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Executive Summary Jordan is recognized both in the Middle East and internationally as a leader in developing its ICT infrastructure and promoting ICT as a tool to improve human capital, foster economic development and reduce poverty. His Majesty, King Abdullah II, is a strong advocate in the promotion of ICT as key to Jordan’s role as an IT hub in the region. In 2002, the King issued the “Vision for the Future of Education in Jordan,” which provided strong support to the role of ICT. In 2006, this commitment was updated by the King’s issuance of the Jordan National Agenda. This directive has helped government efforts to promulgate a policy and investment environment that promotes and nurtures strong public and private sector partnerships. Jordan’s ICT sector has a fully liberalized market, which has had a positive impact on economic stability. This is due, in part, to the proactive policies of the Jordanian Telecommunications Regulatory Commission (TRC), formed in 1995. It has a strong record of enabling intergovernmental collaboration as well as supporting private sector investment and partnership in policy and programme development. In mid-2007, the TRC and key government agencies, with the IT Industry Association acting as lead, published the National ICT Strategy of Jordan 2007-2011. This document provides a sound guide from both the private sector and public sector perspectives, on how Jordan should manage its ICT development program. The Ministry of Education (MoE) has been pro-active in its direct association with each of these ICT developments and in adopting the directives as part of its sector reform program. Jordan has invested heavily in its education system and in its human resources with a strong emphasis on enabling a more ICT-friendly and technology-aware population. The Kingdom’s education system is ranked as one of the best in the region in terms of access, equity, effi ciency and quality. The use of Internet, the acquisition of computers, the use of service providers, and overall technology use, have increased substantially. The Ministry has taken a systematic approach to its ICT policy development process. In 2003, the Ministry produced a list of key policy shifts for ongoing education development, each with a strong emphasis on ICT application. These resulted in policy debates and the National Education Strategy (2004), and an overall policy framework for 2007-2011, recently updated for 2009–2013. In 2004, the MoE issued its Curriculum and Learning Assessment Framework which guided the rewriting of curriculum in all subjects for all grades between 2004 and 2008. This Framework also provided the basis for the development, with the Jordan Education Initiative (JEI), of a broad programme of e-learning content which is now in full application and ongoing development. The MoE has worked intensively with the National Centre for Human Resources Development (NCHRD) to monitor all activities in its reform programme – the Education Reform for the Knowledge Economy (ERfKE). This reform programme is characterised by a strong emphasis on ICT and this will be expanded during the next phase scheduled for 2009- 2015. This key agency has played an important role in researching ICT applications in the basic and secondary education sub-sectors and its recommendations are integrated into the next phase of reform. A continuing link with the JEI, the private sector, donor agencies, and other government bodies will continue to be integral to ongoing policy development and ICT implementation and in the MoE education development program. Included in this is its newly established Education and Training Institute designed to ensure that teachers are fully literate in ICT and their use in teaching and learning. Abbreviations and Acronyms CIDA Canadian International Development Agency DCU Development Coordination Unit DTQS Directorate of Training, Qualifi cations, and Supervision ERfKE Education Reform for Knowledge Economy EU European Union FDI Foreign Direct Investment 94 | Transforming Education: The Power of ICT Policies
GCC Gulf Cooperation Council GITR Global Information Technology Report GNI Gross National Income GNP Gross National Product GOJ Government of Jordan ICDL International Computer Driving Licence ICT Information Technology and Telecommunication INTAJ Information Technology Association of Jordan IP Internet Protocol IT Information Technology JD Jordanian Dinar JEI Jordan Education Initiative KG Kindergarten MENA Middle East and North Africa MoE Ministry of Education MOICT Ministry of Information and Communications Technology MOL Ministry of Labour NBN National Broadband Network NCHRD National Centre for Human Resources Development NRI Network Readiness Index OECD Organisation for Economic Co-operation and Development PPP Purchasing Power Parity PSPS Policy and Strategic Planning Secretariat TIMSS Trends in Mathematics and Science Study TRC Telecommunications Regulatory Commission TSLRIC Total Service Long Run Incremental Costs UIS UNESCO Institute of Statistics UNESCO United Nations Educational, Scientifi c and Cultural Organization USAID United States Agency for International Development The Context Socio-economic Profi le Demography The Hashemite Kingdom of Jordan’s population growth is comparatively high with an annual increase of 2.5% and a population of 6.1 million (2008). Jordan has one of the youngest populations among lower-middle income countries with 38% of the population under the age of 14. More than 70% are under the age of 30 and life expectancy at birth has signifi cantly increased to 72 years over the past 15-year period. Population growth in 2007 was 3.2% and 2.7% in 2006 due mainly to an infl ux of Iraqis who now represent approximately 800,000 of the total population. The National Agenda states, “Jordan is one of the smallest and poorest economies in the Middle East with 14% of Jordanians living below the poverty line.”17 Poverty rates declined from 21% to 14% between 1997 and 2003 and recent estimates by the National Statistics Bureau indicate that poverty levels are now at 11%, which suggests 17 National Agenda, Section on “The Jordanian Challenge,” p. 5. Case Study: Jordan | 95
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United Nations Cultural Organizati
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Published by the United Nations Edu
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Table of contents Foreword Preface
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Preface Information and Communicati
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Chapter 1 The Technological, Econom
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Five subsequent chapters review the
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Telephones Communications technolog
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Country Population (Millions) Econo
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construction, retailing) accounted
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organization structure shifts to ma
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(World Bank, 2005). With a national
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Beyond an impact on achievement in
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Chapter 2 A Framework for ICT Polic
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Education Tuned for Mass Production
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apple Providing the skills needed f
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subjects to understand and solve co
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a certain constellation of conditio
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Consequently, signifi cant change r
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Most often, a nation will combine t
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More than 30 countries have begun t
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as the knowledge society. These cha
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Chapter 3 Case Study: Singapore Phi
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apple students possessed basic skil
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The Context Singapore, located at t
Page 49 and 50: will be examined in the four core s
Page 51 and 52: Workforce Continuing Education Beyo
Page 53 and 54: expressed concerns that the fi gure
Page 55 and 56: Goals MP2 encourages the effective
Page 57 and 58: the schools’ initiatives by provi
Page 59 and 60: 3. Improve the sharing of best prac
Page 61 and 62: Please don’t remove this word.ass
Page 63 and 64: items are usually included: manpowe
Page 65 and 66: Koh (2006) described a case where L
Page 67 and 68: these is the company, Playware Stud
Page 69 and 70: Koh and Lee further elaborated on t
Page 71 and 72: computer ratio of less than 10:1; S
Page 73 and 74: Chapter 4 Case Study: Namibia Shafi
Page 75 and 76: new economies that emerge from ICT
Page 77 and 78: 22% in 2002) and an estimated 15.3%
Page 79 and 80: In 2009, the GRN also made efforts
Page 81 and 82: extremely high levels of inequality
Page 83 and 84: It proposes that when used appropri
Page 85 and 86: problem solving; and learning to le
Page 87 and 88: The Implementation Plan places the
Page 89 and 90: The Policy Rationale The policy rat
Page 91 and 92: Stakeholder Category Stakeholder Ro
Page 93 and 94: Partnerships Currently in Existence
Page 95 and 96: Government stimulate the developmen
Page 97 and 98: apple That a number of successful c
Page 99: Chapter 5 Case Study: Jordan Taysee
Page 103 and 104: of the labour force is comprised of
Page 105 and 106: Table 2: Summary of Strengths, Weak
Page 107 and 108: Figure 1: Education Structure in Jo
Page 109 and 110: Policy Features Policy Objectives I
Page 111 and 112: The Ministry of Education has devel
Page 113 and 114: apple increasingly engaging various
Page 115 and 116: Intranet to facilitate data interch
Page 117 and 118: Table 7: A Comparison of the Comput
Page 119 and 120: Table 9: ICT Literacy and ICT Integ
Page 121 and 122: evenues could surpass USDone billio
Page 123 and 124: the Development Coordination Unit.
Page 125 and 126: delivery of ICT-related services, p
Page 127 and 128: Within the MoE itself, each Managin
Page 129 and 130: In the case of education, the Minis
Page 131 and 132: Chapter 6 Case Study: Uruguay J. En
Page 133 and 134: Abbreviations and Acronyms AGESIC A
Page 135 and 136: Uruguay is categorized as an “upp
Page 137 and 138: As it can be appreciated, the gener
Page 139 and 140: apple Implement the national inter-
Page 141 and 142: Table 4: Education levels in Urugua
Page 143 and 144: Table 9: Indicators Related to Scho
Page 145 and 146: Policy Features Overview of ICT in
Page 147 and 148: education policy, but placed itself
Page 149 and 150: Implementation Framework What plans
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In case of a technical problem, use
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To illustrate the resources current
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What are the national conditions th
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apple Creating a grant fund for new
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Summarizing, Ceibal is a policy dri
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What modalities/mechanisms instrume
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equired actions to materialize the
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The design of the evaluation consid
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initiatives were part of the pilot
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Figure 17: Percentage of Children t
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Conclusion The information presente
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Executive Summary Rwanda has been a
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to the country’s shift towards su
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Rwanda ranks 143rd out of 154 count
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that are not designed for teaching
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These policy objectives are informe
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It also proposes that ICT be used i
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Figure 2: Finance Planning Framewor
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The Policy Development Process Step
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Table 6: Current Partners in ICT fo
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improving the quality of tertiary e
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Monitoring and Evaluation The ICT i
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However, the realization of Vision
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Introduction All of the countries r
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Technical support: Schools enjoyed
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apple structuring the education sys
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Pedagogical and Curricular Change T
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encouraged to apply project-based l
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to spur the economy. The country is
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Enablers This section focuses on th
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On the other hand, the case of Urug
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Monitoring and Evaluation The polic
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Scaling up in the context of this p
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way of transforming education so as
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Is Leap-frogging Possible? The effo
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the appropriate ICT resources and p
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technological literacy and pedagogi
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National Agency for Research and In
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--. 2009b. Working Out Change: Syst
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Gerster, R. and Zimmerman, S. 2005.
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--. 2009. Measuring the Information
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Linden, L., Banerjee, A., and Dufl
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Miniwatts Marketing Group. 2009. Ur
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Quale, A. Trends in instructional I
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United Nations Development Programm
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World Bank. 2008a. MENA Development
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For more information about the publ
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