Hashemite Kingdom of Jordan Education Sector Public Expenditure Review
This education sector public expenditure review (PER) aims to respond to policy questions on the mind of the Jordanian Ministry of Education (MOE) using data readily available to the Ministry as well as common analytical techniques. Despite impress...
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| Format: | Report |
| Language: | English |
| Published: |
World Bank, Washington, DC
2018
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| Online Access: | http://documents.worldbank.org/curated/en/816221527009788184/Jordan-Education-Sector-Public-Expenditure-Review http://hdl.handle.net/10986/29871 |
| Summary: | This education sector public expenditure
review (PER) aims to respond to policy questions on the mind
of the Jordanian Ministry of Education (MOE) using data
readily available to the Ministry as well as common
analytical techniques. Despite impressive achievements in
terms of access to education, policymakers in Jordan are
keenly aware of the relatively low student learning outcomes
in the country. This PER uses available MOE Education
Management Information System (EMIS) and Ministry of Finance
(MOF) budget data, in addition to other readily available
sources of data, to shed light on the performance of the
Jordanian education system and address policymakers’
concerns. The EMIS currently includes data by school on
numbers of teachers and students; physical attributes such
as land area, buildings, and classrooms; in addition to the
school’s geographic location, type, and supervising
authority. The present EMIS therefore allows for relatively
detailed analysis of the Jordanian schooling system, as will
be shown in this report. However, the EMIS also entails
shortcomings, as it does not allow for calculation of
repetition and drop-out rates, for example, nor does it
include any school financial data. The present report begins
by describing the achievements as well as shortcomings of
Jordan’s education system (Section two); Section three
describes the current education learning environment,
including some detail on the basic system attributes of
school size, class size, and student-teacher ratio; Section
four then turns to public education spending and its
allocation across capital and recurrent spending, as well as
the costs associated with the Syrian crisis; Section five
hones in on teacher compensation in particular, given its
large share in spending; and Section six provides resulting
recommendations and international good practice for
policymakers’ consideration. |
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