2016年-世界发展银行全球_Hashemite_Kingdom_of_Jordan_Education_Sector_Public_Expenditure_Review_63页_2mb

Hashemite Kingdom of Jordan Education Sector Public Expenditure Review Summary

Core Content

This report, Report No: ACS18935, is a Public Expenditure Review (PER) of Jordan's education sector, conducted in 2016. It aims to address policy questions related to education quality, access, and resource allocation, using data from the Education Management Information System (EMIS) and Ministry of Finance (MOF) budget data. The analysis covers education outcomes, spending patterns, teacher compensation, and provides recommendations for improving the system.

Main Points

Education Outcomes

• Jordan has made significant progress in education access and attainment over the past decades.
• Enrolment rates are comparable to comparator countries, except for pre-primary education, which remains low at 34%.
• There is considerable variation in enrolment rates across governorates and gender.
  • Girls have higher enrolment rates than boys at all levels of education.
  • The gender gap widens in secondary education, reaching 8.7 percentage points.
• Despite high access, student learning outcomes remain below international averages.
• The quality of education is a concern, which may explain the increasing preference for private schools over public ones.

Public Education Spending

• Public education spending in Jordan is 3.5% of GDP, comparable to international averages.
• Spending is split into capital and recurrent components.
  • Capital spending is allocated to infrastructure and school development.
  • Recurrent spending accounts for 92% of total education expenditure, primarily used for teacher compensation.
• The Syrian refugee crisis has significantly impacted public education spending, with a surge in demand for school capacity.

Teacher Compensation

• Teachers are paid based on qualifications and seniority, not directly on performance.
• Teacher salaries are relatively high compared to per capita GDP and other tertiary-educated workers.
• However, effort and performance are not adequately incentivized.
• Compensation includes basic salary, allowances, and benefits, but lacks mechanisms to reward better teaching outcomes.

Key Information

Structural Challenges

• School size is generally smaller than recommended but not drastically so.
• Class size and student-teacher ratio are comparable to OECD averages.
• Regional disparities exist in both access and quality of education.
• Small and rented schools are localized issues that require targeted solutions.

Recommendations

1. Motivate Teachers to Perform:

   • Shift to performance-based education.
   • Introduce financial incentives such as bonus pay.
   • Replace existing allowances that do not incentivize performance with policy-driven payments.

2. Realign Capital Investments:

   • The Ministry of Education (MOE) should have oversight of all capital spending.
   • Use detailed geographic data to optimize infrastructure investment.
   • Consider school clustering in areas with limited resources, allowing shared resources and good practices while maintaining school identity.

3. Address Regional Variation:

   • Focus on specific governorates with lagging outcomes.
   • Improve budgeting and planning to address socio-economic and geographic disparities.
   • Use the Jordan Response Plan and projectized approach to target specific needs.

Additional Notes

• The private sector dominates education provision, accounting for 41% of schools and 66% of enrolment growth between 2001-2014.
• UNRWA and other governmental entities manage a small share of schools (174 and 38 respectively).
• Early childhood education has seen limited public investment, with only 29% of pre-primary enrolment in public programs.
• International assessments (e.g., TIMSS, PISA) highlight Jordan's performance and variations in student achievement.

Conclusion

Jordan has made substantial investments in education, with positive trends in access and enrolment. However, learning outcomes remain below international standards, and resource allocation is inefficient due to poor coordination and lack of performance incentives. The report recommends a shift towards accountability and performance-based reforms, along with targeted capital investments and focused policy attention to address regional disparities.

Figures and Tables

• Figure 1: Shows the increase in average years of schooling in Jordan and comparator countries from 1970 to 2010.
• Figure 2: Displays governorate-level gross enrolment ratios (GER) for kindergarten, basic, and secondary education in 2010-11.
• Figure 3: Illustrates gender differences in GER for kindergarten and basic education in 2013-14.
• Table 1: Lists Jordan's GERs for all education levels from 1970 to 2012.
• Table 2: Compares Jordan's GERs with Tunisia, Croatia, and Thailand for 2012-13.
• Table 3: Shows the distribution of schools by authority, type, and gender for 2013-14.

Boxes

• Box 1: Highlights low pre-primary education investment in the MENA region and Jordan's recent focus on public kindergarten provision.
• Box 2: Notes USAID support to the Jordanian education sector, particularly in infrastructure and teacher training.
• Box 3: Discusses strengthening accountability in Jordan's education system, emphasizing the need for data transparency and performance monitoring.