At the primary and secondary school levels, test scores and pass rates indicate that Jordan is no longer preparing the majority of its next generation for a globally and regionally competitive workforce. At the international level, Jordan’s overall attainment in the Trends in International Mathematics and Science Study (TIMSS) has declined in comparison to other countries of similar levels of economic development. The average mathematics scores of Jordanian students were 406 compared to 498 for countries of the same category. Scores declined by 5% between 1999 and 2011, while almost all comparable economies have improved their scores during that period. Figure 6: International Education Outcomes Comparable International Education Outcomes Grade 8 TIMSS score for ‘Mathematics 1999-2011 1999 2003 2007 2011 Grade 8 TIMSS score for Science 1999-2011 1999 2003 2007 2011 I International average Il Jordan Source: IMSS, The National Center for Education Jordan's private school attainment levels are outstanding on an international level suggesting that there is no barrier to our ability to create outstanding learning environments for our children. One of Jordan's top private schools had 47% of its students achieve IB scores of more than 35 points (against a global average of 27% of students). It is clearly possible for us to build globally competitive secondary education institutions. The real challenge is spreading the opportunity for higher quality education so that the majority of Jordanians can benefit from the public education system. As highlighted in previous education strategies, there are a number of possible reasons for the stagnation of outcomes from Jordan’s public education system, including: + Public expenditure per student is low by international standards {although increased spending alone does not guarantee better outcomes). + The quality of basic public school infrastructure is highly variable across the Kingdom. Many public schools are in need of investment and a regime of ongoing maintenance. +The school curriculum and teaching methods are outdated and largely rely on rote learning instead of stimulating critical thinking. + + * + The administration of the public schoo! network is highly centralized. Parental and community involvement in various school activities is very low. Teacher training is underfunded and behind international best practice in terms of training methods. The pressure on school infrastructure, particularly in the northern and central governorates as a result of the influx of Syrian refugee children, has forced a shortening of hours and the introduction of double shifts to accommodate the surge in demand, Fu AG