80
Figure 3.1.9: Trends in Level-4 Competency in Math, Reading and Science in PISA by Family
Wealth, 2009-2012 (Jordan)
Source: Authors, based on WIDE database
In sum, Jordan’s performance in international assessment may reflect a system-wide learning
crisis. Learning remains low not just in secondary schools and/or higher grades of primary
schooling cycle, it appears to be low in the early grades of the basic schooling cycle. As per the
USAID sponsored 2012 EMGA test, one in every five children in grade 2 could not read a single
word of connected text. However, shortfalls in early learning (performance measured in terms
of simple reading or math tasks) is less severe when compared to other OIC countries like
Yemen, Iraq, Morocco and Tanzania and other developing countries like India (World Bank
2018).
Review of the Available Evidence
There is a small body of academic scholarship on Jordan that has independently evaluated the
determinants of student learning using data from national and international assessments.
Existing policy documents identify important shortfalls such as lack of trained teachers, student
absenteeism, lack of oversight (school inspections focusing on physical infrastructure instead of
the quality of teaching and learning practices), insufficient use of technology, and low parental
participation in Parent Teacher Associations and engagement with teachers (HRD 2016).
For review purpose, attention is given to the causes of unsatisfactory performance in TIMSS and
PISA. Popular explanations for poor student learning outcomes in Jordan include shortfalls in
school curricula and teaching techniques and the lack of incentives among student to take
0
.02 .04 .06 .08
.1
1 2 3 4 5 1 2 3 4 5
Country Wealth Index Quintiles, 2006 Country Wealth Index Quintiles, 2012
Maths Reading
Science
Graphs by category and year