Some problems in the educational system in Jordan
Problems arise from asynchronous changes in society. Therefore, changes in the socio—economic system have created problems due to inadequate responses in the educational system. While new aims in education have been discussed, and even were incorporated in the 19614 Jordanian Education Law, they have not been fully achieved in practice. While many of these aims were appropriate to the new circumstances in Jordan, there were serious faults in the Law, which prevented the successful pursuit of the aims. This study an attempt to reveal why the aims of education in Jordan, as set out in the 196 14 Law, have not been achieved adequately in practice, by examining some issues of policy in the educational system. The central issues are: school buildings, literacy, adult education and private education. In addition there are constraints which hinder the realisation of the aims of education and solutions to these issues. The constraints that are considered in this study are finance and the mental states of participants in the educational process. To tackle this situation it is necessary to design new policies for educational administration and finance, the structure and organisation of the system, curricula in the schools of Jordan and teacher training. Therefore, the thesis is organised as follows. Chapter One deals with a discussion of the aims of education in general and in Jordan specifically, in terms of whether they should be knowledge, child or society centred. The second chapter deals with issues in the educational system and constraints preventing change and suggests how the Minitry of Education could deal with the problem of achiving the stated aims of education. The third chapter discusses educational administration, and the relationships between the various parts of the educational administration system. Special attention is paid the the different roles of administrators at the national, local and school level, to explore the extent to which these roles are complementary or in conflict. Chapter Four deals with the structure and organisation of the school system, and whether the pressent 6-3-3 is the most appropriate organisation for the achievment of the educational aims. The fifth chapter tackles the curriculum, which is perhaps the most important issue of all. All the elements of curriculum development, namely theory, objectives and content are discussed and related to the aims of education and whether they are knowledge, child, or society centred. The sixth chapter deals with the related issues of teaching methods and evaluation in similar terms. Chapter six deals with the preparation of teachers, and how teachers can best be trained so as to improve the opportunities for achieving the stated aims. Particuar attention is paid to the institutions in which the training of teachers takes place, and the part played by the universities and the Ministry of Education. In the eighth and final chapter the findings oare summarised, and a range of policies are put forward which are deigned to solve the identified problems.