2015年-世界发展银行全球_Hashemite_Kingdom_of_Jordan_School_Autonomy_and_Accountability___SABER_Country_Report_2015_19页_353kb

Summary of the SABER Country Report 2015: School Autonomy and Accountability in the Hashemite Kingdom of Jordan

Core Content

The SABER School Autonomy and Accountability (SAA) Country Report 2015 evaluates the current status of school autonomy and accountability in Jordan. It highlights that Jordan has made progress in developing its education system but still faces challenges in fully implementing policies that support school-level decision-making and accountability.

Main Policy Goals and Status

1. Autonomy in Planning and Management of the School Budget

• Status: Emerging
• Key Points:
  • The Ministry of Education (MoE) provides the majority of the operational budget for schools.
  • A portion of the budget is prepared at the school level by the principal using a central form.
  • Regional Directorates of Education approve the budget form.
  • Schools can raise additional funds from NGOs and the private sector.
  • Principals are not required to consult parents or the community in budget planning or execution.

2. Autonomy in Personnel Management

• Status: Emerging
• Key Points:
  • Initial recruitment and appointment of staff is handled at the central level.
  • Deployment of staff is managed at both central and regional levels.
  • Decisions on principal selection and evaluation are made by the regional Directorates of Education.
  • All teaching and non-teaching staff are part of the civil service, with salaries managed centrally.

3. Participation of the School Council in School Governance

• Status: Emerging
• Key Points:
  • Parent-Teacher Councils have no role in budget planning.
  • Educational Councils (representing school clusters) have a voice in adopting budget items.
  • Neither council has legal authority or input on personnel management or learning inputs.
  • Councils are involved in school projects where appropriate, but not in core management decisions.

4. Assessment of School and Student Performance

• Status: Emerging
• Key Points:
  • There is no school-level assessment for overall performance.
  • Student knowledge is assessed via standardized tests.
  • Annual national exams are held in multiple grades.
  • Results are analyzed centrally and shared with regional directorates.
  • Schools use results to make pedagogical adjustments.

5. Accountability to Stakeholders

• Status: Emerging
• Key Points:
  • Guidelines for using student assessment results exist but are not used by parents to demand accountability.
  • No official mandates exist to simplify or explain assessment results to stakeholders.
  • Schools and the education system are not held accountable to parents, communities, or the public.
  • Financial accountability regulations are in place, but there are no oversight mechanisms for school operations.

Key Information

• Education System Structure:

  • Pre-Primary: Ages 4–5, Preschool
  • Basic Education: Ages 6–15, Grades 1–10
  • Secondary Education: Ages 16–17, Grades 11–12
  • Tertiary Education: Ages 18+, Colleges and universities

• Education Indicators:

  • Public education expenditure is approximately 3.5% of GDP and 9.7% of total government expenditure (2013).
  • Teacher-pupil ratio in primary education is 16:1 (2014).
  • Primary school net enrollment is 99% (2012).
  • Primary to secondary transition rate is 99.1% (2010).
  • Illiteracy rate is 7% (2010), among the lowest in the Arab world.

• Reforms and Projects:

  • Jordan launched the Education Reform for the Knowledge Economy (ERfKE) in 2003, supported by the World Bank.
  • The project aimed to decentralize school management, improve teacher quality, and enhance learning environments.
  • The National School-Based Development System (NSBDS) is part of the second phase of ERfKE, emphasizing school autonomy and accountability.

• School-Based Management (SBM):

  • SBM is a form of decentralization where schools have more control over decision-making, often in partnership with parents and the community.
  • SBM components are seen as mediating variables that can improve system performance when they form a "closed system"—where autonomy, assessment, and accountability are interrelated.

• PISA Performance:

  • Jordan's PISA results suggest that combining autonomy and accountability can lead to better student performance.
  • Systems with more autonomy in teaching content and resource allocation, and with standardized assessments, tend to perform better.

Policy Scoring

Conclusion

Jordan has made strides in developing its education system, with notable improvements in enrollment and literacy rates. However, school autonomy and accountability remain at the Emerging stage, indicating that while some policies are in place, they are not yet fully developed or widely implemented. The system is in the process of evolving toward greater decentralization and stakeholder engagement, which is crucial for enhancing educational outcomes and aligning with international best practices.