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Jordan - Education Reform Support Program : Environmental and social systems assessment (English)

The development objective of the Education Reform Support Program for Jordan is to support the Ministry of Education (MOE) to expand access to early childhood education, and to improve student assessment and teaching and learning conditions for Jordanian and Syrian refugee children. Some of the negative impacts and mitigation measures include: (i) The Program will comply with technical designs that are adapted to children with disabilities and special needs which would include accessibility, lighting and classroom acoustics, including enforcing high standards in the provision of sanitation infrastructure that is gender appropriate (proportion of toilet facility, lighting and safe accessibility); (ii) introduce measures to ensure children’s protection and safety during construction, particularly girls as workers are in the school during school time; (iii) Piloting of pro-social behavior activities at select schools to strengthen social cohesion, reduce violence between students, and reduce vandalism, tailoring the intervention to boys’ and girls’ needs; (iv) hiring of psychosocial staff for more schools, including the provision of psychosocial support services offered to children with special education needs; (v) provide continuous training to psychosocial counselors on violence prevention and social cohesion mechanisms in and around schools; (vi) strengthening transparency and accountability through the development and roll-out of a mobile app for monitoring and reporting on school environment; (vii) systematically integrating gender mainstreaming efforts into MOE activities through review and sensitization of teacher training material and training to reduce gender biases and stereotypes in teaching behaviors; (viii) conduct curriculum revisions in close coordination with the Higher Council of Disability and integrates sensitivity around the disabled and special needs children to ensure inclusiveness and reduce stereotyping in language and imaging.

Details

  • Author

    Felicio,Mariana T.

  • Document Date

    2017/11/02

  • Document Type

    Program-for-Results Environmental and Social Systems Assessment

  • Report Number

    120909

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Jordan,

  • Region

    Middle East and North Africa,

  • Disclosure Date

    2017/11/02

  • Disclosure Status

    Disclosed

  • Doc Name

    Environmental and social systems assessment

  • Keywords

    refugee child;Technical and Vocational Education;Environmental and Social Management System;Environmental and Social Impact Assessment;land acquisition;Early childhood education;Teachers;Student Assessment;quality early childhood education;skill need;early marriage for girls;provision of education services;water supply and sanitation;primary gross enrollment ratio;management of education;health and safety risk;supply of education service;education management information system;Access to Education;quality of education;quality assurance system;social and environmental;student assessment system;physical cultural resources;school environment;violence in school;land acquisition process;education for refugee;child with disability;legal framework governing;access to knowledge;access to asset;secondary education graduation;global financial crisis;standard of living;loss of land;compulsory basic education;bottom income quintile;Solid Waste Management;Regional Economic Development;student learn outcome;literacy and numeracy;rehabilitation of school;significant adverse impact;Learning for All;upper secondary education;absence of teacher;impact of land;negative social impacts;delivery of service;valuation of land;expansion of education;improved school performance;visits to school;safe learning environment;geographical information system;expansion of access;school physical environment;public education system;high dropout rate;national assessment system;cases of violence;improvements in access;tertiary education institution;demand for school;competitive private sector;benefits for child;teacher training material;violence against child;gender mainstreaming effort;inequality of opportunity;procurement of consultant;school climate;enrollment rate;school level;strategic objective;school readiness;refugee crisis;classroom practice;early grade;Child protection;quality improvement;construction material;teaching quality;social inclusion;school design;child labor;career path;disruptive behavior;Bank Policies;Labor Market;environmental risk;institutional perspective;Host Communities;protected area;Education Quality;school year;passing score;university admission;social cohesion;disadvantaged backgrounds;international partners;school operation;cognitive skill;gender issue;public provision;teaching practice;result indicator;Performance Standards;child benefit;professional development;double shift;Management Systems;teaching profession;school construction;international standard;gender bias;school maintenance;student learning;children's right;national teacher;boys school;

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Citation

Felicio,Mariana T.

Jordan - Education Reform Support Program : Environmental and social systems assessment (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/146381505276859197/Environmental-and-social-systems-assessment