Jordan's RAMP initiative, funded by USAID and UKAID, conducted an evaluation study of a pilot project that aimed to implement the 'School's Guide for Parental Engagement in Supporting their Child's Literacy Learning.' This guide contains a collection of 31 tools designed to enhance overall student learning and specifically improve reading and writing skills in Arabic during the early grades. Among these tools, five are mandatory: 1. Model and Example of Implementation Plan. 2. Parent Volunteering Form: We Love Parent Volunteers. 3. Presentation to Foster the Love of Reading Habits in Your Children. 4. Presentation on the Most Important Activities that Enhance Reading and Writing Skills in Your Child. 5. Guide for Providing Sustainable, Needs-Based Support. The remaining tools are optional, with schools encouraged to adapt them to meet their specific needs. The primary objective of this study was to assess the effectiveness of the guide in engaging parents to support their children's literacy development. The Queen Rania Foundation for Education and Development implemented the study during the 2021/2022 academic year, involving 35 supervisors across various MOE directorates to evaluate the guide's content and usage in 84 schools from different regions in Jordan. Data collection methods included questionnaires and focus groups. The study's findings regarding parent engagement revealed the following: In the quantitative aspect of the results: • All trained teachers and school staff found the guide practical and effective, with 100% of them reporting significant positive engagement with parents as a result of using the guide and its tools. • The application of these tools proved effective, with all educational supervisors and over 90% of school principals and teaching staff confirming a noticeable positive change in the level and quality of parental involvement with the school after implementing the program and its tools. This strengthened the relationship between the school and the local community, leading to increased communication through social media, more visits to participating schools for activities, and greater contributions within the classroom to improve children's reading and writing skills. • Nearly all schools implemented both the mandatory (96%) and optional (98%) tools based on their specific needs. Parental involvement was deemed beneficial and effective by all participants, including supervisors, school principals, and parents themselves. These results indicated that the application of the tools effectively increased parental interaction and engagement with the school, resulting in a stronger relationship between the school and the local community. Parental involvement manifested through increased communication via various channels, more school visits, and voluntary participation inside the classroom to support students' reading and writing skills. However, the effective community engagement and parental involvement programs faced some challenges, including content confusion and overlap. Previous studies conducted by the Queen Rania Foundation in high-achieving schools highlighted the importance of successful school-parent interaction and engagement in supporting children's learning. It was acknowledged that some parents may face difficulties in providing the necessary support for their children's reading skills and lack confidence in their interactions with the school. In light of the positive results of the 'School's Guide for Parental Engagement in Supporting their Child's Literacy Learning,' it was deemed essential to integrate and standardize various program elements into a unified parental engagement program with the school. To address the challenge of busy parents unable to attend school physically, the program increased remote participation through virtual meetings and online communication channels. Several recommendations were made to address these challenges. 1. Work with the Ministry to coordinate community engagement programs, avoiding duplication, and integrate this guide's content into existing programs to benefit all schools. 2. Provide unified team training for school staff during program implementation. 3. Develop flexible programs for schools to tailor to their needs, and periodically review and determine mandatory tools. 4. Distribute hard copies of the guide to schools for use in case of internet unavailability or lack of smart devices or skills. 5. Improve training with a focus on practical aspects, extended duration, suitable timing and locations, revised trainer criteria, and school supervisors conducting training. 6. Add mobile download feature, create a tool index, clarify terminology, distinguish between tools and resources, and merge some tools to reduce overlap. 7. Boost teacher motivation to participate despite busy schedules due to program significance and positive results. 8. Assist schools in providing computer devices and internet connectivity. 9. Maintain electronic resources for content sharing with parents, relieve financial burdens, and encourage schools to involve parents using the "We Love Parent Volunteers" tool.

In light of the achievements made by the Ministry of Education (MOE) in collaboration with the RAMP project, which encompassed various aspects of early education, such as enhancing literacy skills, refining supervision and teaching methods for reading and math, implementing effective learning assessments, and developing supportive educational materials, the MOE sought to integrate these gains into a comprehensive roadmap to further enhance literacy skills and align with the objectives of the national strategy for human resource development. The Ministry of Education is committed to creating a coherent vision aimed at significantly elevating Arabic literacy standards for students in KG2 to Grade 6. This vision is manifested in an evidence-based literacy reform strategy owned by Jordan and slated for implementation over a five-year period. Given the complexity of this endeavor, collaboration among multiple interconnected national teams was essential. To that end, the MOE established a National Task Force, chaired by the Minister of Education and comprised of influential figures from the public and private sectors who could bring this visionary literacy reform strategy to fruition in Jordan. The development of this comprehensive National Literacy Strategy was led by the Ministry of Education, with support from USAID, UKAID, and other national partners. This strategy built upon the achievements of the RAMP project, expanded upon them, and ensured ongoing progress in enhancing Arabic reading skills, extending its reach to include students in higher grades. The National Literacy Strategy (NLS) is a visionary initiative designed to achieve several crucial objectives: 1. Identify National Priorities: It pinpoints key national priorities and programs aimed at enhancing Jordan's literacy outcomes. 2. Leverage Existing Strengths: The NLS builds upon the assets and strengths already in place, particularly those established by RAMP, to maximize its impact. 3. Provide a Clear Roadmap: It offers a practical, evidence-informed implementation roadmap, ensuring that its objectives are met effectively. 4. Long-Term Commitment: The NLS commands widespread support over a 5-year implementation period, emphasizing its dedication to sustainable progress. 5. Unite Stakeholders: It aligns all actors in the education space toward a common goal and coordinates external financing and technical support from partners in the public, private, and community sectors. Over a span of two years from 2020 to 2022, the NLS Technical Committee embarked on an extensive journey. during which they meticulously: • Analyzed the current literacy status at different learning stages in Jordan, officially acknowledging the challenge of low student literacy performance. • Agreed upon the NLS vision and strategic goals, identifying the factors in homes, communities, and schools influencing literacy learning. • Scrutinized the various elements within the education system affecting literacy learning, assessing their strengths and weaknesses. • Identified educational policy priorities and programs essential for improving literacy and contributing to the NLS's vision and objectives. • Developed a results framework, outlining strategic objectives, specific program objectives, short and long-term activities, risk analyses, and challenges. In the final stretch of 2022, RAMP completed the first draft of the strategy document, seeking input from the National Literacy Strategy Taskforce and key partners such as USAID, FCDO, World Bank, UNICEF, and the Higher Family Council. Their valuable comments were integrated to refine the strategy further. With RAMP's technical assistance, the NLS Technical Committee devised a 5-year NLS plan and a 1-year implementation plan, guided by the Minister of Education's directions during a pivotal Task Force meeting in December 2022. Workshops and interviews were conducted to gather data and budget information. Fast forward to May 5, 2023, a momentous day for Jordan's education landscape. The NLS Implementation and Monitoring Plan received approval from the Task Force, led by H.E. Minister of Education, Dr. Azmi Mahafzah, with the esteemed presence of USAID. The Minister endorsed the plan, indicating that the MOE would seek approval from the MoE educational board and establish a dedicated committee or secretariat to manage the NLS plan's implementation. Jordan's launch of its first five-year National Literacy Strategy is a moment of pride and hope. This strategy marks a transformative step towards fostering a generation of passionate readers, improving literacy, and promoting reading as an enjoyable habit. It's not just a milestone for Jordan but also sets an inspiring model for literacy improvement across the Middle East. Jordan's National Literacy Strategy is not just a plan; it's a beacon of hope, a promise of a brighter future, and a testament to the power of collaboration and dedication in the pursuit of educational excellence.

The Reading and Mathematics Initiatives (RAMP), in close collaboration and coordination with the Ministry of Education (MOE), have developed a comprehensive sustainability plan. This plan was created through active engagement with MOE Directorates and extensive consultations with stakeholders, both within the initiative and the Ministry of Education. It outlines a detailed strategy for each of the four key areas: Curricula, Professional Development/Training, Support and Supervision, and Assessment. Additionally, it includes several overarching recommendations critical to achieving sustainability and enhancing educational outcomes. The plan contains two levels: Level 1 focuses on defining the specific elements of new concepts or activities introduced under RAMP; Level 2 focuses on ensuring that these concepts or activities are seamlessly integrated throughout the system, ensuring that each department understands its role and responsibility for implementation. Structure of the Sustainability Plan Level One: This level addresses the essential procedures and plans required to seamlessly integrate the methodologies and projects initiated by RAMP into the Ministry's educational framework. It focuses on both current and future methodologies and projects, ensuring their alignment with the phases of the educational process. Specific, measurable objectives have been established, and they are applied within predefined timelines to enhance and consolidate concepts, methods, tools, and information technology currently utilized by the Ministry of Education. For instance, the MOE has effectively sustained and improved the e-supervision system, a crucial tool for identifying underperforming schools and devising coaching plans to bolster their performance. This system has led to substantial enhancements in data collection, evidence-based decision-making, as well as monitoring and accountability systems. Level Two: At this level, procedures and plans are outlined to identify high-level recommendations aimed at fostering coherence, consistency, data flow, and accountability within the Ministry of Education. These recommendations are designed to enhance key procedures related to early-grade education in reading and mathematics, extending to ensure coordination among various MOE directorates and other stakeholders. It's important to note that the recommendations at this level are not limited to RAMP methodologies; they encompass all aspects of the Ministry's systems, procedures, and methodologies. For example, the MOE has established a committee comprising education experts from different MOE directorates. This committee collaboratively works to ensure coherence and consistency in early-grade education practices across diverse MOE directorates. Together, they have standardized the following elements mentioned in the sustainability plan related to early grades: 1. Student performance indicators have become essential components of the Education Strategic Plan (ESP). Simultaneously, the National Center for Curriculum Development (NCCD) has successfully incorporated RAMP's reading and mathematics instructional approaches into the newly developed curriculum framework and learning materials designed for early grades. 2. The Examination and Testing Directorate has played a vital role in institutionalizing the Early Grades National Assessment Framework, which includes the biannual Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), annual surveys based on the Lot Quality Assurance Sampling (LQAS) methodology, and the implementation of a class-level diagnostic assessment system with accompanying tools. Standard operating procedures were meticulously designed to ensure consistency and effectiveness in this process. 3. The Education and Training Center (ETC) has accredited the Continuing Professional Development (CPD) Program specifically tailored for Kindergarten (KG) and early grades teachers. The RAMP Sustainability Plan transcends mere documentation – it serves as a guiding compass steering the MOE towards sustained excellence in early-grade strategies and approaches within the broader education framework, system, and policies."

In 2021, Jordan’s Ministry of Education (MOE) is committed to modernizing education assessment and enhancing learning outcomes. The Early Grades Reading and Mathematics Initiative (RAMP) played a crucial role in conceptualizing the early grade assessment framework. The MOE recognized the need for a more effective and cohesive assessment system. it highlights the issues of misalignment and lack of coordination between national and international assessments, resulting in an inability to accurately measure student performance across different grades. It emphasizes the need for a comprehensive assessment system and policies to ensure consistency and monitor the quality of education in MOE's schools. As part of the RAMP sustainability plan, a comprehensive framework for early-grade assessment was developed to incorporate the latest trends in student learning assessment and enhance educational outcomes. The Directorate of Tests, in collaboration with RAMP experts, conducted an analysis of the current early-grade assessment system, identifying areas requiring improvement. A joint Ministry and RAMP team, in consultation with international evaluation experts from the RTI organization, created the framework and provided recommendations to address existing gaps. Subsequently, this framework was shared with MOE's technical departments and the National Curriculum Development Center for final approval. The Early Grades Assessment Framework has significantly benefited the MOE at both the central and field levels, including schools and field districts, by: 1. Defining and communicating clear learning expectations at all levels, including learning standards and indicators. 2. Preventing excessive evaluation practices. 3. Offering capacity-building programs for supervisors and teachers related to formative and summative assessments. 4. Utilizing assessment data to enhance student learning and promote inclusive teaching and learning for all children. 5. Formulating regulations and procedural guidelines for national assessments in early grades, thereby ensuring their sustainability and securing financial resources for implementation. The MOE introduced a structured assessment process, incorporating the Early Grade Reading Assessment (EGRA/EGMA) and the Lot Quality Assurance Sampling (LQAS) methodology to gauge students' foundational knowledge and skills. This approach helped identify areas where students needed additional support. Extending foundational learning assessment to the classroom level allowed for tailored support to students in need, fostering inclusivity. The revamped assessment approach brought about positive changes. LQAS results informed support strategies for districts, individual schools, and teachers. Classroom-level assessments allowed differentiated support to students. The Ministry of Education's (MOE) commitment to aligning the assessment framework with expected learning outcomes has yielded positive results and has paved the way for further improvements in Jordan's education system. As evidence of this commitment, the results of the EGRA/EGMA end-line survey conducted in May 2023 demonstrate significant improvements in the reading and mathematics skills of Grade 2 (G2) and Grade 3 (G3) students compared to 2019 and 2021. For example, G2 students in traditional MoE schools have shown remarkable progress, with their reading proficiency increasing from 10.7% in 2021 to 42.4%, while G3 students improved from 39.4% to 60.3%. The MOE's unwavering commitment to aligning assessment with learning outcomes has yielded tangible, positive results. As Jordan continues its journey towards educational excellence, the comprehensive assessment framework for early grades stands as a testament to the dedication and innovation of the MOE and its partners. By placing learning outcomes at the forefront, Jordan is not just shaping a brighter future for its students but also setting a remarkable example for education systems worldwide. Stay tuned for more updates as Jordan's education transformation unfolds. The future looks promising, indeed.

Between June 2021, and May 2022, RAMP, in coordination with the Ministry of Education (MOE) and in collaboration with INTEGRATED, implemented the Let’s Live in Harmony (LLH) pilot program based on the LLH initiative funded by UNICEF in 2018-2019. This initiative aimed to establish a positive learning environment for students across 96 Double Shifting Schools (DSSs) in Jordan. The study addressed educational challenges faced by underprivileged students in Jordan, particularly those in double-shift public schools with a mix of Jordanian and Syrian students. At the beginning of the school semester in 2021, 1310 tablets were updated with the Ministry of Education (MoE)-approved LLH content material application. These tablets were strategically distributed among the 96 DSSs for students in Grades 1 to 3, with the allocation based on the number of students in each class to ensure equitable access to resources. The study employed tablets with multimedia content to facilitate interactive learning. Achievements encompassed teacher training, updated materials, curriculum alignment, and enhanced program delivery. These initiatives addressed challenges posed by refugees and the pandemic, leading to improvements in reading fluency, comprehension, and literacy. The study underscored the significance of adaptable educational solutions. The LLH activities were introduced to supervisors through a WhatsApp group to facilitate interactive communication. Integrated into the curriculum, the activities aimed to enhance Arabic literacy for grades 1-3. MOE supervisors ensured fidelity through observations and feedback. Additionally, the study focused on institutionalizing LLH within the MOE, involving various departments and the School and Directorate Development Program (SDDP). Lessons learned included role clarification, formal adoption, capacity building, and effective communication strategies for integration. Findings highlighted LLH's potential impact on reading skills and emphasized the need for ongoing support. Recommendations encompassed further capacity-building, recognition, incentives, and improved communication strategies between schools and the MOE.

In May 2023, the MoE’s Examination and Test Managing Directorate (ETMD), with technical support from Jordan's RAMP initiative, funded by USAID and UKAID, conducted a final national survey over 8 years (2015-2023) to measure RAMP’s impact and the impacts of remedial programs addressing students’ learning loss during epidemic-related school closures. The study included 2,181 schools and approximately 244,389 G2 and G3 students, encompassing both Syrian and refugee camp schools. Using previous surveys as benchmarks, the study revealed substantial improvements in reading and mathematics skills for G2 and G3 students in 2023 compared to 2019 and 2021. Notably, G2 students in MoE traditional schools showed remarkable progress, with reading proficiency increasing from 10.7% in 2021 to 42.4%, while G3 students improved from 39.4% to 60.3%. Similar improvements were seen in Syrian refugee schools, with G2 students' reading proficiency rising from 7.2% in 2021 to 36.3% in Syrian day schools and from 4.1% to 15.8% in refugee camp schools. G3 students in Syrian day schools improved from 43.9% to 51.6%, and those in refugee camp schools increased from 15.9% to 29.6%. Notably, there was a decrease in students receiving zero scores in oral reading fluency (ORF) in MoE traditional schools, with G2 students dropping from 21.3% in 2021 to 4.2% in 2023. Similar improvements were observed in Syrian schools, as G2 students in Syrian day schools decreased from 26.1% to 7.7%, and those in refugee camp schools decreased from 69.4% to 22.2%. Regarding mathematics, improvements were noted in 2023: G2 from 6.1% to 13.7%, and G3 from 18.4% to 29.3%. However, there was no progress compared to 2019, with G2 at 13.7% (down from 18.7%) and G3 stable at 29.3% (up from 29.2%). The report emphasized recommendations, including supporting low-performing schools, implementing specialized programs to engage parents in supporting their children's learning, particularly in mathematics. It highlighted the need for teacher training in mathematics, increasing weekly mathematics lessons, and assigning specialized mathematics teachers for early grades. Further suggestions encompassed continuous capacity-building for teachers and supervisors, a focus on effective assessment methodologies, and fostering professional accountability. The report underscored the importance of practical, in-person teacher training and the necessity for ongoing monitoring and evaluation to drive improvements in early-grade education.

This study, conducted in collaboration with the USAID Early Grade Reading and Mathematics Initiative (RAMP) and the Ministry of Education between December 2017 and August 2018, aims to identify types of kindergarten services, providers, and factors influencing parental enrollment decisions. It also emphasizes the need to reevaluate KG2 expansion policies in Jordan. The study's sample included 520 schools, encompassing both rural and urban areas per governorate, along with "vulnerable districts" as designated by UNICEF/Jordan and UNRWA schools. The study surveyed 10,500 parents of grade 1 children from across Jordan regarding their children’s school participation in the previous year. Findings showed a significant gap between reported attendance rates (84%) and official enrollment statistics (60%), indicating substantial unrecognized KG provision. KG2 attendees were primarily enrolled in full-time formal classes, with cost identified as a major enrollment factor. Discrepancies in KG access between urban and rural areas were observed, with public provision being more prevalent in rural regions. Syrian children exhibited lower KG2 attendance rates, attributed to financial constraints. Proposed strategies include offering affordable KG options in areas with a concentration of Syrian families. The study highlights a strong demand for KG services in Jordan, particularly among urban families with limited access to public KG. The study underscores the necessity of strategies that promote affordable, high-quality KG choices, encourage private sector involvement, and provide customized solutions. Its insights can inform policy decisions aimed at improving KG services, contributing to the goal of achieving universal KG access aligned with national development objectives.

The Time on Task study was completed as part of the USAID Jordan Reading and Mathematics Project (RAMP), RAMP was a 7-year project aimed at improving foundational learning skills. The time on task study aims to understand how time is allocated throughout the school day, how that time is used to teach various subjects, and the effectiveness of instructional approaches used to teach Arabic. The study examined grades 1-3 classrooms in schools that were selected as high-growth and low-growth schools based on the results of the 2019 RAMP endline survey. In high-growth schools, students demonstrated growth in reading skills based on reading comprehension and zero scores. Conversely, in low-growth schools where there was a decline in reading comprehension and/or an increase in zero scores. The sample included a total of 34 schools: 16 high-growth schools and 18 low-growth schools. The study utilized classroom observations, teacher and principal interviews, and innovative instructional methods to identify teaching strategies associated with higher student engagement and better learning outcomes. The time on task study took place between October 2022 and March 2023. The results show that while there are existing good practices in terms of effective Arabic instructional pedagogies in early-grade classrooms, there remains a need for adjustments to diversify and expand teachers’ pedagogical skills, along with increasing opportunities for students to engage in reading and writing. Teachers need to provide effective reading instruction that aligns with students' developmental progression of skills incorporating diverse materials and extending Arabic lesson time. Additionally, teachers should design high-quality tasks that foster better understanding and learning. The study was undertaken to inform Arabic literacy instruction and decisions that can be made by Jordan's Ministry of Education (MoE) decision-makers.

Introducing the groundbreaking Reading and Mathematics Program (RAMP), a USAID-funded initiative with a mission to transform early-grade education in Jordan's government primary schools. It addresses the need for enhanced foundational abilities in reading and math among early-grade students, particularly those facing challenges. The program emerged from a 2019 survey indicating that while national scores improved, struggling students, especially those in refugee camps, did not progress as desired. The survey underscored the need for tailored reading materials to master phonics, crucial for fluency and comprehension. Consequently, RAMP analyzed Arabic reading textbooks and identified gaps, primarily in grade 2, prompting the introduction of decodable leveled reading books. The study's central objective is to gauge the effectiveness of these books in classrooms. Designed to bolster phonics skills, they aim to bridge proficiency gaps among different-performing students. The literature review discusses decodable and leveled reading books, highlighting their benefits. The study employs a mixed-methods approach, using pre-tests, post-tests, and questionnaires to measure changes in reading fluency, comprehension, and perceptions. The results showed a significant improvement in first-grade emergent readers using decodable books, while struggling third-grade readers exhibited enhanced oral reading proficiency. Second-grade results were less clear. Students reported increased interest and faced challenges, underscoring the need for tailored resources. Teachers largely endorsed the books and recommended wider implementation. In conclusion, the study seeks to advance the "all children reading" goal by enhancing foundational skills for struggling students. It holds promise for Jordan's education system by contributing to equitable and inclusive education.

The Decodable Levelled Reading Books Study Report- Jordan/RAMP Discover the Power of Decodable Books: Bridging the Reading Gap in Jordan's Education System Introducing the groundbreaking Reading and Mathematics Program (RAMP), a USAID-funded initiative with a mission to transform early-grade education in Jordan's government primary schools. It addresses the need for enhanced foundational abilities in reading and math among early-grade students, particularly those facing challenges. The program emerged from a 2019 survey indicating that while national scores improved, struggling students, especially those in refugee camps, did not progress as desired. The survey underscored the need for tailored reading materials to master phonics, crucial for fluency and comprehension. Consequently, RAMP analyzed Arabic reading textbooks and identified gaps, primarily in grade 2, prompting the introduction of decodable leveled reading books. The study's central objective is to gauge the effectiveness of these books in classrooms. Designed to bolster phonics skills, they aim to bridge proficiency gaps among different-performing students. The literature review discusses decodable and leveled reading books, highlighting their benefits. The study employs a mixed-methods approach, using pre-tests, post-tests, and questionnaires to measure changes in reading fluency, comprehension, and perceptions. The results showed a significant improvement in first-grade emergent readers using decodable books, while struggling third-grade readers exhibited enhanced oral reading proficiency. Second-grade results were less clear. Students reported increased interest and faced challenges, underscoring the need for tailored resources. Teachers largely endorsed the books and recommended wider implementation. In conclusion, the study seeks to advance the "all children reading" goal by enhancing foundational skills for struggling students. It holds promise for Jordan's education system by contributing to equitable and inclusive education.