Ex-Post Monitoring of Japanese ODA Loan Project

JordanSecond Human Resources Development Sector Investment
External Monitoring Consultant: Eiko Nakamoto, Nakamoto&Associates Co., Ltd.
1. Project Description

Project Location

Sewing Class at Vocational Training Center (VTC)(the entire country)(Amman)1.1 Project Objective
The objective of this project is to expand education opportunity, including basic, secondary andvocational education, and to assure its quality, all across Jordan through construction and expansionof school facilities and provision of equipment and furniture targeting (i) comprehensive schools(academic and vocational education), (ii) community colleges (two-year junior colleges), and (iii)
vocational training centers (VTCs); thereby contributing to Jordan’s industrial development.

1.2 Outline of the Loan Agreement
Approved Amount / Disbursed Amount

7,123 million yen / 6,027 million yen

Loan Agreement Signing Date / Final

July 1997 / November 2005

Disbursement Date
Ex-post Evaluation

2007-2008

Executing Agencies

National Center for Human Resources Development(NCHRD)(in charge of overall coordination), Ministryof Education (MOE), Al-Balqa Applied University(BAU), Vocational Training Corporation

Main Contractor-

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Main Consultant-

1.3 Background of Ex-post Monitoring
Since the availability of a highly skilled labor force is what attracts direct investments to Jordan,
which is otherwise poor in natural resources, provision of high-quality education is unalterably achallenge of national importance to Jordan. In the National Conference on Education Development,
which the Government of Jordan held in 1987, “improving the quality of education” was selected as
one of the national agenda, and the government of Jordan had been striving to upgrade and expand
academic and vocational education. Under these circumstances, this project has implemented theconstruction and the expansion of school facilities and the provision of equipment and furnituretargeting (i) comprehensive schools (academic and vocational education), (ii) community colleges(two-year junior colleges), and (iii) VTCs.
At the time of ex-post evaluation in 2007, the project goals had been partially attained. However,since the demand for vocational education did not increase throughout Jordan as expected, adecreasing tendency could be seen in the number of students in comprehensive schools' vocational
education program. The number of enrolled students for VTC was also level, and the filling rate,
graduation rate, and employment rate were showing a downward trend. In this context, it was
concluded that the effectiveness of this project was limited. In addition, the operation rate of school
facilities and equipment implemented by this project remained lower than expected, and some of theequipment provided by this project remained unused. Therefore, the sustainability of this project was
rated as “moderate”.
Under these circumstances, the ex-post evaluation made a recommendation to the Jordanian
government to vigorously promote measures that will expand the demand for vocational
education/training.
In this context, this project was selected for ex-post monitoring and was reviewed through thefindings from the field survey and other research activities. Its final conclusion was drawn based on
all these findings concerned.

2. Outline of the Monitoring Study
2.1 External Monitoring Consultants
Eiko Nakamoto (Nakamoto & Associates Co., Ltd.)

2.2 Duration of Monitoring Study
Duration of the Study: September 2012 – June 2013
Duration of the Field Study: November 18, 2012 – November 26, 2012

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3. Monitoring Results
3.1 EffectivenessSince the users and curriculum differ with each school, effectiveness will be analyzed separately
for (1) comprehensive schools, (2) VTCs, and (3) community colleges.

3.1.1 Quantitative Effects
3.1.1.1 Operation and Effect Indicators
3.1.1.1.1 Comprehensive School(1) Trends in Enrollment of Comprehensive Schools
In 2008, the government of Jordan implemented the Education Reform for Knowledge Economy
Project (ERfKE1), and changed the school curriculum. In this context, some of the vocational
education programs were incorporated into the academic education. As a result, there are significant
changes in the school programs since the time when the ex-post evaluation was conducted, and asimple comparison of the findings from this monitoring with those of the ex-post evaluation became
difficult. The diagram below shows the education programs and their responsible ministries (Figure1).

Source: Ministry of Education, Ministry of Higher Education, Ministry of Labor

Figure 1

Education Programs and Responsible Ministries

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Woodwork Workshop at Community College

Chemistry Lab at Comprehensive School(Al Husn)(Al Mujoor)

Since the enrollment in comprehensive schools has been, on average, increasing (Table 1: Grades
11 and 12 were selected as representing values for calculation), and has already exceeded the
expected level set at the time of project appraisal, it can be said that the overall effect of this projectcontinues to be produced from the time of ex-post evaluation. Increase of enrollment incomprehensive schools overall is due to the rise in the youth population, and the rise in proportion of
students pursuing higher education.

Table 1. Changes in the Enrollment at Comprehensive School
Academic(Unit: students)
Vocational
Total
22,804
162,725
14%
100%

2007/2008

139,92186%

2008/2009

142,866
86%

23,491
14%

166,357
100%

2009/2010

144,393
86%

22,84814%

167,241100%

2010/2011

152,696
86%

24,621
14%

177,317100%

Source: MOE

On the other hand, the enrollment in the vocational education program has remained level at 15%
for the past six years. This is due to the Jordanian people’s general inclination to aim for higher
education, and most of the students at comprehensive school have a tendency to desire education at
four-year universities. In other words, vocational education is relatively unpopular compared toacademic education. In addition, nearly 100% of students in vocational education go on to afour-year university. In order to raise the enrollment rate in vocational education, MOE, which is the
responsible ministry, has taken the following actions: 1) conducting of campaigns toward the tenth6-4

grade students who have not decided the course to pursue, 2) introduction of vocational education at
the 8th grade career counseling, 3) introduction of the latest technologies into the vocational
education workshops, 4) reviewing of programs on a regular basis to provide a curriculum that meetsthe needs of the labor market.

(2) Filling Rate
According to the MOE and the comprehensive school of Al Mujoor, one of the sites visited during
the survey, there are not much fluctuations in the filling rate; the filling rate for vocational education
continues to be under 50%. That of comprehensive school is generally near 100% and in some cases
exceeds 100%. On the other hand, vocational education's filling rate, with the exception of popular
programs, is often below 50%. This can also be considered as a result of the impact of Jordanian
inclination to aim for higher education in general. Statistical data for the filling rate for vocational
education was not available since the data is not gathered at the MOE or in the sites that werevisited.
At the time of ex-post evaluation, there was a concern over the insufficient capacities of schools
resulting from declining number of youths. In this regard, in an interview, MOE stated that it “isplanning the capacity of schools taking into account the increase in population and the number ofstudents entering the 1st grade as well as those graduating the class.”.

(3) Graduation Rate and Career Options after Graduation
Graduation rates for academic education and vocational education are both 100%. The graduation
rate for vocational education has shown improvement from 55%, the figure confirmed at the time of
ex-post evaluation. This can be surmised to be the influence of inclination among Jordanian citizens
to aim for higher education. While the majority of graduates will go on to four-year universities,
unemployment rate of the graduates from four-year universities is rising every year. On the other
hand, there is rising demand for the students with skills obtained from vocational education, andNational Center for Human Resources Development (NCHRD) is showing concern over theimbalance in supply and demand of the graduates and the labor market.
For student's course after graduation, jurisdiction is under Ministry of Higher Education, which isin charge of the career of four-year university students after graduation. Therefore, the MOE has noknowledge over the students’ course after graduating from university. In an interview with the MOE,
their understanding is that collecting information on employment is not the role of comprehensive
schools. The response was the same in an interview with Al-Mujoor comprehensive school personnel
during the site visit. For this reason, the employment rate data of graduates could not be obtained.
The rise in the unemployment rate among four-year university graduates can be conjectured to becaused by the gap between the demand of the labor market and the curriculum. In conferring the

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MOE about this issue, the MOE stated that it is reviewing its programs on a regular basis in order toprovide curricula that meet the needs of the labor market. However, on the other hand, there is acontradiction in this explanation since, as stated above, the comprehensive schools are supposedly
unaware of the students’ courses after graduation, and employment data is gathered after the students’
graduation from universities. The MOE is aware of this point, and also of the necessity to cooperatewith the Ministry of Higher Education, which is the overseeing agency for universities. This issue
will be addressed in the future in the national agenda, Education Reform for Knowledge Economy
Project II (ERfKE2) (See 3.4 Others (1) Follow-up of the Ex-post Evaluation Recommendation).
Therefore, the gap between the labor market demand and the curriculum cannot be judged only fromthe data obtained from comprehensive schools. In order to draw a conclusion on this matter, it isnecessary to analyze the data on how the curricula of comprehensive schools are contributing to thelabor market needs after graduating from four-year universities, the most standard career course forthe students from comprehensive schools.

(4) Sustainability of EffectivenessThe number of enrollment has already exceeded the expected number at the time of appraisal(143,125 students), and the schools are filled to their capacities. It can be concluded that the projectcontinues to produce effect. However, in comprehensive schools, although the effectiveness of the
support to academic education is high, filling rate for vocational education remains low. This is dueto the young people’s inclination to aim for higher education.

In the sense that this project provided an opportunity for vocational education, and widened the
choice of students after graduation, the effectiveness of this project can be said to be high.

3.1.1.1.2 VTC(1) Trends in the Enrollment of VTC
The number of students enrolled in VTCs has decreased compared to that during the time of the
ex-post evaluation. Although the number has fluctuated since then, it has been stable within a certain
range. (Table 2, Table 3) Many students drop out of VTC, and the graduation rate is not 100%.

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Table 2. Changes in the Entering and Graduating Students of all VTCs andFive Schools Supported by this Project

07/08*
08/09
09/10

VTC overall(Unit: students)
Five Schools Supported by this Project

Number of
Number ofEntering Students Graduating Students
8,790
5,878
10,456
7,460
10,833
5,768

Number of
Number ofEntering Students Graduating Students
1,703
705
2,660
1,106
2,573
907

10/11
10,087
6,462
Source: Vocational Training Corporation Head Office*value from ex-post evaluation

1,406

970

Table 3. Changes in the Number of Entering and Graduating Students ofFive Schools Supported by this Project by School
07/08

08/09

Number of
655 1,210
Entering Students
YajouzNumber of
337
400
Graduating Students
Number of
282
386
Entering Students
Zarqa
Number of
120
205
Graduating Students
Number of
291
402
Entering Students
M iddle Ghor
Number of
110
110
Graduating Students
Number of
190
356
Entering Students
M adabaNumber of
59
128
Graduating Students
Number of
285
306
Entering Students
Abu Nusair
Number of
79
263
Graduating Students
Source: Vocational Training Corporation Head Office(Unit: students)
09/10 10/11
1,436

595

207

387

245

154

177

149

413

255

257

190

165

139

58

84

314

263

208

160

(2) Number of Students by Program
The intention was to obtain by-program information for comparison through this study, but thenames of the programs differ by school, and each school offers different programs every academic
year. Also, VTC does not collect such statistical data. Therefore, the aggregation of data by theapproximative contents and academic level of program contents was performed. (Table 4)

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Table 4. Changes in the Number of Entering and Graduating Students ofFive Schools Supported by this Project by Level
2009
2010
Number ofEntering Students
230
739
Number of
Graduating Students
178
573
Continuous Number ofTraining /Entering Students
067First Level
Number of
Graduating Students
00
Craftsman
Number ofEntering Students
127
184
Number of
Graduating Students
42
65First Level
Number ofEntering Students
261
0
Number of
Graduating Students
457
46
Semi-Skilled Number ofEntering Students
317
228
Number of
Graduating Students
189
157
SkilledNumber ofEntering Students
879
779
Number of
Graduating Students
414
138
Technical
Number of
DiplomaEntering Students00Number of
Graduating Students
00
Source: Vocational Training Corporation Annual Report, 2011
Continuous
Training(Unit: students)
2011

269
243
0
0
108
104
92
52
178
154
720
430
26
0

(3) Filling Rate
The filling Rate of 5 supported schools has improved from 43.7%-169%, at the time of ex-post
evaluation, to 176%-300%. (Table 5)

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Table 5. Changes in the Filling Rate of Five Schools Supported by this Project
07/08

Yajouz

Zarqa

Number of M ale Students
Number of Female Students
Total Number of Students
School Capacity
Filling Rate
Number of M ale Students
Number of Female Students
Total Number of Students
School Capacity
Filling Rate
Number of M ale Students

933
123
1,056
337
313%
10
524
534
213
251%
171

Number of Female Students
M iddle Ghor Total Number of Students

120
291
School Capacity
102
Filling Rate
285%
Number of M ale Students
156
Number of Female Students
34
M adaba
Total Number of Students
190
School Capacity
184
Filling Rate
103%
Number of M ale Students
170
Number of Female Students
331
Abu Nusair Total Number of Students
501
School Capacity
161
Filling Rate
311%
Capacity
7,423
Total VTC
Filling Rate
120%
Source: Vocational Training Corporation Head Office

08/09
1,116
94
1,210
450
269%
0
386
386
200
193%
132
270
402
100
402%
305
51
356
200
178%
196
299
495
200
248%
10,044
104%(Unit: students)
09/10
10/11
1,337
1,440
99
54
1,436
1,494
450
386
319%
387%
6
7
322
257
328
264
200
105
164%
251%
163
165

343
506
100
506%
320
11
331
200
166%
189
326
515
200
258%
9,660
112%

191
356
143
249%
172
39
211
120
176%
208
203
411
161
255%
8,838
114%

Filling rate, for the most part, is over 100%. This is due to the revisions in the course capacity
resulting from discontinuation of unpopular courses, and switching to popular courses, rather than
the increase in the number of students. Filling rate exceeds 300% in some years, and inquiry wasdone to the responsible government officials on the "accuracy of data" during an interview.
According to one of the interviewees at the Vocational Training Corporation, "this is the effect fromfrequently reviewing the capacity of each course, and there is no problem”. There was no
information available on filling rate by program.
Capacity of VTC has been slightly decreasing since 2009. According to VTC, this is due todiscontinuations and modifications of unpopular courses in order to conform to the demands of theindustry. The process of modification and resumption of a course to conform to the market needs
generally take nearly one year. As a result, this is reflected in the fluctuation in the capacity of theschools.

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(Unit: persons)
250

Other
Wax Jewelry Worker
Jewelry Formation

200

Data Entry

Restaurants Skills
Hotel Skills

150

Secretarial and Office Administration
General Beautification (Make up)
100

Woman Dress Tailor
Confectioner Assistant
Hairdresser Assistant50

Sweet Maker Course / Confectioner
Secretary / Typist
ICDL

0
2009

2010

2011

2009

2010

FemaleMale

2011

Hair Dressser

Source: Vocational Training Corporation Head Office

Figure 2. Change in the Number of Students at Abu Nsair VTC by Program

Figure 2 shows the number of students by programs at Abu Nsair VTC in the capital, Amman.
There are a number of programs at the VTC, and the change of colors indicates the modifications
that take place every year in the content of the program. This is due to the fact that the VTC isreflecting the results from the survey regarding the occupational skill conducted to the labor market,
on its programs.

(4) Graduation Rate and Employment Rate
VTC's graduation rate is on average 64%, and the employment rate is high at 74.3%. (Table 6,
Table 7) Graduation rate has remained unchanged since the time of ex-post evaluation; and this trend
has been sustained. According to the interview with VTC, the employment rates of schools
supported by this project differ from one another, but are showing trends of improvement overall. It
is assumed that the rise in the employment rate is the effect of industry needs study by VTC beingreflected on the programs. The Abu Nsair VTC that we visited is located in an area with highdemand for sewing technicians. Computerized cutting technology using the latest sewing machine
introduced to the school has been highly rated, and the school can hold training programs forgarment companies.
Further, through the “Project for Strengthening the Capacity of Training Management of VTC”
(November 2006-November 2010) undertaken by Japan International Cooperation Agency (JICA)

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created three model VTCs which can provide training programs meeting the needs of the industrial
market. Because this project was successful, VTC has expanded the project to nine schools, andcurrently is proceeding to apply this project to all the remaining schools. Zarqa, a school supportedby this program, is included in the nine schools to which the application was extended.

Table 6. Change in the Employment Situation of all VTC
07/08

08/09

09/10

(Unit: %)10/11

Employment Rate

74.6

-

77.1

74.3

Students with Job
Compatible to their
Training

36.6

-

28.4

25.4

Source: Vocational Training Corporation Head Office

Table 7. Change in the Graduation Rate of Five Schools Supported by this Project
07/08

08/09

09/10

(Unit: %)10/11

Yajouz

51.5

33.1

14.4

65.0

Zarqa

42.6

53.1

72.2

96.8

M iddle Ghor

37.8

27.4

62.2

74.5

M adaba

31.1

36.0

35.2

60.4

Abu Nusair

27.7

85.9

66.2

60.8

VTC Total

66.9

78.0

53.2

64.0

Source: Vocational Training Corporation Head Office

Although the numbers of students are fluctuating, they are stable within a certain range in the longrun. Employment rate has exceeded 70%, and is stable. It can be concluded that the project continues
to take effect.

3.1.1.1.3 Community College(1) Trends in the Enrollment at Community College
The reasons for the increase in the enrollment in community colleges are, Balqa University, whichis the regulatory agency for community colleges, undertaking a significant reform of the programs toreflect the needs of the labor market; community colleges’ constant reviewing of their programs andthe attractive programs after the reform; and provision of a chance for the students to transfer to afour-year university which is appealing to Jordanian people with general inclination to aim forhigher education. (Figure 3)

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Number of Students(Unit: students/year)

50,00045,00040,00035,00030,00025,00020,00015,00010,0005,000
045,014

46,76640,54033,86625,934
15,77428,705 28,892

19,763 18,579
12,099School Year
Source: BAU

Figure 3. Change in the Number of Students at Community College

Table 10. Changes in the Enrollment at Community Colleges Supported by this Project(Unit: students)
2011/20122009/20102010/2011

260

176

0

913

823

483

785

730

474

Al-Karak

406

461

562

M a'an

227

103

185

Irbid

973

892

958

Zarqa

1,074

733

889

482

230

282

1,092

625

1,055

650

572

501

Amman
University
College
Al-Husn
Polytechnic
Salt

AjlounAmman
Engineering
Polytechnic
Alia
Source: BAU

The number of students at community colleges supported by this project, which was 6,098 at thetime of ex-post evaluation, declined after reaching its peak in 2009 (Table 10). From an interview,the reasons for the decrease in the number of students are the discontinuation of an unpopular
program major in accordance with the industry demand, and the government's change in its policy
for “Tawjihi”, which is a standardized examination for universities (required score for entrance into

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university was reduced and community college lost students to universities). The government of
Jordan is tackling this problem in the national agenda, ERfKE2. (See “3.4 Follow-up of
Recommendation (1)”) From the information obtained from Balqa University and from an interview
with a school director of each school, reasons for the fluctuation by school are as follows:- Amman University College: Number of enrollment is zero in 2011, because of the
discontinuation of Banking and Finance Program from a lack of market demand. The students
attended their classes at another community college (Alia College), and the facilities were
continually utilized by the college.
- Al Husn Polytechnic University: The number of students decreased in 2011 because of its
closure of the Department of Literature. The purpose of this closure was to make the school a 100%
science and technology university, and construction work for expansion of its facilities is under way.
In the near future, the school is planning to start new programs in the fields of health and safety, andenergy.
- Salt: The number of students in 2011 decreased because of the discontinuation of two-thirds ofthe juvenile education program due to limited market needs.
- Ma'an: Decrease in the number of students in 2010 is due to the policy of Ma'an municipality to
reduce the passing score of Tawjihi. This resulted in more students choosing to attend four-year
universities. The passing score was restored to its original score the following year, and number ofstudents has also returned to its previous level.
- Ajloun: The decrease in the number of students from 2010 is due to the replacement of programs
which were unpopular with the students. It takes approximately two years to recruit the desired
number of students following the renewal of program content, dissemination, and recruitment ofstudents.
- Amman Engineering Polytechnic: The reason for the increase in the number of students after its
decline in 2010 is the government's policy, which lowered the passing score of Tawjihi to 55% in
2010, and raising the score to 65% in the subsequent year. In the year the score was lowered, more
students chose to go to universities instead of community colleges.
Concerning the impact of the change in the passing score of Tawjihi, it can be reasoned uponobservation that the government should take measures in order to conform to the country’s policy toincrease the number of student enrollment in community colleges.

(2) Graduation Rate and Employment Rate
Employment rate for graduates from community colleges continues to be near 100% due to thehigh demand for graduates who have mastered the professional skills to meet the community-based
needs. Data on the overall employment rate of community colleges are not compiled, but other thanfemale students, who do not wish to work, close to 100% is employed. Graduates often work in

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occupations that meet the needs of the community. In addition, many students are working in foreigncountries such as the Gulf.

Overall, the number of students at community colleges is increasing. At the community colleges
supported by this project, the numbers of students have shown fluctuation, but have remained withina certain range. The main reasons for the fluctuation are the effects of the change in market demand,and the change in the entering number of students from the government’s policy to change thepassing score of Tawjihi. Students have a tendency to choose four-year universities over community
colleges when the Tawjihi score is lowered. Under these circumstances, community colleges arecommitted on reviewing the programs to reflect the needs of the market, and employment rate ishigh for graduates with skills that match the needs of the market.

3.1.1.2 Internal Rates of Return (IRR)
In ex-post evaluation report, the internal rate of return was calculated to be 3.1%. In this study, thecalculation of the internal rate of return will not be performed, since the basis of calculation used at
the time of ex-post evaluation could not be obtained.

3.1.2 Qualitative Effects(1) Improvement in the Quality of Vocational Education
As can be seen in majors utilizing new technology and establishment of majors utilizing modern
facilities, project's contribution to the improvement of the quality of vocational education continues
to take effect.

(2) Provision of Vocational Education that Meets Market Needs
project's contribution to the provision of vocational education that meets market needs continues
to take effect through establishment of new majors that match the industry needs and throughreviewing of existing majors,(3) Improvement in the Quality of Academic Education
The project’s contribution to the improvement in the quality of academic education continues totake effect. The number of students per class was optimized and double-shifts were reduced as aresult of renovation and construction of school facilities. In addition, stable learning environment is
now secured from the reduction of leased schools.

6-143.2 Impact
3.2.1 Intended Impacts
3.2.1.1 Improvement of the Balance of Payments and Foreign Currency
It cannot be said that this project has had a direct effect on the balance of international accounts.
However, in the interviews with Vocational Training Corporation and BAU, there were commentsthat there is contribution to the acquisition of foreign currency through remittances from graduatesworking in foreign countries, such as the Gulf. Also, the MOE stated that “one of the goals is that
this project will ultimately lead to an increase in GDP”.

3.2.1.2 Industrial Structure
Although VTC and BAU continue to produce high-level technicians, contribution of this projectto the advancement of industrial structure is unknown.

3.2.1.3 Women's Advance into Society
The project continues to support the social advancement of women through provision of
vocational training which are useful for their employment. From this effort, increase in theemployment opportunities of women can be seen particularly in occupations such as fashion,
childcare, and secretary. In an interview, BAU stated that "pertaining to employment of women, even
if they do not work after graduation, the level of higher education will ultimately have a positive
impact on society as a whole through parenting".

3.2.1.4 Social Stability
Although the project has continued to contribute to the employment of younger generations, thecontribution to social stability is unclear.

3.2.1.5 Regional Development
At VTC and community college, the project continues to provide community-based vocational
training that meets the needs of local industry, and has contributed to the industry in the region. Also,
the project has contributed to regional development through cooperative vocational training withlocal companies and providing special courses for the companies utilizing the latest facilities
installed in the schools. By constantly reviewing the curriculum to reflect the market needs, andproducing the graduates with the demanded skills, BAU and VTC has served as a bridge between
industry (society) and human resources.

3.2.2 Other Impacts
None

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From the above, this project is playing an important role in the social advancement of women andthe development of the region. It can be determined that at the time of ex-post monitoring, theimpact of this project continues to take effect.

3.3 Sustainability
3.3.1 Structural Aspects of Operation and Maintenance
There has been no change since the ex-post evaluation, and sustainable structure has been
maintained. The central executing agency of this project is NCHRD, and presiding agencies for eachschools system are: MOE (comprehensive schools), Balqa University under the Ministry of Higher
Education (community colleges), and Vocational Training Corporation under the Ministry of Labor(VTCs).

(1) Status of the Operation and Maintenance of Facilities and Equipment
According to the observation and the interview at the time of the site visit, improvement could beseen in the management conditions of buildings, equipment, and facilities invested by this projectfrom the time of ex-post evaluation. From the site visits, it was confirmed that the statuses of the
facilities were satisfactory, and they were properly managed. However, since the list of assets whichwere invested by this project did not exist, the only sources of information were memories andrecords kept by school staff. There were also cases where the personnel in charge has moved toanother school or the record did not exist (fixed asset ledgers exist, but there is no information
linking the project and assets), and therefore, overall assessment of the equipment could not be made.
According to the interview, service life of most of the equipment provided by this project has already
expired; there is much equipment such as computers which need to be replaced, or those which
operation and maintenance cost have become substantial.

(2) Other Status of the Operation and Maintenance
Processes for reviewing and modifying the curriculum have been established, and improvement
can be seen in the operation and maintenance. VTC and community college is conducting a unified
research on employment and market needs, and reflecting these results during the review of the
program.
Since almost all of the comprehensive school students proceed to universities, comprehensive
schools do not have information on the employment of graduates. In order to conduct a follow-up
research for the career path from comprehensive school to university, VTC, or community college,
cooperation between the ministries (MOE, Ministry of Higher Education, and Ministry of Labor) is
necessary. In response to ERfKE1, NCHRD created an information database in 2012, encompassing

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comprehensive schools, universities, and community colleges. Such information is useful in theoperation and maintenance of this project. This information is also distributed as a booklet insummarized version, and is planned to be disclosed over the internet in the near future. This data is
expected to be used in decision-making for the operation and maintenance of the education system.
There is also a plan to encompass data for VTC.

3.3.2 Technical Aspects of Operation and Maintenance
The technical skills of operation and maintenance continue to be provided, and high level ofsustainability can be expected. Each school receives adequate technical support from its supervising
agencies: comprehensive school, VTC, and Balqa University. In addition, concerning operation andmaintenance of curriculum, through the implementation of JICA's “Project for Strengthening the
Capacity of Training management of Vocational Training Corporation” the findings from research on
employment and industrial needs are reflected systematically to the review processes of the curricula.
Its effect can be seen in the employment rate and the filling rate. Application of this successful caseof the initial model school is planned to be expanded to all schools.

3.3.3 Financial Aspects of Operation and Maintenance(1) Government Budget
10% of the government budget, 4.5% of the GDP, is allocated for education (2011). This remains
unchanged since the ex-post evaluation.

(2) Budget for Facility Operation and Maintenance Expense
The overall budget of the MOE is 6 million Jordan Dinars (JOD). This is the budget for the
maintenance cost of the existing facilities, and does not include the replacement cost. Budget for the
VTC, which fluctuates by year, is 85,000 to 100,000 JOD. Tuition revenue per student at Balqa
University is one-third of the total cost; university budgets are in a tight situation. At Balqa
University, the shortfall is complemented by the revenues from the diploma programs.
As a shared comment from the interviews, the budget is insufficient for the replacement offacilities and equipment which is near or past its service life. The costs for maintaining theseequipment are increasing every year. At the time of this study, no measures have been taken forbudget allowance. However, the state of the facilities and equipment were satisfactory; by using theequipment with care, the equipment continued to be fully utilized after the expiration of its service
life.

From the above, no problem was detected concerning the operation and maintenance, and there is
no problem with sustainability. However, regarding the equipment ending its service life in the near

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future, action is necessary since the allowance budget has not been secured.

3.4 Others(1) Follow-up of the Ex-Post Evaluation Recommendation
Jordan is committed to the realization of the recommendations mentioned in the ex-post
evaluation report, through the national agenda, ERfKE2. Until now, the Jordanian government hascontinually placed emphasis on vocational education. However, in actuality, there were discrepancies
in the supply and demand such as those mentioned below, and the plan could not be realized:
1. Student’s general inclination to aim for higher education, and high unemployment rate ofuniversity graduates.
2. Demands are high for skilled workers such as industrial technicians, but those occupations areunpopular with students.
The government of Jordan is aiming to ultimately expand the vocational education by reviewing
the career path and vocational training through cooperation with MOE, Ministry of Higher
Education, and Ministry of Labor, which are the three ministries responsible for the educational
system. This objective is also listed in the action plan of National Agenda, ERfKE2, and is targeted
to be achieved by 2015.
Currently, VTC is conducting an assessment every two years for training needs and follow-up
study of graduates, and utilizing this information to review its programs. BAU is building an
information database of all graduates, and advancing the construction of Career Development Center.
There is currently one Center operating in the middle region. BAU is planning on building one
center each in the northern and southern regions, and utilize these three centers to cover the entire
country.

4. Conclusion, Lessons Learned and Recommendations

4.1 Conclusion
Educational equipment and facilities built and renovated by this project continue to be utilized,
and are contributing to the expansion of educational opportunities and to improving the quality ofeducation. Also, the impact on the acquisition of foreign currency and on the contribution to the local
economy continues to take effect. The enrollment rate for the vocational education remains low, justunder 15%, but this is recognized to be a problem solved by cooperation between ministries, and its
resolution is set as an objective in the context of education reform. It is expected that the efforts bypolicy makers continue in the future. As for sustainability, equipment invested by this project ismaintained in good condition, and, as a result of ERfKE, a review of vocational training to meet themarket needs is being held every year. In addition, it can be concluded that the sustainability of this6-18

project has improved, since it was confirmed that the source of funds needed to sustain thiseducation system was secured.

4.2 Recommendations
4.2.1 Recommendations to the Implementing Agency
It was generally noted that, there is insufficient budget for replacement of certain facilities andequipment which is near to or has already passed its service life (especially computers). These
equipment's operation and maintenance cost is substantial and therefore requires replacement.
School personnel commonly asserted that the budget was insufficient. It is desirable for thegovernment of Jordan to consider provision of budget for the replacement of these equipment andfacilities.

4.3 Lessons Learned
When verifying the status of the operation and maintenance of equipment and facilities, there wasno choice but to rely on the memory of school staff and on the records kept by individual school staff
since the list of the assets invested by this project did not exist. In this context, a comprehensive
checking of the equipment could not be performed, since the personnel in charge have moved toanother school since, and the records in the schools’ fixed asset ledger did not mention the project
name by which the equipment was invested. It is desirable for the recipient government to create andstore a list of equipment upon the completion of the project, and to utilize this at the time of ex-post
evaluation and ex-post monitoring.

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Comparison of the Original and Actual Scope of the Project
Item

Original

ActualNew construction: 31 schools

New construction: 31 schools

Expansion: 21 schools

Expansion: 21 schools

Procurement of equipment

Procurement of equipment andand furniture: 66 schools

furniture: 66 schools

Expansion: 7 schools

Expansion: 7 schools

Procurement of equipment

Procurement of equipment andand furniture: 11 schools

furniture: 10 schools

Expansion: 3 schools

Expansion: 3 schools

Procurement of equipment

Procurement of equipment andand furniture: 5 schools

furniture: 5 schools

July 30, 1997–June 2002

July 30, 1997–Nov. 13, 2005

(1) Output(a) Comprehensive Schools(b) Community Colleges(c) VTCs(2) Project Period(3) Project Cost
Total of ODA Loan Portion

7,123 million yen

6,027 million yen

Civil Works

3,914 million yen

3,826.85 million yen

Equipment & Furniture

2,761 million yen

2,235.62 million yen

Consulting Services

110 million yen

87.91 million yen

Slush Fund

638 million yen

1JD = 169.49 yen

1JD = 154.62 yen(Nov.2005(Jan. 1997

completion of disbursement)

Exchange Rateat time of appraisal)

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