Hashemite Kingdom of Jordan education projects

DRAFT NOTES-ON'WOMEN'IN'DEVELOPMENT NO. 19 (Case Studies) HASHEMITE KINGDOM*OF JORDAN EDUCATION PROJECTS This case study is one of a series prepared expressly for discussion by World Bank staff in workshops on women in development. It is in no sense an evaluation of the project, and describes only those of its features which are relevant to the concerns of the workshop. Office of the Advisor on Women in Development World Bank December, 1981 WORKSUOP' ON"WOMEN IN'DEVELOPMENT December 1981 HASHEMITE KINGDOM OF JORDAN EDUCATION PROJECTS CASE 'STUDY TABLE OF CONTENTS Page I. COUNTRY AND PROJECT BACKGROUND . . . . . . . . . 1 - 2 Domestic Labor Force . . . . . . . . . . . . 3 Labor Migration . . . . . . . . . . . . . . . 3 - 5 Shortages of Technical Manpower . . . . . . . 5 - 6 II. CONTEXT FOR WOMEN . . . . . . . . . . . . . O M * * 7 Socio-Cultural Perspective . . . . . . . . . . 7 - 10 Need to Work . . . . . . . . . . . . . . . . . 10 - 12 Access to Education . . . . . . . . . . . . . 12 - 14 Labor Force Participation . . . . . . . . . . 14 - 16 III. DESCRIPTION OF THE PROJECTS . . . . . . . . . . . 17 - 18 Objectives . . . . . . . . . . . . . . . . . 18 - 19 Components . . . . . . . . . . . . . . . . . 19 - 20 Implementation . . . . . . . . . . . . . . . 20 - 24 IV. APPENDIX: Tables . . . . . . . . . . . . . . . . . 25 - 42 I. COUNTRY AND PROJECT BACKGROUND 1. The Hashemite Kingdom of Jordan has a total land area of 97,740 square km. with the occupied West Bank accounting for about six percent of the total area. The East Bank has three main geographic regions: the highlands, the Jordan Valley, and the desert. The 1979 census indicated that about 2.2 million people live in the East Bank. At least 750,000 Jordanians live abroad and are not included in the census. The population of the East Bank is largely confined to a quarter of the land area, in a strip including the Jordan valley and the western highlands, the remainder being desert or semi-desert populated by nomadic groups. It is estimated that 2-5 percent of the population is nomadic. 2. The population can be divided into three major groups: town dwellers, village dwellers (mostly farmers), and pastoral nomads who derive their living from sheep and goat herding. In 1979, three cities accounted for about 45 percent of the population: Amman (650,000), Zarqa (215,000), and Irbid C115,000). No other town has a population in excess of 50,000. The remaining population reside in smaller towns and villages. 3. Since the 1961 census, the annual gross population growth rate has been 4.85 percent. This high rate reflects, in part, a low and declining death rate (20.0 per thousand in 1960 and 13.0 per thousand between 1974 and 19781 combined with a very high birth rate (47.3 per thousand in 1960 and 50 per thousand in 1979), and, in part, three waves of immigrants: from the West Bank following the 1967 war, from Lebanon following the 1975 civil war, and of unskilled workers in recent years. 1/ The country and economic background data have been taken almost verbatim from the Country Economic Memorandum on Jordan, December 24,-1980. -2- 4. Jordan is a country with limited natural resources and a traditionally service and trade-oriented economy. In addition to the norma difficulties of planning economic development in a small economy, Jordan's is also vulnerable to external events, particularly those in the - Middle East. To date, though, Jordan has enjoyed a high rate of growth and made good progress in diversifying commodity production, incxeasing investments, and promoting exports. This economic performance has taken place in the context of increasing exchange with neighboring countries in the form of workers' remittances, foreign aid, and capital. Steadily rising foreign reserves have strengthened the Jordanian dinar. The 1979 estimate for GNP per capita was $1.180. Assuming a continuation of the political and social stability that has prevailed since 1973, growth prospects for the economy remain good. 5. Due to the significant growth in Jordan's GNP, particularly in the industrial sector, and the accelerated demand for skilled labor in the Middle East, the labor market reached almost full employment by the late 1970's. At the same time, shortages of technical manpower began emerging. These shortages of technical manpower that are likely to continue and to operate as a constraint in implementing the next Development Plan (1981-85), are of particular importance in understanding this case. If World Development Report, 1981, p. 135. Domestic Labor Force 6. The changes that have occurred in the sectoral employment structure in Jordan have resulted from major shifts in the structure of production. Since 1975, GDP growth has averaged 9 percent. The share of mining, manu- facturing, and construction doubled from 16 percent of GDP at factor cost in 1971 to 32 percent in 1979. At the same time, the share of services decreased from 70 to 60 percent and that of agriculture dropped from 14 to 8 percent. 7. In 1979, total employment was estimated at 447,000. The unemployment rate was thought to be below 1.5 percent in the same year compared to 14 percent in 1970 and 2.5 percent in 1975. At the same time, the labor force participation rate approached 20 percent. In 1975, approximately 62 percent of the domestic labor force worked in services; 20 percent in agriculture; and 18 percent in mining, manufacturing, and construction (see Annex, Table 1). Labor Migration 8. Soon after the rise in oil prices in 1973, the oil exporting countries began to accelerate the pace of their economic development and in view of their small indigenous populations and their ambitious economic development programs they started to increase significantly the number of foreigners imported as their domestic labor force. By 1975, there were approximately 1.6 million non-national workers in the seven major labor importing states, and the number is expected to reach approximately 3.5 million by 1985. -4- In this ten year period, the overall dependence of these countries on migrant labor will increase from 44 percent to 57 percent.i/ 9. By 1975, Jordan was exporting approximately 130,000 male workers or 40 percent of its workforce. Within ten years, this number will increase to between 257,000 and 267,000 male workers (high growth vs. low growth scenario) and represent 38-41 percent of Jordan's workforce. Jordanians will represent 14-16 percent of the stock of Arab migrants working in the major labor- importing countries by 1985. 2 The proportion of Jordanians working in professional and sub-professional occupations will be considerably higher than the proportion of all other non-nationals in these occupations (see Annex, Table 2). The more highly skilled Jordanians will continue to be in greater demand through 1985 than lesser skilled and unskilled workers (see Annex, Table 3). A greater number of Jordanians will be drawn from each sector and, except for agriculture, construction, and services, the proportion of the workforce being exported by sector will increase considerably (see Annex, Table 4). The sectors most affected -- mining and quarrying, manufacturing, and utilities -- also represent the sectors of the Jordanian economy that are expected to continue growing considerably in the medium term. Ironically, the Jordanians most in demand abroad are also those most in demand at home. 1/ Ismail Serageldin, James Socknat, et.al.,Manpower and International Labor Migration in the Middle East and North Africa, June 30, 1981, pp. 56, 64-66. 2/ Ibid., p. 164. "The number of Jordanians emigrating...increased from about 12,000 a year during 1972-75 to about 20,000 in 1977 although the Government has estimated a decrease to 10,000 for 1980 and to only 8,000 per year for 1981-85." Fourth. Education Project, Appraisal Report, July 13, 1981, p. 1. 05~ 10. The magnitude of labor migration has created job opportunities in the domestic economy that are not currently filled by Jordanians. Male nationals of other countries - notably Egypt, SyriaO and Pakistan - have migrated to Jordan to replace Jordanians who have emigrated to work in the oil-exporting countries. Most replacement migrants in Jordan are unskilled male workers who are filling low occupational levels in the domestic labor force. Since 1978, 65,000 non-Jordanians, representing 16 percent of the total labor force, have filled unskilled jobs in agriculture, construction, and services. 1/ Shortages of Technical Manpower 11. At present, Jordan is already experiencing shortages of certain kinds of technical manpower. For example, "it would be surprising, given the numbers and proportions of Jordanians employed abroad, if agriculture were not affected by exports of labor ..... Schmmes to develop the Jordan ,2/ valley are presently (1979) experiencing a marked lack of manpower." 2 By 1985, Jordan is projected to face a net shortfall of labor of 16 percent.I/ The shortfall will affect each occupational level; the professional, technical, and skilled levels more than the semi-skilled and unskilled levels (see Annex, Table 5). - 1/ Country Economic Memorandum on Jordan, op. cit., p. 24. 2/ Serageldin, Socknat, et. al., op. cit., p. 170. 3/ J. S. Birks and C. A. Sinclair, Arab Manpower: The Crisis of Development, (London: Croom Helm, 1980), p. 185. 4/ For some occupaticnal levels, "the exports of labor are greater than the shortfall, that is to say, if workers employed abroad were to return home, then the shortages would be filled. However, the irony of this is that if all Jordanian workers were to return home, then large surpluses at all occupational levels would develop." Ibid., p. 186. -6- 12. During the past decade, the Government of Jordan has made significant progress in restructuring and reorienting education and training to meet the changing manpower requirements by increasing vocational and technical education. Even though this effort will continue in the 1980's, it is unlikely that the educational system will be able to satisfy all the demands for technical manpower. The promotion of job opportunities for women is being encouraged by the Government of Jordan as one strategy for relieving the existing pressures in the labor market. The Five Year Plan, 1976-1980 confirms this initiative: "Until recently, the role of women has been confined to certain traditional occupations, Because of our increasing manpower needs, we are currently addressing ourselves to the other half of our society and encoura- ing women to participate in an effective manner in the various fields of economic and social C.tivities. For this purpose, we recently held a special seminar... with a view to enlarging the role of women in develop- ment and creating the proper climate which would bring women into the productive sectors."l/ 13. In 1972, the Bank started lending to Jordan for education. Since then, the lending strategy has emphasized increasing the supply of well-trained workers, technicians, and technical teachers. The Bank has already committed US$30.4 million (credit for US$11.4 million and loan for US$19.0 million) for the first three projects and is now considering a loan of US$23.0 million for the Fourth Project. A Fifth Project is also being proposed. 1/ Hashemite Kingdom of Jordan, Five Year Plan 1976-1980, foreword section. Quoted from speech delivered by His Royal Highness Crown Prince Hassan, Second Jordan Development Conference, Amman, May 1976. -7- II. CONTEXT FOR'WOMEN 14. This section briefly considers various aspects of women's position and status in contemporary Jordan. The aspects that have been selected for presentation here are those that, to some extent, affect the participation of young women and girls in technical and vocational training and their short- and long-term options for entering the labor force, particularly in positions requiring technical and vocational training. Socio-Cultural Perspective 15. Women's work outside the home is relatively new, beginning only in the early 1950's. "In traditional Arab society which predominated in the nineteenth century, women's role was confined to the home and to the rearing of children. Girls were segregated as they approached the age of puberty, and they were married before the age of 16. ... The young wife lived within an extended family in which the men were solely responsible for economic support and moral standing. Segregation of women debarred them from contact with men outside their immediate family circle and narrowed their sphere of experience... The great concern over chastity and modesty in fact tended to over emphasize the sexual aspect of womanhood at the expense of women's intellectual capabilities. Moral behavior was thus safeguarded by external controls rather than being internally guided by the principles of a free individual."l/ 16. At present, the participation of females in the educational system and work activities outside the home still raises many questions, concerns, and conflicts for women themselves, their families, communities, 1/ Beirut University College, Institute for Women's Studies in the Arab World, Arab Women and Educationt -(Beirut: the College, 1980), p. 14. -8- and the society in general. Such traditions do not encourage the society or women themselves to support co-education, the mixing of the sexes in the workplace or the entrance of women into-"male" occupations. Families hesitate to let their daughters work outside the city or the area of their residence. Until very recently, it was considered inappropriate for married women to work, especially those with children. This situation is changing. 17, Women who want, or have to work, face many conflicts that arise from their multiple roles of wife, mother, house-keeper, wage-earner, and community member. The high fertility rate in Jordan means that women usually have to take care of large families. Some may be forced to stay at home because they are unable to arrange adequate child-care or afford the fees charged by the few profit-making nurseries that are now available in Jordan. At the same time, most women have limited access to labor-saving technologies. 18. The planners and administrators who influence and determine policy and practice concerning the types of training and employment available for women are men. Cultural attitudes regarding appropriate work for women influence men's informal prohibitions. "Teaching was the first profession that women were admitted to during the 1950's as it was done in an atmosphere where there is no mix between the sexes.. .The field of social services and specially education is still considered more suitable for women where girls attend separate schools and are taught by women teachers. Furthermore, teaching is a socially more accepted occupation for women in Jordan than any other profession." 1/ This view is reaffirmed in the Ministry of Education's Five Year Plan. It contends that there is still a great need for teachers and therefore 1/ Samira Harfoush, An Assessment of the Status of Women in Education, Labor Force, and Devel6pment. The Case 6f Jordan, (Washington, D.C,; Internatiot.al Center for Research on Women, 1980), pp.19, 21. "'no surplus of female teaching staff for working in industrial or vocational fields'. The disproportionate number of.secondary schooi sections for males and females which specialize in industrial skills - eighty-three and elever. respectively - is another expression of this attitude." 1/ 19. As the following views indicate, there is little interest in training or employing women in non-traditional fields, or in women who are married and/or have children. An official of the Vocational. Training Corporation "believes that industrial and technical training is not proper for females, in addition to being above their capacity. He stated that females see it this way and will not enroll in such training." 2/ A Ministry of Labor official "asserted that there is not a direct correlation between the job openings created by male migration and the utilization of female labor." A highly placed university official is quoted as sayign that "he would not mind providing training and work opportunities for women, but their prime objective should be their husbands and children."- Similarly, a pharma- ceutical company is Amman hires only single females. As soon as one marries, she is-immediately discharged. 5/ 20. There are some indications of the Government's interest in increasing the number of women in the labor force. In 1976, the Second Symposium on Manpower Development focused on the role of women. In early 1977, a Department of Women's Affairs was established in the Ministry of Labor. The 1960 labor law 1/ Linda Layne, "Women in Jordan's Workforce," MERIP Reports, No. 95, March-April 1981, p. 20. 2/ Harfoush, op cit., p. 16. 3/ Layne, op. cit., p. 20. 4/ Harfoush, idem, p. 36. 5/ Ibid, p. 28. - 10 - is being revised to improve the paid maternity leave benefits and provide nursery facilities in placea that employ thirty or more women. The prohibition against night work, though, will be maintained. Need To Work 21. There are new economec and social pressures that make it difficult for families to extend economic support to women as dictated by tradition. Traditional support systems are collapsing, particularly in urban areas and for an increasing number of women, gaining access to wage employment is a matter of economic survival. The rising cost of living and high inflation have created pressures for increasing the number of wage earners in a household. This usually means that some of the adult female members will join the labor force. The number of potential male wage earners is limited. Over 50 percent of Jordan's population is under 15 years of age. The average family size is 6.7 persons. 22. In a 1977 survey on working women conducted by Drs. Jaber, Abdel Ati, and Gharaibeh of the Faculty of Economics and Commerce at the University of Jordan in Amman, 71, 21, and 8 percent of the surveyed women, respectively, were single, married, and divorced. The average age of the female worker was 28 years, but 84 percent of the total were under 35. Most of the women were from middle- or lower-class families. Forty-two percent of the women indicated that they were working primarily for the income. 2/ Similarly, another study conducted in 1977 among women in twenty small factories in Amman showed that 88 percent of the sample were single women; over 75 percent were under the age of 30 1/ Layne, op.cit.,p. 20... 2/ Harfoush, op.cit.,p. 28 3/ Layne, idem, p. 21. . . - 11 - These studies support the notion that more women, especially those who are younger and single, are becoming wage earners to contribute income (supplementary) to their family groups. Similarly, the Appraisal Report for the Jordan Urban Development Project notes that, in 1975, low household incomes in the Amman region's informal sector (40 percent of all employment) are aggravated by the low level of female participation in the labor force." 23. It is still widely assumed that male adults provide the economic support for their families. Consequently, in many instances, women do not receive equal pay for their work, and according to Harfoush, a woman earns about 85 percent of what a man would earn for the same job, Monthly wages for most women start at JD 30 although employers start unskilled men at JD 90. The average monthly income for a male machine operator is not less than JD 110. Egyptian or Pakistani men, thouph, are paid on the same scale as Jordanian women, -3/ 24. There is evidence of a growing number of male-absent households in which women have become the primary, if not the sole, supporters. These are women who because of marital dissolution, migration, desertion or the like have become economically responsible for themselves and their children. For example, Mohammed Barhoum, a sociologist at the University of Jordan who conducted a study in 1975 of 3 divorced women in urban areas, indicates .4/ that the divorce rate is rising rapidly and is now about 10 percent.- 1/ Jordan Urban Development Project, Appraisal Report, June 23, 1980, p.2. 2/ Harfoush, op.cit.,p.35. 3/ Layne, op.cit.,p. 21. 4/ Rina Tutunji, Report on the Status of Women in Jordan (Amman: USAID, 1978), p. 17. - 12.- There is little data on the scope and magnitude of female headed household in Jordan but rapid urbanization, extensive rural to urban migration, and rising divorce rates all suggest that this phenomenon is becoming increasingly real and problematic. Access to Education 25. Before females will be able to find employment in the productive sectors, particularly in non-traditional occupations, they will have to have opportunities for appropriate education and skill training in school or on the job. The following is a brief description of the opportunities for vocational and technical training that currently exist. 26. During the 1979/80 schoo year, the gross enrollments at the elementary, preparatory, secondary, and post-secondary levels represented, respectively, 91, 84, 69, and 18 percent of the relevant age groups. / Female students made up, respectively, 47, 45, 42, and 44 percent of the students at these levels (see Annex, Table 6). The rates for female participation in the education system in Jordan are among the highest in the Middle East anf for other middle-income countries. 27. Although female students made up 42 percent of the students at the secondary level, there were significant differences in the types of education available for male and female students, Thirty-three percent of the vocational places were filled by female students who had access to training in nursing, commercial and postal subjects, and "women's education" (subjects such as dressmaking, beauty culture, floriculture, and child-care). At the same time, 1/ Hashemite Kingdom of Jordan, Ministry of Education, The Statistical Educational Yearbook, 1979-80, introductory section. - 13 - 67 percent of the vocational places were filled by male students who had access to training in agriculture, industrial arts (subjects such as electricity, welding, sheet metal, plumbing, and chemical specializations), commercial and postal subjects, and nursing. Except for one co-ed nursing class (4 boys were enrolled in the only co-ed class conducted by the Ministry of Health), all vocational training is given in sex-seggregated facilities. Only commercial and postal subjects were studied by almost the same proportion of male and female students (see Annex, Table 7). 28. At the post-secondary level, female students made up 44 percent of the students, but they represented 42, 72, and 14 percent, respectively, of the students in the university, teacher training institutes, and technical institutes (see Annex, Table 6). Most of the women in vocational institutes were enrolled in traditional subject areas such as commerce and nursing (see Annex, Table 8). Women occupied 6 percent of the total places available for training in non-traditional fields such as engineering trades, statistics, computer, and medical sciences. Except for teacher training institutes, most post-secondary institutions are open to students of either sex. Marka Polytechnic, built under the Bank's First Education Project, has been admitting young women for some years and some engineering trade institutes admitted their first female students during the 1978-79 school year. 29. At the university level, women filled 42 percent of the student places and represented at least 20 percent of the students in each of the eleven faculties. Women were more likely to be studying fine arts, education, psychology or Shari'a; men, business, agriculture, medicine, engineering, and law. However, over 1,110 women (or 25 percent) were represented in - 14 - these faculties that, in the past, were dominated by men (see Annex, Table 9). 30. The Vocational Training Corporation (VTC), established in 1976 under the Bank's First Education Project, operates various apprenticeship and in-service training for male workers in cooperation with employers. The VTC selects its students from among those who completed the 9th grade and are no longer in school. The VTC offers training for one to two years in industrial engineering trades.1/ To date, the VTC "offers three programs for girls: dressmaking, spinning and childcare. The director of the VTC admitted that pragmatism was the determining factor in the selection of skill areas. These were areas where they had been successful in finding both female applicants and willing employers. "2/ Labor Force Participation 31. Adequate current data on the employment patterns and trends for urban and rural women in Jordan is unavailable. The data presented here show changes during the period, 1970-77. The movement of women into the labor market that is associated with the educational and training opportunities provided to them under Bank projects is not reflected in these data. This movement will only be seen in data for the periods, 1975-80 and 1980-85, when some women willhave graduated and moved (or not moved) into 1/ Harfoush, op.cit.9pp. 16-17. 2/ Layne, op.cit.,p..20. - 15 - the labor force. However, some important trends, as discussed below, are observable in the 1970-77 data. 32. There is some disagreement about the current rate of female participation in the labor force. Most sources, though, estimate that it is 4-5 percent in comparison with an overall rate of 20 percent. It is unlikely that the economic contributions of women are fully represented by the 4-5 percent rate. "It is possible that this low rate of labor force participation results from a definition of labor force activity that excludes many, though not all, of the unpaid family worker tasks that women perform, especially in the agricultural sector.'' 1/ 33. During the five year period, 1970-75, there was a considerable increase in the number of women working in civil non-agricultural establishments (see Annex, Table 10). The pattern of sector employment changed as well. A noticeably higher percentage of women are working in the industry, finance, and real estate, and public administration sectors. Considerable decreases have occurred in the agricultural, construction, and transport and communication sectors. With the exception of the category, "clerical professions that require secondary education," women have increased the proportion of their representation in all other categories, including limited skill workers. Women represent almost 25 percent of the specialists, 39 percent of the technicians, 19 percent of the skilled labor, and 6 percent of the limited skill labor (see Annex, Table 11). If William V. Deutermann, Female Participation in Jordan: An analysis of Current Levels and Trends (Washington, D.C.: USAID, 1981), p. 21. - 16,- 34. However, when the traditional occupations (eg., teaching, nursing, and midwifery) are excluded from the data contained in Table 11, the percentage of females of females decreases for the specialist, technician, and semi- skilled categories to 11.2, 2.5, 20.7, and 3.1 percent, respectively (see Annex, Table 12). 35. The pattern for the employment of women in non-agricultural jobs during the 1970's is clear. An ever increasing number of women is entering the labor force. However, at the specialist and technician levels, most women still tend to be employed in the traditional occupations: teaching, nursing, public administration, and commerce; at the skilled worker level, in secretarial and administrative posts and textile production; and at the unskilled level, in factory jobs. 36. Considering the types of education that young women and girls are now receiving at the secondary and post-secondary levels, and the lack of incentives for women to work in non-traditional areas, it is possible to anticipate the pattern for the employment of women in non-agricultural jobs during the 1980's. More women will enter the labor force at all levels. At the specialist and technician levels, a large majority of women will still be employed in the traditional occupations but there will be some movement of female professionals and technicians into non-traditional occupations. It is difficult to project how women who have received secondary level vocational training in "women's education" will be employed. The elasticity of the demand for these skills is unknown. However, these women will not be employed in jobs requiring secondary level training in agriculture or industrial arts as they do not yet have access to training in these subjects at the secondary level. - 17 - III. DESCRIPTION OF THE PROJECTS 37. Jordanians, both men and women, are among the best educated people in the Middle East and middle-income countries. By 1976, 71 percent of the population was literate (82 percent of the men and 59 percent of the women).l/ Remarkable progress has been made in the development of Jordan's education system, particularly during the 1970's. The formal education system consists of six years of elementary education, three years of preparatory education, and three years of secondary education. University education extends from four to six years. Post-secondary vocational and teacher training courses are also offered (two to three years). Most teaching is conducted in Arabic. Education is free and sex-segregated, except for some elementary schools, private institutions, the polytechnics, and the universities. 38. The Ministry of Education is responsible for formal education and training that includes elementary, preparatory, general and vocational secondary, and post secondary (polytechnics and community colleges). The universities are autonomous and governed by their own boards. A number of other Ministries, in particular Labor and Health, provide training related to their special fields. The Vocational Training Center, affiliated with the Ministry of Labor, is responsible for the in-plant skill up-grading program conducted in cooperation with employers. Approximately 70 percent of the school places are provided by the Government; the rest, by UNWRA and private groups. The school enrollment figures that were presented aboe (p. 12) include all school places and students in Jordan (also see Annex, Table 6). 1/ Birks and Sinclair, op. cit., p. 279. - 18 - 39. The Government's objective at the secondary level is to enroll about 30 percent of the students (35 percent for boys and 30 percent for girls) in vocational streams by 1985 and about 50 percent (35 percent for girls) by 1990.- Yet, during the 1979-80 school year, only about 11 percent (13 percent of the boys and 8 percent of the girls) of the secondary school students were attending vocational schools. Approximately 59 percent (58 percent of the boys and 61 percent of the girls) of the students were enrolled in teacher training or vocational institutes during the 1979-80 school year. However, only 27 percent (41 percent of the boys and 8 percent of the girls) were attending vocational institutes. 40. For about a decade, the Bank has been lending to the Government of Jordan to improve the quality of education and to address deficiencies in the supply of technical manpower. Attention has been given to vocational training for women to improve their employment potential. The First Project has been completed, the Second and Third are being implemented, and the loan for the Fourth will be signed before the end of this year. These projects will now be reviewed together to determine to what extent young women and girls have had or will have access to the resources provided by them. Objectives 41. The general objective of the four education projects is to assist the Government in improving the quality and expanding the extension of general, vocational, and technical education programs that are fully 1j Fourth Education Project, Staff Appraisal Report, p. 4. - 19 - consistent with its educational development plan and strategy. The major focus of the projects is on secondary level education programs. The general aggregated objectives of the projects are to: . meet the need for various levels of skilled manpower in the priority sectors of the economy (eg., agriculture, industry, commerce, health); . expand the comprehensive secondary school system; . initiate continuing education, including a pilot scheme in non-formal education, using the facilities of the project institutions; . ensure an adequate supply of technical and vocational subject teachers; . improve the school building maintenance capability of the District Education Offices; and . strengthen the Ministry of Education's capacity for planning, curriculum development, research, evaluation, and management. * The objectives are being implemented through the components described below. The Bank has already committed US$20.4 million: a US$5.4 million credit for the First Project, US$6.0 million credit for the Second Project, and US$19.0 million loan for the Third Project. A US$23.0 million loan is proposed for the Fourth Project. Components 42. Construction. Each project provides for the construction of new and/or the extension of existing school facilities in different parts of the country. The specific institutions constructed/extended under each project are identified in Tables 13-16 (see Annex). Equipment and furniture are also included for the facilities. - 20 - 43. Specialist Services. Each projecc provides for the services of short- and long-term experts. The experts are being or will be used for technical instruction, administration, planning, research, curriculum development, and evaluation. The development of appropriate curricula for the educational facilities being provided under the projects is of particular concern for this case study. 44. Fellowships. Each project provides f.llowships for the overseas training of personnel that will administer and staff the new or expanded. institutions. Implementation 45. Four aspects of the projects: new school places, curricula, fellowships, and capital expenditures, will be examined to determine the access of young women and girls to the resources provided by these projects. 46. New School*Places. Almost 75 percent of the new school places financed by Bank projects are at the secondary level (16,282 out of 21,933). Of the new secondary level places, 61 percent are being provided for male students. Of the new post-secondary level places (5,651), 63 percent will very likely be occupied by male students (see Annex, Table 13). The new places being provided for male students at both levels are predominantly for vocational and technical training while those for female students, are in comprehensive secondary schools, and the post-secondary level, in community colleges, nursing, and teaching (see Annex, Tables 14-17). - 21 - 47. Curricula. The Bank projects have emphasized the development of appropriate curricula for all types of secondary and post-secondary level institutions. There are some significant differences in the types of education that boys and girls will receive at the schools being built under the Bank projects. Seventy percent of the new secondary school places being provided for girls (and 40 percent of those for boys) will be in comprehensive secondary schools. The pre-vocational options offered to boys and girls attending comprehensive secondary schools are quite different. Boys will have access to training in areas such as woodwork, electricity, and mechanics; girls to areas such as weaving and ceramics, beauty culture, and child care. The remaining 30 percent of the new secondary school places being provided for girls (and 30 percent of those for boys) will be in general vocational secondary schools. Again, though, the vocational options are quite different and mutually exclusive, except for training in commercial subjects. Girls will have access to training in areas such telecommunications, dressmaking, floriculture, and handicrafts; boys to areas such as welding, industrial electricity, carpentry, and plumbing. The remaining 30 percent for boys will be in.trade centers, polytechnics, and the hotel training center. At these institutes, boys will have access to training that is unavailable for girls. 48. A pattern of different training options for male and female students also emerges at the post-secondary level. All the new post-secondary level places for women (and 70 percent of those for men) will be provided in community colleges, teacher training and nursing/paramedical training. There will be some differences within these training programs. For example, men and women will be trained to be different kinds of teachers. Men are more likely - 22 - to be trained as technical and industrial arts teachers; and women, as arts or home economics teachers. The remaining 30 percent of the new post-secondary school places being provided for boys will be in the poly- technics where, at present, only a handful of women are being educated. Although the polytechnics are open to women, they often have no interest in attending. Even when the interest exists, women will not have the necessary secondary level training required for entrance into many of the educational programs offered by the polytechnics. For example, the Irbid Polytechnic is planning to offer post-secondary courses in three main fields: food technology, textile technology, and industrial chemistry. "Entry requirements would be completion of general secondary education (science stream) for industrial chemistry, industrial secondary education for textile technology, and agricultural secondary education for food technology." In this case, women would only be able to enter the industrial chemistry speciality as they do not yet have access to secondary level training in agriculture or industrial arts. Ironically, though, women are more likely to be interested in entering training in textile or food technologies than in industrial chemistry. 49. Fellowships. The Bank projects are providing a substantial number of fellowships for overseas training in relevant fields. It is difficult to determine precisely the number of fellowships that have been or will be awarded to men and women. The estimates for the distribution of the fellow- ships by sex is based on the areas of study that have been identified and the types of institutions being built by the projects. It is estimated that 79 and 21 percent of the fellowship manyears are being assigned, respectively, to men and women (see Annex, Table 181. 1/ Second Education Project, Appraisal Report, February 10, 1975, p. 12. - 23 - 50. Capital Expenditures. A review of the unit capital costs for the different kinds of academic and communal facilities being built under the Bank projects, reveals that the unit capital costs for vocational training tends to be higher for male students than for female students. At the secondary level, female students will occupy places in comprehensive (70 percent) or general vocational (30 percent) secondary schools; male students in comprehensive secondary schools (40 percent), general vocational secondary schools (30 percent), and trade training complexes (30 percent). The unit capital cost for comprehensive and general vocational secondary schools ranges from US$682 in the First Project to US$3,980 (average) in the Fourth Project; for trade training complexes, the range in US$3,298 to US$7,440. 51. At the post secondary level, most female students will probably occupy places in community colleges, teacher training or nursing/paramedical training. Seventy percent of the male students will occupy places in similar kinds of institutions; the other 30 percent will attend polytechnics. Some women may also attend polytechnics but current experience suggests that not more than 8 percent of the polytechnic places will be occupied by women (see Annex, Tables 14-171. The unit capital costs for the community colleges, teacher training institutes, and.medical training institute range from US$1,319 in the Firs Project to US$4,180 in the Fourth Project; for the polytechnics, the range is US$3,298 to US$7,360. 2/ 1f First Education Project, Appraisal Report, Annex 17; Second Education Project, Appraisal Report, Annex 14; Third Education Project, Appraisal Report, Annex 1, Table2; and Fourth Education Project, Appraisal Report, Annex 1, Table 2. 2[ Ibid. - 24 - institutions. Clear patterns emerge from almost ten years of Bank lending to Jordan for education. Over 60 percent of all the new school places will be used by male students. Male and female students will both have greater access to vocational training but in different subject areas. Male students will have far greater access to training in fields that will experience manpower shortages through 1985. The unit capital cost for vocational training is higher for male students than for female students. At the same time, these education projects will provide opportunities for the training of many more male than female teachers and administrators for staffing the project institutions. -25- ANNEX Table 1 Jordan: Domestic Labor Force By Economic Sector,;1975 Economic Sector Number (thousands) 'Percent Agriculture 73.0 19.4 Mining and quarrying 3.4 0.9 Manufacturing 24.0 6.4 Construction 40.0 10.7 Electricity gas and water 2.1 0.6 Wholesale and retail trade, restaurants and hotels 25.2 6.7 Transport storage and communications 19.0 5.1 Finance insurance and real estate and business services 3.3 0.9 Community, social and personal services 57.0 15.2 Not identifiable (including army) 127.8 34.1 Total employment 374.8 100.0 No. seeking work 8.0 2.0 Total labor force 382.8 100.0 Source: MEED, Special Report, Jordan (1976), as found in Birks and Sinclair, op.cit. p. 289. ANNEX - 26 - Table 2 Bahrain, Kuwait, Libya, Oman,Qatar, Saudi Arabia and United Arab Emirates: Employment of Egyptians, Pakistanis, Jordanians and All Non-Nationals by Occupation, 1975 and 1985 Jordanians All Non-Mationals 1975 1985 1975 1985 Occupational Level No. Percent No. Percent No. Percent No. Percent '000 '000 '000 '000 Professional and Technical Occupations - 11.1 8.0 26.3 10.2 43,3 2.8 158.8 4,5 Other Professional Occupations 26.8 19.3 52.4 20.3 95.2 6.1 253.4 7.1 Sub-Professional and Technical Occupations 12.9 9,3 29,0 11,3 54.1 3,4 17316 4,9 Other Sub-Professional Occupation (B-2) 16.5 11.9 41.9 16.3 66.0 4,2 207.7 5,8 Skilled Office and Manual Occupations 21.9 15.7 38.6 15.0 268.4 17.1 609.2 17.2 Semi-Skilled Office and Manual Occupations 8.9 6.4 20.9 8.1 306.1 19.5 653.7 18.4 Unskilled Occupations 40.9 29.4 48.3 18.8 736.7 46.9 1,491.9 42.1 TOTAL 139.0 100.0 257.4 100.0 1,569.8 100.0 3,548.3 100.0 Source: Adapted from Seregeldin, Socknar, et.al., op.cit., Table 4.17, p. 118. ANNEX -28 - Table 4 Jordan: Total Domestic Workforce and Employment Exported By Occupational Level, 1975 and 1985 CHigh Growth Rates) 1975 1985 Domestic Percent Domestic Percent Occupational Level Workforce Exported Workforce Exported '000 '000 Professional Technical 1.8 79.0 9.0 74.7 Other Professional 11.8 65.0 31.6 62.6 Sub-Professional and Technical 7.4 65.0 25.5 53.5 Other Sub-Professional 22.6 52.7 54.0 26.7 Skilled Office and Manual 20.2 52.0 46.6 50.0 Semi-Skilled Office and Manual 60.9 12.7 96.1 6.8 Unskilled 81.9 33.3 150.5 24.3 TOTAL 208.6 40.3 413.3 38.9 Source: Taken from Seregeldin, Socknat, et. al., op.cit. Table 5.4, p.179. ANNEX -27 - Table 3 Jordan: Total National Workforce Exported by Sector, 1975 and 1985 (High Growth Rates) (Thousands) 1975 1985 Stock Percent Stock Percent Economic Sector Remaining Exported Remaining -Exported Agriculture 41.8 31.0 89.8 18.0 Mining and Quarrying 3.0 10.4 4.4 56.4 Manufacturing 16.0 15.4 24.1 34.1 Utilities 1.1 49.6 2.4 78.0 Construction 18.1 20.6 39.2 5.2 Trade and Finance 10.4 56.7 23.7 60.6 Transport and Communications 8.0 42.5 17.1 50.0 Services 108.3 45.9 212.5 38.6 TOTAL 206.7 40.3 413.2 38.9 Source: Taken from Seregeldin, Socknat et. al., op.cit. Table 5.3, p166. -29 - Table 5 Jordan: Total National Workforce, Exports of Employment and Domestic Shortages and Surplus by Occupational Level, 1985 (High Growth Rates) Total National Workers Occupational Level Workforce Exported Shortfall Surplus '000 % '000 % '000 % '000 g Professional and Technical 35.7 26.7 74.8 5.8 16.2 0 0.0 Other Professional 84.5 52.9 62.6 18.4 21.8 0 0.0 Sub-Professional and Technical 54. 8 29.3 53.5 11.2 20.4 0 0.0 Other Sub- Professional 98.1 44.1 44.9 20.5 20.9 0 0.0 Skilled Office and Manual 87.2 40.6 46.6 17.3 19.8 0 0.0 Semi-Skilled Office and Manual 117.6 21.5 18.3 7.0 5.9 0 0.0 Unskilled 198.6 48.3 24.3 30.6 15.4 0 0.0 TOTAL 676.5 263.4 38.9 110.8 16.4 0 0.0 Source: Taken from Seregeldin, Socknat et. al., op:cit. Table 5.5, p.184. 30- ANNEX Table 6 Jordan: Enrollment In Formal Education by Sex and Level 1979-80 MALE FEMALE TOTAL No. No. % No. PRgLY 235,440 56 212,971 47 448,411 100 PREPARATORY 86,459 55 72,131 45 158,590 100 SECONDARY General 45,291 53 34,882 44 80,173 100 Vocational 6,656 67 3,224 33 9,880 ...100 Total 51,947 58 38,106 42 90,053 100 POST-SECONDARY University 6,311 58 4,573 42 10,884 100 Teacher Training Institutes 2,410 28 6,211 72 8,621 100 Vocational Institutes 6,148 86 1,000 14 7,148 100 Total 14,860 56 11,784 44 26,653 100 GRAND TOTAL 388,715 54 334,992 46 723,707 100 Source: Ministry of Education, The Statistical Educational Yearbook, 1979-80, introductory section. -31- AN=.~ Table 7 Jordan: Enrollment in SecondaryVodational Eduedtion, 1979-80 STUDENTS GRADUATES MALE FEMALE MALE FEMALE No. % No. % No. % No. Agriculture 336 100 - - 125 100 - - Nursing 4 0.5 741 95.5 - - 271 100 Tndustrial 4,011 100 - - 1,112 100 - - Commercial 2,197 55 1,738 45 614 53 539 47 Postal 108 59 75 41 - - - - Women's 'Education - - 670 100 - - 318 100 TOTAL 6,656 67 3,224 33 1,851 62 1,128 38 Source: Ministry of Education, The Statistical Educational Yearbook, 1979-80. .1 ANNEX - 32 - Table 8 Jordab.: Enrollment in Post-Secondary Vocational Institutes, 1979-80 STUDENTS GRADUATES MALE -FEMALE MALE FEMALE No. % No. % No. % No. % Commercial 3,157 90 499 10 732 92 64 8 Engineering Trades 2,184 97 75 3 483 100 - - Shari'a 70 100 - - 35 100 - Libraries - - 20 100 - - - Statistical Center 15 71 6 29 11 79 3 21 Computer 123 83 25 17 - - - Social Services 21 23 70 77 8 23 27 77 Medical 395 89 49 11 117 97 4 3 Nutrition - - 43 100 - - - - Nursing and Midwifery 183 46 213 54 45 68 21 32 TOTAL 6,148 86 1,000 14 431.9292 119 8 Source.: Ministry of Education, The Statistical Educational Yearbook, 1979-80. ANNEX -33 - Table 9 Jordan University Students By'Field of Study, 1979-80 STUDENTS GRADUATES MALE FEMALE MALE FEMALE N- % No. % No. % No, *% Fine Arts 1,166 47 1,314 53 323 55 260 45 Education and Psychology 353 42 479 58 46 41 65 59 Natural Sciences 1,398 56 1,087 44 208 59 143 41 Economics and Business Adminis- tration 1,613 71 646 29 249 69 112 31 Nursing - - 105 100 - - 21 100 Agriculture 270 68 127 32 37 73 14 27 Shari'a 444 49 458 51 69 48 76 52 Medicine 301 77 92 23 48 89 6 11 Engineering 587 76 184 24 55 76 17 24 Law 135 67 67 33 (First and Second Year only) Physical Training 44 76 14 24 (First year only) GRAND TOTAL 6,311 58 4,573 42 1,035 59 714 41 Source: Ministry of Education, The Statistical Educational Yearbook. 1979-80. Table 10 Jordan: Distribution of Employees in Civil Non-Agricultural Establishments in 1970 and 1975 1 9 7 0 1 9 _ 5 Establishment % of females % of females to all work- Females % Males % Total to all work- Females % Males % Total ing females ing females Agricultural 0.4% 40 2.4% 1639 97.6% 1679 0% 2 1.5% 130 98.5% 132 Services Mining and(1) 1.0% 8 1.3% 2543 99.7% 2551 0.1% 16 0.7% 2516 99.3% 2533 Quarrying .Industry(2) 12.7% 1208 5.8% 19619 94.2% 20827 20.9% 3636 18.4% 15954 82.6% 19559 Electricity, 0.1% 8 1.2% 646 98.8% 656 0.2% 32 1.5% 2039 98.5% 2071 . - Water & Gas a Construction(" 0.5% 44 2.1% 2083 97.9% 2127 0.1% 13 0.2% 8632 99.8% 8652 Trade, Hotels, 3.1% 294 1.2% 24800 98.8% 25094 2.5% 439 1.7% 24515 98.3% 24942 Resturants Transport & 2.7% 258 5.1% 4774 94.9% 5032 2.8% 469. 3.5% 13396 96.5% 13877 Communications Finance and 3.4% 412 12.3% 2944 87.7% 3356 3.2% 521 16.5% 2784 83.5% 3333 Real Estate Social Services 76.1% 7234 19.4% 30030 80.6% 37254 73.3% 12648(3) 23.5% 39654 76.5% 51579 & Public Adm. Total 100.0% 9506 9.6% 89088 90.4% 98594 100.0% 17256 13.6% 109422 86.4% 126678 Source: Labor Force Study, 1970 and Labor Force Survey, 1975, Department of Statistics, Amman, Jordan* . (1) Secretarial and clerical work only, (2) Mainly in Packing, textile, and office work, (3) Number of female *as found in Harfoush, 6p.cit. p.20. tealcers is 8332 Table 11 Jordan: Distribution of Employees According to Profession Levels for Civil Non-Agricultural Organizations By Sex and Specialties 1970 & 1975 19 7 0 1 9 7 5 Total Males % Females % Total Males % Females % Profession. % % % % % A. Specialists 1. High Technical Professions that 2529 2405- 95.1% 124 4.9% 3632 2369 90.7% 263 9.3% Require University Ed.(Sciences) 2.6 2.7 1.3 2.2 2.3 1.5 2. High Technical Professions that 11765 10691 90.9 1074 9.1 11410 9576 84.8 1834 15.2 Require University Ed.(Arts) 11.9 12.0 11.3 9.3 0.1 10.4 B. Technicians 1. Technical Professions that 18718 14165 75.7 4553 14.3 19594 12066 61.3 7528 38.7 Require One or Two Post Sec. Ed. 19.0 15.9 47.9 15.9 11.3 45.2 C. Skilled Labor 1. Clerical Professions that 12445 11314 90.9 1131 9.1 28409 26375 93.0 2034 7.0 Require Secondary Education 12.5 12.7 11.9 22.5 24.2 11.6 2. Manual Professions that 25164 23786 94.5 1128 5.5 33042 28751 88.6 4291 11.4 Require Secondary Education 25.5 26.7 14.5 25.0. 25.7 21.0 D. Limited Skill Labor 1. Unskilled Professions that 27973 26727 95.6 1246 4.4 33145 31321 94.4 1824 5.6 Require No Specific Education 28.4 30.0 13.1 25.1 27.4 10.3 Total 98594 89088 90.4 9506 9.6 126678 109422 86.4 17256 13.6 Source: Labor Force Study, 1970 and Labor Force Survey, 1975, Separtment of Statistics, Amman, Jordan, as found in Harfoush, op.cit. p.34. -36- Table 12 Jordan: Labor Force According to Sex, Professional Levels . of Technical Specialties Exclulding Traditional Professions, 1975 Degree of Percentage of Specialization females to total A. Professional 1. Sciences 1407 1321 86 6.1% 2. Arts 7051 6693 308 5.1% B. Technician 4269 4163 106 2.5% C. Skilled Labor 1. ClericaT 28448 26446 2002 7.0% 2. Manual 14664 21292 3372 13.7% 0. Semi-Skilled 15145 14673 , 472 3.1% Source: Labor Force Survey 1975, Department of Statistics, Amman, Jordan, as found in Harfoush, . p.25. ANNEX - 37 - Table 13 *JORDAN EDUCATION PROJECTS Schd6lP1acs By Level and Sex MALE FEMALE 'TOTAL No. No.% I No. % SECONDARY First 1,276 56 1,016 44 2,292 100 Second 1,910 48 2,100 52 4,010 100 Third 2,950 69 1,300 31 4,250 100 Iourth 3,800 66 1,930 34 5,730 100 (sub-Total) 9,936 61 6,346 39 16,282 100 POST-SECONDARY First 712 54 608 46 1,320 100 Second 433 9-2 37 8 470 100 Third 576 49 600 51 1,176 100 Fourth 1,814 68 871 3 2,685 100 (sub-Total) 3,535 63 2,116 37 5,651 100 GRAND TOTAL 13,.471 61 8,462 39 21,933 100. Source: First Education Project Performance Audit Report; and Appraisal Reports for Second, Third, and Fourth Projects. See Tables- 14-IL7 for details. MNEX -38 - Table 14 JORDAN FIRST EDUCATION'PROJECT Sdhool Places By'Levdl*Atd Sex MALE *FEMALE 'TOTAL No. % No. % No. % SECONDARY . 2 Comprehensive Schools 1,017 50 1,016 50 2,033 100 . 1 Trade Training Center 259 100 - "I 'Z59. 100 (Marka)' (sub-Total) 1,276 56 1,016 44 2,292 100 POST-SECONDARY . 1 Polytechnic Institutel/ 343 92 30 8 373 100 (arkal . 1 Teacher Training Institute 297 34 578 66 875 100 . Agricultural Teacher Training 72 100 - - 72 100 (sub-Total) 712 54 608 46 1,320 100 GRAND TOTAL 1,988 55 1,624 --45 ..3,612 100 If The Rolytechnic will provide training in architecture, building, and engineering. In 1979/1980, 6 percent of the post-secondary vocational places were filled by women who were studying nontraditional subjects (see p.13 1. Assuming some growth, this suggests that up to 8 percent of the places at the Polytechnic may be occupied by female students within the next few years. Source: First Education Project, Project Performance Report, p. 32. ANNEX -39 - Table 15 JORDAN SECOND EDUCATION PROJECT MALE 'FEALE TOTAL No. No. . No. SECONDARY . Aqaba Training Complex E30 100 - 63Q 100. . Hotel Training School 230 100 - - 230 100 . 3 Comprehensive Secondary Schools 1,050 33 2,100 67 3,150 100 (sub-Total) 1,910 48 2,100 52 4,010 100 POST-SECONDARY . Irbid Polytechnic 2/ 221 92 19 8 240 100 . Hotel Training Schooll/ 212 '92 18 8 230 100 (sub-Total) 433 92 . 37 8 470 100 GRAND TOTAL 2,343 52 2,137 48 4,480 100 1/ This project also includes the building of (1) a rural development center at Ghor, (2) science laboratories at five comprehensive secondary schools, (3) craft centers for girls at four preparatory schools (190 places), and (4) prevocational workshop for boys at seven preparatory schools (340 places). The places provided by these buildings have not been included in the table. The places at the rural development center are ungraded. It is unclear how the science laboratories will distributed. The craft centers and pre- vocational workshops will not provide places at the secondary or post-secondary levels. 2/ The Polytechnic, will provide training in food technology, textile technology, and industrial chemistry. In 1979/80, 6 percent of the post-vocational places were filled by women who were studying nontraditional subjects (see p.13). Assuming some growth, this suggests that up to 8 percent of the places at the Polytechnic may be occupied by female students within the next few years. 3/ The Hotel Training School will provide training in hotel administration, accounting and control; reception and front office; restaurant and bar; and kitchen. Using the same rationale as in footnote 1, it has been assumed that up to 8 percent of the places at the Hotel Training School may be occupied by female students within next few years. Source: Second Education Project, Appraisal Report, p. 12. -40- ANNEX Table 16 JORDAN THIRD EDUCATION PROJECT School Placa'y 'Level:and:Sex 1 MALE FEMALE . TOTAL SECONDARY No. No. % No. . Saahab Training Complex 1,120 100 - - 1,120 100 . Comprehensive Secondary Schools (3) 1,830 58 1,300.... .42.. 3,130 --. 100G (sub-Total) 2,950 69 1,300 31 4,130 100 POST-SECONDARY . Pre-Vocational Teacher Training Institute (extension) 2/ 196 100 - - 196 100 . Zarqa Community College 380 39 600 61 980 100. (sub-Total) 526 49 600 51 1,176 100. GRAND TOTAL 3,526 65 1,900 35 5,426. 100 1/ This project also includes the building of an extension to the Agricultural Secondary School at Shaubak. The extension will improve the facilities but it will not provide any additional secondary school places. The Pre- Vocational Teacher Training Institute is also being built as an extension to the Agricultural Secondary School at Shaubak. It will provide additional post-secondary level places as noted in the table. 2/ The extension will provide training for male subject.teachers who-will implement the new pre-vocational programs in grades 5-9. Third Education Project, Appraisal Report, p. 14. Source: Third Education Project, Appraisal Report, p. 10. -41- - 41 -ANNEX Table 17 JORDAN FOURTH*EDUCATION PROJECT MALE FEMALE NO. ,No.@- .o SECONDARY . Tafilah Polytechnic 200 100 - - 200 100 . 4 General Vocational Secondary Schools 3,000 60 1,930 39 4,930 100 . Trade Training Center 600 100 - - 600 100 (sub-Total) 3,800 66 1,930 34 5,730 100 POST-SECONDARY . Tafilah Polytechnic-1/ 276 92 24 8 300 100 . Technical Teacher Training Department2, at Marka Polytechnic 703 95 37 5 740 100 . 2 Community Colleges (technician training) 485 51 460 49 945 100 . Nursing/Paramedical Training Institute 350 50 350 50 700 100 (sub-Total) 1,814 68 871 32 2,685 100 GRAND TOTAL 5,614 67 2,801 33 8,415 100 The. polytechnic .will pgovide _training in various electrical, chemical, and mechanical specializations as t.ell as in mining, well-drilling, welding and sheet metal, central heating and plumbing. Up to 8 percent of the places at the Polytechnic may be filled by female students (see Table 13, footnote 1). 2/ The Department will provide the only program in the country to train technical teachers for the general vocational secondary schools, teacher training colleges, and comprehensive secondary schools and laboratory and workshop instructors for the polytechnics. Some women may be recruited into the program, but the prospect is unlikely. Perhaps 5 percent of the places will be occupied by female students within the next few years. Source: Fourth Education Project, Appraisal Report, p. 10. -42- ANNEX Table 18 JORDAN EDUCATION PROJECTS, DISTRIBUTION OF FELLOWSHIPS BY SEX MANYEARS MALE FEMALE TOTAL PROJECT No. No. No. First a/ 12 80 3 20 15 100 Second b/ 44 88 6 12 50 100 Third C/ 28 72 11 28 39 100 Fourth d/ 40 77 12 23 52 100 TOTAL 124 79 32 21 156 100 at The eleven fellows have completed their studies. The distribution of manyears has been estimated. b/ Most fellows have been identified. The distribution has been estimated based on the Appraisal Report. c/ Fourteen fellows have already started studying.at Oklahoma-State University. The remaining will begin their studies in 1982. The distribution has been estimated based on the Appraisal Report. d/ The fourth project is not yet being implemented. The distribution is estimated based on the Appraisal Report. Source: First Education Project, Project Performance Report, and Appraisal Reports for Second, Third, and Fourth Education Projects. -43- DEPARTMENT OF STATISTICS, Employment Survey for Establishments Engaging (5) Persons or more, 1977. MINISTRY OF EDUCATION, Draft of Education Sector for Five Year Plan, 1981-85. MINISTRY OF EDUCATION, Statistical Educational Yearbook, 1979-80. MINISTRY OF LABOR, Department of Women's Affairs, A Working Paper Setting Forth the Aims and Functions of the Department. Prepared by In'Am Mufti, Director of the Department. June 1977. NATIONAL PLANNING COUNCIL, Five Year Plan, 1976-1980. World Documents and Reports: DEVELOPMENT CREDIT AGREEMENT BETWEEN THE HASHEMITE KINGDOM OF JORDAN AND INTERNATIONAL DEVELOPMENT ASSOCIATION, Education Project, Credit No. 285-JO, February 11, 1972. DEVELOPMENT CREDIT AGREEMENT BETWEEN THE HASHEMITE KINGDOM OF JORDAN AND INTERNATIONAL DEVELOPMENT ASSOCIATION, Second Education Project, Credit No. 534- JO, March 12, 1975. HASMITE KINGDOM OF JORDAN, CITIES AND VILLAGES DEVELOPMENT BANK PROJECT, Staff Appraisal Report, Report No. 2763-JO, March 3, 1980, HASHEMITE KINGDOM OF JORDAN, COUNTRY ECONOMIC MEMORANDUM ON JORDAN, Report No. 3135-JO, December 24, 1980. HASHEMITE KINGDOM OF JORDAN, EDUCATION SECTOR MEMORANDUM, Report No. 3318-JO, January 1981. -44- HASHEMITE KINGDOM OF JORDAN, FIRST EDUCATION PROJECT (Credit No. 285-JO), Appraisal Report, Report No. PE-36a, January 13, 1972. HASHEMITE KINGDON OF JORDAN, FIRST EDUCATION PROJECT (Credit No. 285-JO), Project Performance Audit Report, May 7, 1979. HASHEMITE KINGDOM OF JORDAN, Fourth Education Project, Staff Appraisal Report (Draft), Report No. 3564-JO, July 31, 1981. HASHEMITE KINGDOM OF JORDAN, SECOND EDUCATION PROJECT, Credit No. 534-JO, Project Supervision Reports, 1975-1981. HASHEMITE KINGDOM OF JORDAN, SECOND EDUCATION PROJECT, Staff Appraisal Report, Report No. 635-JO, February 10, 1975. HASHEMITE KINGDOM OF JORDAN, THRID EDUCATION PROJECT, Loan No. 1781-JO Project Supervision Reports, 1980-1981. HASHEMITE KINGDOM OF JORDAN, THIRD EDUCATION PROJECT, Staff Appraisal Report, Report No. 2632-JO, November 15, 1979, HASHEMITE KINGDOM OF JORDAN, THIRD EDUCATION PROJECT, Working Papers, Volume I (November 1979), Volume 2 (January 1980). HASHEMITE KINGDOM OF JORDAN, URBAN DEVELOPMENT PROJECT, Staff Appraisal Report, Report No. 2974-JO, June 23, 1980. SERAGELDIN, Ismail; SOCKNAT, James; BIRKS, Stace; LI, Bob; and SINCLAIR, Clive. MANPOWER AND INTERNATIONAL LABOR MIGRATION IN THE MIDDLE EAST AND NORTH AFRICA. Prepared for Technical Assistance and Special Studies Division, June 30, 1981. Other Sources BARHOUM, M. I. Divorce and the Status of WdmenIn Jordan. Amman: The University of Jordan, The Department of Sociology, 1975. Mimeographed. BEIRUT UNIVERSITY COLLEGE. Institute for Women's Studies in the Arab World. Arab Women and Education. Monograph Series, November 2, 1980. BIRKS, J. S. and SINCLAIR, C. A. Arab Manpower: The Crisis of Development. London: Croom Helm, 1980. BIRKS, J. S. and SINCLAIR, C. A. International Migration and Development in the Arab Region. Geneva: ILO, 1980. DEUTERMANN, William V. Female Labor Force Participation In Jordan: An Analysis of Current Levels and Trends. Prepared for United States Agency for International Development, April 1981. Mimeographed. ES-SAID, Nimra Tannous. The Changing Role of Women in Jordan: A Threat or an Asset? Presented to the Research Committee on Sex Roles in Society, VIII World Congress of Sociology, August 19-24, 1974. Toronto, Canada. Mimeographed. HARFOUSH, Samira. An Assessment*of the'Status of Women in Education, Labor Force, and Development. The Case of Jordan. Report prepared for International Center for Research on Women. March 1980. Mimeographed. LAYNE, Linda. "Women in Jordan's Workforce" in MERIP Reports, No. 95, March-April 1981, pp. 19-23. TUTUNJI, Rima. Report on the Status of Women in Jordan. Prepared for USAID Mission to Jordan. April 1978. Mimeographed. UNESCO. The Hashemite Kingdom of Jordan. Education and Training for Manpower Development. Paris: July 1980. (EFM/105).