability of Drinking water (%), by province/region and schooling level................ 135

Figure 3.3.7: Availability of toilets (%), by province/region and schooling level .................................. 136

Figure 3.3.8: Literacy rates (%) for individuals aged 10 and above by province and location ........ 137

Figure 3.3.9: Grade 5 learning levels in language, by province/region ....................................................... 138

Figure 3.3.10: Grade 5 learning levels in mathematics, by province/region ............................................ 138

Figure 3.4.1: Gross and net attendance in primary and secondary school by household wealth,

2011........................................................................................................................................................................................... 166

Figure 3.4.2: Primary school completion rates and transition rate to secondary school by parental

schooling and household wealth, 2011...................................................................................................................... 167

Figure 3.4.3: National Examination Council Final Senior Secondary Schools Examination, 2013-

2016........................................................................................................................................................................................... 171

Figure 3.4.4: FME Primary MLA Literacy and Numeracy Percentage Mean Scores 1996-2011

(grades 4 and 6) ................................................................................................................................................................... 172

Figure 3.4.5: Children's Numeracy Skills by Household Wealth (children ages 5-16 able to read)173

Figure 3.4.6: Children’s Numeracy Skill by Household Wealth....................................................................... 174

Figure 3.4.7: Children's Literacy Skills by Household Wealth (children ages 5-16 able to read)... 174

Figure 3.4.8: Children’s Numeracy Skill by Mother's Schooling ..................................................................... 175

Figure 3.4.9: Percentage of 2 grade students who could not read a single word of connected text in

EGRA, by region and gender ........................................................................................................................................... 177

Figure 3.4.10: Zero scores in 5 Hausa sub-tasks in EGRA 2014...................................................................... 178