Project profile — Developing Jordan’s public school educators

The project aims to provide in-service teacher training for newly appointed teachers and the School Networks Program (SNP) for experienced teachers with over 5 years of teaching training for school leaders. Over 5 years, 2,500 principals will be enrolled and trained in Queen Rania Teacher Academy (QRTA)'s Advanced Instructional Leadership Professional Diploma (AILPD). Jordan's Ministry of Planning and International Cooperation (MoPIC) and Ministry of Education (MoE) asked Canada to continue supporting QRTA's programs aligned with the MoE’s professional development plans. Project activities include: (1) supporting the Teacher Education Professional Development training program; (2) supporting the Advanced Instructional Leadership Professional Diploma training program; and (3) supporting Subject-Specific School Networks training program - an in-service subject-specific pedagogy teacher professional development program. Given that the MoE aims to take on responsibility for all teacher and leadership training, this will be the final phase of Canadian funding for QRTA.

The expected outcomes of this project include: (1) improved instructional practices of male and female educators in the targeted public schools in Jordan; and (2) enhanced gender-responsiveness and rights-based pedagogical and leadership practices in the targeted public schools in Jordan.

Results achieved as of March 2025 include: (1) trained 3,254 educators (1,301 men and 1,953 women) in all Ministry of Education directorates and governorates, exceeding the year 1 target; (2) trained 264 vocational education educators (123 men and 141 women); (3) delivered professional diplomas in advanced instructional leadership and teacher education, the school networks training program , the ''Innovation and Entrepreneurship in Education Program'' (Tamkeen) and short courses; (4) improved instructional practices among teachers and school leaders in targeted schools; (5) enhanced gender-responsiveness and rights-based teaching and leadership in participating schools; and (6) strengthened collaboration with the Ministry of Education to support professional development.