تطور التربية والتعليم في الاردن في الفترة 1952 - 1997

Abstract

Abstract This study aimed at highlighting the status quo of the educational process and its development in Jordan and the nature of the internal and external changes which influenced that development in the two stages : pro-educational development (1952-l987),and post- educational development stages (1988-1997) . In order to get to this aim , the study answered the following main question : How was the educational process developed in Jordan since 1952-1997 , and to what extent had it been influenced by the conditions of economical , political and the First National Educational ‘ Development Conference held in 1987 . J The scholar followed both the historical and descriptive method in order to gather the study required data . Data had been collected from various resources some of which are objective and the others are subjective . The most important resources were : the educational legistlative series issued by the Jordanian state if Institution , the scientific works theoretical readings stemmed from the educational movement pace , and the free interviews with persons responsible of the educational activity administration in the Jordanian society . Through analysis of its data , the study pointed out the following results : - The year 1952 was considered the begining of the real ' educational changing stage in Jordan . The beginning of this stage had been clarified by a number of internal and external alternatives effectiveness that influenced the level of the educational systematic effectiveness in Jordan . One of these alternatives is the accession of the late king Hussein to the throne and his determination to carry out the required social change in the country . In this period there was an increasing feeling towards generalizing education , transferring it from just for the elite to education is for all, widening education opportunities to meet the needs of the people , the necessity for educational reform , ' creating a modern educational system closely relevant to the aims of the Jordanian system concerning social and polititical values ,and meeting the needs of the largest number of the population in order to make the system more democratic . Education is viewed asvery important and it positively influences the social development and conserves its institutions .

All those alternatives and many others gave birth to the educational legislative series which very much contributed to crystallize an ideal Jordanian philosophy of education which sprang from the resources of the Arab Islamic and the international culture . ' In view of the philosophy of education in Jordan , which combines authenticity with modernity , public with private , internal with external , quantity with quality , and the _ objective with the personal , education has progressed until the second third of 1967 . During 1967 and some years later there were some political and military changes ( 1967 setback , 1970 Sept incidents) . These changes , and the economic and social effects which followed , had a total impact on the capacity of the educational mode . ’ The method used to face objective problems in Jordan was not efficient enough , a fact which led to slowing down the pace of education . ' Education regained its pace at the end of 1970 when the counrty became politically stable , and due to the industrial movement , urbanization , the status of women , and population growth . ' In the light of the changes the educational movement witnessed in Jordan during the seventies , education progressed quantitatively rather than qualitatively , due to the data of the educational mode itself, whereby the data could no longer develop itself qualitatively because of lack of resources , increase of debts ,unemployment , financial and administrative corruption , and poverty . Since the educational mode in Jordan needed development, the Ministry of Education reviewed all elements of the education system , with the aim of assessing its effectiverness and modernity , and found out that all these elements needed development and modernization . In the light of this decision , which is based on objective facts , emerged the Conference for Educational Development in Sept , 1987 . This Confernce was able to defermine all educational policies required for bringing about educational reform in Jordan . According to the recommedations of the Educational Development Conference ~, several educational programs have been

designed , coordinated and followed up, the mosti mpostant of which are : updating educational legislations , deepening the qualitative impact of educational development ,through improving in-service teacher training programs in accordance with the new curricula, upgrading capabilities of teachers, improving their performance, and enabling them to make use of diagnostic techniques , capacity - building of administrative leadership developing quality ofschool buildings with the aim of improving the teaching learning environment , developing a rational system for construction of school - buildings for the purpose of accommodating the increasing numbers of pupils , developing curricula and school - textbooks , in light of innovative types of knowledge , diversifying school education and individualizing it on the basis of student capability and community requirements , reducing educational wastage through controlling rate of student failure,and considering school a basic unit for educational and social development through educational innovations. . Educational development has coped with changes and developments taking place at the local and regional levels . In addition , it has been affected by socio -economic transformations like the Gulf war , which had a remarkable impact on implementation of educational development plans and programs . Needless to say that this war hindered emergence of more developed and modern innovations . This study ,with its historical and descriptive approach , dealt with the educational movement in Jordan , as well as factors affecting it , and emphasized that educational development is adapted to contemporary conditions and issues , with the aim of improving education qualitatively . In view of the study conclusions , the following recommendations have been arrived at : . -t The necessity of providing proper physical and human resources for achievement of objectives of education . - Expanding concepts of administrative decentralization , and deepening institutionalization in decision - making . - _ - Involving the different sectors of community such as , Ministries of Health and Agriculture, universities , companies as well as public and private institutions , in preparing curricula . Moreorer , employers should be involved in designing vocational education curricula , in particular , to - meet labour market requirements .

Developing the theoritical and practical courses taken at the Educational Sciences Colleges in the universities of Jordan with the aim of responding to the objectives of teacher certification programs . ' Developing educational supervision and providing it with all available facilities to enable supervisors to perform their tasks effectively . Developing capabilities of teachers and their performance in the classroom . Reconsidering the policy of distributing pupils to the different streams of vocational education to meet labour market requirements , with the aim of enhancing the status of this type of education . Developing the Genral Secondary Certificate Examination ' through including some scores of prerious grades into the final average , and stressing measurement of mental capabilities , rather than focus on memorization . Establishing a real and efficient partnership between the different educational and social institutions . Focussing on educational services such as , school health and nutrition , libraries , activities , educational counselling; and maintenance of school — building , as well as generalizing them to the whole schools in the Kingdom . Providing sufficient material resources required for realizing the goals of education .