Extracurricular Activities ECA strategic plan Conceptual Framework May

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Extracurricular Activities ECA strategic plan (Conceptual Framework) May 14, 2020 DISCLAIMER: This publication was

Extracurricular Activities ECA strategic plan (Conceptual Framework) May 14, 2020 DISCLAIMER: This publication was produced for review by the United States Agency for International Development. Samah Goussous prepared it, in cooperation with Jordan’s Ministry of Education.

Introduction • • Institutional Context Where ECA stands within the ESP? Extracurricular Activities Gaps

Introduction • • Institutional Context Where ECA stands within the ESP? Extracurricular Activities Gaps ECA Goal & Strategic Objectives

Institutional Context Under the patronage of His Excellency, former Minister of Education and current

Institutional Context Under the patronage of His Excellency, former Minister of Education and current Prime Minister, Dr. Omar Razzaz, the Ministry of Education reenacted extracurricular activities (ECA) nationwide in public schools for the 2017 -2018 academic school year. In alignment with the HRD Strategy 2016 and to support its goals, the Ministry of Education (MOE) is implementing the 2018– 2022 Education Strategic Plan (ESP) focusing on improving access to education, quality of outcomes, accountability for results, innovations, and the promotion of the national mindset and values.

Where ECA stands within the ESP? The ESP committed to invest in the Safe

Where ECA stands within the ESP? The ESP committed to invest in the Safe and Stimulating School Environment in order to support students in the development of all aspects of their personality, to ensure that they have intact mental health and adaptation skills, and are productive citizens who are able to meet their own needs and those of the society in the future 4 Quality To improve the quality of education for the preparation of good and productive citizens who are loyal (feeling of belonging) to their country Component Objectives • Increase in percentage of schools reported as being safe to 100% by 2022. • Increase in percentage of schools implementing life skills program to 100% by 2022 • Increase in number of students participating in creative programs and activities to 50, 000 boys and girls in grades 7 – 10 by 2022

Extracurricular Activities Gaps Current ECA • • Arts, Home Economics, and Physical Fitness teachers

Extracurricular Activities Gaps Current ECA • • Arts, Home Economics, and Physical Fitness teachers undervalued and underutilized Schools lack resources materials, sufficient ECA teachers, and safe spaces to implement ECA No ECA framework and standards - NGOS/CBOs implement ECA in accordance to their individual preferences and standards Limited funding • • • 0. 3% (2. 94 M) of Total spending goes towards social, sports, and educational activities ( General Budget Department 2018) Compared to 0. 8% in 2011 (Fiscal Reform Project: Education Sector Expenditures 2011) Compared to 5. 9% in Administration and Support Services and 2. 8% to Vocational Education ((2018)

ECA Goal & Strategic Objectives In alignment with ESP 2018 -2022 All students have

ECA Goal & Strategic Objectives In alignment with ESP 2018 -2022 All students have access to quality ECA in school , after school and holidays through appropriately grade-leveled, they will have socioemotional, creative, and build practical 21 st century skills needed to participate in a knowledge economy Strengthen Systems Strengthen the capacity of the MOE to standardize ECA framework, develop quality assurance frameworks, financing mechanism, and continued support to the ESP and Human Resources Development Strategy , Empower Schools Extra curricular form part of the school offering to cultivate a culture of motivation, physical safety for student wellbeing and inclusion and empower non-core subject teachers with the resources and skills they need to have increased motivation to instruct ECA Foster horizontal and vertical collaboration Strengthen communication between the MOE, Education, Construction, and Youth Donor Working Groups, and the Education Sector Working Group to foster horizontal and vertical communication and collaboration Utilize Local solutions and Partner with local Through increased competition, transparency, and access to partnering with the Ministry of Education, public, private, and non-governmental entities will be able to support the MOE implement and ensure quality of ECA

Learning from global evidence , best practice and the Field • • The need

Learning from global evidence , best practice and the Field • • The need for ECA /Co- curricular Engagement High Prevalence of Violence in Schools Teacher Readiness and Motivation How ECA are being implemented globally and in private schools

The need for ECA /Co- curricular Engagement : - Physical Exercise, Performing Arts and

The need for ECA /Co- curricular Engagement : - Physical Exercise, Performing Arts and Mental Wellbeing - Strengthening, Supplementing and Special Programming Global evidence and best practice (source: ) A study was conducted by “Daley and Leahy “ in 2003 which discussed the improvement in self-concept caused by involvement in physical exercises. Participation in physical extracurricular activities reduce the stresscaused by excessive studies. Students remain physically and mentally fit. Also, their body is in good shape which gives them self-confidenceand a better view of their appearance. Corresponding ECA filed assessments (source: KIIs and ECA Raped assessments) There is consensus on the evidence from several different types of studies are implementing initiatives-based programs throughout the kingdom , suggesting that involvement in non academic activities in school and out school facilitates continued school - student engagement and academic achievement. Extra curricula offer an opportunity to build self confidence, reduce stress, and build school citizenship.

High Prevalence of Violence in Schools Corresponding ECA filed assessments Global evidence and best

High Prevalence of Violence in Schools Corresponding ECA filed assessments Global evidence and best practice (source: ) Jordan Global School based Student Health Survey The 2012 WHO and Center for Disease Control and Prevention, Jordan Global School-Based student Health survey, highlighted the prevalence of VAC. It reported that 66% of children aged 214 are subjected to at least one form of physical punishment during the month preceding the survey , and 41. 6% of students stated they were bullied on one or more days. A 2007 UNICEF report illustrates that violence in Jordan is multidimensional, with verbal and physical peer violence, student-teacher and administrator violence, and children-parent violence. (source: ESP 2018 -2022 , ECA Raped assessments and human capacity assessment ) UNICEF Maan Campaign , Physical violence across all grades has reduced significantly, it continues to be a reality albeit at lower levels. The incidence is very low in junior grades (4 -6). In boys’ schools, it is on the higher end for senior grades (6 -10) and marginally low for junior grades (4 -5). In Girls schools, it is significantly lower for all grades and nearly non-existent in 4 -5 grades. In the ESP , It is expected that the anti-bullying program that is currently being piloted in 10 schools in Jordan to reach 100% of the country’s schools hosting Grades 7, 8 and 9.

Teacher Readiness and Motivation ● ● ● The Queen Rania Foundation 2014 National Teacher

Teacher Readiness and Motivation ● ● ● The Queen Rania Foundation 2014 National Teacher Survey revealed that 28% of teachers never received training prior to becoming a teacher, and the majority of those who had received training stated that it for two or less months, compared to the OECD average of 10. 6 months of pre-service training. QRTA’s National Teacher Survey revealed that “ 40% of teachers with less than 5 years of teaching experience cited a passion for teaching, compared to 48% of teachers with more than 20 years of experience. ” Research demonstrates that the quality of teachers and teaching is the most important factor affecting student outcomes (OECD, 2010) particularly in emergency contexts where teachers may be the only resource available (World Bank, 2010)

Brief summary of how ECA are being implemented in German schools By GIZ Active

Brief summary of how ECA are being implemented in German schools By GIZ Active Learning and Extracurricular Activities

ECA in German schools Active learning during lesson time Definition: "Active learning" means that

ECA in German schools Active learning during lesson time Definition: "Active learning" means that students engage with the material, participate in the class, and collaborate with each other. Different concepts and methods included on a daily basis: e. g. Cooperative Learning, Total Physical Response, Project-based Learning, Open Learning Extra-activities based on curriculum: ● Project week (e. g. Literature Week, Science Week) ● Project days (e. g. Sports Day, Heritage Day, Science Day) ● Excursions (based on curriculum) Extracurricular Activities /After-school activities Students register for different (one or more) after-school activities on a voluntary basis (not mandatory, but encouraged by parents and teachers) ● Once registered they need to attend for half a year/ the whole school year ● Duration: between 45 and 90 minutes ● Provided by teachers (calculated from their teaching load) ● In cooperation with extracurricular partners (e. g. sports coaches [usually remuneration from funds], university students or parents [usually on a voluntary basis]) ECA are offered every day, but one activity is on a fixed day and would repeat weekly. ● Four categories of activities : ● Teaching-related complementation (e. g. vocational workshops, career/job discovery, computer/media literacy, ball-games, Spanish, English – revision and practice) ● Thematic projects (e. g. school magazine, puppet theatre, experiencing nature, cookie baking, school garden, school arbiters) ● Advancement, support and empowerment (e. g. handwriting/ calligraphy, creative writing, From sheep to scarf, self-defense, debating) ● Recreational activities (e. g. football, handball, athletics, dancing, choir, orchestra, arts and crafts)

ECA Organizational Structure , Definition and Criteria

ECA Organizational Structure , Definition and Criteria

ECA Current Protocol chart The Minister Education Quality and Accountability Unit Development Coordination Unit

ECA Current Protocol chart The Minister Education Quality and Accountability Unit Development Coordination Unit The Planning Committee and Board of Education e nitiativ New I The Secretary General of Educational Affairs The Secretary General of Administrative and Financial Affairs Managing Directorate of Educational Activities Managing Directorate of Human Resources Managing Directorate of Procurement and Supplies Managing Directorate of Education Managing Directorate of Special Education Managing Directorate of Educational Planning and Research Managing Directorate of Educational Supervision Managing Directorate of Financial Affairs Managing Directorate of Curricula and Textbooks Managing Directorate of Buildings and International Projects Managing Directorate of Queen Rania for Educational and Information Technology Activities Evaluation Committee There is a procedure manual / written guidelines on the MOE standards when working with external parties that control the implementation of the new initiatives

ECA proposed Protocol chart New initiative/activity SG for Educational & Technical Affair Development Coordination

ECA proposed Protocol chart New initiative/activity SG for Educational & Technical Affair Development Coordination Unit ECA Criteria ECA Strategic Plan /TWG Academically aligned Soft skills & Physical aligned All activities 90 minutes After school & weekends Sc MD for Activities Directorate Managing Directorate of Education MD Activities generate annual plan 3 Activities Directorate’s annual plan Extracurricular Activities (ECA) ol op er at io ob n iliz e S plan ch s in oo l. B a loc lign Queen Rania Center for ET and m k. G Information en ra tw nt s ith an Activities Evaluation Committee ho dm Proposed Action Supportive Directorates Organizati onal chart that reflects the roles and responsibil ities of current stakeholde rs in the design and implement ation of ECA within ESP DCU, MD of Curricula and Textbooks, Finance, SDDP, MD Procurement, MD of Planning and Research, HR, NCCD, EQAU and Supervision and Educational Training MD 2018 -2022 Education Strategic Plan

ECA Criteria Aligned with ESP Goals Aligned with SDDP Domains Locally Solution led/co- created

ECA Criteria Aligned with ESP Goals Aligned with SDDP Domains Locally Solution led/co- created Evidence based Curriculum Aligned Socioeconomic status (SES) Teacher ECA Guide and Manual approved by MOE Gender is taken seriously into consideration when design ECA Define the criteria Ensure that current and future generations develop the skills and capabilities they need to live happy and fulfilled lives, and collectively realize the ambition of a prosperous and resilient Jordan – MUST Be Linked TO an ESP GOAL Efforts have been made within the framework of the ERf. KE II program to give the field directorates and schools broader responsibilities within the School and Directorate Development Program (SDDP), particularly with regard to the development and improvement of schools through active participation of the local community – MUST BE Linked to and report against an ESP Domain at the outcome level The Ministry aims to make greater efforts in partnership with the local and international communities to face these challenges, particularly the provision of a safe educational environment for those students. MUST BE designed with the ministry and must designed for local sustainability from the start. Any practice that relies on scientific and mathematical evidence to form strong inductive or deductive arguments for guidance and decision-making Must include measures to prove that it is advancing one of the desired outcomes of ECA/SDDP/ESP; and must report against those outcomes to the Mo. E. Any scaling must be based on a rigorous externally evaluated evidence base. This curriculum must be based on developmentally appropriate standards and practices Must be aligned to the curriculum by appropriate grade and subject with approval by the Mo. E SES Is relevant to all realms of behavioral and social science Including research, practice, education, and advocacy. Must reflect the socio-economic status and resources of the school in which it is implemented Develop and approve manual of guidelines, Prepare and obtain approval for the ECA manual based on approved Criteria Must be accompanied by a teacher guide and manual approved by the Mo. E The Strategy for Mainstreaming Gender Equality in Education aims to guide and support the Mo. E’s efforts to ensure that gender inequalities in education are identified and appropriate interventions to address them are implemented Must assess and address gender inequalities in delivery and in content. Disable students is taken seriously Particularly pronounced in rural or conflict-affected areas, among economically disadvantaged families, children with into consideration when design ECA disabilities, members of ethnic or other minorities, or refugee children Must make provisions for inclusions of disability Grade Leveled Learning spaces and technologies Community engaged Efforts are ongoing to ensure access to and good quality education for all children residing in the country, including children of other nationalities and refugee children. Education is compulsory from the age of six to 16 (Grades 1 -10) and free until the age of 18 (Grade 12). 34 As of Grade 4, most public schools are single-sex, with only male or female students and teachers, respectively. Must be designed for the appropriate grade level introducing information and communication technologies (ICTs) in schools, and encouraging community participation Must include approaches to facilitate ICT integrateion in the class room for the teacher and the student. Must accommodate resources available at the school level The Directorates will work to meet the needs of network schools, including through connections with the private sector and other institutions in the community to seek their support and assistance for the implementation of school development plans in accordance with applicable laws and regulations. Must engage the community in meaningful ways. The domains of the strategic plan have also focused on the quality of education, accountability and capacity building of staff Global Best Practice source HRD , ESP 2018 -2022 , OECD, UNESCO, University of Toronto Press, Source: U. S. Department of Education. (2016). Using Evidence to Strengthen Education Investments, and American Psychological Association (APA)

Extra Curricular Criteria: 90 Minutes K-3 ESP Goal Aligned and Noted Ministry Approved Evidence-

Extra Curricular Criteria: 90 Minutes K-3 ESP Goal Aligned and Noted Ministry Approved Evidence- Based Curriculum Aligned Mo. E Approved Teacher Manual Appropriately Grade Leveled Community Engaged Sustainability Plan Locally led or co-created solution Mo. E Department ownership 4 -6 7 -8 9 -10 Academically aligned DEFINITION Activities that supplement the school curriculum , build practical 21 st century skills and align with ESPaligned learning outcomes and MOE academic curriculum, implemented within the 90 minutes ECA block. It forms part of the students core curricular load, although it is not graded nor do students receive academic credit for them. Duration: 45 minutes twice a week. Meets ECA 90 minute block criteria.

Extra Curricular Criteria: After school hours Soft skills +physical aligned K-3 ESP Goal Aligned

Extra Curricular Criteria: After school hours Soft skills +physical aligned K-3 ESP Goal Aligned and Noted Ministry Approved Evidence- Based Mo. E Approved Guide Community Engaged Sustainability Plan Locally led or co-created solution Mo. E Department ownership 4 -6 7 -8 9 -10 DEFINITION Activities that supplement the education program of the school , build practical 21 st century skills and align with the ESP school-level outcomes, implemented after school. Activities are academic and nonacademic, optional or recreational, and can include tutoring, sports, visual and performing arts, special programs, field trips, character education, clubs, and outdoor education. It does not take place during classroom time. Meets ECA After School criteria.

Extra Curricular Criteria: Weekend +vacation K-3 Ministry Approved Community Engaged Sustainability Plan Locally led

Extra Curricular Criteria: Weekend +vacation K-3 Ministry Approved Community Engaged Sustainability Plan Locally led or co-created solution 4 -6 7 -8 9 -10 DEFINITION Activities are optional or recreational, and can include summer camp, volunteering activities, sports, visual and performing arts, clubs, special programs, field trips, character education. It does not take place during classroom time. Meets ECA Holiday criteria

 • • • Institutional changes to support ECA Strategic Plan Managing Directorates Taglines

• • • Institutional changes to support ECA Strategic Plan Managing Directorates Taglines ECA Preparatory Steps Needed ECA Long Term Goal: 2020 -2023 Planning for Sustainability

Institutional changes to support ECA Strategic Plan: Organizational Structure • Activate ECA steering committee

Institutional changes to support ECA Strategic Plan: Organizational Structure • Activate ECA steering committee and the technical committee • Defining who is available from the MOE to work on designing/budgeting/managing the ECA • Defining the roles of each department/unit in contributing to a ECA that reflects organizational values • Redefining the reporting lines of departments to reflect more efficient operations and mutual support. • Develop communication Mechanism between the MOE directorates

In-Country ECA Support Team Managing Directorates Taglines MD Activities, Education and QRC DCU Supervise

In-Country ECA Support Team Managing Directorates Taglines MD Activities, Education and QRC DCU Supervise and assure the change with the related parties through a systemized reporting Activities Evaluation Committee Evaluating the activities, initiatives and events that the internal or external parties wish to implement within MOE schools. ECA steering Committee and Technical Committee development of ECA SP, and the supervisory role would be through the PPC members. SDDP Develop SOP for school level ECA framework in alignment with SDDP (i. e. schools ECA strategies, management structure, etc . ) and mobilize School Block Grants DCU, MD of Curricula and Textbooks, SDDP Finance, MD Procuremen t, MD of Planning and Research, HR, NCCD, EQAU and Supervision and Educational Training MD Design , calculated fund based on # of students, school performance, MD of Activities region, size, availability of resources implements and report of ECA MD of Education programs under ECA strategic plan within ESP QRC Developing a computerized system to manage data and knowledge to ensure best practices and the validity of data and knowledge and sharing the best operates between all administrative levees MD of Curricula and Textbooks and NCCD make sure to design all the activities parallel to it and abide what was there Finance Establishing financial and school-specific instructions that allow for more flexibility in accepting grants and donations for ECA MD of Procurement and Supply The directorate maintains an up-to-date inventory or ECA resources management system MD of Planning and Research Develop a new data flow methodology to inform policy making and strategic planning. HR Reshaping the job description for ECA implementers Supervision and Educational Training MD Develop and implement a training plan of ECA that suits the training needs of staff In alignment with the induction, in-service, continued professional development, teacher levels/standards, Coaching/mentoring w supervisors, supervisor/FD training and evaluation criteria's The EQAU to follow up on the school's performance and implementation of the Code of Conduct, and review the legislation of student

ECA Preparatory Steps Needed ECA Technical Assessment needed How to allocate resources and funding

ECA Preparatory Steps Needed ECA Technical Assessment needed How to allocate resources and funding (i. e. direct funds, central level MOE procurement, or 3 rd party implementing partner), ECA school assessment , ECA Distance activities , and Operation Management Assessment Capacity to Implement ECA: Develop competency based training through: ○conducting Training of Trainers (TOT); ○didactic training; ○and On-the-Job training. Capacity to Manage ECA: ● Unified documentation practices at all levels (MOE central, FD and schools ). ● Develop ECA standards for current and prospective implementers (time, frequency, ESP, results, QA) ● Develop SOP for school level ECA framework in alignment with SDDP (i. e. schools ECA strategies, management structure, etc. ) ● Update and mobilize School Block Grants ● Develop BOQ for ECA school toolkits

ECA Long Term Goal: 2020 -2023 With the joint-financing agreement, Holistic ECA Framework: In-school,

ECA Long Term Goal: 2020 -2023 With the joint-financing agreement, Holistic ECA Framework: In-school, after-school, and summer , and quality assurance in place, the MOE will be able to provide school block funding, contract local partners and technical assistance to ensure: § Teacher Certification : In-service training § § § Empower non-core subject teachers with the resources and skills they need to have increased motivation to instruct ECA Empower School : have agency and ownership over school-wide ECA planning Diversify Partnerships : CBOs, NGOs, foundations, private, and public entities Transparent and fair competition : Innovative financing and contracting mechanisms Measuring Impact : Accountability to the ESP and Human Resources Development Strategy through school level report cards, MOE M&E, and ECA assessments § Target: Nationwide implementation (more tailored interventions as needed)

Planning for Sustainability Now that standards, school-level ECA frameworks, school-level funding, has been completed,

Planning for Sustainability Now that standards, school-level ECA frameworks, school-level funding, has been completed, MOE can work towards developing a funding and contracting mechanism to increase efficiency and sustainability of the ECA: ● ● ● Develop Quality Assurance Framework ○ Education Quality Assurance Unit ○ NCHRD ○ Open. EMIS Develop ECA joint-financing agreement ○ Donors can contribute to JFA for systems strengthening, school block grants, or school-level implementing partner activities Develop IDIQ contracting mechanism for implementing partners or technical assistance ○ For MOE and schools to contract implementing partners or technical assistance to implement activities

Develop Funding Mechanism & Aims By Sector and Donor Matrix Projects/initiatives Current Funding Level

Develop Funding Mechanism & Aims By Sector and Donor Matrix Projects/initiatives Current Funding Level by 2021 Donor Type Let’s live in Harmony Nashatati UNICIF (ILEPS) / Extracurricular Activities GIZ RAMP USAID RAMP DIFD POWER-J Intervention World bank E-Twinning Project Sector Madrasiti ● Maintaining the same level of funding with ~……% growth over 3 years ● Ensuring the same donors are engaged in follow-on programming over the next three years ● Also the Ministry to consider partnership with: Ø Private companies and foundations such as Talal Abu Ghazaleh Foundation, the Khalid Shoman Foundation, The National Center for Culture and Arts, Cairo Amman Bank. Ø Academic institutions such as German Jordanian University or the Columbia Center for Middle Eastern Studies.

THANK YOU ALL! USAID EDY IPs

THANK YOU ALL! USAID EDY IPs