Data Utilization for Program Designing -Learning by Research

The Early Grade Education Activity (ASAS) aims to establish a high-quality, locally led early grade education system in Jordan. The initiative focuses on bridging pre-service teacher education (PSTE) with in-service professional development to ensure that early grade teachers and leaders are well-prepared to deliver quality education. To design effective programs, ASAS needed to assess the readiness of graduated teachers for managing early grade classes (KG2-G3) and identify improvements for bachelor program outcomes. ASAS collaborated with the Ministry of Education (MOE) to review assessments with education experts and gather data from novice teachers, education leaders, and graduates. This data collection aimed to evaluate graduates' readiness, address gaps in pre-service and in-service teaching alignment, uncover barriers to efficient policy implementation, and enhance early grade education outcomes. ASAS hosted a regional listening forum where MOE teachers and educational leaders shared challenges and opportunities. These discussions informed the development of a teacher readiness assessment using a mixed-method approach across urban and rural districts. Key findings identified significant areas for improvement in the teacher education program. ASAS employed adaptive management to design interventions focusing on enhancing policies (adapting practicum), system strengthening (supervision), and curriculum enhancement. This collaboration led to the MOE endorsing an updated practicum policy for more effective hands-on training. Continuous stakeholder engagement and adaptive management resulted in timely updates to policies, systems, and curricula, significantly enhancing the quality of teacher preparation.