What is the initiative and where is it implemented (city or country, for example)?
The Ministry of Education (MoE) in Jordan has set a goal to improve the quality of life by enhancing education, raising the quality of the education system and allowing young people to achieve better academic results, which will, in turn, impact their well-being. Higher quality of education will ensure Jordan’s competitiveness in the global market in terms of its Knowledge Economy. To achieve this goal, the country needs qualified human resources, which requires prolonged training and diverse educational activities. One of the initiatives to support this goal is the Educating Dropouts programme. The initiative was launched in 2004 as a product of collaboration between the MoE and the non-governmental organization Questscope. The programme is an example of non-formal learning that promotes equity in education. Participants get an opportunity to undergo professional training and enter a formal education setting by joining the vocational training provided by the Vocational Training Corporation. The programme develops professional competencies, allowing participants to acquire a specific set of skills and knowledge and grow personally. The programme emphasizes the participants’ right to education, which motivates them further to pursue formal learning (DVV International, 2013).
How was the initiative established? How was it implemented?
Jordan’s MoE collaborated with various organizations to open non-formal education centres in different areas of Jordan. Between 2004 and 2005, 45 centres were opened in areas where dropout and child labour indicators were high. There were 31 courses provided for male students and 14 courses for female students. By 2011, around 5,500 students had enrolled in these centres, among them 4,600 male and 900 female students. By 2012, two more centres were opened for male students and accommodated more than 1500.
The programme is divided into the primary phase, intermediate phase and final sessions, each with a duration of eight months. It is flexible enough to accommodate the needs of the students. The classes take up no more than three hours per day, usually held in the evenings. The material aligns with the school curricula and is approved by the MoE Education Council. The primary phase aligns with elementary schooling in Jordan. It allows students to gain basic literacy and maths skills and pursue national studies, which include the governance system, statistics, archaeological sites, tourism and vocational training.
The intermediate phase, comparable to middle school (grades 5-7), provides an overview of general subjects such as science, geography and history. It also focuses on developing soft skills such as problem-solving, communication, presentation and others. The final phase concentrates on improving soft skills further with enhanced vocational training, which is comparable to grades 8-10 of secondary school. All phases provide classes on religion, the English language and IT. Upon finishing the programme, the students obtain an official certificate recognized by the Vocational Training Corporation. Since the programme provides education equivalent to 10 grades of schooling, certification proves that participants have completed basic schooling and are qualified to enter vocational training or continue their education further in other formal settings (DVV International, 2013).
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
The Ministry of Education collaborated with multiple partners to develop and incorporate different educational activities. Both governmental and non-governmental organizations concerned with reducing school dropout rates work closely with the MoE to implement the initiative, one of them being Questscope. Other stakeholders include the Vocational Training Corporation, which oversees all formal vocational training centres in Jordan, as well as teachers, trainers and other programme beneficiaries (DVV International, 2013).
What are the impacts of the initiative in terms of facilitating lifelong learning? Who does it benefit and how?
The programme targets young participants aged between 13 and 20 years who have not or cannot complete their high school education. People who do not have Jordanian citizenship, for example, Iraqi and Syrian refugees, can also enrol in the programme. The programme is student-centred and prioritizes modern approaches to teaching.
The teachers act as facilitators and support the students on their learning journey. The centres are located close to students’ homes or workplaces for accessibility, ensuring a low absence rate. The students take part in the learning process not only indoors but also outside of the classroom. Local community resources and donations cover the costs of outdoor learning activities. Since one of the reasons for dropping out of school is exam anxiety and fear of failure, the programme developed an assessment system with different criteria. Participation and interaction during classes make up half of the final mark, with attendance and outdoor activities constituting 10 per cent of the total grade. Test and exam results contribute 40 per cent to the final grade. Facilitators, who are mostly public school teachers, are trained to give constructive feedback and increase learner motivation.
Around 300 facilitators were trained by the Ministry of Education and its partners. Most of the facilitators who work at the centres work in regular schools simultaneously. They receive a stipend. In 2011, the assessment of the centres in collaboration with Oxford University concluded that the programme impacted the participants’ behaviour positively. Aggression levels dropped significantly and assessors noticed improvements in relationship with peers and families of participants. Overall, the participants displayed a higher level of education and increased motivation to pursue their studies (DVV International, 2013).
References
DVV International. 2013. Adult Education and Social Change. [Online] Bonn, dvv international. Available at: https://www.dvv-international.de/fileadmin/files/ipe_67_final_web.pdf [Accessed 4 November 2021].