HASHEMITE KINGDOM OF JORDAN SABER Country Report SCHOOL AUTONOMY AND ACCOUNTABILITY 2015 Policy Goals Status 1. Autonomy in Planning and Management of the School Budget The Ministry of Education (MoE) supplies the majority of the operational budget for schools and manages some items directly. A portion of the school operational budget is prepared at the school level by the principal using a form from the central MoE. The regional Directorate of Education approves the operating budget form submitted by the principals. Schools have the authority to raise additional funds from other sources. Principals are not required to consult parents or community members in the preparation or execution of the school budget. 2. Autonomy in Personnel Management The initial recruitment and appointment of teaching and non-teaching staff is conducted at the central level, while their deployment is managed at both the central and regional levels by the MoE and the regional Directorates of Education. Decisions about the selection and evaluation of school principals are managed by the Directorates of Education. 3. Participation of the School Council in School Governance The Parent-Teacher Council has no role in planning the school budget; however, the Educational Council that represents school clusters has a voice in adopting budget items. Both councils have no legal right or voice on teaching and non-teaching staff management and learning inputs. Members are elected and are involved in school projects where appropriate. 4. Assessment of School and Student Performance There is no school assessment in Jordan to evaluate overall school performance. Student knowledge is evaluated using standardized student assessments. Annual national examinations take place in multiple grades. Results of the national examination are evaluated centrally and disseminated to regional directorates. Schools use exam results to make pedagogical adjustments when necessary. 5. Accountability to Stakeholders Guidelines exist for the use of student assessment results and for analyzing student performance, but they are not used by parents to demand accountability. No official mandates are in place to simplify and explain results of assessments, nor to hold schools and the education system accountable for their performance to parents, communities, and the public. Regulations exist for complying with rules of financial accountability, but none for oversight of school operations. KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 supply of housing, social, and infrastructure services, and Introduction the demand and supply for labor. Currently youth ages 15 to 24 in Jordan account for 21.6 percent of the In 2011 the World Bank Group commenced a multiyear population. This can be viewed as both a demographic program designed to support countries in systematically challenge and a gift as these individuals begin entering examining and strengthening the performance of their the labor force adding to the labor supply. education systems. Part of the World Bank’s Education Sector Strategy, 1 the evidence-based initiative called Jordan has high human development indicators relative SABER (Systems Approach for Better Education Results) to countries with similar characteristics and income is building a toolkit of diagnostics for examining levels. The population’s access to education and health education systems and their component policy domains services is among the highest in the MENA region, which against global standards, best practices, and in points to high levels of “ability” among the population. comparison with the policies and practices of countries This does not always readily translate into equality of around the world. By leveraging this global knowledge, opportunity. Possibilities of exclusion exist due to a range the SABER tools fill a gap in the availability of data and of barriers related to gender, geography, and evidence on what matters most to improve the quality of socioeconomic status. In addition, high levels of education and achievement of better results. This report education have not translated into dynamic labor market discusses the results of applying the SABER School outcomes as unemployment rates are particularly Autonomy and Accountability (SAA) tool in the Kingdom elevated for higher educated youth and women (World of Jordan. Bank 2015). Country Overview I. Education in Jordan The Hashemite Kingdom of Jordan is an upper middle- income country, which has sustained economic growth The Kingdom of Jordan’s education system begins at age with low poverty rates and low inflation relative to other four with preschool, followed by basic education for countries in the Middle East and North Africa (MENA) grades 1–10 and secondary education, which consists of region. The country’s economic environment has 11th and 12th grades. Some students continue studies at historically been vulnerable to external shocks. Most the tertiary level after graduation (Table 1). Education recently in 2009, the global economic crisis spread to the indicators have improved consistently since the mid- Gulf Cooperation Council (GCC) countries, and Jordan 1990s. The illiteracy rate in 2010 was seven percent, suffered from a decline in foreign investment and among the lowest illiteracy rates in the Arab world. Net remittances, causing growth to decline from 7.2 percent enrollment in primary education was 99 percent in 2012, in 2008 to 2.3 percent in 2010 because Jordan has a large and the transition rate to secondary school has increased expatriate workforce in the GCC. By 2010 signs of a from 63 percent in 2000 to 99 percent in 2012, increasing recovery were emerging, but the Arab uprising in early pressure on the secondary schooling institutional 2011 undermined consumer and investor confidence, infrastructure substantially. The transition rate to higher and growth again stagnated. Since 2009 growth has education varied between 79 and 85 percent of averaged 3.1 percent (World Bank 2015). secondary school graduates between 2005 and 2009. Jordan also ensures a high level of gender parity in access Concurrently the Kingdom of Jordan has been exposed to to basic services. As a result, it has achieved 90 percent demographic shocks. Exposure to regional shocks has parity in literacy, full parity in primary and secondary resulted in substantial jumps in its total resident enrollment, and increased life expectancy for both sexes. population, including from Syria since 2011. This has led to short-run frictions between the demand for and 1 The World Bank Education Sector Strategy 2020: Learning for All (2011), which outlines an agenda for achieving “Learning for All” in the developing world over the next decade. 2 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 Table 1: Structure of the Education System Vision and Mission, primarily by ensuring that all Level Ages Grades centrally mandated directives and reforms were Pre-Primary 4–5 Preschool implemented in all schools. Basic education 6–15 1–10 ERfKE’s second phase (2009–2015) is now almost complete. It focuses on transforming regional field directorates and schools and engaging the community Secondary 16–17 11–12 through five country-led components (MoE 2015): Colleges and 1. Establishment of a National School-Based Tertiary 18+ universities Development System; Source: Kingdom of Jordan, Ministry of Education 2015. 2. Policies, planning, and organizational change; 3. Teaching and learning resources development; In the years between 1999 and 2015, Jordan also made 4. Development of special focus programs for pre- significant gains on international surveys of student primary, technical and vocational education, and achievement, with a particularly impressive gain of special education; and almost 30 points on the science portion of the Trends in 5. Improving the quality of physical learning International Mathematics and Science Study (TIMSS) environments. over that period. Jordan has a strong public education system. Public education expenditures, excluding higher Component 1 is the creation of a National School-Based education, amounted to approximately 3.5 percent of Development System that seeks to improve school gross domestic product (GDP) and 9.7 percent of total autonomy and accountability in a variety of ways, public expenditures (Table 2). By comparison, the notably by transferring more responsibilities to schools, corresponding average for the Organisation of Economic such as the development of school plans and more Co-operation and Development (OECD) 2009 shares are autonomy over school budgets. 4.4 percent of GDP and 9.8 percent of total public expenditure (OECD 2012). Building on the experience of ERfKE I and drawing on international best practice, the National School-Based Table 2: Selected Education Indicators Development System is meant to provide a school-based Public Expenditure on Education (2013) As % of GDP 3.5 development process as the main vehicle to deliver to all As % of total government expenditure 9.7 young people in the Kingdom a quality education focused Teacher/pupil ratio in primary (2014) 16 on developing the abilities, skills, attitudes, and values Percentage of repeaters in primary (2012) 0.6 associated with a knowledge-based economy. The goal is Primary to secondary transition rate (2010) 99.1 to create a school self-evaluation process in each school Source: World Bank Ed Stats and World Bank 2015. that will lead directly to the production of the school’s own school development plan, and to empower the local The Kingdom has invested in comprehensive education school and community to be part of the process. reforms since the early 1990s. In 2001 His Majesty King Abdullah II introduced the National Vision and Mission for Education. His goal was to transform Jordan into an active player in the global economy and a regional hub for technology. The vision was adopted and endorsed in 2002. In 2003 the Kingdom of Jordan launched the Education Reform for the Knowledge Economy Project (ERfKE) with the support of multiple donors, including the World Bank. The project period was 2003–2009, and the project was viewed as successful in achieving many of its intended goals. It sought to support the National 3 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 II. The Case for School Autonomy and increase their mutual commitment to student learning, and promote more efficient use of scarce school School Accountability resources. School autonomy and accountability are key components of an education system that ensure To be effective, school autonomy must function on the educational quality. The transfer of core managerial basis of compatible incentives, taking into account national responsibilities to schools promotes local accountability; education policies, including incentives for the helps reflect local priorities, values, and needs; and gives implementation of those policies. Having more managerial teachers the opportunity to establish a personal responsibilities at the school level automatically implies commitment to students and their parents (Box 1). that a school must also be accountable to local stakeholders Benchmarking and monitoring indicators of school as well as national and local authorities. The empirical autonomy and accountability allow any country to evidence from education systems in which schools enjoy rapidly assess its education system, setting the stage for managerial autonomy is that autonomy is beneficial for improving policy planning and implementation. restoring the social contract between parents and schools and instrumental in setting in motion policies to improve Box 1: What Are School Autonomy and student learning. Accountability? The progression in school autonomy in the last two School autonomy is a form of school management in decades has led to the conceptualization of School- which schools are given decision-making authority Based Management (SBM) as a form of decentralization over their operations, including the hiring and firing of in which the school is in charge of most managerial personnel, and the assessment of teachers and decisions but with the participation of parents and the pedagogical practices. School management under community through school councils (Barrera et al. 2009). autonomy may give an important role to the School SBM is not a set of predetermined policies and Council, representing the interests of parents, in procedures, but a continuum of activities and policies put budget planning and approval, as well as a voice/vote into place to improve the functioning of schools, allowing in personnel decisions. By including the School Council parents and teachers to focus on improvements in in school management, school autonomy fosters learning. As such, SBM should foster a new social accountability (Barrera et al. 2009; Di Gropello 2004, contract between teachers and their community in 2006). which local cooperation and local accountability drive improvements in professional and personal performance In its basic form accountability is defined as the by teachers (Patrinos 2010). acceptance of responsibility and being answerable for The empirical evidence from SBM shows that it can take one’s actions. In school management, accountability many forms or combine many activities (Barrera et al. may take other additional meanings: (i) the act of 2009) with differing degrees of success (see Box 2). compliance with the rules and regulations of school Unless SBM activities contribute to system closure, they governance; (ii) reporting to those with oversight are just a collection of isolated managerial decisions. authority over the school; and (iii) linking rewards and Therefore, the indicators of SBM that relate to school sanctions to expected results (Heim 1996; Rechebei quality must conform to the concept of a system, in 2010). which the presence or absence of some critical components within the system allow or preclude system School autonomy is a form of a decentralized education closure. system in which school personnel are in charge of making most managerial decisions, frequently in partnership with parents and the community. More local control helps create better conditions for improving student learning in a sustainable way, since it gives teachers and parents more opportunities to develop common goals, 4 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 al. 2011). When these three components are in balance Box 2: Different Paths to School-Based with each other, they form a “closed system.” Management Are Fine as Long as They Allow for System Closure Defining a managerial system that can achieve closure is conceptually important for school based management, In many countries the implementation of SBM has since it transforms its components from a list of increased student enrollment, student and teacher managerial activities to a set of interconnected variables attendance, and parent involvement. However, the that when working together can improve system empirical evidence from Latin America shows very performance. If an SBM system is unable to close, are few cases in which SBM has made a significant partial solutions effective? Yes, in a broad sense, in which difference in learning outcomes (Patrinos 2010), schools can still function, but their degree of whereas in Europe substantial evidence shows a effectiveness and efficiency would be lower than if the positive impact of school autonomy on learning system closes. In this regard, SBM can achieve closure (Eurydice 2007). Both the grassroots-based approach when it enforces enough autonomy to evaluate its taken in Latin America, where the institutional results and use those results to hold someone structure was weak or service delivery was hampered accountable. due to internal conflict, and the operational efficiency approach taken in Europe, where institutions were This last conclusion is very important because it means stronger, coincide in applying managerial principles to that SBM can achieve system closure when autonomy, promote better education quality, but are driven by student assessment, and accountability are operationally two different modes of accountability to parents and interrelated through the functions of the school councils, the community. One in Latin America where schools the policies for improving teacher quality, and education render accounts through participatory school-based management information systems (see Figure 1). management (Di Gropello 2004) and another in Europe where accountability is based on trust in Figure 1 schools and their teachers (Arcia et al. 2011). In either case, school autonomy has begun to transform traditional education from a system based on processes and inputs into one driven by results (Hood 2001). As components of a managerial system, SBM activities may behave as mediating variables: they produce an enabling environment for teachers and students, allowing for pedagogical variables, school inputs, and personal effort to work as intended. When do SBM components become critical for learning? The improper functioning of a school or a school system can be a substantial barrier to success. The managerial component of a school system is a necessary but insufficient condition for learning. One can fix some managerial components and obtain no results or alter Source: Demas and Arcia 2015. some other components and obtain good results. What Note: EMIS = education management information system. combination of components is crucial for success is still under study, but the emerging body of practice points to In managerial terms it is clear that the point of contact a set of variables that foster managerial autonomy, the between autonomous schools and their clients is assessment of results, and the use of the assessment to primarily through the school council (Corrales 2006). promote accountability among all stakeholders (Bruns et Similarly, school assessments are the vehicles used by 5 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 schools to determine their needs for changes in SABER can be very useful for any country interested in pedagogical practices and to determine the training improving the performance of its education system. needs of their teachers. Both pedagogical changes and teacher training are determinant factors of teacher SABER School Autonomy and quality (Vegas 2001). Finally, the role of EMIS on Accountability: Analyzing Performance. accountability has been well established, and it is bound The SABER School Autonomy and Accountability tool to increase as technology makes it easier to report on assists in analyzing how well developed the set of policies indicators of internal efficiency and on standardized test are in a given country to foster managerial autonomy, scores (Bruns et al. 2011). assess results, and use information from assessments to promote accountability. There are five policy goals for Results on the Programme for International Student school autonomy and accountability. Below are the main Assessment (PISA) suggest that, when autonomy and indicators that can help benchmark an education accountability are intelligently combined, they tend to be system’s policies that enable school autonomy and associated with better student performance (OECD accountability: 2011). The experience of high-performing countries2 on PISA indicates that: 1. School autonomy in the planning and management of the school budget x Education systems in which schools have more 2. School autonomy in personnel management autonomy over teaching content and student 3. Role of the School Council in school governance assessment tend to perform better. 4. School and student assessments 5. Accountability x Education systems in which schools have more autonomy over resource allocation and that Each of these policy goals has a set of policy actions that publish test results perform better than schools make it possible to judge how far along an education with less autonomy. system’s policies are in enabling school autonomy and x Education systems in which many schools accountability. Each policy goal and policy action is compete for students do not systematically scored on the basis of its status, and the results classified score higher on PISA. as Latent, Emerging, Established, or Advanced: x Education systems with standardized student Latent Emerging Established Advanced assessment tend to do better than those without €{{{ €€{{ €€€{ €€€€ such assessments. Reflects Reflects some Reflects good Reflects policy not in good practice; practice, with international x PISA scores among schools with students from place or policy work still some best practice limited in progress limitations different social backgrounds differ less in engagement education systems that use standardized student assessments than in systems that do not. A Latent score signifies that the policy behind the indicator is not yet in place or that there is limited engagement in As of now, the empirical evidence from countries that developing the related education policy. An Emerging have implemented school autonomy suggests that a score indicates that the policy in place reflects some certain set of policies and practices are effective in good practice but that policy development is still in fostering managerial autonomy, assessment of results, progress. An Established score indicates that the program and the use of assessments to promote accountability. or policy reflects good practice and meets the minimum Benchmarking the policy intent of these variables using standards, but there may be some limitations in its content and scope. An Advanced score indicates that the 2Examples of high-performing countries that have implemented school-based management policies and frameworks include Canada, the Netherlands, and New Zealand among others. 6 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 program or policy reflects best practice, and it can be the National Examination are evaluated centrally and considered on par with international standards. disseminated to the regional Directorates. Schools use exam results to make pedagogical adjustments when III. Kingdom of Jordan’s Performance: A necessary. Schools are mandated to receive the results Summary of Results of the National Exam. Summary results of the benchmarking exercise for Accountability to stakeholders is Emerging. There are Jordan are shown below, followed by a breakdown by guidelines for the use of student assessment results and policy goal. for analyzing student performance, but they are not used by parents to demand accountability. There are no Summary: Budgetary autonomy is Emerging. Part of the official mandates to simplify and explain results of school operational budget is prepared and executed at assessments, nor specifically to hold schools and the the school level with approval and support coming from education system accountable for their performance to the Directorate of Education at the regional level and the parents, communities, and the public. Regulations are in central Ministry of Education (MoE). The MoE supplies place for promoting accountability in complying with the majority of the operational budget for schools and rules for financial accountability, but none for oversight manages some items directly such as payment of of school operations. utilities. Schools have the authority to raise additional funds from other sources. No specific requirements exist for school principals to consult parents or community 1. Autonomy in the Planning and Management of members in the preparation or execution of the school the School Budget Is Emerging budget. This policy goal focuses on the degree of autonomy that schools have in planning and managing their operating Autonomy in personnel management is Emerging. The budgets. In order to evaluate policy intent, the scoring appointment of teaching and nonteaching staff is rubric makes clear which areas should be backed by laws, conducted at the central level, while their deployment is regulations, and/or official rules in the public record. managed at both the central and regional levels by the School autonomy in the planning and management of MoE and the regional Directorates of Education. the school budget is considered desirable because it can Decisions about the selection and evaluation of school increase the efficiency of financial resources, give principals are managed by the Directorates. schools more flexibility in budget management, and give parents the opportunity to have more voice on budget The role of the Parent-Teacher Councils and Educational planning and execution. Councils in school governance is Emerging. The Parent- Teacher Council has no role in planning the school’s In Jordan, legal authority for the management of a operating budget. Educational Councils have a voice in portion of the operational budget 3 rests at the school adopting operational budget items through consultation level with support from the MoE and the Directorates of with school principals. Both councils have no legal right Education at the regional level. A small part of the or voice on matters related to management of teaching operating budget is prepared at the school level. This is and nonteaching staff and learning inputs. done within the guidelines from the central authority and using a specified form that allows the school director School and student assessment is Emerging. No school to prepare a budget from the allocation he or she assessment is set up in Jordan to evaluate overall school receives from the Ministry. Big items like utilities are paid performance. Student knowledge is evaluated using by the central authority. Policy provides the school standardized student assessments. Annual national director with the authority to manage the remaining examinations take place in multiple grades. Results of operating budget. According to the Budget Preparation 3 Operating budget is the budget that is used for day-to-day the central level also pays the utility expenses of schools directly. operation of schools excluding salaries for teachers and nonteaching The school manages the remaining operating costs. staff and large capital costs such as school construction. In Jordan 7 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 Form, as stated in the formal letter issued by MoE No. In Jordan all teaching and nonteaching staff are 40692/1/48 on 7/8/2008, the MoE creates and sends a considered part of the civil service, and their salaries are budget preparation form to schools. School principals managed at the central level. A salary scale is linked with are responsible for identifying the operational needs of the job pay grade and category, according to Article No. their school and completing the budget preparation 20 /A&B/2013 of the civil service system. The Council of form. the Civil Service chaired by the Minister of Public Sector Development, the Director of the Civil Service Bureau In schools that participate in the School and Directorate and a number of ministries define the salaries of teaching Development Program (SDDP), the School Development and non-teaching staff. Team4 assists the principal in identifying the operational needs and filling out the budget form. All schools that provide basic education have now been covered by the 1. Legal authority over planning and management of the SDDP project. They submit the budget form to the school budget is Emerging. Directorate of Education at the regional level. The Indicator Score Justification Directorate of Education is then responsible for Legal authority Legal authority over approving the operational budget of schools (Article No. over management of part of management of Established the operational budget 16 of School Donation Regulations No. 35/1994). In €€€{ the operational rests with the school Jordan the MoE supplies the majority of the operational budget level. budget, and three percent of the schools’ annual Legal authority Nonteaching staff cafeteria profit is allocated to the school’s operating over the salaries are managed at budget (No. 6/38/24759 Date: 20/7/1997). Latent management of the central level based non-teaching €{{{ on the civil service School principals are ultimately responsible for executing staff salaries system. the school’s operating budget. If needed, schools can Legal authority Teacher salaries are request additional funds from the Directorate of over the Latent managed at the central Education. They are also authorized to seek additional management of €{{{ level based on the civil funding from outside sources such as nongovernmental teacher salaries service system. organizations (NGOs) and the private sector. Schools do Schools have authority Legal authority not request funds from parents, however, parents may to raise additional funds to raise Established from sources such as provide donations in-kind. additional funds for the school €€€{ NGOs and the private sector. There are no specific guidelines for the consultation of Provisions allow for the parents or community members in preparing or school level using a executing the school’s operating budget. However, the Collaborative Latent centralized form to budget planning school principal may work with the School Development €{{{ propose an expenditure and preparation Team and the School Finance/Donations Committee— plan for the school both from within the school—to identify the operational budget. needs, plans, and budget of the school. The Finance/Donations Committee signs the checks and oversees spending and procurement. The Parent- 2. School Autonomy in Personnel Management Is Teacher Council, which consists of the school principal, Emerging teachers, and two parents, is not mandated to be This policy goal measures policy intent in the involved in this process. In addition, the school principal management of school personnel, which includes the may choose to consult the Educational Council 5 or principal, teachers, and non-teaching staff. Appointing supervisors at the regional level if desired. 4 The School Development Team consists of the school principal and community members. Every school is part of a school cluster and has at least four teachers. representatives that participate in the Educational Council. 5 The Educational Council is a body that represents a cluster of five to 10 schools and includes school principals, teachers, parents, and 8 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 and deploying principals and teachers can be centralized determining their tenure and transfer, according to at the level of the MoE, or it can be the responsibility of Article No. 73/2014 of the Civil Service System Law. regional or municipal governments. In decentralized Decisions over the removal of a school principal are education systems schools have autonomy in teacher made at the central level. hiring and firing decisions. Budgetary autonomy includes giving schools responsibility for negotiating and setting The newly established accountability unit will be the the salaries of its teaching and non-teaching staff and mechanism through which the removal of a school using monetary and non-monetary bonuses as rewards principal for poor performance can be justified. If a for good performance. In centralized systems, teachers school assessment report highlights severe problems are paid directly by the MoE or the Ministry of Finance that remain unaddressed in the follow up period, the under union or civil service agreements. As a result, in Ministry would be able to take action and transfer the centralized systems schools have less influence over principal to a different role. teacher performance because they have no financial leverage over teachers. Inversely, if a school negotiates 2. School Autonomy in Personnel Management Is teachers’ salaries, as private schools routinely do, it may Emerging. be able to motivate teachers directly with rewards for a Indicator Score Justification job well done. Initial recruitment and appointment of teachers In the Kingdom of Jordan, managerial decisions about Autonomy in is made at central level. teaching and non-teaching staff are made at the central teacher Deployment happens in Emerging and regional levels. The central level has the authority to appointment two stages—from the and €€{{ MoE to the regional appoint teachers (Article No. 41/2014 of the Civil Service deployment Directorates of Education, Law). Each year the MoE asks the Civil Service Bureau to decisions and then from the fill vacancies. Four persons are nominated for each Directorates of Education position and are then required to pass a competitive to schools. exam. Teacher appointments are subject to final review Autonomy in The central level is at the central level by the Managing Directorate of non-teaching responsible for Human Resources and the Managing Directorate of staff Emerging appointment of non- Planning and Educational Research in the MoE. appointment €€{{ teaching staff, and the and regional level is Both the central and regional levels are involved in deployment responsible for teacher deployment. The MoE deploys new teachers to decisions deployment. Autonomy in Appointment and the regional Directorates of Education. Then each school principal evaluation of school Directorate of Education deploys teachers according to appointment Established principals is the the school needs within their respective regions. Each and €€€{ responsibility of the Directorate is responsible for teacher transfers between deployment regional level – schools within their own region. The MoE becomes decisions. Directorates of Education. involved only when a teacher is transferred outside of the regional directorate to another region. Management of non-teaching staff follows a similar pattern as teaching staff (Articles No. 41/42 of Civil Service System Law). The appointment of non-teaching staff is the responsibility of the central government, and they are ultimately deployed at the regional level. Principals are appointed and deployed by the Directorates of Education, which are also responsible for the evaluation of principals and have the authority for 9 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 3. Participation of the School Council6 in School Parent-Teacher Councils also play a role in planning Governance Is Emerging activities at the school (Article No. 11 of Parent-Teacher The participation of the School Council in school Councils in Public and Private Schools Item, 7/2007). administration is very important because it enables They can plan and present lectures on topics related to parents to exercise their real power as clients of the health and education, and they can invite members of education system. If the council has to cosign payments, the community to give lectures and presentations on it automatically has purchasing power. The use of a local activities related to the school. detailed operational manual is extremely important in this area, because it allows Council members to Procedural guidelines are in place for open election of adequately monitor school management performance, Parent-Teacher Council members at the school level. The help the principal with cash flow decisions, and become Council members are nominated and elected by a a catalyst for seeking additional funds from the general assembly, and they are not allowed to nominate community. The use of such manuals by the Parent themselves. Members of the Parent-Teacher Council Council is thus a good vehicle for promoting increased serve one-year terms (Item No. 6 of Article No. 9/2007). accountability and institutionalizing autonomy. In Jordan, there are also Educational Councils that serve It is important to note that change management studies school clusters (including kindergarten, primary and also have provided evidence that bringing stakeholders secondary schools). Schools in each region are organized together to plan and implement meaningful activities into clusters, and every cluster has an Educational also contributes to behavioral change in institutions, Council. Each principal of the schools in the cluster is a including schools. Collective school planning activities member of the Educational Council, and other members can provide a mutual vision and shared accountability of include an elected education councilor, three elected what parents and school staff can commit to in terms of local community members, the presidents of the support to the school. These processes provide an students’ parliamentary councils in the schools cluster, enabling environment for better governance. three to five members of the Parent-Teacher Councils within a school cluster, and a rapporteur (the principal of In the Kingdom of Jordan, each school establishes a the central school in the cluster). Parent-Teacher Council, according to the Instructions of Parent-Teacher Councils in Public and Private Schools, The Educational Council has a voice on adopting school Article No. 9/2007. Parent-Teacher Councils consist of budget items. They may also play a supporting role in the school principal, three teachers, and three parents helping plan and execute school activities and organizing who are elected by a general assembly as stated in Item community volunteers. 6 of Article No. 9/2007. Parent-Teacher Councils largely play advisory and supportive roles to school principals Members of the Educational Council are elected to serve rather than actively participate in budget planning and two-year terms. The Educational Council has a president financial oversight for which there are no specific and vice-president. These positions are nominated and guidelines regarding the role of Parent-Teacher Councils. selected among the school principals across the school Their roles include fostering an environment of safety cluster. Community members and the education and trust between parents and teachers, providing a councilor who serve on the Educational Council are also place for parents and teachers to exchange opinions, nominated and elected by the participating school informing parents about the current teaching staff, their principals in accordance with criteria provided by the roles, the nature of services provided by the educational Directorate of Education (Item 4/A of Article No. 1/2014 institution, and coordination between parents and of the Instructions of School Councils of School Cluster teachers to improve the learning conditions in the school and Education Development Council in the Directorates and community, among others. of Education). 6In the Jordanian school system the equivalent of a “school council” “Educational Council,” but this is different, because it is organized to would be the Parent-Teacher Council. There is also a body called an represent a cluster of schools within a district. 10 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 3. Role of the School Council in School Governance Is 4. Assessment of School and Student Emerging. Performance Is Emerging Indicator Score Justification School assessment can have a big impact on school The Parent-Teacher performance because it encourages parents and Council has no role in Participation teachers to agree on scoring rules and ways to keep track planning the school of the School Emerging of them. Measuring student assessment is another budget; however, the Council in €€{{ Educational Council has a important way to determine if a school is effective in budget improving learning. A key aspect of school autonomy is voice in adopting items of preparation the regular measurement of student learning, with the the school’s operating budget. intent of using the results to inform parents and society, The Parent-Teacher and to make adjustments to managerial and pedagogical Councils and Educational practices. Without a regular assessment of learning Participation Emerging Councils have legal outcomes school accountability is reduced and in financial €€{{ standing as organizations improving education quality becomes less certain. oversight but no oversight on budget issues. The Parent-Teacher Schools in the Kingdom of Jordan are not assessed Councils and Educational following officially established performance evaluation Participation criteria set by the MoE, but educational supervisors and in personnel Latent Councils have no legal €{{{ right or voice on matters heads of divisions are assigned by the Director of the management of teacher appointment, Directorate of Education to carry out inspection visits transfers, and removals. when necessary. Inspection results from the district are There are instructions for not a key contributor to pedagogical, personnel, or organizing Parent- operational adjustments to improve the learning Community Teacher Councils and environment. School performance is not assessed in participation Established Education Councils to terms of educational outcomes. School learning in school €€€{ plan, implement, and activities oversee activities that are outcomes are only indirectly evaluated through the within the school system for national student assessments. There is no development plans. policy yet for school self-evaluation, but guidelines have Community The Parent-Teacher been established, and capacity building has been participation Latent Councils and Educational supported through the ERfKE project. The current in learning €{{{ Councils have no say in benchmark on school assessment is reflective of the lack inputs learning inputs. of policy at the point in time of data collection, but this is There are provisions for rapidly changing. regularly scheduled Transparency elections of School Advanced in community Council members and participation €€€€ defined term limits. There are guidelines for calling general assemblies. 11 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 The MoE is in the process of establishing the Education Directorates of Education and schools to prepare their Quality and Accountability Unit at the central level. This remedial plans and to offer their comments and unit will be chaired by the Minister of Education, and it recommendations. According to the report of the will be part of a broader accountability system used for National Examination to control the quality of education improving schools. The Education Quality and issued by the Department of Tests and Examinations in Accountability Unit according to its regulations will be the MoE’s center for the scholastic year 2013–2014, tasked with preparing school evaluation and schools are mandated to receive the results of student measurement tools for the evaluation process. It will also assessments. analyze the results of assessments for the purpose of 4. School and Student Assessment Is Emerging. making pedagogical and personnel adjustments. Indicator Score Justification Educational supervisors and heads of divisions appointed Schools are not by the Director of the Directorate of Education will be Existence and assessed following responsible for preparing technical reports on the status frequency of Latent officially established of schools in their regions. school €{{{ performance assessments evaluation criteria. Student performance is evaluated using both national There is no formal and international assessments. At the national level school assessment, but there are five types of examinations: the General Use of school MOE is currently Secondary Examination, which all students take in the assessments for Latent working on developing 12th grade; a newly introduced achievement test in making school €{{{ the accountability adjustments system, which will be mathematics taken by all students in the 6th grade; the utilized for school National Exam to control the quality of teaching taken by improvements. all students in the 4th, 8th, and 10th grades; and the Existence and Examinations occur for National Assessment for the Knowledge Economy frequency of grades 4, 5, 6, 8, 9, 10, (NAFKE) taken by students in the 5th and 9th grades. Established standardized and 12. These €€€{ These exams are administered annually. In addition, the student examinations are Kingdom of Jordan participates in both the TIMSS and assessments organized annually. PISA exams. The MoE and National Center for Human Schools are obligated to use the National Examination to Development analyze Use of student test scores in make pedagogical adjustments, but no mandate is in standardized standardized tests and place to use results for making operational and student send results and personnel adjustments. Schools are required to make assessments for Established recommendations to remedial pedagogical plans to treat weaknesses based pedagogical, €€€{ Directorates of on the results and reports of the National Examination, operational, and Education. Schools which the MoE submits to the Directorates of Education personnel must use the and schools. adjustments information to make pedagogical Although no official policy exists to analyze the results of adjustments when student assessments, the results of the National necessary. Results of the student Examination are typically analyzed in the MOE’s Division assessments are made of Statistical Analysis through the Department of Tests Publication of Established available to central, and Examination. A National Examination report is student assessments €€€{ regional/municipal disseminated to the technical department in the MoE to levels of the MoE and provide their remarks and recommendations on its to schools. contents. The National Center for Human Development analyzes the results of the national exams and disseminates them. National Examination and General Secondary Examination results are sent to the 12 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 5. School Accountability to Stakeholders Is compliance at the central, regional, or school level. In Emerging contrast, regulations are not in place for enforcing Accountability is at the heart of school-based accountability in school operations, including management. The systemic connection between compliance with the rules of school operations, reporting budgetary and personnel autonomy, parent to those with oversight authority, and linking rewards participation in the financial and operational aspects of and sanctions to operating performance. schools, and the measurement of learning outcomes are all aimed at reinforcing accountability. Only by being In terms of learning accountability, the National Center accountable to parents can educational quality be for Human Resource Development produces a report on sustainable. The following indicators below address student assessment results, no mandate exists to aspects of accountability that can be implemented simplify and explain results to the public. within the framework of school-based management. 5. Accountability to Stakeholders Is Emerging. Indicator Score Justification In the Kingdom of Jordan, guidelines exist for the use of There are guidelines for results of student assessments. The MoE issues Guidelines for the use of results of directions concerning the National Examination to the use of Emerging student assessments at Control Education Quality as well as directions pertaining results of €€{{ the national, regional, and to TIMSS, PISA, and NAFKE tests. These examinations are student school levels. But parents supervised by the National Center for Human Resources assessments do not use the guidelines Development at the central level. Guidelines are in place to voice accountability. at the school level for the National Examination. Results Comparative analysis of of the national examination are analyzed and compared student results for among schools in the related subjects and then a report different types of schools, is prepared for each school. Finally a soft and a hard copy Analysis of across regions, and for of the reports are submitted to the Directorates of school and Emerging previous years at the student €€{{ national and regional Education (Report on National Examination to Control performance levels are carried out. The Education Quality 2013/2014). Exam guidelines are summary analyses are not available to the public, but they are not used by parents required to be distributed to demand accountability. to parents or the public. Regulations are in place There is no formal policy for comparative analysis of Degree of for complying with rules student assessment results. However, despite the lack of financial of financial management, formal policy, the National Center for Human accountability Established transparency, and Development routinely conducts comparative analyses at the central, €€€{ reporting to those with of the National Examination. There is also no policy regional, and oversight, but not to link school levels rewards and sanctions to requiring comparative analysis of examination results to compliance. be distributed to parents. Results of the National Degree of No regulations are in Examination are routinely analyzed and compared accountability Latent place for ensuring among schools. Then a report is prepared for each in school €{{{ accountability in school school. Finally a soft and a hard copy of the report are operations operations. submitted to the Directorates of Education but not to The National Center for parents (Report National Examination to Control Human Resource Education Quality 2013/2014). Development produces a Degree of learning Latent report on student There are regulations in place throughout the MoE for €{{{ assessment results, but accountability complying with the rules of financial management and no mandate exists to simplify and explain transparency and reporting to those with oversight results to the public. authority, but not for linking rewards and sanctions to 13 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 IV. Enhancing Education Quality: Policy more collaborative planning and support to the school. Existing evidence highlights that involving parents and Recommendations for the Kingdom of community in budget planning and preparation can have Jordan a positive influence on transparency and accountability in the budget preparation process at the school level It is clear from the benchmarking section that the (Mansuri and Rao 2013; Wampler 2007). Kingdom of Jordan has made progress in the implementation of its decentralization strategy, in 2. School autonomy in personnel management. Legal particular through the emphasis on the National School- authority over appointments and management of based Development System and also by effectively teachers and non-teaching staff is highly centralized. implementing ERfKE phases one and two. New hires of teaching and non-teaching staff are made entirely at the central level in coordination with the civil To ensure better learning outcomes through school- service. A positive step is that significant powers are based management with accountability, the Kingdom of given to the regional Directorate of Education to manage Jordan could strengthen its SBM policies in a few key teacher and non-teacher deployment after they are areas. Specific measures should be taken vis-à-vis the recruited. It is recommended that some effort be put local authority to plan and manage school budgets, the into working on policy with the civil service to begin composition and functions of the Parent-Teacher Council transferring some legal authority for recruitment to the and Educational Council, participation of school Directorates to ensure the hiring of teaching and communities, and school evaluation and use of the nonteaching staff with the appropriate knowledge and results to improve learning. skills to benefit their region. For example, hiring of nonteaching staff may be a good starting point, thus 1. Autonomy over planning and management of the freeing up the central Ministry to concentrate more on school budget. A portion of the operational budget is education policy and allowing the Directorates to handle managed at the school level, primarily by the school some of the administrative tasks. Additionally, the principal. The Kingdom of Jordan could consider process for teacher transfers could be managed entirely expanding the operating budget items that the school at the regional level without requiring approval from the level has autonomy to plan, manage, and execute. Now central government. that 100 percent of schools have received support through the SDDP project, the MoE could continue to 3. Role of the Parent-Teacher Council in school support and ensure the collaboration of the Principal governance. A variety of ways might be used to further with the School Development Team in completing the involve Parent-Teacher Councils and parents in school Ministry’s annual Budget Preparation form. governance. Currently, the Education Council may be consulted to adopt items for the budget, but at the Another way of providing more autonomy with school level, there is no voice provided to parents accountability includes involving parents and community through the Parent-Teacher Council. It is recommended members in the planning and management process. that the MoE consider establishing a policy that provides Currently parents are not included in the School the Parent-Teacher Council a parent representative to Development Team. The MoE should consider adding a the SDT and the Donations Committee or to establish a parent representative from the Parent-Teacher Council policy that gives the Parent-Teacher Council the ability to to the School Development Team or requiring school be consulted and to voice opinions on the preparation of principals to consult with Parent-Teacher Councils while the budget before it is completed. completing the Budget Preparation form. Additionally, the MoE could further strengthen the objective of the A second way to enhance school governance is to involve National School-Based Development System to ensure the Parent-Teacher Councils in financial oversight of the more local engagement at the school level, by school. Provide parent-teacher councils the ability to considering a policy that requires the School have voice in oversight. This way there is some check on Development Team and School Donations Committee to what is happening with the work of the Donations have a parent representative(s). This would allow for 14 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 Committee and the school, which handles expenses and Box 3: Why Conduct School Assessments? procurement. x Insufficient information. Information on how Third, Parent-Teacher Councils and Educational Councils schools are managed, how much they cost, and currently have no say in personnel management and what they produce is often limited in scope, learning inputs. Although administrative and education unreliable, out of date, and not readily accessible. professionals are well placed to handle decisions on x Lack of accountability mechanisms. Few staffing and curriculum, when parents have the ability to accountability mechanisms are used to set goals voice their concerns, and provide support or advice in and hold students, parents, teachers, principals, these areas, it enables the school to be more responsive and ministries responsible for results. to local needs and take advantage of local skills. A policy x Weak demand. Because education stakeholders are giving formal voice to parents enables them to express often unaware of problems and are not used to concerns about education service delivery. A first step playing a direct role in improving learning, they seldom hold schools accountable or push for could be to formally allow the parent representative to improvements. be able to recommend a teacher is transferred out of the x Lack of shared vision. Although most countries have school (for non-performance) or to request a teacher a national curriculum, few have identified what (transfer into the school) for a teaching need that is constitutes acceptable or unacceptable unfulfilled. Devolving more authority to the Parent- performance or make clear provisions for the Teacher Councils could include activities such as having resources needed to reach goals. some input over the local school calendar or learning Source: Ortega-Goodspeed 2006. activities that support the curriculum. Directorates of Education. Schools may use the information to make pedagogical adjustments when 4. School and student assessment. In Jordan there are necessary. It is recommended that the MoE introduce a multiple assessments of student performance, but not of policy to encourage schools and principals to use schools themselves. Schools are not assessed following information for making personnel and operational officially established performance evaluation criteria, adjustments. Although principals cannot do much in but the MoE is currently working to create an terms of hiring and firing staff, they could use accountability system, which may allow for school information gained about their students’ performance assessment. It is recommended that regular school on national examinations to assign or reassign classes assessment across the education system be mandated among teachers at their own schools or submit a request and a national school evaluation and inspection system for subject specialists or senior teachers where the needs be created. The inspection system needs to be capable are greatest. of ensuring local management. Quality should be promoted, through standardized school performance Another way to enhance accountability through student and school self-evaluation, in order to guide allocation of assessment is to publish school-level results of human and financial resources and to promote better standardized tests and to make the results easily school-level management and pedagogical practices. available to the public. Evidence suggests that education systems in which schools publish test results and have The Kingdom of Jordan has a variety of different student more autonomy over resource allocation perform better assessments. Annual examinations occur for grades 4, 5, than schools with less autonomy (OECD 2011). It is 6, 8, 9, 10, and 12. The new achievement test of recommended that the MOE require school-level results mathematics, Arabic and English languages, and science of standardized tests to be made easily accessible to the occurred for the first time in the last academic year. The public. MoE should consider formally establishing a policy to regularize this exam. 5. Accountability to Stakeholders. Guidelines are in place in Jordan for the use of results of student The MoE and National Center for Human Development assessments at the national, regional, and school levels. analyze student test scores in standardized tests and But parents do not use and currently may not be send results and recommendations to regional 15 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 informed about the guidelines to voice accountability. It is recommended that the MoE establish a policy for packaging and disseminating information about student assessments for school-level stakeholders. Some countries have introduced school report cards or school self-evaluations for this purpose. Often the country’s education management information system pulls relevant data to inform parts of the school report cards. In addition, it is recommended that the MoE create a policy that mandates comparative analysis of student results annually. Results should be made easily accessible to schools, and schools should be required to distribute summary results to parents. Although comparative analysis of student results for different types of schools, across regions, and for previous years at the national and regional levels are carried out, the summary analyses are not required to be distributed to parents or the public. It is further recommended that the MoE create a mandate for simplifying and explaining results of student assessments to the public. Establishing a policy to ensure that school-level results of student assessment be administered to the public has been shown to strengthen accountability links between schools and communities (Winkler and Herstein 2005). Last, in the Kingdom of Jordan no formally established regulations are in place for ensuring accountability in school operations. Some measures commonly used to ensure accountability in school operations, include: complying with the rules of school operations, reporting to those with oversight authority; and linking rewards and sanctions to operating performance. In Jordan schools have records about school operations that they are required to keep for reporting, but no requirements exist for complying with rules of school operations. One first step to ensuring accountability is to formally require a policy or guidelines provided to schools to report on their operations. 16 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 Acknowledgements SAA School Autonomy and Accountability This report was prepared by Mary Breeding (Consultant) SABER Systems Approach for Better Education Results and Angela Demas (Task Team Leader and Senior Education Specialist, World Bank) with the support of SBM School-Based Management Samira Halabi, Education Specialist. The report benefitted from data validation, collection, and support SDDP School and Directorate Development Program from the MoE team led by Nayel Ehjazeen (MoE Research Officer, Principal Investigator) and Firyal Aqel (Director, TIMSS Trends in International Mathematics and Development Coordination Unit) and supported by a Science Study working group (Dr. Yasser Al-Omri, Dr. Mohammed Zeitoun, Dr. Mustafa Yassine, and Mr. Mahmood Suhila). The authors are grateful to the Ministry of Education and References thankful for the additional support provided by Ziad Twissi (Special Advisor on Accountability). They also Arcia, Gustavo, Harry Anthony Patrinos, Emilio Porta, and thank the peer reviewers Tazeen Fasih, Senior Kevin Macdonald. 2011. “School Autonomy and Economist, and Plamen Danchev, Senior Education Accountability in Context: Application of Benchmarking Specialist, and other feedback providers Amira Kazem, Indicators in Selected European Countries.” Systems Senior Operations Officer, and Juan Manuel Moreno, Approach for Better Education Results (SABER). Human Lead Education Specialist. The data cited in this report Development Network, World Bank, Washington, DC. are based on reviews of official laws, regulations, Barrera, Felipe, Tazeen Fasih, and Harry Patrinos, with decrees, and other policy documents. For further Lucrecia Santibáñez. 2009. “Decentralized Decision- information on the SABER Initiative and SABER SAA, see Making in Schools. The Theory and Evidence on School- http://saber.worldbank.org/index.cfm. Based Management.” World Bank, Washington, DC. Bruns, Barbara, Deon Filmer, and Harry Anthony Acronyms Patrinos. 2011. Making Schools Work: New Evidence on Accountability Reforms. Washington, DC: World Bank. ERfKE Education Reform for the Knowledge Economy Corrales, Javier. 2006. “Does Parental Participation in GCC Gulf Cooperation Council Schools Empower or Strain Civil Society? The Case of Community-Managed Schools in Central America.” Social GDP Gross Domestic Product Policy & Administration 40 (4): 450–70. Demas, Angela, and Gustavo Arcia. 2015. “What Matters MENA Middle East and North Africa Most for Autonomy and Accountability: A Framework Paper.” World Bank, Washington, DC. MoE Ministry of Education Di Gropello, Emanuela. 2004. “Education Decentralization and Accountability Relationships in NAFKE National Assessment for the Knowledge Latin America.” World Bank Policy Research Working Economy Paper 3453. World Bank, Washington, DC. NGO Nongovernmental Organization ———. 2006. “A Comparative Analysis of School-Based Management in Central America.” World Bank Working OECD Organisation for Economic Co-operation and Paper No. 72. World Bank, Washington, DC. Development Eurydice. 2007. School Autonomy in Europe. Policies and Measures. Brussels: Eurydice. PISA Programme for International Student Assessment Heim, Michael. 1996. “Accountability in Education: A Primer for School Leaders.” Pacific Resources for 17 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 Education and Learning, Hawaii Department of Systematic Country Diagnostic.” World Bank, Education, Honolulu, Hawaii. Washington, DC. Hood, C. 2001. “New Public Management.” In International Encyclopedia of the Social and Behavorial Sciences, edited by N. J. Smelser and P. B. Baltes. Amsterdam: Elsevier. Mansuri, G., and V. Rao. 2013. Localizing Development— Does Participation Work? Washington, DC: World Bank. Ministry of Education, Hashemite Kingdom of Jordan. 2015. “Educational System.” http://www.moe.gov.jo/en/. OECD. 2011. School Autonomy and Accountability: Are They Related to Student Performance? PISA in Focus. Paris: OECD. ———. 2012. Education at a Glance 2012. Indicator B4, Table B4.1. “Total Public Expenditure on Education (2009).” Paris: OECD. Ortega-Goodspeed, Tamara. 2006. “Using Report Cards to Promote Better Education Policy in Latin America: PREAL’S Experience.” Washington DC: World Bank. Patrinos, Harry Anthony. 2011. “School-Based Management.” In Making Schools Work: New Evidence on Accountability Reforms, edited by B. Bruns, D. Filmer, and H. A. Patrinos. Washington, DC: World Bank. Rechebei, Elizabeth. 2010. “Accountability and Reality. Who Should Do What? And Who Should Be Accountable?” Research into Practice Series, Pacific Resources for Education and Learning, Hawaii Department of Education, Honolulu, Hawaii. Vegas, Emiliana. 2001. “School Choice, Student Performance, and Teacher and School Characteristics: The Chilean Case.” Development Research Group, World Bank, Washington, DC. Wampler, B. 2007. “A Guide to Participatory Budgeting.” In Participatory Budgeting. Public Sector Governance and Accountability Series, No. 39498. Edited by Anwar Shah. Washington, DC: World Bank. Winkler, D., and J. Herstein. 2005. “Information Use and Decentralized Education.” EQUIP2 Policy Brief, U.S. Agency for International Development, Washington, DC. World Bank. 2015. “Heshemite Kingdom of Jordan: Promoting Poverty Reduction and Shared Prosperity, A 18 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KINGDOM OF JORDAN ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2015 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative collects data on the policies and institutions of education systems around the world and benchmarks them against practices associated with student learning. SABER aims to give all parties with a stake in educational results—from students, administrators, teachers, and parents to policymakers and business people—an accessible, detailed, objective snapshot of how well the policies of their country’s education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of School Autonomy and Accountability. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. 19 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS