| Mid Term Review of INJAZ III Program   1
February 9, 2012 
This publication was produced for the United States Agency for International Development. It 
was prepared by ConsultUs-Mena (Amman – Jordan). 
MID TERM REVIEW OF ECONOMIC 
OPPORTUNITIES FOR JORDANIAN 
YOUTH PROJECT (INJAZ III) 
PROGRAM 
FINAL REPORT 
     | Mid Term Review of INJAZ III Program   2
Table of Contents 
Executive Summary ......................................................................................................... 5
Introduction ................................................................................................................... 8
Objectives of the Assessment: ........................................................................................... 8
Methodology .................................................................................................................. 9
Component One: INJAZ Organizational and Managerial Sustainability ............................... 9
Component Two: Curricula, Programs, and Approach Assessment ..................................... 9
Component Three: Field Research................................................................................ 11
Study Results ................................................................................................................ 12
Component One: INJAZ Organizational and Managerial Sustainability ............................. 12
1) Old Organizational structure 12
2) New organizational structure 12
3) Competencies and skills: 13
4) Corporate Governance 14
5) Performance Management and KPI’s 14
6) Financial Sustainability 14
Component Two: Curricula Assessment ........................................................................ 15
1) Curricula, Learning materials and methods used for training 15
2) Trainers/Volunteers 19
3) Trainees/Students 20
4) Relevance, Effectiveness, Efficiency, Impact, and Sustainability ........................ 21
Component Three: Field Research (Annex I: Detailed Field Survey) ...................................... 26
1) INJAZ Schools Students 26
2) Public Sector 86
3) Summary of Public Sector survey data findings: 86
4) Private Sector enterprises 89
5) Summary of Private Sector survey data findings: 89
6) Parents 96
7) Section One: General information 96
8) Teachers                                        107
9) INJAZ Volunteers 125
10) Focus Groups 147
Recommendations ....................................................................................................... 153
Component One: INJAZ Organizational and Managerial Sustainability ........................... 153
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Component Two: Curricula Assessment ...................................................................... 157
Annex I: Detailed Field Survey ...................................................................................... 164
1) INJAZ Schools Students 164
Section One: General information 164
Section Two: Students experience with INJAZ program in school ................... 167
Section Three: Students evaluation To INJAZ Program in school ................... 175
Section Four: Students experience with INJAZ Extra Curricula programs in school
184
2) INJAZ University Students 191
Section One: General Information 191
Section Two: University Students experience with INJAZ program while in schools
194
Section Three: Students experience with INJAZ programs in university ........... 206
Section Four: Students experience with INJAZ extra curricula programs in 
university 224
3) Public Sector 233
Summary of Public Sector survey data findings: 233
4) Private Sector enterprises 235
Summary of Private Sector survey data findings: 235
5) Parents 242
Section One: General information 242
Section Two: Parents evaluation of INJAZ program 243
6) Teachers         254
Section One: General information 254
Section Two: Teacher experience with INJAZ program 255
Section Three: Teacher evaluation of INJAZ school programs ........................ 266
7) INJAZ Volunteers 280
Section One: General information 280
Section Two: Volunteer experience with INJAZ program 282
Section Three: Volunteer evaluation of INJAZ program 292
8) Focus Group 308
Annex II: INJAZ Program Cycle 2011-2012 .................................................................... 314
Annex III: Expansion Growth....................................................................................... 315
Annex IV: Job Café Program ........................................................................................ 316
Annex V: Graduate Enterprise Program ......................................................................... 317
Annex VI: Enhancing the role of schools for the development of local communities ............ 318
     | Mid Term Review of INJAZ III Program   4
     | Mid Term Review of INJAZ III Program   5
Executive Summary
According to INJAZ III updated project review on June 2011, Jordanian youth are not 
active members of the economy due to unemployment and underemployment. This is 
caused by the fact that Jordanian youth are unaware of their personal and professional 
capabilities and potential, in addition to their modest capacities to compete for job 
opportunities or to open up their own businesses. 
Within this background, INJAZ III aims at raising awareness of Jordanian youth on their 
personal and professional capabilities and potentials enhance the capacities and 
competitive advantage of Jordanian youth to enable them to enter the job market as 
qualified employees and business owners. INJAZ III is also aiming to help equip the 
Jordanian educational and youth development system to better answer the needs of 
youth employment, increase the involvement of the Jordanian private sector and the 
society in general in the development of youth and the enhancement of quality of 
education, and link the Jordanian youth to the job market and provide them with better 
employment opportunities. 
This mid period impact evaluation report aims at assessing the extent to which INJAZ 
III was able to achieve its expected outcomes, identifying key strengths, weaknesses and 
gaps in all areas of programming, in addition to measuring the level of satisfaction of 
INJAZ stakeholders – youth, parents, private sector and partner organizations-. 
This evaluation also aims at providing clear, evidence-based recommendations regarding 
the structure, content, sustainability, and approach of the program, including the 
program’s operational and managerial capacity to expand to serve younger students and 
students with special needs. 
 The review of the Program focused on three main aspects: 
‐ Achievements against expected outcomes. 
‐ INJAZ III training curricula, approaches, and level of stakeholder’s satisfaction 
‐ Sustainability of the Program 
The review highlighted the key strengths and challenges facing the Program with regards 
to each of the above mentioned areas, and provided a detailed recommendation that the 
research team believes it will strengthen the program’s effectiveness and efficiency in 
achieving its current and future objectives in a more sustainable approach. 
The review concluded that INJAZ continues to provide an important addition to 
enhancing Jordanian youth capabilities, interpersonal skills, and entrepreneurship, among 
other skills. It was clear that INJAZ programs grow the students’ passion for success and 
provide them with practical experience and relevant knowledge that enables students in 
entering and better understanding the job market. Most of the students who attended 
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INJAZ training courses and programs expressed a high degree of satisfaction and their 
willingness to re-participate and enroll in INJAZ programs. 
It is also important to highlight the enormous role INJAZ has played in promoting the 
concept of volunteerism among their students and the Jordanian community. 
The assessment of INJAZ’s old organizational structure, training programs and courses, 
and its sustainability, highlighted some challenges and bottle necks that could affect 
INJAZ overall achievements. 
At the time of the assessment, the old organizational structure was assessed and it was 
recommended to replace it with the new one that was proposed by INJAZ team. The 
new structure of the program that was evaluated by the assessment team will significantly 
enhance and ease management operations and M&E functions of the program. 
Furthermore, the assessment underscored that the current financial sustainability plan 
needs to be strengthened as it is more into cash flow parameter than an actual 
sustainability plan with actions, responsibilities, potential partners and a time frame. 
Furthermore, it was noted that INJAZ higher management team entails highly qualified 
team members, however, the capabilities among certain staff of the management is still 
below the required capabilities and requirements of particular positions. 
One interesting finding was that only 8 % of INJAZ students at universities are linking 
participation in INJAZ programs with “finding suitable job”, and only 10 % of 
university students link INJAZ programs with “establishing their own businesses”. The 
team believes that this finding should be further investigated by INJAZ team since two 
of INJAZ main objectives are employment and entrepreneurship. 
The field survey has also shown that more than 65% of the students enrolled in INJAZ 
courses and programs at schools and universities have attended more than one of 
INJAZ courses. However, both the desk assessment and the field survey indicated the 
presence of duplication among some of INJAZ programs and courses.. 
It is also worth noting that the field survey with various stakeholders of the Program 
indicated a high level of satisfaction. However, it was noted that INJAZ did not conduct 
any impact assessment to its programs to measure the level of efficiency and 
effectiveness of its programs. This impact assessment will allow INJAZ to better 
understand if their programs are in line with the market needs and with INJAZ overall 
objectives. 
 
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Concerning the Volunteers in the program the assessment indicates that there is a criteria 
for selecting volunteers, however, INJAZ management should give particular attention 
to enhance the selection criteria and quality of volunteers and the training program 
provided to volunteers participating in the program. 
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Introduction 
USAID in Jordan has been an active player and supporter of the Government of Jordan 
and other relevant stakeholders in improving the quality of education, increasing the 
business opportunities for Jordanians, enhancing the business environment for private 
sector development, in addition to USAID support to enhancing the Jordanians quality 
of lives through more efficient use of rare water resources, better health services, among 
other types of support. 
USAID has heavily invested in enhancing the quality of graduates of the Jordanian 
schools system. In addition, USAID has supported the GoJ objectives to bridge the gap 
between market demand on employment and the quality of output of the educational 
and vocational training systems in the country. This is evident in the various USAID 
funded programs such as ERfKE I &II, Tatweer and Maharat programs, SABEQ, 
support to Ministry of labor, INJAZ program, among others. 
Within this framework, in 1999, USAID provided a grant in the value of $4.9 million to 
Save the Children Foundation to implement the Economic Opportunities for Jordanian 
Youth Program, which is known by INJAZ. INJAZ, which became a non-for-profit 
organization in 2001, aimed at building partnerships between local business leaders and 
educators to increase the capacity of youth to successfully enter the economy. In 
addition, INJAZ was designed to enhance young Jordanians self-esteem and competency 
to make the decision regarding their future career path. INJAZ supports preparing 
Jordanian youth as the future generation of professionals and entrepreneurs. 
In addition to USAID previous support to INJAZ, and as a demonstration of the 
importance of youth community in building a better future for Jordan, USAID 
supported phase II (2004-2009) with a grant in the value of US$ 5.8 million, and most 
recently phase III (2009-2014) with US$ 10 million to support expanding the program’s 
activities and initiatives to reach more students around the country. 
Objectives of the Assessment: 
The objectives of this assessment project can be summarized as follows: 
 Assess the extent to which INJAZ achieved its expected outcomes, 
identifying key strengths, weaknesses and gap areas in all aspects of 
programming including the training programs and approaches. 
 Assess the satisfaction level of INJAZ stakeholders – youth, parents, 
private sector, and partner organizations. 
 Make clear, evidence-based recommendations regarding the structure, 
content, sustainability, and approach of the program. 
 In addition, make recommendations on the program’s operational and 
managerial capacity to expand and serve younger students and students 
with special needs. 
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Methodology 
Component One: INJAZ Organizational and Managerial Sustainability 
The review of this component was conducted based on qualitative approach, focusing on 
the assessment of the technical capacity and financial sustainability of INJAZ, efficiency 
and use of resources, management style, effectiveness, stakeholders satisfaction, 
corporate governance, and evaluation of the performance management system. 
For each component of the review, the team used various tools to ensure high quality 
and accuracy of results: 
Organizational chart assessment: 
 One to one interviews with INJAZ management were held: 
o Business Development Unit Director 
o Finance and Administration Director 
During these interviews all issues related to INJAZ strategic directions and 
objectives, and how the organization structure is aligned with the achievement of 
those objectives was assessed. 
 Another two main positions were assessed by collecting their Curriculum vitas 
and their related job descriptions 
o Deputy CEO of Operations 
o Programs Development and Training Unit Manager. 
 
 Both the current organization structure and the new proposed structure were 
assessed at the time of assessment. 
Financial Sustainability Assessment: 
 An evaluation of the financial sustainability of the program was conducted taking 
into consideration the required level of funding to sustain INJAZ activities, the 
secured funding, in addition to INJAZ proposed sustainability plan. 
INJAZ performance management system and the monitoring and evaluation system: 
 Several meetings were conducted with INJAZ key personnel, including the head 
of the Business Development Unit (BDU). BDU unit holds several mandates 
within INJAZ structure including the monitoring and evaluation responsibility. 
Component Two: Curricula, Programs, and Approach Assessment 
This study aimed to assess the demand for INJAZ III programs by the target groups, 
labor market, appropriateness of curricula quality, and relevance of training provided to 
the beneficiaries. Furthermore, the review provides recommendations for improving 
provision and delivery of curricula. It assesses effectiveness of INJAZ III training with 
respect to the current and projected economic and labor market situation, and suggests 
recommendations. 
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This review seeks to evaluate INJAZ III curricula and programs in terms of the 
following five criteria: 
 Relevance to economic and social requirements: 
This implies the relationship between INJAZ outputs and training objectives to 
economic and social requirements of the community, including: 
 The degree to which students perceive the program to meet their educational 
and labor market objectives. 
 The degree to which employers perceive the program as providing students 
with the knowledge, skills and attitudes required in the workplace. 
 Effectiveness in achieving INJAZ objectives: 
This implies the relationship between INJAZ objectives, and the degree to which the 
program is achieving these objectives: 
 The flexibility of INJAZ programs and curricula development mechanism. 
 The extent to which INJAZ increases students’ employability and 
recruitment. 
 The extent to which courses are responsive to the private sector and 
employer’s needs. 
 The extent to which the training is meeting the perceived educational needs 
of students for labor market entry. 
 Efficiency in using resources: 
 The degree to which INJAZ training programs are responding to the labor 
market demand (in terms of number and skill sets required) 
 The extent to which INJAZ programs are developed based on demand 
driven approach. 
 The degree of coordination between INJAZ and other educational and labor 
market stockholders. 
It is important to highlight that if the system is not closely related to overall economic 
and social requirements of Jordanian economy then it does not matter whether it is 
effective or efficient. 
It is also worth noting that INJAZ has introduced a set of new strategic objectives. 
The efficient implementation to achieve these strategic objectives is expected to 
significantly enhance INJAZ programs in the following areas: 
1) Ability to address National needs (Tailored programs based on actual needs) 
2) Enhanced brand awareness and its relevance to society 
3) Quality of Operations (Focus and Impact) 
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Component Three: Field Research 
The methodology applied for the felid survey was divided into three main phases: 
‐ Preparation 
‐ Fieldwork 
‐ Data entry &analysis. 
The following are the steps taken within each phase throughout the course of the study: 
Preparation: 
 Request and acquire students and partners database from INJAZ. 
 Prepare the study segments according to the scope of work. 
 Develop different sets of questionnaires; one for each segment (school students, 
university students, parents, private sector, public sector, teachers, volunteers). 
 Identify research sample with size of more than 300 respondents within the 
different study segments. 
 The sample represents three governorates: Amman, Irbid, and Maan. 
Field Work: 
 Recruit the researchers 
 Train the researchers on the objectives of the questionnaires. 
 Preliminary test of the questionnaires and amendment was conducted. 
 Field work was commenced based on the distribution and geographic density of 
INJAZ activities in the last 2 years of INJAZ III. 
 Data collection: Field visits to interview beneficiaries and stakeholders and fill the 
questionnaire. Telephone interviews were also used to complement the work. 
 Invite beneficiaries and stakeholders and conduct focus group sessions. 
Data Entry & Analysis 
 Data entry of the collected information 
 Data verification and validation (quality control) 
 Data processing and analysis 
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Study Results 
Component One: INJAZ Organizational and Managerial Sustainability 
1) Old Organizational structure 
a) 45% of the load of work under the old organizational structure was located under the 
Deputy CEO for Operations. The level of work load and its negative impact on the 
flexibility of decision making and monitoring efficiency were highlighted during several 
meeting with INJAZ staff. 
Department Finance and 
admin unit 
Marketing and 
communication 
unit 
Business 
development 
unit 
Programs 
development 
and training 
unit 
Deputy 
CEO for 
operations
Number of 
employees 
11 5 6 4 28 
b) 22 employees out of the 28 staff under the Deputy CEO Operations are responsible for 
serving the majority of INJAZ beneficiaries, with the assistance of 3,358 volunteers all over 
the kingdom. Out of these 22 employees, 8 staff members are responsible for delivering the 
service to around 60,000 beneficiaries located in the mid area of Jordan, 6 staff members are 
responsible for delivering the service to around 25,000 beneficiaries located in the North 
area, and 7 staff members are responsible for delivering the services to around 25,000 
beneficiaries located in the south area. The deputy CEO of operations is supervising the 
performance and managing the work of three area managers (Mid, North, and South areas) 
as well as the head office. 
c) The head office responsibilities are to plan, coordinate and to support the work of area 
managers, and to monitor their performance through reports on certain related KPI’s. 
Accordingly, it is noted that this flow of work may cause delays in solving problems or in 
mitigating risks with regards to the planning and coordination of activities in the 
implementation phase. 
2) New organizational structure 
a) One key reason for testing the new organizational structure is to evaluate the level of 
responsiveness of this structure to INJAZ new set of strategic objectives. 
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b) As part of this assessment the team reviewed a new proposed organizational structure for 
INJAZ. The new organizational structure aims at meeting the new development in INJAZ 
scope and activities particularly in light of the introduction of new strategic objectives to 
INJAZ current programs and activities, in addition to enhance the efficiency and the flow of 
work within INJAZ program. 
c) The new organizational structure consists of INJAZ Board of Directors, CEO and three 
supportive unit heads and three directors for the different types of services INJAZ offer to 
their beneficiaries. In the new organizational structure, INJAZ assumed the following main 
advantages to be achieved: 
1. More focusing on services delivered to the beneficiaries 
2. Flexibility 
3. More efficiency 
d) The new proposed organizational structure eliminates some of the key bottle necks that exist 
in the current organizational structure. Under the new organizational structure, the load of 
work that was handled by the deputy CEO of Operations is distributed among the three area 
directors. Accordingly, moving INJAZ from centralized management structure into a 
decentralized one focusing on the services offered by INJAZ. 
e) Furthermore, the new organizational structure empowers the monitoring and evaluation 
system within INJAZ structure by moving the responsibility of monitoring and evaluation 
from the Deputy CEO of Operations to the three main new departments. 
3) Competencies and skills: 
a) It was noted that there is a gap between job requirements and the skills and background for 
some staff in the management team. While INJAZ has provided training to minimize the 
above mentioned gap, the evaluation team believes that additional attention should be given 
to this particular issue. 
 
b) Due to the fact that INJAZ program lacks a Human resources specialist, INJAZ outsources 
for most of the human resources activities. Currently, Financial and Administrative Unit is 
handling HR responsibilities within INAJZ. 
c) The Business Development Unit Manager is handling the quality management system and 
the business development aspects, and these two different roles require different 
competencies and skills. 
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4) Corporate Governance 
a) Corporate governance in INJAZ is essential to ensure the success of achieving the program 
strategic objectives. The evaluation assessed the reporting process between INJAZ Board of 
Directors, CEO, and the department heads, and how it supports decision making process. 
b) KPI’s are identified based on the meeting reports of executive team committees and Board 
meetings, where decisions are taken according to these KPI’s. 
5) Performance Management and KPI’s 
a) INJAZ implements performance management system (balanced scorecard) to monitor the 
performance of the KPI’s achievement. INJAZ KPIs are derived from its strategic 
objectives and their action plans. Evaluation of the KPI’s serve as an input to the 
management review meetings. 
b) Originally, the balanced scorecard was designed to measure INJAZ impact on society, and 
other perspectives implementation of programs, sustainability, general operations, internal 
processes, and institutionalization. 
c) The distribution of the objectives inside the perspectives with their strategic maps are not 
well designed and need to be elaborated more to show the real cause and effect, lead and lag, 
effectiveness and efficiency relationships 
 
6) Financial Sustainability 
a) The review team assessed the sustainability plan for INJAZ. It was clear that the proposed 
plan is very general and serves more as a cash flow estimation tool rather than a financial 
sustainability. The plan does not have a detailed action plan that highlights responsibilities 
and objectives by partner and stakeholder in a time frame approach. 
b) It was also noted that financial sustainability plan does not receive the required level of 
attention from INJAZ management. Much of the fundraising for the program is mainly 
dependent on Board Members contributions and personal initiatives. 
15
c) INJAZ networking with potential partners should be empowered. This includes public, 
semi-governmental, and private institutions. 
Component Two: Curricula Assessment 
1) Curricula, Learning materials and methods used for training 
a) Two methods for developing INJAZ curricula are followed: 
1. Copied from international programs with few amendments 
2. Developed locally through: 
- Curricula and Training Unit 
- Programs Developer Committee in INJAZ 
- Discussion with students, parents, and volunteers. 
It was clear that the curricula development process in INJAZ needs empowerment to meet 
the best practices in educational systems curricula development. 
b) High percentage of INJAZ activities are conducted through short training courses targeting 
grades 7– 10. Taking into consideration that grades 7- 10 includes the majority of INJAZ 
students, the time duration for each training program remains to be insufficient to ensure a 
proper transfer of knowledge and skills. 
c) The formulation for the curricula’s objectives are clearly identified; however, the following 
aspects were not properly articulated within the curricula: 
 Practical 
 Knowledge 
 Behavioral 
d) Due to the fact that INJAZ did not yet conduct an impact assessment for its programs and 
courses to measure whether they meet market needs regarding employment and 
entrepreneurship; there is no evidence that the design of INJAZ courses and programs is 
demand driven. 
e) The curricula goes through a trial period before it is approved, starting with a market 
assessment to evaluate the market needs, after so, a Program Development Committee will 
be formulated to develop the material that will be later on tested on students. After the 
Committee meets to adjust and finalize the curricula, the Executive management team led by 
the CEO approves it. 
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The assessment of courses and programs can be summarized according to the following chart: 
Key: P Positive indicators for both policy and practices 
 B Sound base for development, but requires improvement 
 N Needs fundamental review of policy and practice 
 Key Performance Indicators: 
Indicator Relevance Quality Efficiency 
Design of current training courses B B P 
Quality of training units B B P 
Trainer notes B P P 
Training material/resources B B P 
Training methods B P P 
Evaluation methods B B P 
Improving training curriculum B B P 
Industry linkages: Key performance indicators: 
Indicator Relevance Quality Efficiency 
Industry linkage policy B P B 
Executive participation in industry 
linkage B P B 
Management staff participation in 
industry linkage B P B 
Institutions’ participations in 
industry linkage B B B 
Use of advisory committees P P B 
Principals’ participation in industry 
linkage P B N 
Trainees benefits resulting from 
industry linkage P B N 
Trainers’’ participation in industry 
linkage B B B 
Course renewal resulting from 
industry linkage B P B 
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Facilities and Equipment: 
Indicator Relevance Quality Efficiency 
Compatibility with 
training objectives 
B B B 
Compatibility with 
labor market 
B N N 
Maintenance B B B 
Safety practices P B B 
Sufficient for trainees 
use 
B N N 
Training Institutions staff/trainers/volunteers: 
 Indicator Relevance Quality Efficiency
1 Principals:  Academic/experience/profile P B B 

 Leadership P B B 
 Training institutions B B B 
 management B B N 
 Industry relationship B B N 
2 Trainers/Volunteers:  Academic profile B N B 
 Skill/experience/profile B N B 
 Preparation for training B B B 
 Management of classrooms 
and workshops B B B 
 Participation in courses 
renewal B B B 
 Work load B N/A N/A 
 Evaluation methods N B N 
3 Support staff:  Qualifications P B B 
 Skill/experience/profile P B B 
 Quality of services P B B 
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f) Every program has a package that includes various documents to be given to the volunteers 
- Students book 
- Volunteers book 
- Guide manual for the volunteers 
- Students names 
- Stationary 
- Some tools for exercises 
g) Teaching methods used in delivering courses are based on the participation of students, team 
work activities, case studies, role playing, practical training, and lectures. For each 30 
students there is a teacher or a volunteer. 
h) The majority of courses are for one hour a week, and for a period of 6 to 10 weeks. It was 
chosen to be one hour as a result of the agreement between INJAZ and the Ministry of 
Education. 
i) The students do not have the luxury of choosing from INJAZ courses, the same training is 
given to all class members. 
j) There is a life cycle for INJAZ courses, where the knowledge and know how is being 
transferred from one course to another and from school grade to the following grade. 
k) Extracurricular programs (inspirational) are focusing on career guidance and inspirational 
activities. Such programs attempt to grow the students’ passion for success and promote 
them with practical experience and relevant knowledge. 11627 beneficiaries were able to 
attend inspirational programs (2010-2011) all over the Kingdom in which 239 volunteers 
were engaged in this process. 
l) INJAZ represents one of the important endeavors in introducing career guidance concepts 
in the Jordanian educational system. INJAZ Career Guidance consists of 10 activities 
targeting 7-11 grader students, as well as post-school education in community colleges and 
universities. 
m) The INJAZ Career Guidance program stemmed from the understanding that one of the 
major challenges facing Jordan is the mismatch between the output of the educational 
system and actual needs of the local and regional labor markets. Therefore, and as a result of 
the growing recognition amongst major stakeholders that career guidance should stand in 
the early years of education, psychological and educational counselors were hired in both the 
Ministry of Education (1 counselor for every 1,000 students) and universities (1 counselor 
for every 10,000). However, the ratio of counselors to students is not, in any way, sufficient 
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to provide the required quality of services, INJAZ could play a major role in advancing this 
type of program in a speedy fashion. 
n) The review team noted that INJAZ learning materials lack using sufficient learning aids. It 
became obvious, during the course of the study, that the material taught was not lacking in 
terms of concepts, however the deficiency lies in the techniques used to convey the concepts 
and their applications to the students. Therefore, INJAZ program is built around this idea, 
where it provided illustration kits to its volunteers (who work directly with students) for 
several subjects. For example, INJAZ provides a total of 2,799 illustration kits for school 
students and 676 kits for post-school stages, distributed as outlined in the tables below. 
Training Material and Kits (Schools) 
Course PLP PE EFS IMB MTM TTS SSS LCS MMB CC EMC TOTAL 
No. of 
Kits 273 235 335 50 249 304 364 315 340 7 327 2799 
Training Material and Kits (Higher Education) 
Course SSU LCU BE EE EMC-U WIT BEN TEAM Total 
No 223 107 108 83 108 20 21 6 676 
2) Trainers/Volunteers 
a) INJAZ has 3,358 volunteers, who attend several training courses geared to improve their 
skill level. In addition, INJAZ tries to improve the efficiency and effectiveness of the 
process by providing volunteers with supporting materials. However, it is important to 
realize that the culture of volunteerism in Jordan is still in its inception stages. Therefore, 
INJAZ should be applauded for its efforts in installing and advancing this new culture. 
b) It should be noted that despite all challenges, almost 15,000 volunteers were involved so far 
in the implementation of INJAZ project since its inception. However, the criteria for 
selecting the volunteers have been broad and generic. Therefore, these criteria were 
20
scrutinized by the review team to assess their screening ability to ensure that the suitable 
volunteers are chosen. 
c) As mentioned above, volunteers are selected according to certain selection criteria. These 
criteria include (i) educational degree, (ii) years of experience, (iii) readiness and desire to 
volunteer, and (iv) knowledge in the field of training. However, these criteria were evaluated 
as to their ability to screen volunteers with the required set skills that are needed to perform 
the task assigned to them. 
d) INJAZ provides to volunteers a package that includes the required learning materials, guides, 
training aids, and other items required to conduct the training courses. 
e) Recruitment of volunteers is done through corporate reach-out campaigns, where INJAZ 
personnel provide a briefing on the objectives of the program and how it’s implemented. 
Once the volunteers are selected, the recruitment process goes through the following 
activities: 
 Volunteers attend an orientation training 
 Volunteers are assigned to an institution, and course. 
 Continuous follow up with volunteers, teachers 
 Assessment of the quality of the outcome through M&E 
f) Introduction about INJAZ program and its objectives stated at the beginning of ever 
volunteer manual in not consistent in all manuals. Therefore, it is advised to include the 
same introduction for all courses with minimal difference at the end of it. 
g) If programs are to be planned and conducted with optimum effectiveness, INJAZ must 
recruit higher quality, well-trained volunteers. Only those best qualified with proper 
education, experience, technical knowledge, skills, and pedagogical knowledge should be 
assigned to volunteer duties. For this reason, a carefully selected list of volunteers’ 
prerequisites must be developed for each course. This will provide a firm base for identifying 
potential volunteers, screening records, interviewing and evaluating nominees and applicants, 
and making final selection decisions 
3) Trainees/Students 
a) Through implementing various inspirational programs, INJAZ aims at helping in 
reducing unemployment rates among Jordanian youth, and increase the percentage of 
youth contribution in economic development. To achieve this goal, INJAZ new strategic 
21
objectives offers capacity building courses, extra-curricular programs, in addition to 
entrepreneurship programs. 
b) The process for evaluating student performance exists, but needs to be upgraded to 
become a modular based programming. Currently, INJAZ utilizes a simple survey to 
evaluate students’ satisfaction and feedback. 
c) Through our field research it was stated that the number of students in most of the 
courses is adequate. However, some implied that the class is overcrowded. 
d) Two of INJAZ’s main objectives are employability, and entrepreneurship, therefore, it is 
important to note that only 8 % of INJAZ students at universities participate in INJAZ 
programs to “find a suitable job”, and 10 % participate to “establish their own 
businesses”. The team believes that this finding should be further investigated by INJAZ 
team since two of INJAZ main objectives are employment and entrepreneurship. 
4) Relevance, Effectiveness, Efficiency, Impact, and Sustainability
a) Relevancy: 
Findings 
Criteria 
Desired Output Challenges Measures for 
Improvement 
Consisting with USAID 
development policy  The board and 
curricula development 
committees are fully 
aware of labor market 
needs, individual and 
social needs 
 INJAZ III courses are 
designed according to 
the various needs of 
trainees/students and 
community 
 Learning materials 
(kit)are reflecting the 
new curricula 
 The acquired 
competencies are 
leading trainees from 
academia to the world 
of work 
 Labor market needs 
are not fully 
identified 
 Curricula 
development 
committee has not 
enough time to 
introduce 
improvements 
 Learning materials 
should include 
knowledge, skills 
and attitudes 
required by 
employers 
 Education-industry 
interface need to be 
strengthened 
 Concentrate on 
capacity building 
programs addressing 
trainers/volunteers 
and curricula 
developers 
 Enhancing the role 
of Curricula 
Committees 
 Establish an efficient 
and effective model 
for education 
industry interface 
Consisting with INLAZ 
III needs 
Consisting with labor 
market needs 
Consisting with individual 
needs 
22
b) Impact
 Findings 
Criteria 
Desired Output Challenges Measures for 
Improvement 
Improved employability led 
by improved training  Occupational, 
employable and 
internship skills are 
well acquired by 
beneficiaries 
 Trainees and other 
beneficiaries are fully 
aware of the 
advantages of 
capacity development 
 INJAZ III courses 
are recognized as 
means of community 
development 
 INJAZ III courses 
are attractive to 
students/ institutions 
and community 
 Basic skills and core 
competencies need 
to be well identified 
 INJAZ III courses 
delivered for 
students 7th, 8th, 9th, 
and 10th grades are 
too many and need 
to be condensed 
 INJAZ III need to 
establish an efficient 
model for 
dissemination 
 INJAZ III is advised 
to establish what can 
be called Job coffee 
where it can be used 
as comprehensive 
center for 
community 
development 
 INJAZ III courses 
could be accredited 
for better 
opportunities to 
higher education 
admission 
 Career Guidance 
Program should be 
evaluated to identify 
whether students are 
joining education 
streams according to 
their interests, 
capabilities and 
aptitudes. 
Interest awareness on needs 
of capacity development 
aiming at partnership with 
private sector 
Dissemination of Demand 
driven INJAZ III Training 
Program 
23
c) Effectiveness
 
Findings 
Criteria 
Desired Outputs Challenges Measures for Improvement 
Fulfillment of 
achievements at the 
INJAZ purpose 
- A comprehensive 
monitoring and 
evaluation system in 
place. 
- Strategy for 
continuous training 
(LLL) Life Long 
Learning based on 
needs development 
and put into 
implementation. 
- Qualified and 
competent INJAZ 
graduates provided. 
- Quantitative and 
qualitative INJAZ 
outputs meeting the 
labor market and 
socio-economic 
requirements. 
- Maximizing 
inputs from 
institutions and 
partners 
- Wide range of 
training 
activities is 
required. 
- Monitoring and 
evaluation 
system to be 
well 
established. 
- New 
technological 
developments 
and community 
needs are 
expanding, 
need 
continuous 
improvements. 
- Developing self-assessment 
tools and guidelines on 
institutional level are in 
place. 
- Developing enterprise and 
community based training 
courses to be delivered. 
- Enhancing partnership in 
order to attract more 
volunteers, institutions and 
trainees to join INJAZ 
activities (Ajloun, Mafraq, 
and Jerash). 
Enhancement of capacity 
through continuous 
monitoring and 
evaluation procedures 
24
d) Efficiency
 Findings 
Criteria 
Desired Outputs Challenges Measures for 
Improvement 
Inputs from INJAZ - More inputs and 
contributions from 
institutions and 
partners. 
- More volunteers and 
readiness to cooperate 
with INJAZ 
- More capacity building 
programs targeting 
INJAZ staff, supportive 
personnel are offered. 
- New innovative courses 
and other activities are 
designed and delivered 
- Lack of 
financial 
resources 
providedby 
institutions 
- Volunteers 
incentives are 
not sufficient 
- Curricula, 
learning 
materials and 
guidelines 
need to be 
continuously 
updated. 
- Training 
facilities need 
to be 
improved. 
- Enhancing the 
employability 
of INJAZ 
graduates. 
- Developing and 
updating the INJAZ 
training courses 
curricula according to 
the current community 
needs. 
- Allocating more funds 
for the improvement 
of training. 
- Establish innovative 
incentive measures to 
attract more competent 
volunteers and 
institutions. 
- Establish strong 
linkages with private 
sector to increase the 
employability of 
INJAZ graduates. 
- Design un-fragmented 
training courses. 
Inputs from institutions 
Inputs from enterprise 
Activities and out puts 
25
e) Sustainability 
Findings 
Criteria 
Desired Outputs Challenges Measures for 
Improvement 
INJAZ model has 
been much 
empowered 
- INJAZ quality of 
operations and 
brand equity are 
increasingly 
improved. 
- Focus on 
programs 
supported by the 
private sector. 
- Utilize curricula 
for sustainability 
and source of 
funds. 
- Manage strategic 
partnerships and 
explore new 
partnership 
opportunities. 
- Position INJAZ 
as the informal 
education choice 
for the 
government. 
- Enhancing 
INJAZ school 
adoption 
program and 
partnership in 
order to increase 
the number of 
institutions 
participating in 
various activities. 
- Career awareness 
programs on 
travel and 
tourism business 
are extensively 
needed for some 
governorates 
(Ajloun, Jerash, 
Balqa, etc…). 
- Strengthening 
the roles of the 
Board of 
Directors and 
Board of 
Committees as 
part of INJAZ 
sustainability. 
- Expand the program 
vertically and 
horizontally to reach 
a higher number of 
beneficiaries. 
- Building partner 
capacities to support 
youth, strengthen 
the foundation of 
INJAZ work and 
ensuring wider 
ownership and 
support for youth 
economic education. 
- Employ funds raised 
to enhance the 
learning 
environment in 
schools (SAP 
Golden Package) 
- Effective awareness 
on CSR and 
volunteerism among 
the corporations and 
society. 
- Involve students in 
practical on the job 
experience. 
Partnership with 
enterprises / 
institutions enhance 
Training services are 
generating revenues. 
Training services are 
deepening 
investment in 
people. 
26
Component Three: Field Research (Annex I: Detailed Field Survey) 
This component covered INJAZ School and University students, their parents, their 
teachers, INJAZ volunteers, and INJAZ partners in the public and private sector. 
These groups were reached through the use of two research tools: 
1) Survey questionnaires 
The survey questionnaires provided quantitative indicators of the perception, 
experience, and satisfaction levels of the target groups in many aspects like: 
program objectives, timing, trainer, and training materials. 
2) Focus groups. The focus groups provided the qualitative details that cannot be 
reached through the use of a survey and would also serve to verify the survey’s 
findings. 
1) INJAZ Schools Students 
Section One: General information 
SCHOOL STUDENTS BY GOVERNORATE 
School students who responded to the survey are distributed among three governorates: 
49% of them live in Amman, 33% live in Irbid, and 18% live in Maan. 
Figure 1: Respondents by Governorate 
49%
33%
18%
Amman
Irbid
Ma'an
27
GENDER OF SCHOOL STUDENTS
The survey included school students of both genders. Among the 152 respondents, sixty 
one percent (61%) were females, while thirty-nine percent (39%) were males. This comes 
in conformity with the fact that INJAZ program focuses on gender issues and support 
girls schools as well as boys. 
Figure 2: Gender 
By analyzing the gender data by governorate, it was found that female participation is 
more across all governorates. Specifically, female participation is more in Maan (64%) 
than in Irbid (62%) and Amman (59%), but all are around (60%). 
Figure 3: Gender by Governorate 
39%
61%
Male
Female
0%
10%
20%
30%
40%
50%
60%
70%
Amman Irbid Maan
Male
Femal
28
Section Two: Students experience with INJAZ program in school 
MEANS BY WHICH STUDENTS HEAR ABOUT INJAZ PROGRAMS 
Most school students (89%) have heard about INJAZ courses and extracurricular 
programs from their schools’ principals or school administration. Other methods like 
family, social media, friends, and regular media don’t contribute much in this regards. 
Figure 5: Means by which students hear about INJAZ Programs 
The analysis reveals that all responding students in Amman, Irbid and Maan have heard 
about INJAZ programs mostly ‘in School’. Also, the students say that they have heard 
about it from ‘Family members’ equally in the said governorates. It is clear that ‘Social 
Media’ and ‘Friend’ are more effective in promoting for INJAZ in Amman than in Irbid 
or Maan. ‘Traditional Media’ like TV, radio, and daily newspapers, are effective more in 
Amman and Maan but not effective at all in Irbid. 
AVERAGE AND NUMBER OF TIMES OF PARTICIPATIONS IN INJAZ 
PROGRAMS 
(66%) of school students have participated two-to-three times in INJAZ school 
programs. The remaining (34%) is divided as follows: (18%) have participated only once; 
while the (16%) of responding students have participated more than three times. 
Figure 9: Number of times of participation in INJAZ Programs 
89%
3%
3% 1% 4%
School
Family
Social Media
Friend
Media
18%
66%
16%
One time
2‐3 times
More than 3 times
29
Most of INJAZ graduates from the three governorates have attended INJAZ courses 
‘two-to-three times’. Single-time participants are more in Irbid (29%) than in Maan (18%) 
and Amman (16%). However, students who say that they have participated in INJAZ 
programs ‘More than 3 times’ were higher in Maan (18%) than in Amman (16%) and 
Irbid (12%). 
Figure 10: Number of Participations by Governorate 
STUDENTS ENROLLMENT IN SEVERAL CURRENT PROGRAMS OF INJAZ 
Currently, school students are enrolled in several of INJAZ courses and programs. The 
most courses enrolled in are: My Money Business, Success Skills, and Economics for Success 
respectively. The figure below shows the current school courses being attended. 
Figure 11: Current school courses and programs enrolled in 
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
One time
2‐3 times
More than 3 times
0
5
10
15
20
25
30
35
40
45
50
No. of responses
30
Below is a representation of the courses that students are enrolled in currently, based on 
governorate. The overall number of courses currently attended is the highest in Irbid (9 
INJAZ courses), then in Amman (6 courses) and in Maan (5 courses). Amongst the most 
attended courses, ‘My Money Business’ is currently demanded more in Amman (25 
responses) than in Irbid (11 responses) and in Maan (6 responses). ‘Success Skills’ is 
mostly attended in Amman (26 responses), then in Irbid (5 responses), but it is not being 
held currently in Maan. ‘Economics for Success’ is being held in all three governorates, 
but it is mostly attended in Irbid (10 responses). 
Figure 12: Current school courses and programs enrolled in 
 REASON FOR ENROLMENT IN INJAZ PROGRAMS 
About (37%) of the 152 surveyed school students stated that they participated in INJAZ 
courses and programs to improve their skills; 31% because they like to learn; and 17% as 
per a request from their school administrators or principals. The remaining 15% is 
divided among 8% of students who want to join their participating friends; 4% students 
who plan to start their own businesses; and finally 3% students who hope to find a 
suitable job in the future. 
Figure 13: Reason for enrolment in INJAZ programs 
0
5
10
15
20
25
30
Amman Irbid Maan
No. of responses
My Money Business
Travel & Tourism
Economics for Success
Personal Life Planning
Business Leaders
Success Skills
More Than Money
Leadership
37%
31%
3%
8%
4%
17%
Improve Own
Skills
Like to Learn Find suitable
Job
Join Friends Establish Own
Business
School Admin
Request
31
Figure 14: Reason for Enrolment by Governorate 
FOCUS OF TRAINING 
(33%) of school students say that the course training focus is on ‘Knowledge’; 34% say it 
is on ‘Skills’; and the last 32% on Attitudes. 
Figure 16: Focus of Training 
When we analyze the training focus data for Maan, Irbid and Amman; Amman students 
state that the focus is mostly on ‘Knowledge’; while Irbid students tend to believe that 
the training is focused more on ‘Behavior’. On the other hand, Maan student state that 
INJAZ training courses and programs are more focused on ‘Skills’. 
Figure 17: Training focus by Governorate 
0%
10%
20%
30%
40%
50%
Improve
own skills
Like to
Learn
Find
suitable job
Join Friends Start own
business
School
Admin
Request
Amman
Irbid
Maan
33%
35%
32% Knowledge
Skills
Attitudes
0%
10%
20%
30%
40%
50%
Amman Irbid Maan
Knowledge
Skills
Attitudes
32
TRAINING METHOD 
(49%) of respondents state that volunteers use ‘Discussions’ as a training method; while 
(29%) say it is ‘Lecture’. The remaining responses were diversified between: ‘Case Study’, 
‘Role Playing’, ‘Knowledge Applying’, ‘Research Writing’ and ‘Experiences Sharing’. 
Figure 18: Training Method Used 
Training methods used in the governorates are illustrated below. From the data analysis 
we found the following interesting facts: ‘Lecturing’ is mostly used in Irbid, and students 
who ‘apply what they learn from lecture’ are mostly there. ‘Discussions and Dialogue’ are 
significantly used in Maan. Also, volunteers in Maan ‘share their experiences’ more than 
in Amman and Irbid. 
Figure 19: Training Method used by governorate 
29%
49%
4% 6% 4% 1% 8%
Lecture
Discussions
Application
Role Player
Case Studies
Research
Writing
Sharing
Experiences
0%
10%
20%
30%
40%
50%
60%
70%
Amman Irbid Maan
Lecture
Discussions
Application
Role Play
Case Studies
Research Writing
Sharing Experiences
33
Section Three: Students Evaluation of INJAZ Program in school 
NUMBER OF STUDENTS IN EACH COURSE 
In INJAZ school courses, the number of students per class varies. (61%) of respondents 
say it is ‘Adequate’, while thirty four percent (34%) say classes are crowded. Only four 
percent (4%) say that the number is small or limited. In principle, INJAZ courses in 
schools are applied to full class. 
Figure 20: Number of attending students per class 
When we analyze the above data by governorate, we find the following: students who 
feel that the class size is ‘Adequate’ are mostly Irbid students; students who feel it is 
‘Large’ are Maan students. Students who believe class size is ‘Very large’ are more in 
Amman. 
FIGURE 21: NUMBER OF STUDENTS PER CLASS BY GOVERNORATE 
1% 3%
61%
23%
11%
Limited
Small
Adequate
Large
Very Large
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
Adequate
Large
Very large
34
CLARITY OF COURSE OBJECTIVES 
Learning objectives are usually mapped to knowledge, skills and attitudes of learners. 
Ninety two percent (92%) of school students say that volunteers clarify the learning 
objective of each course/program at the beginning of class; while 8% do not agree to 
that. 
Figure 22: Learning Objectives stated and clarified at begginign of course 
ACHIEVEMENT OF INJAZ PROGRAMS OBJECTIVES 
When asked to what degree school students believe INJAZ program objectives were 
achieved, their answers come as follows: 15% believe the objectives were fully achieved; 
43% believe they were achieved to high degree; 38% believe they were achieved on 
average level. A low percent (3%) say that the objectives were either somehow achieved 
or not achieved. 
Figure 23: Achievement of INJAZ Program Objectives
The majority of students in both Maan (54%) and Irbid (48%) see that programs 
objectives were achieved to above average level; the majority of Amman students (44%) 
believe they were achieved to average level. School students who believe the objectives 
are totally achieved are Irbid students mostly. 
92%
8%
Yes
No
1% 2%
38% 43%
15%
None
Minimum
Average
Above
Average
Totally
35
Figure 24: Achievement of INJAZ Program Objectives by governorate
EVALUATION OF DEGREE OF STUDENTS BENEFIT 
The majority of school students (88%) feel that they have benefited largely from INJAZ 
programs. Another eleven (11%) believe the benefit was huge. 
Figure 25: Student degree of benefit 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Minimum achievement
Average achievement
Above Average
achievement
Totally Achieved
1% 0%
32%
56%
11%
No benefit Low benefit Average
benefit
Above
average
benefit
Total benefit
36
As we look further into the governorate data, we find that students who believe that 
INJAZ programs have average benefit are more in Maan. Moreover, the majority of 
Irbid and Amman students share the belief that the programs have benefited them on 
above average levels. Finally, cross those surveyed, Irbid students are more to find that 
INJAZ programs have benefitted them to a large extent than in Amman and Maan. 
Figure 26: Student degree of benefit by governorate 
DUPLICATION OF PROGRAM TOPICS 
To assess whether INJAZ programs have duplication in topics covered, we asked the 
school students to determine their beliefs in this regards. The results were as follows: 
51% of students say ‘No’, that there are not any duplicated topics, 37% believe some 
topics are repeated to a certain degree. The remaining 12% believe INJAZ topics are 
indeed repetitive.
Figure 27: Duplications in INJAZ program topics 
0%
20%
40%
60%
80%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Totally benefited
12%
37%
51%
Yes
To certain degree
No
37
In terms of duplicated programs, the majority of Amman students answer negatively; 
they don’t feel the topics are duplicate or repeated. However, the majority of Maan 
students believe their programs are repeated to a certain degree. Moreover, most of the 
students who answer positively are Irbid students.
Figure 28: Duplications in INJAZ program topics by governorate
EVALUATION OF VOLUNTEER’S ABILITIES 
High percent (i.e. 49%) of school students believes that volunteers are capable and have 
above average abilities. Not only that, 47% believes that the volunteers exceed their 
expectations in terms of abilities. 
Figure 29: Evaluation of Volunteer’s Abilities 
PROGRAM DURATION 
67% of surveyed students find INJAZ program’s duration enough to learn the required 
skills, while 23% of them have opposite opinion. 10% of the students can’t determine if 
program’s duration is sufficient or not. 
0%
20%
40%
60%
80%
Amman Irbid Maan
Yes
To a certain degree
No
1%
4%
11%
38%
47%
Low
performer
Below
expectations
Average
abilities
Above
expectations
Exceeds
Expectations
38
Figure 31: Sufficiency of program duration 
QUESTION 26: OVERALL SATISFACTION OF INJAZ PROGRAMS IN 
SCHOOL 
Overall satisfaction of INJAZ programs in school includes factors like: topic, volunteer, 
training material, training methods, and other. Around (80%) of school students express 
high degree of satisfaction about the program. The remaining 20% express minimum or 
average satisfaction. 
Figure 32: Overall satisfaction 
Amongst governorates students, our findings are as follows: school students who are 
satisfied most on average level are in Irbid. Furthermore, most students in Maan state 
that they have above average overall satisfaction. Not only that, but in Irbid the highest 
percentage of surveyed students are ‘totally satisfied’ about INJAZ programs. Compared 
to other, Amman has the lowest satisfaction levels. 
67%
23%
10%
Yes
No
Can't determine
0%
7% 12%
39% 41%
Not satisfied Minimum
satisfaction
Average
satisfaction
Above
average
satisfaction
Totally
satisfied
39
Figure 33: Overall satisfaction by governorate 
WILLINGNESS TO PARTICIPATE AGAIN 
With apparent overall satisfaction about INJAZ programs, all school students in the 
survey express their willingness to re-participate and enroll in INJAZ programs in the 
future. 
ADVISE CLASSMATES TO PARTICIPATE IN INJAZ PROGRAMS 
100% stated that they would advise classmates to participate in INJAZ programs. 
1SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to participating 
school students in the survey. 
Table 4: Program Strengths and Weaknesses- Students 
Strengths Weaknesses
1. Program Objectives 
1.1 Works on our Personal 
attributes 
1.2 Familiarise us with Labor 
Market and its required skills 
1.3 Enhance our Knowledge 
level 
2. Training Methods used 
2.1 Discussions 
2.2 Teamwork 
2.3 Are interactive 
3. Volunteers 
3.1 Information smoothyly 
conveyed 
3.2 Capable volunteers 
4. Topics content 
4.1 Interesting, we learn new 
things 
4.2 We form new ideas 
4.3 Information needed in our 
daily lives 
1. Program Duration: some students 
evaluate the program duration as 
not enough to acquire knowledge 
and see this as a weakness. 
2. More theory than application. 
Students express their passion to 
apply what they learn in calss. 
3. Excess number of students in each 
class. 
0%
10%
20%
30%
40%
50%
60%
Amman Irbid Maan
No satisfaction
Minimum Satisfaction
Average satisfaction
Above average satisfaction
Totally satisfied
40
Section Four: Students experience with INJAZ Extra Curricula programs in 
school 
EVER PARTICIPATED IN EXTRA CURRICULA PROGRAMS 
Not so many school students have previously participated in INJAZ extra curricula 
programs. Only 22% say they had; while 78% said that they are currently enrolled in such 
programs.
Figure 34: Ever participated in extra curricula programs 
More specifically, those students who have not previously participated in INJAZ extra 
curricula programs are mostly from Irbid. Proportion of students who answered 
positively was mostly from Amman then Maan. 
Figure 35: Ever participated in extra curricula programs 
22%
78%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
41
EXTRA CURRICULA PROGRAMS OBJECTIVES CLARIFIED 
The majority of school students (91%) say that programs objectives were clarified to 
them at the beginning of the program. The remaining 9% don’t agree; 70% of them were 
Amman students, and 30% were Maan students. 
Figure 36: Objectives clarified 
ACHIEVEMENT OF INJAZ EXTRA CURRICULA PROGRAMS OBJECTIVES 
Most students (90%) see that INJAZ extra curricula programs objectives are achieved to 
average and above average levels. Also, another seven percent of the surveyed students 
see that the objectives are totally achieved. Only 3% of the survey students see that 
minimum objectives are achieved. 
91%
9%
Yes
No
42
Figure 37: Objectives Achievement 
Analyzing the data by governorate reveals that 71% of Maan students evaluate the achievement of 
objectives on above average level; while 50% of Irbid students and 43% of Amman students have 
the same evaluation. Nine percent (9%) of Amman students answered that objectives were totally 
achieved. 
Figure 38: Objectives Achievement by governorate 
EVALUATION OF THE DEGREE OF STUDENTS’ BENEFIT 
A high percentage of around 90% feel that extra curricula programs are beneficial. Another 10% of 
students believe that the benefit is very significant. 
Ninety percent of students who evaluate the benefit as average were Amman students; and ten 
percent were from Irbid. On the other hand, students who said the benefit was on above average 
level were 50% from Amman; 40% from Irbid; and 10% from Maan. 
0%
3%
40%
50%
7%
None Minimum Average Above Average Totally
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
None
Minimum
Average
Above average
Totally
43
Figure 39: Student benefits 
EVALUATION OF EXTRA CURRICULA PROGRAMS’ VOLUNTEERS ABILITIES 
Forty four percent (44%) find that the volunteers have above expectations capabilities for teaching. 
Yet another Forty four percent (44%) find that volunteers have exceeded their expectations when 
they attended their training sessions. 
Figure 40: Evaluation of volunteers abilities 
EXTRA CURRICULA PROGRAM DURATION 
Seventy six percent (76%) of students find extra curricula programs duration enough to gain the 
required knowledge. Twelve percent (12%) of survey students have opposite opinion. The remaining 
Twelve percent (12%) can’t determine that. 
0% 0%
33%
57%
10%
No benefit Low benefit Average benefit Above average
benefit
Total benefit
0%
3%
9%
44% 44%
44
Figure 42: Sufficinecy of program duration 
OVERALL SATISFACTION – EXTRA CURRICULA PROGRAMS 
Overall satisfaction levels of extra curricula programs are high. Thirty two percent (32%) of survey 
students are ‘Totally satisfied’. Around sixty eight percent (68%) is divided between having average 
and above average satisfaction levels of the program. 
Figure 43: Overall satisfaction 
76%
12%
12%
Yes
No
Can't determine
0% 0%
15%
53%
32%
Not satisfied Minimum
satisfaction
Average
satisfaction
Above average
satisfaction
Totally satisfied
45
DUPLICATION OF INJAZ PROGRAMS 
Most of the surveyed school respondents (65%) believe that there are not any repeated programs 
within INJAZ; 20% believe so to a ‘certain extent’, while the remaining 15% state that there are 
duplications in the programs. 
Figure 44: Duplication of Extra Curricula programs in school 
By governorate, those students who didn’t find that INJAZ programs are repeated were more in 
Maan (75%), then Amman (63%) and lastly in Irbid (50%). Furthermore, in Irbid, 50% of students 
said that there is duplication to ‘a certain degree’. However, in Amman, 20% believe that there are 
duplications.
Figure 45: Duplication of Extra Curricula programs in school
15%
65%
20%
Yes
No
To certain degree
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
To certain degree
46
PREFERENCE OVER INJAZ COURSES V.S. EXTRA CURRICULA 
Nine percent only answered that they prefer INJAZ school ‘Courses’; 38% prefer ‘Extra Curricula’ 
programs, and 53% say they are willing to participate in both programs. 
Figure 46: Program Preference 
The governorate analysis shows that: In Irbid, all students state that they like to participate in ‘both 
programs’. Most of Maan students state that they prefer the ‘extra curricula programs’, and some 
percentage prefers ‘both’. Finally, in Amman, student preferences were diversified, but most of the 
students there say they like ‘both programs’. 
Figure 47: Program Preference by governorate
Do you advise your colleagues participate in INJAZ Extra Curricula programs? 
Almost all school students advise their colleagues participate in INJAZ Extra Curricula programs.
9%
53% 38%
Courses
Extra Curricula programs
Both programs
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Courses
Extra Curricula prpgrams
Both programs
47
INJAZ University Students 
Section One: General Information 
UNIVERSITY ATTENDED 
The survey covers university students from both public and private universities. The university they 
attend can be seen in the below figure. 
Figure 48: University attended by survey students 
STUDENTS BY GOVERNORATE 
University students in this survey are from three governorates: Amman (43%), Irbid (35%) 
and Maan (22%)
Figure 49: University students by governorate 
STUDENT GENDER 
They survey includes university students of both genders. Sixty percent of respondents were 
females; while the forty percent were males. This comes in conformity with the fact that INJAZ 
program focus on gender issues (i.e. targeting females in schools and universities). 
20%
20%
16%
20%
24%
Jordan
Balqa
Petra
Al Hussain bin
Talal
0%
20%
40%
60%
Amman Irbid Maan
48
Figure 50: Students gender 
Governorate data reflects the same fact above, female participation in this survey is the most 
amongst the three governorates of Maan, Irbid, and Amman, with more female participants in Maan 
than in Irbid and in Amman. 
Figure 51: University students gender by governorate 
40%
60%
Male
Female
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Amman Irbid Maan
Male
Female
49
EVER PARTICIPATED IN ANY OF INJAZ SCHOOL PROGRAMS 
Only 40% have participated in any of INJAZ programs while they were in High School, while the 
other 60% have not. 
Figure 52: Ever enrolled in INJAZ school programs 
Most university students who participated previously in INJAZ school programs equally come from 
Maan and Amman. However, those who have not are more in Irbid. 
Figure 53: Ever enrolled in INJAZ school programs by governorate 
40%
60%
Yes
No
0%
10%
20%
30%
40%
50%
60%
70%
Amman Irbid Maan
Yes
No
50
Section Two: University Students experience with INJAZ program while in schools 
MEANS OF HEARING ABOUT THE PROGRAM WHILE IN SCHOOL 
Most survey university students (77%) state that they heard about the school programs while they 
were in high school. Eight percent (8%) have heard about it from friends. The remaining fifteen 
percent (15%) heard about it by other means. 
Figure 54: Means of hearing about INJAZ 
Cross governorates, university students who have heard about INJAZ school programs from 
‘School’ were divided as follows: 45% from Amman; 22% from Irbid; and 33% from Maan. The 8% 
who heard about it through a friend are Amman students.
AVERAGE NUMBER OF TIMES OF PARTICIPATION IN INJAZ SCHOOL PROGRAMS
We asked the 23 university-student respondents about how many times they have participated in 
INJAZ school programs. On average, they survey students participated Three (3) times while they 
were in high school. 
In Irbid, it is noticed that the number of times of participation in INJAZ school programs exceed 3 
times. Most students in Maan have participated 2-3 times. Amman students’ participation ranged 
from 1-3 times. 
77%
8%
15%
school
friends
other
51
Figure 55: Average number of participation by governorate 
REASON FOR ENROLLING 
Fifty three percent (53%) of university students have enrolled in INJAZ school programs and 
courses to improve different skills. There were other reasons for that such as: ‘love to learn’, ‘find 
suitable job’, ‘join participating friends’, and ‘establish own business’. These responses had the 
following shares respectively: 17%, 12%, 6%, and 12%. 
Figure 56: Reason for participation 
In Maan, university students join INJAZ programs while in school to ‘find a good job in the future’. 
Most students in Irbid and Maan share the same reason for participation being ‘to improve their 
own skills’. Students who ‘Love to learn’ the most are reported to be in Irbid. 
0%
20%
40%
60%
80%
100%
120%
Amman Irbid Maan
1 times
2‐3 times
More than 3 times
53%
17%
12%
6%
12%
Enhance own skills
Learn
Find suitable job
Join Frineds
Establish own business
52
Figure 57: Reason of participation while in school by governorate 
Two of INJAZ’s main objectives are employability, and entrepreneurship, therefore, it is important 
to note that 12 % of INJAZ students at universities participate in INJAZ programs to “find a 
suitable job”, and 12 % participate to “establish their own businesses”. Moreover, students who 
want to ‘find a suitable job’ are also found more in Maan than the other governorates. However, the 
survey finds that students who join INJAZ because they want to ‘start their own business’ are more 
in Amman than in Irbid and Maan 
PROGRAMS ENROLLED IN WHILE IN SCHOOL 
University students state that they have participated in several INJAZ programs while in high 
school. The most ranking are ‘Leadership’ and ‘Personal Life Planning’. 
Figure 58: INJAZ school programs attended 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Enhance own skills
Like to learn
Find suitable job
Join my friends
Start own business
19%
4%
7%
15% 15%
22%
7%
4%
7%
53
‘Personal Life Planning’ and ‘Leadership’ are most attended in Irbid. ‘Success Skills’ course is mostly 
attended in Maan. Job placement activities like ‘Job Shadowing’ are mostly effective in Amman. 
Figure 59: INJAZ school programs attended by governorate 
PROGRAMS THAT HAVE IMPACTED UNIVERSITY STUDENTS 
It is clear from the below figure that several INJAZ school programs have impacted university 
students and they still recall what they learnt from schools. Our survey of university students reveals 
that courses like ‘Personal Life Planning’, ‘Success Skills’, ‘Leadership’, and ‘Entrepreneurial Master 
Class’ have equally highly impacted those students. Other programs such as: ‘Economics for 
Success’, ‘Business Leaders Campaign’, and ‘Company Course’ have impacted them but in a less 
extent. 
Figure 60: INJAZ school programs that have impact 
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
Personal life Planning
More Than Money
Economics for Success
It’s My Business
Success Skills
Leadeship course
Entrepreneurial Master Class
Business Leaders Campaign
Job Shadow
19%
6%
19%
19%
19%
6%
13% Personal Life Planning
Economics for Success
Success Skills
Leadership Course
Entrepreneurial Master Class
Business Leaders Campaign
Company Course
54
Looking further into the governorate level data, we find that all illustrated courses below have 
impacted Amman students and Maan students equally. Two courses have impacted Irbid students 
highly: ‘Leadership course’ and ‘Entrepreneurial Master Class’. 
Figure 61: University student’s responses by governorate 
PROGRAM OBJECTIVES CLARIFIED 
Eighty nine percent (89%) of surveyed university students stated that volunteers used to clarify 
program objectives while taking programs and courses in schools. The remaining 12% don’t agree to 
that. 
Figure 64: Objectives Clarified 
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Amman Irbid Maan
Personal life Planning
Economics for Success
Success Skills
Leadership course
Entrepreneurial Master
Class
Business Leaders Campaign
Company course
89%
11%
Yes
No
55
All surveyed students in Irbid and Maan stated that INJAZ program objectives are being clarified to 
them at the beginning of courses. In Amman, 25% answer negatively, but the remaining 75% agree 
with their colleagues in other governorates. 
Figure 65: Programs objectives clarified by governorate 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
56
OBJECTIVES ACHIEVEMENT 
University students who have attended INJAZ school courses and programs believe that INJAZ 
program objectives are achieved to a high degree. 
Figure 66: INJAZ program objectives achievement 
Most of Amman university students believe that INJAZ objectives in schools are achieved on 
average level. Irbid students’ opinion varied between ‘Average’, ‘Above average, and ‘Total 
achievement’. The same applies to Maan students except that they believe programs objectives are 
achieved on above average level or totally achieved. 
Figure 67: Achievement of INJAZ programs objectives in the governorates 
0% 0%
56%
33%
11%
Not achieved Minimum
achievement
Average
achievement
Above average
achievement
Totally Achieved
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
Not achieved
Minimum achievement
Average achievement
Above average
achievement
Totally achieved
57
PROGRAM BENEFIT 
Most university students stated that they have benefitted from INJAZ school programs. Fifty 
percent gained ‘Average benefit’; forty percent gained ‘Above average benefit’; and ten percent have 
gained ‘Maximum or Total benefit’. 
Figure 68: Student level of benefit 
Most of the responses by governorate reveal that students tend to believe that they have benefited 
from INJAZ programs on ‘average’ and ‘above average’ levels. Some exception in Irbid is that 33% 
of surveyed students believe that they have completely benefited from their participation in the 
programs. 
Figure 69: Student level of benefit by governorate 
 
0% 0%
50%
40%
10%
No benefit Minimum benefit Average benefit Above average
benefit
Totally benefitted
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Total benefit
58
TOPICS DUPICATION 
Eleven percent (11%) of university students believes that INJAZ school programs are duplicated. 
Forty four percent don’t believe so; while forty five percent (45%) believe that the programs and 
topics are repeated to a certain extent. 
Figure 70: Topics Duplicated 
A proportion of Maan and Amman students feel that INJAZ programs have duplicate and repeated 
topics. Irbid students don’t tend to agree with that; they feel that the topics are new every time. A 
percentage of 25% of Amman students don’t agree. They feel that new programs and courses need 
to be added. 
Figure 71: Topics Duplicated by governorate 
 
11%
45%
44% Yes
To a certain degree
No
0%
20%
40%
60%
80%
100%
120%
Amman Irbid Maan
Yes
To a certain degree
No
59
PERSONAL ATTRIBUTES IMPACTED 
When asked about the impact on personal qualities that INJAZ program has on students, university￾students answered as follows: ‘Leadership: 32%’, ‘Relationship Building: 16%’. Other qualities are 
impacted as well. Examples being: ‘Know my Abilities’, ‘Planning’, ‘Team working’, and ‘Gaining 
Practical skills’. 
Figure 72: Personal Charecteristics impacted by INJAZ programs 
‘Leadership’ is one of the most personal attributes impacted by INJAZ program in the governorates 
of Amman, and Maan. Most students there state the same. The second most impacted quality in 
Amman is ‘building and sustaining relationships’; while in Maan, it is ‘realizing own potential’. In 
Irbid, most students identify the ability of ‘strategically planning’ is the personal quality that is 
affected by enrolling in INJAZ programs. 
Figure 73: Personal Characteristics impacted by governorate 
0%
5%
10%
15%
20%
25%
30%
35%
Leadership Know my
Abilities
Problem
Solving
Relations
Sustaining
Planning Gaining
Practical Skills
Teamworking
0%
10%
20%
30%
40%
50%
60%
Amman Irbid Maan
Leadership
Realize own potential
Problem Solving
Relations Sustaining
Strategic Planning
Gain Practical Skills
Teamworking
60
OVERALL SATISFACTION- UNIVERSITY STUDENTS 
It is obvious from the below figure, that the satisfaction level of INJAZ school programs amongst 
university students varied between average satisfaction (40%), above average satisfaction (20%), and 
‘maximum or total satisfaction (40%). 
Figure 74: Overall satisfaction level 
Irbid university student expressed complete satisfaction of INJAZ programs. Students’ opinions in 
Amman and in Maan were divided between ‘satisfied on average and above average levels’. 
Figure 75: Overall satisfaction level by governorate 
0% 0%
40%
20%
40%
Not satisfied Minimum
satisfaction
Average
satisfaction
Above average
satisfaction
Totally satisfied
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not satisfied
Minimum satisfaction
Average satisfaction
Above avergae satisfaction
Complete satisfaction
61
Section Three: Students experience with INJAZ programs in university 
NUMBER OF TIMES UNIVERSITY STUDENTS ENROLLED IN INJAZ UNIVERSITY 
PROGRAMS 
The average number of times university students attended INJAZ university programs is four (4). 
The majority of students have previously attended ‘more than 3 times’. Thirty percent have 
participated ‘Only once’. And, 17% have participated two-to-three times.
Figure 76: Number of times of participation
When we analyze the data by governorates, it is found that most of Amman surveyed students have 
attended only once; students in Irbid have attended more than 3 times; while most of Maan students 
have participated two-to-three times. 
Figure 77: Number of participation by governorate 
30%
17%
53%
Once
2‐3 times
More than 3 times
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Amman Irbid Maan
Once
2‐3 times
More than 3 times
62
CURRENTLY ENROLLED IN PROGRAMS 
The most enrolled in program by university students is ‘Company Course’, followed by ‘Be 
Entrepreneurial’. 
Figure 78: Current programs 
Most of Amman and Irbid university students are currently enrolled in the ’Company course’. The 
second most attended course for Irbid students is ‘Be Entrepreneurial’. Three other courses are 
taken in equal fraction in Amman; ‘Be Entrepreneurial’, ‘Business ethics’ and ‘Leadership course’. 
Figure 79: Current programs by governorate 
 
71%
7% 7%
14%
Company Course Leadership Course Business Ethics Be Entrepreneurial
0%
20%
40%
60%
80%
100%
Amman Irbid
Company course
Business Ethics
Be Entrepreneurial
Leadership Course
63
REASON FOR ENROLLING IN INJAZ UNIVERSITY PROGRAMS 
Most university students in this survey (42%) enroll in INJAZ programs in university to ‘improve 
certain skills’. INJAZ objectives of employability and entrepreneurship were not key objectives of 
attending the courses. The next major reasons for that are ‘like to learn’, and ‘make good use of 
time’. Some students attend the programs because they want to ‘establish their own businesses’, or 
‘to find a suitable job’, or just to ‘join some attending friend’. 
Figure 80: Reasons for participating 
The most reasons mentioned by survey students in Irbid and Maan why they participate in INJAZ 
programs are ‘enhance own skills’ and ‘like to learn’. In Amman, some students share that reason 
with their colleagues in other governorates. And, they add ‘to make better use of time’. 
Figure 81: Reasons for participating by governorate 
As seen above the percent of people joining to ‘finding suitable job’ and ‘start own business’ is very 
low taking into consideration that these are university students who will be hired very soon, and that 
INJAZ provides entrepreneurial and inspirational programs that encourages youth entrepreneurs to 
establish their own business. 
 
42%
19%
8% 8% 10%
13%
Enhance own
skills
Learn Find suitable
job
Join Frineds Establish own
business
Use of Time
0%
10%
20%
30%
40%
50%
60%
Amman Irbid Maan
Enhance own skills
Like to Learn
Find suitable job
Join friends
Start own business
Make use of time
64
EVER ENROLLED IN PROGRAMS 
‘Success Skills’ is the highest attended INJAZ program by university students based on our survey. 
Next comes ‘Business Ethics’, ‘Company Program’, and ‘Be Entrepreneurial’. Other courses were 
attended as well but with lesser frequency. Examples are: ‘Social Leaders Program’, ‘7iwar Al Ajyal’, 
and ‘We are social leaders’. 
Figure 82: INJAZ university ever enrolled in programs 
Based on our survey, ‘Success Skills’ and ‘Business Ethics’ are mostly attended in Maan compared to 
Amman and Irbid. ‘Company program’ is most attended in Amman then Irbid, but is not being held 
in Maan. For the program ‘Be Entrepreneurial’ it is mostly held in Amman, then Irbid and Maan. 
Figure 83: University students responses by govedrnorate 
0%
5%
10%
15%
20%
25%
0%
5%
10%
15%
20%
25%
30%
35%
Amman Irbid Maan
Exploring Economics
My Entrepreneurial Project
Success Skills
Busines Ethics
Be Entrepreneurial
Working in Tourism
Company program
Company Competition
Social Leaders Program
We are Social Leaders
65
FOCUS OF TRAINING MATERIAL 
Volunteers try to focus on different competencies. University-students noted that ‘Skills’ (64%) is 
the most focused on competency, followed by ‘Attitudes or Behaviors’ (22%), and ‘Knowledge’ 
(14%). 
Figure 86: Trainig Focus 
‘Skills’ are the most competencies focused on during INJAZ university programs in Maan and Irbid. 
After that –as stated by survey students- are ‘Attitudes’. In Amman, INJAZ focuses on knowledge, 
skills and attitudes with slight differences. 
Figure 87: Training focus by governorate 
14%
64%
22% Knowledge
Skills
Attitudes
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Knowledge
Skills
Attitudes
66
 TRAINING TECHNIQUES OR METHOD 
Volunteers employ several training methods when teaching INJAZ university programs. Most 
students (50%) say that ‘Dialogue or discussions’ method is used. The next major methods used are 
‘Lecture’ and ‘Applying Knowledge by doing exercises or so. 
Figure 88: Type of training method used 
Survey data by geography reveals that ‘Discussions’ as a method compared to other training 
methods is largely used in Maan, then Irbid and Amman. Students in Amman report that ‘Lectures’ 
are moderately used in training sessions. However, they somehow apply what they learn in theory by 
‘working out exercises’ – as they state. 
Figure 89: Type of training method used by governorate 
 
22%
50%
17%
2%
2%
7%
Lecture
Discussions
Application
Role Playing
Case studies
Experiences
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Lecture
Discussions
Applications
Case studies
Experiences sharing
67
PERSONAL QUALITIES IMPACTED 
INJAZ university programs have impact on personal characteristics of students. The surveyed 
university students state that ‘Leadership’ is the highest impacted aspect, followed by ‘Dialogue 
support’, and ‘Knowing personal skills and abilities’. 
Figure 90: Student qualities impacted 
When analyzing the data by governorate, we find that ‘Leadership’ and ‘Learn Practical Skills’ are the 
most affected personal characteristics as stated by Maan students. ‘Learning to have dialogue and 
leadership are reported by Amman university students to be the most affected. Moreover, ‘Realizing 
personal skills and abilities’ is said to be affected by both Amman and Maan students. 
Figure 91: Personal qualities by governorate 
0%
5%
10%
15%
20%
25%
30%
0%
10%
20%
30%
40%
50%
60%
Amman Irbid Maan
Gaining Practical skills
Leadership
Learn Dialogue
Introduced to corporates
Know Personal skills
Problem Solving
Building Relationships
Strategic Planning
Learn practical skills
Teamworking
Analytical Thinking
68
NUMBER OF ATTENDING STUDENTS PER SESSION 
Sixty three percent (63%) of respondents say that the number of students per INJAZ class is 
adequate, while (25%) believe it is ‘Large’. Four percent (4%) say that the number of students per 
session should be reconsidered and they feel sessions are crowded. This been said, 8% say class size 
is small or even limited. 
Figure 92: Opinion on number of students per class 
Based on the geographic distribution of university students, we find that students who find the size 
of class as ‘adequate’ most are in Amman. Maan students in the other hand, feel that the number of 
students per INJAZ session is mostly ‘large’ or even ‘very large’. Most students in Irbid believe that 
the sessions’ size is adequate. 
Figure 93: Opinion on number of students per class
0%
20%
40%
60%
80%
100%
Limited Small Adequate Large Very large
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Limited
Small
Adequate
Large
Very large
69
 PROGRAM OBJECTIVES CLARIFIED 
Almost all university students (94%) agree that volunteers state program objectives at beginning of 
sessions. Only 4% don’t seem to agree to this fact. This case is found in Amman governorate. 
Figure 94: Program Objectives clarified by volunteers 
ACHIEVEMENT OF INJAZ UNIVERSITY PROGRAM OBJECTIVES 
Eighty seven percent (87%) of university students surveyed feel that INJAZ program objectives are 
either achieved to an average or above average. Moreover, thirteen percent (13%) believe that those 
objectives are totally or fully achieved. 
Figure 95: Objectives Achievement 
4%
96%
No
Yes
0%
20%
40%
60%
80%
100%
Not achieved Minimum
achievement
Average
achievement
Above average Fully achieved
70
When we analyze the above data by governorates, the results reveal that most of Maan university 
students believe that INJAZ programs objectives were achieved to an average level. Furthermore, 
students of Amman and Irbid believe that the objectives were achieved on above average levels. 
Figure 96: Objectives Achievement 
EVALUATION THE DEGREE OF UNIVERSITY STUDENTS BENEFIT 
The majority of school students (82%) feel that they have benefited largely from INJAZ programs. 
Another eleven (19%) believe the benefit was huge. 
Figure 97: Degree of student benefit 
Most of university students in the three governorates of Amman, Irbid and Maan say that INJAZ 
programs have average and above average benefits. Some proportion of these students (around 
20%) in Amman and in Irbid state that they completely benefitted from the programs. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not achieved
Minimum achievement
Average achievement
Above avergae
achievement
Totally achieved
0%
20%
40%
60%
80%
100%
No Benefit Minimu benefit Average benefit Above average
benefit
Total benefit
71
Figure 98: Degree of student benefit 
EVALUATION OF VOLUNTEERS 
While 82% of surveyed university students believe that volunteers’ performance in sessions exceeds 
or significantly exceeds expectations, 9% of them see that volunteers’ performance ‘meets minimum 
expectations’. The remaining 9% states that volunteers’ performance ‘meets their expectations’. 
Figure 99: Evaluation of volunteers performance 
 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Avergae benefit
Above average benefit
Complete benefit
0%
20%
40%
60%
80%
100%
Below Expectations Meets Minimum
Expectations
Meets Expectations Exceeds Expectations Exceeds Expectations
Significantly
72
By geography, students who most say that volunteer’s performances are above expectations are 
Maan students. Some fractions of university students in all three governorates say that volunteers 
performance are considered as ‘significantly exceed expectations’. 
Figure 100: Evaluation of volunteer’s performance by governorate 
PROGRAM DURATION SUFFICIENCY 
Thirty nine percent (39%) of surveyed students feel that program duration is adequate to learn the 
program subject, while fifty two percent (52%) don’t believe so. Nine percent (9%) of the survey 
students can’t determine that. 
Figure 102: Program duration enough to acquire knowledge 
By governorate, Maan students are the most to state that programs’ duration is not enough to learn 
the required skills. Of those who answered positively, Irbid students were the most to believe so. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Below Expectations
Meets Minimum Expectations
Meets Expectations
Exceeds Expectations
Exceeds Expectations Significantly
39%
52%
9%
Yes
No
Can't determin
73
Figure 103: Program duration sufficiency by governorates 
OVERALL SATISFACTION
When evaluating the overall satisfaction of INJAZ university students, we found out that 35% 
believe that their satisfaction was average; 33% percent says it is of above average, and 30% of all 
students are very satisfied INJAZ programs at university. 
Figure 104: Overall university students satisfaction 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
Can't determine
0%
20%
40%
60%
80%
100%
Dissatisfied Minimum
satisfaction
Average
satisfaction
Above average
satisfaction
Very Satisfied
74
Governorate data reveals that Maan students and Amman students are most to state that the 
program is satisfying on average levels. A percentage of 38% of Irbid students expressed extreme 
satisfaction. 
Figure 105: Overall university student’s satisfaction by governorate 
DUPLICATION IN PROGRAM TOPICS 
Forty five percent (45%) of surveyed university students don’t see there is duplication in INJAZ 
university program topics, seventeen percent (17%) do. Thirty eight percent (38%) of surveyed 
students can’t determine that. 
Figure 106: Duplicated topics 
Most of students who answered negatively to this question are found in Irbid, followed by Amman 
students. As for Maan students, they tend to largely believe that INJAZ topics are duplicated to a 
certain extent. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Dissatisfied
Minimum satisfaction
Average satisfaction
Above average satisfaction
Very Satisfied
17%
45%
38% Yes
No
To a certain degree
75
Figure 107: Duplicated topics answers by governorate 
WILLINGNESS TO RE-PARTICIPATE 
Almost 100% of respondents state that they are willing to re-participate in INJAZ university 
programs in the future. 
RECOMMEND INJAZ UNIVERSITY PROGRAMS TO CLASSMATES 
With more than 50% of responses who expressed overall satisfaction of INJAZ programs of high 
degrees, university student respondents state that they will recommend INJAZ university programs 
to classmates. 
SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to participating university 
students in the survey. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
To a certain degree
No
76
Table 5: Program Strengths and Weaknesses- university students 
Strengths Weaknesses 
1. Training Methods Used 
“We use discussions, and real life 
examples” 
“Volunteers engage us in 
discussions” 
“We learn to interact” 
“we learn teamworking” 
2. Volunteers 
“Volunteers share their 
experiences” 
“Information smoothyly 
conveyed” 
“Capable & Knowledgable 
volunteers” 
“Volunteers assist in meeting 
prgram objectives” 
3. Topics content 
“We discover our potential” 
“We learn how to be creative” 
“Information that we need in our 
daily lives” 
“Practicle information” 
4. Target Students 
“Focused on Students and their 
abilities” 
“Good attention to the students” 
“Targets the Youth”
1. Program Duration: some students 
evaluate the program duration as not 
enough to acquire knowledge and 
see this as a weakness. 
2. More theory than application. 
University Students express their 
interest in applying what they learn 
in calss by attending coop programs￾for example. 
3. Some Topics are repetitive. 
University students like to see New 
Subjects and Update of existing 
topics. 
 
77
Section Four: Students experience with INJAZ extra curricula programs in university 
EVER PARTICIPATED IN INJAZ EXTRA CURRICULA PROGRAMS
Sixty four percent (64%) only of surveyed university students have participated in extra curricula 
programs. The remaining thirty six percent (36%) are currently enrolled in these programs. 
Figure 108: Ever participated in INJAZ extra curricula programs 
 As shown below, Maan students have not previously participated in INJAZ extra curricula 
programs. The most students who report they had are Irbid students followed by Amman students. 
Figure 109: Ever participated student by governorate
 
64%
36%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
78
EXTRA CURRICULA PROGRAM OBJECTIVES CLARIFIED- ANALYSIS BY SEGMENT 
AND GOVERNORATE 
Ninety four percent (94%) of surveyed university students state that volunteers clarify program 
objectives at beginning of sessions. Six percent (6%) only have opposite opinion. One exceptional 
case is found in Amman governorate. 
Figure 110: Objectives clarified 
: ACHIEVEMENT OF INJAZ EXTRA CURRICULA PROGRAM OBJECTIVES 
Sixty seven percent (67%) of university students surveyed feel that INJAZ extra curricula program 
objectives are either achieved to above average extent or significantly achieved. Thirty three percent 
only (33%) believe that those objectives are achieved. 
Figure 111: Objectives achieved 
94%
6%
Yes
No
0%
20%
40%
60%
80%
100%
Not Achieved Minimum
achievement
Average
achievement
Above average
achievement
Significant
achievement
79
Based on governorate data, Amman students mostly state that INJAZ extra curriculum program 
objectives are achieved on average level. However, (43%) of Irbid students tend to believe that those 
objectives are fully achieved. 
Figure 112: Objectives achievement by governorate 
EVALUATION OF THE EXTENT OF UNIVERSITY STUDENTS BENEFIT 
The majority of surveyed students (87%) feel that they have benefited largely from INJAZ 
programs. Another thirteen (13%) believe the benefit was huge. 
Figure 113: Student degree of benefit of extra curricula programs 
0%
20%
40%
60%
80%
100%
Amman Irbid
Not achieved
Minimum achievement
Average achievement
Above average achievement
Fully achieved
0%
20%
40%
60%
80%
100%
No benefit Minimum benefit Average Benefit Above average
benefit
Totally Benefited
80
While Amman students stated that INJAZ extra curricula programs have average or above average 
benefits, most of Irbid students in this survey report that their benefit of INJAZ extra curricula 
programs is on above average level. 
Figure 114: Degree of benefit by governorate 
EVALUATION OF VOLUNTEER’S ABILITIES 
University-students surveyed stated that they are impressed with INJAZ volunteer’s abilities. By 
looking at the graph below, it is evident that around eighty six percent (86%) of respondents believe 
that volunteer’s abilities have exceeded their expectations. The remaining fourteen percent (14%) 
state that volunteers either meet expectations or meet only minimum expectations. 
Figure 115: Volunteers abilities 
Student responses within Amman governorate varied for this question; their answers range from 
‘meet minimum expectations’ to ‘exceed expectations significantly’. However, most of Irbid students 
state that volunteers’ performance ‘exceeds expectations significantly’. 
0%
20%
40%
60%
80%
100%
Amman Irbid
No Benefit
Minimu benefit
Average benefit
Above average benefit
Total benefit
0%
20%
40%
60%
80%
100%
Below
Expectations
Meets Minimum
Expectations
Meets
Expectations
Exceeds
Expectations
Exceeds
Expectations
Significantly
81
Figure 116: Volunteers abilities responses by governorate 
0%
20%
40%
60%
80%
100%
Amman Irbid
Below Expectations
Meets Minimum Expectations
Meets Expectations
Exceeds Expectations
Exceeds Expectations Significantly
0%
20%
40%
60%
80%
100%
Not adequate Minimum
adequacy
Average adequacy Above average
adequacy
Significantly
adequate
82
The governorate analysis for extra curricula programs reveals that university students of Amman 
have various opinions regarding the adequacy of session’s facilities. Nevertheless, they tend to 
believe that they are adequate on above average levels. Further, some of Amman university-students 
feel that the facilities are not adequate. On the other hand, the majority of Irbid students find the 
facilities significantly adequate. 
Figure 118: Facilities evaluation by governorate 
EXTRA CURRICULA PROGRAM DURATION 
Forty percent (40%) of surveyed university students find INJAZ extra curricula program’s duration 
enough to learn the required skills, while forty seven percent of them have opposite opinion. 
Thirteen percent (13%) of the students can’t determine if program’s duration is sufficient or not. 
Figure 119: Sufficiency of program duration 
Compared to Amman university students, the majority of Irbid university students think that extra 
curricula program duration is sufficient to learn the required skills. Moreover, a good percentage of 
Amman students couldn’t determine the sufficiency of time. 
0%
20%
40%
60%
80%
100%
Amman Irbid
Not adequate
Minimum adequacy
Average adequacy
Above average adequacy
Significantly adequate
40%
47%
13%
Yes
No
Can't determin
83
Figure 120: Sufficiency of program duration by governorate 
OVERALL SATISFACTION OF EXTRA CURRICULA PROGRAMS 
While most university-students surveyed (96%) state and express overall satisfaction of INJAZ 
University programs as being average, above average or even significantly satisfying, four percent 
(4%) only feel that these programs give them minimum satisfaction. 
Figure 121: Overall university students’ satisfaction 
Students who evaluate the overall satisfaction of extra curricula programs as ‘satisfying on above 
average level’ are slightly more in Amman than in Irbid. There is an additional category of Amman 
students who evaluate their satisfaction level as ‘average’. Students with ‘significant level of overall 
satisfaction’ are mostly in Irbid. 
Figure 122: Overall university students’ satisfaction by governorate 
0%
20%
40%
60%
80%
100%
Amman Irbid
Yes
No
Can't determine
0% 0%
13%
60%
27%
Dissatisfied Minimum
satisfaction
Average
satisfaction
Above average
satisfaction
Significant
satisfaction
0%
20%
40%
60%
80%
100%
Amman Irbid
Dissatisfied
Minimum satisfaction
Average satisfaction
Above average satisfaction
Significant satisfaction
84
DUPLICATION OF PROGRAM TOPICS 
To assess whether INJAZ extra curricula programs have duplication in topics covered, we asked the 
university students to determine their beliefs in this regards. The results were as follows: 38% of 
students say ‘No’: there are not any duplicated topics. Forty three percent (43%) believes some 
topics are repeated to a certain degree. The remaining 19% believes INJAZ extra curricula topics are 
indeed repetitive. 
Figure 123: Duplications in INJAZ extra curricula program topics 
Twenty five percent of Amman university students think that topics and programs are repetitive; 
while 14% of Irbid students believe the same. Students who believe there is some duplication were 
50% of Amman students versus 29% of Irbid students. 
Figure 124: Duplications in INJAZ extra curricula program topics 
 
19%
43%
38% Yes
Somehow
No
0%
20%
40%
60%
80%
100%
Amman Irbid
Yes
Somehow
No
85
COURSES V.S. EXTRA CURRICULA PROGRAMS- ANALYSIS BY SEGMENT AND 
GOVERNORATE 
The survey asks university students to determine their preference between INJAZ courses and extra 
curricula programs. Sixty percent (60%) responds that they prefer both types (courses and 
programs). Twenty seven percent (27%) prefer extra curricula programs, while thirteen percent 
(13%) prefer courses. 
Figure 125: Duplications in INJAZ extra curricula program topics 
The percentages of responses are identical in the governorates of Amman and Irbid. 
 
13%
27%
60%
Courses
Extra Curricula
Both
86
2) Public Sector 
Summary of Public Sector survey data findings: 
We have designed a customized questionnaire for the public sector institutions. Our researchers 
visited the following public sector entities for data collection purposes: 
 Ministry of Education 
 King Abdullah II Fund for Development 
 Ministry of Labor
These public sector enterprises are considered partners to INJAZ Program in Jordan. They support 
the work of INJAZ programs in many ways. Sometimes they facilitate fund to the program through 
international relations. 
Through our discussion with these entities the following was learnt: 
1. INJAZ program objectives are mapped to National Education Plan objectives and assist in 
achieving national goals and objectives to above average degree. 
2. When asked about the extent to which INJAZ program responds to public sector needs, 
respondents state the extent is of high degree. 
3. INJAZ programs bridge the labor market skills needs. 
4. The number of beneficiaries according to respondents is above expectations. 
5. When asked to evaluate INJAZ Graduates (school and university students) readiness to 
enter the labor market, public sector respondents see that INJAZ graduates are ready to a 
great extent. 
6. All public sector respondents support the idea of INJAZ programs become part of the 
national school and university curriculum. 
7. When asked about their opinion on whether INJAZ graduates have different qualities or 
skills than Non-INJAZ graduates, all respondents answered positively. They agree that this is 
true. Below is a list of INJAZ graduate characteristics –from their point of view: 
7.1 Personal Qualities: confidence, self-relying, knowledgeable, good time management, 
understands team working, good communicators. 
7.2 Aware of labor market and labor market needs, and understands field work. 
8. Extra training and competencies the respondents like to be added to INJAZ programs: 
8.1 More computerized learning. 
8.2 More ‘English Language’ programs, specifically ‘Conversational’. 
8.3 Programs in Local & Community Development. 
87
8.4 More Vocational programs (example: Tourism and Hospitality, Goldsmith)
9. Representatives of the public sector (survey participants) are aware of Youth training and 
employment programs in Jordan. We asked them to list down INJAZ Program special 
characteristics. The results are as follows: 
9.1 INJAZ program target is not specific like other traditional training programs. 
9.2 Contrary to other training programs, INJAZ programs learning objectives aim at 
developing several competencies, and not limited ones. 
9.3 INJAZ program is Non-profit and National in nature. 
9.4 INJAZ programs equip students to be ready to labor market. 
10. Respondents don’t see that INJAZ programs and topics are duplicated. Also, they don’t see 
there is any contradiction between INJAZ programs and Ministries of Education and Higher 
Education programs. 
11. Summary of INJAZ Program strengths and weaknesses according to public sector survey 
respondents: 
Table 6: Program Strengths and Weaknesses- Public sector 
Strengths Weaknesses 
1. INJAZ program ability to foster 
‘change’ within certain restrictions 
2. INJAZ ability to attract students to 
attend the programs. 
3. Highly capable volunteers 
4. Comprehensive content 
5. The Competencies that INJAZ 
program aim at enhancing 
6. INJAZ being non traditional 
program for students 
7. INJAZ prgram management and 
coordination 
1. Some programs and course are not 
updated in regular basis, and 
someomtes they do not suite Jordan 
Labor Market. 
2. Sometimes the prgrams are more 
theoretical than applied. No practical 
training to apply what is learnt in 
class is considered a weakness.
3. Non commitment of some 
shortlisted volunteers. 
12. We ask the respondents to describe the optimal approach to implement INJAZ Program. 
The respondents replies were as follows: 
12.1 Conduct Labor Market Learning Needs Assessment studies and create training 
programs based on the study results, 
88
12.2 Involve the students in coop training and field work, 
12.3 Create incentives to students and volunteers 
12.4 More use of technology in the learning process 
89
3) Private Sector enterprises 
Summary of Private Sector survey data findings: 
A special data collection tool was designed and used in the research phase of this study. Below is a 
descriptive analysis of the private sector survey data. 
1. The survey targeted eighteen (18) private sector companies; Public shareholding (8), Private 
shareholding (5), Limited Liability (5). 
2. Based on industry, five (5) companies are commercial, eleven (11) are services, and two are 
manufacturing. 
3. All the survey companies have volunteers to support INJAZ program. Average number of 
volunteers from the surveyed companies is thirty four (34). 
4. The oldest experience for the responding companies was in 2001 and the recent one is in 
2011. 
5. Examples of INJAZ programs that these companies participated in can be found in the 
below table: 
Table 7: Private sector programs participation 
 Personal Life Planning  Company Program 
 Job Shadow  Success Skills 
 Economics for Success  Leadership Course 
 Young Volunteers Day 
90
6. According to the surveyed companies, the number of employees who volunteer with INJAZ 
program has increased in the last three years. The number was 66, 76, and 90 in 2009, 2010 
and 2011 respectively. Figure 126: No. of employee volunteers: 2009-20011 
7. Private sector companies interact with INJAZ Program through ‘Meetings’, ‘Attending 
INJAZ Programs’, and through ‘Information and data exchange’. 
8. When we asked these companies how they participate in INJAZ programs, responses were 
as follows: 
Table 8: Private sector programs participation 
Service Percentage of Responses 
Adopt a school 17% 
Employ INJAZ graduates 7% 
Host field visits 17% 
Offer training services 50% 
Job Shadowing 10% 
 These companies are engaged in INJAZ program in different ways. Interestingly, fifty 
percent (50%) of the survey responding companies state that they ‘train INJAZ students’. 
on the other hand, as seen above ‘students’ Surveys’ revealed the need for more practical 
and coop training. 
Seventeen percent of the responding companies ‘Adopt schools’, seventeen percent of 
these private companies ‘Host INJAZ-students field visits’. Seven percent of the 
50
60
70
80
90
100
2009 2010 2011
91
responding companies state that they have employed INJAZ Program graduates. The 
remaining ten percent state that they offer ‘Job Shadowing’ services. 
9. The reasons for supporting and participating in INJAZ programs are as follows: 
Table 9: Private sector programs participation 
Reason Percentage of Responses 
Corporate Social Responsibility 60% 
Invest in Human Capital 11% 
Research and Development 11% 
Marketing Channel 18% 
10. Training that is supported by the surveyed private sector companies: 
Table 10: Private sector programs participation 
Stage Percentage of Responses 
School 53% 
College 17% 
University 30% 
11. The survey asks companies respondents to identify INJAZ programs and courses they wish 
their employees have attended during high school and/or university. We summaries their 
answers in the following graph. ‘Be Entrepreneurial’ was respondent’s first choice, followed 
by ‘Success Skills’ and ‘Business Ethics’. Programs like ‘Exploring Economics ‘, ‘Social 
Leaders’, ‘Company Program’, and ‘SLP Competition’ rank second. Many other programs 
were also picked but with less percentages. 
92
Figure 127: INJAZ programs you wish your employees have attended 
When we ask private sector companies about their opinion on how INJAZ programs suite their 
skills-needs, a percentage of seventy two (72%) of responses say ‘INJAZ programs partially suit our 
knowledge and skills needs’. The remaining twenty eight percent (28%) say that these programs 
‘completely suite our needs’. 
Figure 128: Suitability of INJAZ programs in private sector 
11
9
9
6
5
4
4
3
3
1
1
1
1
Be Entrepreneurial
Success Skills
Business Ethics
Exploring Economics
Social Leaders Program
Company Program
SLP Competition
My Entrepreneurial Project
7iwar Al Ajyal
Work in Tourism
Student Exchange Program
Career Fair
Company Competition
72%
28%
Partially
Completely
93
12. Six percent (6%) of respondents evaluate INJAZ graduates overall level as ‘Excellent’, 67% 
as ‘Very Good’, 17% say it is ‘Average’, and 11% state it is ‘Below Average’. 
Figure 129: Evaluation of graduates overall levels 
On the readiness of INJAZ graduates to labor market, 17% of private companies respondents state 
that graduates are ‘completely ready’, 50% state they are ‘ready’, 22% say the level of readiness is 
‘Average’; while 11% say it is below average. 
Figure 130: Evaluation of graduates overall levels 
11%
17%
66%
6%
Below Average
Average
Very good
Excellent
11%
22%
50%
17%
Below average readiness
Average readiness
Above average readiness
Completely ready
94
13. Respondents significantly see that INJAZ graduates have different qualities than their 
colleagues at work. Below we list these qualities based on respondents’ opinion. 
Table 11: Qualities of INJAZ graduates in Private sector companies 
QUALITIES OF INJAZ GRADUATES COMPARED TO OTHER 
EMPLOYEES IN PRIVATE SECTOR COMPANIES 
Labor Market 
Awareness 
- ready to enter the labor market 
- aware of labor market needs 
- equipped with required skills 
- have previously taken on-the-job training 
Competencies 
- committed and serious about work 
- knowledgeable 
- have benefited from volunteers experiences 
- have management skills 
Personal Qualities 
- have vision 
- are organized 
- Ambitious and Aspired 
14. Private sector representatives generally suggested the following skills/programs they like to 
see added to INJAZ program: 
14.1 Emotional Intelligence 
14.2 Meeting Management 
14.3 Functional Competencies (Accounting, Finance, Human Resources…etc.) 
14.4 Time Management 
14.5 Enhance and pay more attention to ‘Success Skills’ program. 
15. Private sector representatives sate that their companies:
 Will continue to support INJAZ program; 
 Will advise other private sector companies participate in the program 
 Will advise other private sector companies employ INJAZ graduates. 
95
16. Around 60% of representatives of private sector companies sate that they are aware of other 
similar National programs and projects (like: Jordan Now, Maharat, and other) to INJAZ 
program. 
17. We ask respondents to list the different features of INJAZ program than other training 
programs in Jordan. Their replies were as follows: 
17.1 INJAZ program is comprehensive: Diverse subjects and topics 
17.2 INJAZ Volunteers (trainers) abilities and experiences 
17.3 INJAZ targets young students at early stages of their lives 
17.4 INJAZ training programs are Labor Market tailored 
17.5 Continuous communication with companies 
17.6 The professional relation INJAZ program has with the Ministry of Education, and 
the schools in Jordan. 
18. Summary of INJAZ program strengths and weaknesses according to private sector survey 
respondents: 
Table 12: Private sector programs participation 
Strengths Weaknesses 
1. Program Objectives 
2. The target group (students) 
3. Geographic spread 
4. Personnel: volunteers and 
coordinators 
5. It engages many stakeholders 
1. Program timing 
2. Doesnot reach un-previledged areas 
3. Sometimes volunteers are not well 
selected 
4. Sessions facilties in universities 
sometimes do not meet the needs 
19. Finally, they survey ask private sector representatives say their opinion on how to best 
implement INJAZ program. Their opinions were as follows:
19.1 More programs’ awareness sessions to companies. 
19.2 Selection of volunteers to be based on a clear set of standards.
19.3 More application than theory and lectures.
19.4 Increase the number of participating companies.
19.5 Include Private-Schools in the target group.
19.6 Accredit INJAZ courses by local universities.
19.7 Offer trainees certificates to motivate them.
19.8 Regularly update INJAZ programs and courses.
 
96
4) Parents 
Section One: General information 
PARENTS GEOGRAPHIC LOCATION 
The researchers interviewed and collected data on 22 Parent. Their geographic location is illustrated 
in the figure below. 
Figure 131: Parent’s location 
 
50%
32%
18%
Amman
Irbid
Maan
97
Section Two: Parents evaluation of INJAZ program 
EVER HEARD ABOUT INJAZ? 
All responding parents replied positively. They know about INJAZ program. 
MEANS OF HEARING ABOUT THE PROGRAM 
Parents of INJAZ students hear about the program through different means. Eighty two percent of 
responding parents in our survey state that that they heard about INJAZ from their participating 
sons and daughters (82%). Others state that they heard about it through traditional media (9%), or 
friends (4%). Others mentioned that they heard about it from ‘Internet’ or ‘School’. 
Figure 133: Parent level of education
All surveyed parents in Maan and Irbid heard about the program from their participating sons and 
daughters, Amman parents share that fact. Moreover, friends and traditional media are also effective 
means of communication in Amman governorate. 
HAVE YOUR CHILDREN PARTICIPATED IN ANY OF INJAZ PROGRAMS? 
All surveyed parents answered positively. At least one of their children has participated in INJAZ 
programs and activities.
INJAZ PROGRAM IMPACT YOUR CHILDREN 
Sixty seven percent of parents (67%) agree that INJAZ had a great impact on their children, while 
nineteen percent (19%) totally agree. Ten percent (10%) were between agreeing on average or 
slightly agree. Five percent (5%) only disagree with other parents. 
82%
4%
9%
5%
Son, daughter
Friends
Media
others
98
Figure 134: INJAZ program has impacted your sons and daughters 
Thirty percent (30%) of Amman parents and 14% of Irbid parents in this survey totally agree that 
INJAZ programs impact their children. Parents who agree on above average level are more in Maan 
(75%), followed by Irbid and Amman. Small percentages in Amman (10%) and Irbid (14%) 
minimally agree or disagree with other parents. 
Figure 135: Parents opinion by geography 
0%
20%
40%
60%
80%
100%
Disagree Minimum
agreement
Average
agreement
Above average
agreement
Totally agree
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Disagree
Minimum agreement
Average agreement
Above average agreement
Totally agree
99
EXTENT OF IMPACT ON YOUR CHILDREN’S PERSONALITY 
Eighty one percent (81%) of responding parents stated that they highly agree that INJAZ program 
had an impact on their children’s personalities. Fourteen percent somehow disagree to this fact, and 
5% totally disagree. 
Figure 136: INJAZ program has impacted your sons and daughters personality 
The governorates analysis shows that 80% of Amman parents totally agree that INJAZ had an 
impact on their children’s personalities; while in Irbid they were 57% and 50% in Maan. Half of 
Maan parents agree to minimum degree that there is impact. Ten percent of Amman parents 
disagree that any impact exists. 
Figure 137: Parents opinions by governorate 
0%
20%
40%
60%
80%
100%
Disagree Minimum
agreement
Average
agreement
Above average
agreement
Totally agree
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Disagree
Minimum agreement
Average agreement
Above average agreement
Totally agree
100
CHILDREN’S PERSONAL ASPECTS IMPACTED 
Parent’s state that the program has affected several characteristics of their attending children mainly: 
‘Their Leadership skills’, ‘Ability to have discussions’, and ‘Learning work skills’. Other 
characteristics can be shown in the figure below. 
Figure 138: Personal Aspects that INJAZ program impacts 
 
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
101
The table below illustrates the analysis of parent’s opinions around their participating children’s 
personal attributes that has been affected the most by INJAZ programs.
Table 13: Children’s aspects impacted 
(%) 
 Governorate 
Personal 
Quality 
Amman Irbid Maan 
Learn Work skills 10% 5% 15% 
Leadership 14% 16% 10% 
Learn Dialogue 16% 16% 5% 
Planning 4% 5% 5% 
Gaining Practical skills 8% 5% 5% 
Problem Solving 8% 5% 10% 
Teamworking 6% 5% 5% 
Know Personal skills 6% 21% 10% 
Analytical Thinking 10% 0 15% 
Building Relationships 6% 11% 10% 
Introduced to corporates 8% 5% 5% 
Enhance Knowledge 
level 4% 5% 5% 
 ‘Learn work environment skills and requirements’ is reported as the most impacted personal 
aspect of children of Maan parents, followed by Amman then Irbid parents. 
 ‘Ability to lead’ ranked highest by Irbid parents. 
 ‘Learn to have discussions and dialogue skills’ is the third reported most personal quality 
impacted by Amman and Irbid parents. 
 
102
INJAZ PROGRAM INFLUENCE YOUR CHILDREN’S ACADEMIC PERFORMANCE 
In their opinion of whether INJAZ program had influenced student’s academic performance, 80% 
of the responding parents seem to agree to a big extent; 5% agree on average level; and the 
remaining 15% was divided between no impact at all (5%) and some impact (10%). 
Figure 139: Impact on participating children academic performance 
Parents who believe that INJAZ had huge impact on their children academic performance were 
50% in Amman; 29% in Irbid and 25% in Maan. Fifty percent (50%) of Maan parents and 42% of 
Irbid parents believe that there was above average impact. Respondents who believe that INJAZ 
had no impact were 10% of Amman parents. 
Figure 140: Parents opinions by governorate 
 
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
No impact Minimum impact Average impact Above average
impact
Huge impact
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No impact
Minimum impact
Average impact
Above average impact
Huge impact
103
INJAZ PROGRAM BENEFIT ON CHILDREN- ANALYSIS BY SEGMENT AND 
GOVERNORATE 
Eighty percent (80%) of parents in this survey believe that there is average and above average 
benefit to the program. Another 10% believe that the benefit is minimal. And, the remaining 10% 
believe that the program brings no benefit. Parents who see minimum benefit or no benefit are 
mainly Maan parents. 
Figure 141: INJAZ program benefits children 
BEHAVIORAL CHANGE ON INJAZ STUDENTS - ANALYSIS BY SEGMENT AND 
GOVERNORATE 
Regarding the difference of INJAZ students’ attitudes and behaviors compared to other students, 
62% of the responding parents noticed a big difference. Another 33% noticed some difference. Five 
percent of parents see no difference at all. 
Figure 142: INJAZ students behave differently 
 
9.5% 9.5%
23.8%
57.1%
0%
No benefit Minimum
benefit
Average
benefit
Above
average
benefit
Total
benefit
5%
14%
19%
43%
19%
No
difference
Minimum
difference
Average
difference
Above
average
difference
Total
difference
104
While none of Maan parents see obvious differences in INJAZ students’ behaviors; 29% of Irbid 
parents and 20% of Amman parents see there is. Sixty percent (60%) of Amman parents and 50% of 
Maan parents believe that the difference is somehow obvious. Parents who see no difference at all 
were 10% of Amman ones. 
Figure 143: Parents opinion by governorate 
INJAZ PROGRAM CAN BE PART OF THE ACADEMIC CURRICULUM- ANALYSIS BY 
SEGMENT AND GOVERNORATE 
Seventy one percent (71%) of parents support the idea that INJAZ programs and courses become 
part of their children academic curriculum. However, 29% do not support this idea. Such response 
comes from parents in Amman, Irbid, and Maan equally. 
Figure 144: Parents who support the idea INJAZ program be part of the curriculum 
 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No difference
somehow no
difference
Medium
somehow obvious
obvious
71%
29%
Yes
No
105
BEST TIME TO PARTICIPATE IN INJAZ PROGRAMS 
Parents’ opinions regarding the best time to participate in INJAZ programs and courses were 
divided in the survey data; 47% said ‘During summer vacations’ and the other 53% said ‘During 
school time’. 
Figure 145: Best time to attend INJAZ programs 
Fifty percent (50%) of Amman parents and (57%) of Irbid parents in the survey see that it is better 
to execute INJAZ programs during school time. While the majority of Maan parents (50%) prefer 
them during the summer vacation; 25% said ‘during school time’, and the remaining 25% didn’t 
specify. 
Figure 145: Best time to attend INJAZ programs 
53%
47%
During school hours
During summer vacation
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
During school
During summer vacation
Not specified
106
SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to students’ parents in the 
survey. 
Table 14: Program Strengths and Weaknesses- Private sector 
Strengths Weaknesses 
1. Training objectives
“Enhance our children’s personal 
qualities” 
“Introduce & link students to real 
life” 
“Introduce students to labor 
market” 
2. Topics content
“Practicle information” 
“Topics make our children have 
vision” 
“Help them be creative” 
1. Program timing 
“During regular school classes” 
“Prefer to run it during vacation” 
2. Volunteers 
“Sometimes are young and unable to 
control participants” 
“Some volunteers are technically 
weak and not capable to give 
feedback” 
3. Program approach 
“sometimes the students are forced 
to attend the programs” 
“More planning is required” 
107
5) Teachers 
Section One: General information 
GEOGRAPHIC LOCATION OF TEACHERS 
Forty teachers responded to the survey: 50% of the teachers are from Amman, 30% are from Irbid, 
and 20% from Maan. 
Figure 147: Survey teachers by governorate 
Section Two: Teacher experience with INJAZ program 
HOW THE TEACHER HEARED ABOUT INJAZ PROGRAM
School and Media channels are the most means through which teachers have heard about INJAZ 
program. Seventy five percent (75%) stated they heard about INJAZ in ‘School’, fifteen percent 
(15%) heard about it from ‘Media: (TV, Radio, Daily Newspapers)’, six percent (6%) of the survey 
teachers heard about it from ‘Social media’, two percent (2%) through friends and the remaining 2% 
through other means. 
50%
30%
20%
Amman
Irbid
Maan
108
Figure 149: How teachers heard about INJAZ program 
The governorate level data conveys that the most teachers who hear about INJAZ program through 
‘School’ are Irbid teachers. Moreover, it is noticeable that ‘social media’ and ‘traditional media’ are 
effective means of communication in Maan more than in Irbid and Amman. 
Figure 150: means of hearing about INJAZ by governorate 
75%
0%
6%
2%
15%
2%
School
University
Social Media
Friend
Media
others
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Amman Irbid Ma'an
School
University
Social Media
Friend
Media
others
109
AVERAGE NUMBER OF TIMES OF PARTICIPATION IN INJAZ PROGRAMS 
On average, teachers have participated 6 times in INJAZ teachers programs. 
Figure 151: No. of times of participations for teachers 
REASON FOR PARTICIPATING IN INJAZ PROGRAMS 
Forty one percent (41%) of teachers stated that they joined INJAZ teachers’ programs to ‘Improve 
their teaching skills’, 33% percent participate per their ‘School administration request’, and 11% 
participated in the program to ‘Achieve personal goals’. The remaining fifteen percent (15%) 
participated for other unspecified reasons. 
Figure 152: Reason for participating in teachers programs 
When analyzing the data by geography, it is evident that most of Maan teachers (67%) in this survey 
participated in INJAZ ‘to improve their teaching skills’. Irbid and Amman teachers have various 
reasons. In Irbid they equally participated to improve their skills, as per the request of their school 
administration and for other reasons like ‘the passion for volunteering’. Seventeen percent of 
Amman teachers also state that they participate in INJAZ to ‘achieve personal goals’. 
20%
30%
50%
Once
2‐3 Times
More than 3 times
41%
33%
11%
15%
Improve teaching skills
School administration
request
Achieve personal
objectives
others
110
Figure 153: Teachers reasons for participation by governorate 
CLEAR COURSE OBJECTIVES
All teachers stated that course objectives are clarified at the beginning of training course. 
COURSE DURATION 
Ninety percent (90%) of surveyed teachers stated that course duration is sufficient to acquire the 
required skills. The remaining ten percent (10%) do not agree to this fact. 
ACHIEVEMENT OF COURSE OBJECTIVES 
As clear from the figure below, thirty five percent (35%) of teachers believe that course objectives 
are achieved to average degree, fifty five percent (55%) believe there is above average achievement, 
and ten percent (10%) feel that course objectives are completely achieved. 
Figure 154: Are course objectives achieved? 
0%
20%
40%
60%
80%
100%
Amman Irbid Ma'an
Improve teaching skills
School administration
request
Achieve personal
objectives
others
0%
20%
40%
60%
80%
100%
Not achieved Minimum
Achievement
Average
Achievement
Above average
achievement
Total
achievement
111
Data from governorates states that all Maan teachers believe that INJAZ program objectives are 
achieved on above average level. Irbid teacher’s responses from survey were divided; one half 
believes that objectives were achieved on average level and the other half believes they were 
achieved on above average level. Some percentage of around 15% of Amman teachers believes that 
program objectives were fully achieved. 
Figure 155: Objectives achievement responses by governorate 
THE DEGREE BY WHICH COURSE OBJECTIVES MEET TEACHERS LEARNING 
NEEDS 
Most surveyed teachers believe that courses objectives at least ‘meet average teachers’ training 
needs’. Only five percent (5%) see that objectives ‘don’t meet the required needs’. 
Figure 156: Course objectives meet teachers’ needs 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not achieved
Minimum
Achievement
Average Achievement
Above average
achievement
0%
20%
40%
60%
80%
100%
Don't meet the
needs
Meet minimum
needs
Meet average
needs
Meet above
average needs
Meet all needs
112
In Maan, all respondents believe that teachers programs meet their average needs. In Irbid, some 
teachers believe that only minimum needs are met; while the other half think that average needs are 
met. In Amman, the opinions varies, but with one exceptional case where it is stated that training 
objectives don’t meet teacher’s needs. 
Figure 157: Teachers’ needs by governorate 
TEACHERS EVALUATION OF COURSES BENEFITS 
On their evaluation of the benefit that teachers gain after attending INJAZ teachers’ courses, 
teachers’ responses in the survey vary. Ten percent (10%) say that they ‘completely benefited’. 
Eighty five percent (85%) say that the benefit was either average (35%), or above average (50%). 
The remaining five percent (5%) say the courses benefits are minimal. 
Figure 158: Course benefits 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Doesn't meet their needs
Meet minimum needs
Meet average needs
Meet above average needs
0%
20%
40%
60%
80%
100%
No benefit Minimum
benefit
Average benefit Above average
benefit
Complete
benefit
113
Governorate results for program benefit are as follows: Maan teachers believe that they benefit on 
above average level from the teachers training. However, Irbid teachers say the benefit on average 
level only. Amman teachers share these two views equally but with the exception of a small 
percentage of their teachers (16%) see that they completely benefit from the training. 
Figure 159: Course benefits by governorate 
HOW STUDENTS BENEFIT FROM INJAZ TEACHERS TRAINING 
Five percent (5%) of the surveyed teachers see that there is great benefit; seventy percent (70%) see 
the benefit level is above average; twenty percent (20%) see average benefit. Five percent (5%) don’t 
see that students benefit from teachers courses. 
Figure 162: Students’ benefit of INJAZ Teachers courses 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Complete benefit
0%
20%
40%
60%
80%
100%
No benefit Minimum
benefit
Average
benefit
Above average
benefit
Complete
benefit
114
In Maan, teacher’s opinions are that students benefit on above average level from teachers training. 
50% of Irbid teacher believe that the benefit is average, and 50% above average. Moreover, the 
majority of Amman teachers (70%) state that the benefit is on above average level. 
Figure 163: Teachers responses by governorate 
WILLINGNESS TO RE-PARTICIPATE IN INJAZ TEACHERS PROGRAMS 
All surveyed teachers are willing to attend future INJAZ programs for teachers. 
WILLINGNESS TO ATTEND COURSES IN OTHER GOVERNORATES 
Half of the surveyed teachers (50%) are willing to attend INJAZ teachers’ courses outside their 
home town or far from office. 
WILL ADVISE OTHER TEACHERS PARTICIPATE IN INJAZ TEACHERS’ PROGRAMS 
Ninety five percent (95%) of surveyed teachers will advise their colleague teachers participate in 
INJAZ programs offered to them. Only five percent (5%) won’t do so. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Complete benefit
115
Section Three: Teacher evaluation of INJAZ school programs 
THE OVERALL NUMBER OF PARTICIPATING STUDENTS IN INJAZ SCHOOL 
PROGRAMS
Ten percent (10%) of teachers in this survey estimate that the number of participating students in 
INJAZ programs is ‘very large’. Most of them believe it ranges from average to a large number. The 
remaining three percent (3%) see that the number of students is small. 
Figure 164: Teachers’ evaluation of the number of participating students 
Amongst teachers in the governorates, 58% of Irbid teachers estimate the number of participating 
students in INJAZ school programs as ‘average’; while the percentage was 35% in Amman, and 38% 
in Maan. Most teachers in Maan (50%) and Amman (45%), however, think that the number is 
‘large’. 
Figure 165: Teachers’ evaluation by governorate 
0%
20%
40%
60%
80%
100%
Very small Small Average Large Very large
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Very small
Small
Average
Large
Very large
116
WHETHER INJAZ STUDENT COURSES’ DURATION IS SUFFICIENT TO LEARN A 
SKILL 
Sixty percent (60%) of responding teachers say that INJAZ school-courses duration is enough to 
learn and acquire knowledge of a new skill. However, 23% think that the course duration is not 
enough. The remaining 17% cannot determine that. 
Figure 166: Student course duration 
Survey teachers who most believe that program duration is enough to learn the required skills are 
75% of Maan teachers. At the same time, some proportion of 25% of Maan teachers state that they 
can’t determine that. Some teachers in Amman (25%) and Irbid (33%) think that the duration is not 
sufficient for that purpose. 
Figure 167: Course duration evaluation by governorate 
60%
23%
17%
Yes
No
Can't determine
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
Can't determine
117
TEACHERS EVALUATION OF SUITABILITY OF TRAINING MATERIAL TO STUDENTS’ 
LEVELS OF KNOWLEDGE 
When asked to evaluate the suitability of INJAZ student’s courses to their levels, surveyed teachers 
responses were as follows: 12% believes they completely suite student’s levels; 50% believes that 
they suite student’s levels to above average degree; another 30% believe that to average degree. The 
remaining 8% believe that degree of suitability is acceptable. 
Figure 168: Suitability of students courses to their levels of knowledge 
From the below figure, it is demonstrated that most of Maan (75%) and Irbid (58%) teachers believe 
that INJAZ programs are above average adequate and suitable to students level of knowledge. In 
Amman, most teachers (40%) believe that the programs are adequate on average level. 
Figure 169: Teachers opinion by governorate 
0%
8%
30%
50%
12%
Doesn't suite
Acceptable
Average
Above average
Completely suite
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not adequate
Minimum adequacy
Average adequacy
Above average adequacy
Completely adequate
118
TEACHERS EVALUATION OF STUDENT BENEFIT OF INJAZ PROGRAMS 
Most survey teachers believe there is at least ‘average’ benefit. Some teachers, (5%) of them, believe 
the benefit is great. The remaining eight percent was divided between ‘there is minimum benefit’ or 
‘no benefit’ at all. 
Figure 170: Evaluation of student’s benefit of INJAZ courses 
The data for governorates was analyzed; it is found that 75% of Irbid teachers and 58% of Maan 
teachers evaluate INJAZ programs as beneficial on above average level to students. However, the 
majority of Amman teachers (45%) tend to believe that such programs are beneficial on average 
level. Furthermore, some teachers in Amman (15%) say that these programs have minimum benefit 
or even no benefit at all. 
Figure 171: Evaluation of student’s benefit of INJAZ courses 
 
3% 5%
40%
47%
5%
No benefit
Minimum benefit
Average benefit
Above average
benefit
Complete benefit
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Complete benefit
119
TEACHERS OPINION ON WHETHER INJAZ HAS IMPACTED STUDENTS 
Eighty eight percent of teachers believe that INJAZ school programs have impact on students’ 
personalities and behaviors. Twelve percent don’t agree to this fact. 
Figure 174: Evaluation if INJAZ impact students 
STUDENT’S PERSONAL ATTRIBUTES IMPACTED BY INJAZ PROGRAMS 
In the survey, teachers were asked to name students’ personal characteristics they feel INJAZ school 
program impacted most. The responses are summarized in the following figure,several personal 
attributes are affected. The most affected qualities are: ‘Leadership: 11%’, ‘Know or realize ones 
skills: 11%’, ‘Planning: 11%’, and ‘Team working: 10%’. 
Figure 175: Evaluation of student’s qualities impacted most by INJAZ courses 
88%
12%
Yes
No
9%
11%
7%
6%
11%
7%
5%
11%
11%
10%
5%
6%
Learn Work skills
Leadership
Learn Dialogue
Introduced to corporates
Know Personal skills
Problem Solving
Building Relationships
Planning
Gaining Practical skills
Teamworking
Analytical Thinking
Enhance Knowledge level
120
INJAZ SCHOOL PROGRAM IMPACT ON STUDENTS ACADEMIC PERFORMANCE 
All teachers believe that INJAZ school programs have positively impacted participating student’s 
academic performance. 
INJAZ STUDENTS VS. NON INJAZ STUDENTS- THINKING LEVELS 
According to our survey, eight percent of teachers believe that there is ‘very clear difference’ in the 
thinking levels between students who participate in INJAZ programs and those who did not. Fifty 
two percent see that the difference is ‘clear’. Thirty percent see there is ‘average difference’. The 
remaining ten percent is divided between ‘little difference’ and ‘no difference’ 
Figure 176: Differences in thinking abilities (INJAZ and Non INJAZ students) 
Based on governorate data, 83% of Irbid teachers are the most to see above average differences 
between INJAZ students and non-INJAZ students, followed by 50% of Maan teachers. Moreover, 
12% of Maan teachers believe that there are obvious differences between them. Also, 10% of 
Amman teachers believe that there are obvious differences in their thinking levels. 
Figure 177: Responses per governorates 
0%
20%
40%
60%
80%
100%
No difference Little
difference
Average
difference
Clear
difference
Very clear
difference
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No difference
Little difference
Average difference
Above average difference
Obvious difference
121
WHETHER TEACHERS BELIEVE INJAZ PROGRAM SHOULD BE PART OF THE 
REGULAR CURRICULUM 
Seventy three percent (73) of teachers believe that INJAZ school programs should be part of the 
school curriculum. However, twenty seven percent don’t believe so. 
Figure 178: Should INJAZ programs be part of the school curriculum 
The same percentages seem to apply in the cases of Amman and Maan; where 75% of teachers think 
that INJAZ program should be part of the school curriculum, versus 25% who don’t think so. 
While 33% percent of teachers in Irbid don’t think the program should be included in the regular 
school curriculum; 67% think it should. 
Figure 179: Teachers’ opinions by governorate 
 
73%
27%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Ma'an
Yes
No
122
TIMING OF INJAZ SCHOOL PROGRAMS 
Eighty percent of teachers see that the timing of INJAZ school programs and courses is adequate. 
The reaming twenty percent see it is not. 
Figure 180: Teachers opinions on adequacy of programs duration 
Most teachers agree on the adequacy of INJAZ courses’ duration. 
Figure 181: Teachers opinions by governorate 
 
80%
20%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Ma'an
Yes
No
123
ADEQUATE TIMING TO IMPLEMENT INJAZ PROGRAMS 
Sixty two percent of teachers believe that INJAZ program should be executed ‘during working 
hours’; 35% say ‘during summer vacation’. Only 3% see it is better to be implemented ‘after working 
hours’. 
Figure 182: When to implement INJAZ program 
When we analyze the governorate data, we find that 55%, 58% and 88% of Amman, Maan, and 
Irbid teachers respectively see that it is better to run INJAZ programs ‘during the official work 
hours’. A good percentage of teachers in Amman (45%) and Irbid (33%) prefer INJAZ programs to 
be executed ‘during summer vacation’. A small group of Irbid teachers (9%) say that they prefer the 
programs executed ‘after working hours’. 
Figure 183: Teachers opinions by governorate 
62%
3%
35% During working hours
After working hours
During summer vacation
0%
20%
40%
60%
80%
100%
Amman Irbid Ma'an
During working hours
After working hours
During summer vacation
124
ADVISE OTHER TEACHERS TO ENROLL THEIR STUDENTS IN INJAZ PROGRAMS 
Ninety five percent of responding teachers advise their colleague teachers to enroll their students in 
INJAZ school programs and courses. Five percent only of teachers don’t. 
Figure 184: When to implement INJAZ program 
QUESTION 40: SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to teachers in the survey. 
Table 17: Program Strengths and Weaknesses- Teachers 
Strengths Weaknesses 
1. Topics content
1.1 ‘New Ideas and skills not in 
regular curriculum’ 
1.2 ‘Focus on students Personal 
qualities’ 
1.3 ‘Suitable to students’ 
1.4 ‘Meet Community needs’ 
2. Training method 
2.1 ‘Non traditional ways of 
learning’ 
2.2 ‘Students learn to have 
discussions’ 
2.3 ‘Students learn to cooperate 
and work as a team’ 
3. Volunteers
3.1 Personalities and abilities 
3.2 Knowledge and experience 
sharing 
1. Program timing and duration 
1.1 Course duration is not enough 
for classess. 
1.2 Timing of programs not sitable 
during work hours. 
2. Volunteers 
2.1 Some volunteers are not capable 
of controling the students 
2.2 Some are not committed 
2.3 Some volunteers not capable 
technically. 
3. Training Methods 
3.1 Sometimes classes donot attract 
students 
3.2 More lecturing than application 
95%
5%
Yes
No
125
6) Part 7: INJAZ Volunteers 
Section One: General information 
VOLUNTEERS PLACE OF RESIDENCE BY GOVERNORATE 
Our survey sample included a major segment which is INJAZ Volunteers. Volunteers who 
responded to the survey are 59% from Amman, 22% from Irbid, and 19% from Maan. 
Figure 185: Volunteers by governorate 
GENDER OF VOLUNTEER
The survey included INJAZ Volunteers of both genders. Among the 69 respondents, seventy two 
percent (72%) were males, while twenty eight percent (28%) were females. 
Figure 186: Gender 
59% 22%
19%
Amman
Irbid
Maan
72%
28%
Male
Female
126
VOLUNTEERS LEVEL OF EDUCATION
Level of volunteer’s education varies according to our survey. The majority (60%) are bachelor 
degree holders, followed by Masters Degree holders (20%), Diploma holders (12%). PhD and High 
school diploma holders both account for 8%. 
Figure 187: Volunteers education 
VOLUNTEERS AVERAGE NUMBER OF YEARS OF EXPERIENCE 
The average number of years of experience for all responding volunteers in our survey is eleven (11). 
The range of years of experience for volunteers varies from 3 years to 30. 
Section Two: Volunteer experience with INJAZ program 
MEANS BY WHICH HEARD ABOUT INJAZ PROGRAM 
In the survey, INJAZ volunteers were asked to state how they heard about the program. Their 
answers were as follows: 35% heard about it from ‘work’, 28% via ‘friend’, 19% through ‘traditional 
media: TV, Radio...etc’. Eight percent of volunteers heard about INJAZ from ‘family’, and the 
remaining ten percent from ‘social media’. 
4%
12%
60%
20%
4%
High School
Diploma
BA/S
MA
PhD
127
Figure 188: How volunteers hear about INJAZ 
The analysis reveals that ‘friends’ is the biggest contributorin Maanfor telling volunteers 
aboutINJAZ programs as stated by 64% of them. Forty one percent (41%) of Amman volunteers 
state that Media (traditional and social) are most effective there. Forty six percent (46%) of Irbid 
volunteers say that they heard about the program from ‘work’. Few cases mention that they heard 
about the program through ‘direct communication with INJAZ’ or through ‘school’. 
Figure 189: Means of communication by governorate 
 
28%
35%
10%
8%
19% Friend
Office
Social Media
Family
Traditional Media
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Friend
Work
Social Media
Family
Media
Other
128
AVERAGE NUMBER OF TIMES YOU VOLUNTEERED FOR INJAZ 
On average, survey respondents have volunteered 5 times. Some people volunteered once, but 
others have volunteered 40 times- as they state. The majority of survey volunteers 47% have 
participated from two-to-five times; 32% participated only once; and 21% have volunteered more 
than 5 times. 
Figure 190: Number of times volunteered 
When we compare governorate data, we find that the majority of Irbid volunteers (53%) have 
participated in INJAZ programs ‘more than 5 times’. In Maan, the majority of volunteers have done 
so only once. In Amman, the majority have volunteered ‘from two to five times’. 
Figure 191: Number of times volunteered by governorate
 
32%
47%
21%
Once
Two‐to‐Five times
More than 5 times
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Once
Two‐to‐Five times
More than 5 times
129
REASON BEHIND VOLUNTEERING 
Many people like volunteering. Most of INJAZ volunteers whom we surveyed (75%) state that they 
volunteer because ‘they like to serve their communities’. Next comes a 17% who volunteer to 
‘improve their skills’. Another four percent (4%) do so as ‘part of their jobs in private sector 
companies’. The remaining five percent (5%) volunteer for reasons like: ‘to offer their experiences to 
students’ and, because ‘volunteering is part of their lives’. 
Figure 192: Why do you volunteer for INJAZ? 
The main reason chosen by respondents in the governorates was ‘to serve the community’, and the 
responses were 93% in Irbid, 80% in Maan, and 68% in Amman. The second major reason for 22% 
of Amman and 13% of Maan respondents is ‘to improve their training skills’. Amman and Maan 
volunteers share the reason of ‘as part of my job’ but with slightly different extent. Those who state 
the reasons: ‘to share my experiences with students’ and, ‘volunteering is part of their lives’ are in 
Amman. 
74%
4%
17%
5%
Community service
Part of job in Private sector
Improve my training skills
Other
130
Figure 193: Reason for volunteering by governorate 
EDUCATION STAGES VOLUNTEERS TRAIN 
Fifty five percent of volunteers in this survey have trained ‘school students’, 32% has trained 
‘university students’, 10% has trained ‘college students’. The remaining respondents have trained in 
‘Social centers’. 
Figure 194: Education stage s\he trained 
The analyzed data by governorate reveals that the most education level trained in Amman and Maan 
is the ‘School level’ as stated by 65% and 72% of the respondents respectively. 53% of Irbid 
volunteers state that they train ‘University students’. Social institutes students are trained mostly in 
Irbid (7%) with little share by Amman volunteers (2%). 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Community service
Part of my job
Improve my training skills
Other
32% 55%
10%
3%
School
University
College
Social institute
131
Figure 195: Education stages trained by governorate 
WHETHER VOLUNTEERS ARE WILLING TO VOLUNTEER AGAIN FOR INJAZ 
A large percent of eighty eight of surveyed volunteers are willing to participate and volunteer in 
INJAZ program again. The remaining twelve percent are not willing to do that. Those who stated 
that they don’t wish to volunteer again are in Amman with one case being in Maan. 
Figure 196: Willing to volunteer again for the program? 
WILLING TO VOLUNTEER (TRAIN) IN OTHER GOVERNORATES 
Forty three percent of surveyed respondents agree to volunteer in other governorates, while fifty 
seven percent do not agree to do so. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
School
University
College
Social institute
88%
12%
Yes
No
132
Figure 197: Willing to volunteer out of town? 
Governorate analysis reveals that most of Amman and Maan volunteers, 61% and 69% respectively, 
are not willing to volunteer in other governorates. On the other hand, the majority of Irbid 
volunteers (67%) are willing to train in areas distant from home or work. 
Figure 198: Willing to volunteer out of home town? 
43%
57%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
133
Section Three: Volunteer evaluation of INJAZ program 
IF COURSE DURATION IS ENOUGH 
Sixty eight percent of volunteers in this survey feel that training course duration is enough to teach 
the required skills. However, thirty two percent of volunteers don’t seem to agree. 
Figure 200: Is course duration enough? 
Most of volunteers in all three governorates agree that INJAZ programs duration are sufficient for 
learning. Slightly, a higher percentage in Amman (39%) believes that the course duration is not 
enough. 
Figure 201: Volunteers opinion by governorate 
68%
32%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
134
CLEAR COURSE OBJECTIVES 
Almost all volunteers state that INJAZ programs learning objectives have been clarified to them 
before sessions. 
A PRELIMINARY WORKSHOP TO INTRODUCE THE TRAINING MATERIAL 
Seventy eight percent of responding volunteers answered positively; i.e. INJAZ program has 
conducted a workshop session to introduce the training material. The remaining 22% answered 
negatively. 
Figure 202: Has INJAZ program conducted training material orientation sessions for you? 
Most volunteers in Amman, Irbid and Maan stated that INJAZ management conducts orientation 
sessions to introduce the programs training material; responses were 88%, 53%, and 77% for the 
three governorates respectively. Volunteers who answered negatively were 12% in Amman, 47% in 
Irbid, and 23% in Maan. 
Figure 203: Volunteers responses by governorate 
78%
22%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
135
TRAINING MATERIAL RECEIVED AHEAD OF TIME 
Ninety one percent of volunteers receive the material before the training session, while nine stated 
that they did not. 
Figure 204: Have you received the training material in advance? 
TRAINING TECHNIQUES USED 
The below figure illustrate that volunteers rely on ‘printed material’ in 76% of their sessions; on 
‘presenting’ in 14% of the sessions; and on ‘oral lectures’ in 10% of the time. 
Figure 205: Training material format 
 
91%
9%
Yes
No
76%
14%
10%
Printed material
Presentation
Lecture
136
In Amman, the data reveals that the ‘printed training material’ is slightly used more than in Irbid and 
Maan. ‘Presentation’ is stated to be used equally in Amman and Maan. ‘Lecturing’ is more used in 
Irbid than the other governorates. 
Figure 206: Technique by governorate 
TRAINING MATERIAL FOCUS 
Thirty five percent of respondents state that the focus of the training material is on ‘Knowledge’. 
Fifty three percent say it is on ‘Skills’. The remaining twelve percent say the focus is on ‘Attitudes’. 
Figure 207: Training material focus 
The analysis reveals that cross governorates, ‘Skills’ is the most area of focus for INJAZ training; 
and most responses come from 60% of Maan volunteers. The second aspect of focus is 
‘Knowledge’ and as stated by 41% of Amman volunteers. According to 27% of Maan volunteers, 
‘Attitudes’ ranks second as an area of focus, then comes ‘Knowledge’ with 13% of responses. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Printed material
Presentation
Lecture
35%
53%
12%
Knowledge
Skills
Attitudes
137
Figure 208: Training material focus by governorate 
VOLUNTEERS EVALUATION OF THE TRAINING MATERIAL 
Sixteen percent of our survey volunteers evaluate INJAZ training course materials as ‘very suitable’; 
fifty one percent of respondents evaluate as ‘above average’; and twenty three percent evaluate it as 
‘average’. The remaining ten percent is divided; seven percent value it as ‘minimally suitable ’; while 
three percent see it is ‘not suitable’ for the courses. 
Figure 209: Volunteers evaluation of the training material 
Analyzing the data by governorate, it reveals that 62% of Maan volunteers are most to evaluate 
INJAZ program training material as above average level. Cross governorates, 33% of Irbid 
volunteers believe that the material is completely suitable in an extent greater than others in Amman 
(12%) and Maan (8%). Eight percent (8%) of Maan volunteers and 2% of Amman volunteers state 
that the training material is not suitable. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Knowledge
Skills
Attitudes
3%
7%
23%
51%
16%
138
Figure 210: Volunteers evaluation of the training material by governorate 
VOLUNTEERS EVALUATION OF SUITABILITY OF TRAINING MATERIAL TO 
STUDENTS’ LEVELS OF KNOWLEDGE 
When asked to evaluate the suitability of INJAZ training material to students levels, surveyed 
volunteers responses were as follows: 12% believes they completely suite student’s levels; 50% 
believes that they suite student’s levels to above average degree; 26% believe so to average degree. 
On the other hand, six percent of volunteers believe that the material is acceptable; while the 
remaining six percent stated they are not suitable to student’s levels. 
Figure 211: Suitability of training material to students levels of knowledge 
 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not suitable
Minimum suitability
Average suitability
Above average suitability
Completely suitable
6% 6%
26%
50%
12%
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The below figure illustrates that 73% of Irbid volunteers are most to evaluate the level of suitability 
as ‘above average’ followed by 54% of Maan volunteers then 41% of Amman volunteers. Similarly, 
30% of Amman volunteers are most to evaluate the suitability on ‘average level’. Furthermore, 15% 
of Amman volunteers evaluate the material as ‘completely suitable’ more than Irbid volunteers (7%) 
and Maan volunteers (8%). 
Figure 212: Volunteers evaluation by governorate 
TRAINING TOOLS APPROPRIATENESS CROSS SEGEMENT AND GOVERNORATES 
When asked about the appropriateness of the training tools used, seventy percent of volunteers 
replied that they are adequate; while twenty eight percent believes the opposite. Those 28% are 
mainly from Amman governorate. 
Figure 213: Training tools adequacy 
 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not suitable
Minimum suitability
Average suitability
Above average suitability
Completely suitable
72%
28%
Yes
No
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APPROPRIATE TRAINING AREAS AND ENVIRONMENT- BY SEGMENT AND 
GOVERNORATE 
Eighty one percent of surveyed volunteers believe that the training environment is adequate; while 
nineteen percent agree to the opposite. Those who don’t agree are mostly from Amman. 
Figure 214: Training environment adequacy 
EVALUATION OF STUDENTS’ DEDICATION DURING TRAINING SESSIONS 
Nine percent of surveyed volunteers stated that students ‘fully adhere’ to training session rules. The 
majority (84%) stated student’s commitment ranges from average to above average. Six percent of 
responding volunteers say that student’s commitment is below average, and one percent considers 
the students’ commitment as not acceptable. 
Figure 215: Students behavior during training sessions 
Among governorates, Maan volunteers are the most who evaluate students’ commitment inside class 
on ‘above average level ’, followed by Amman and Irbid volunteers respectively. The majority of 
Irbid volunteers state that student’s level of commitment is ‘average’. A slight proportion of Amman 
volunteers say that student’s commitment is ‘not acceptable’. 
81%
19%
Yes
No
0%
20%
40%
60%
80%
100%
Not acceptable Below average Average Above average Excellent
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Figure 216: Volunteers opinions by governorate 
EVALUATION OF NUMBER OF STUDENTS’ PER SESSION 
Most responding volunteers to this survey (88%) find that session sizes range from ‘adequate’ to 
‘very large’. Volunteers who say ‘adequate’ are around 50%. The other 6% evaluate the number of 
students as ‘small’ or ‘limited’ almost equally. 
Figure 217: No. of students per training session 
Class size evaluation by governorate is as follows: 62% of Maan volunteers are the most to say that 
the number of students in any session is ‘adequate’. Fifty three percent (53%) of Irbid volunteers 
state that the session is ‘large’. It is noticeable that 10% of Amman volunteers evaluate the session 
size as ‘small’. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not acceptable
Below average
Average
Above average
Excellent
0%
20%
40%
60%
80%
100%
Limited Small Adequate Large Very large
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Figure 218: Volunteers opinion by governorate 
VOLUNTEERS EVALUATION OF STUDENTS’ BENEFIT OF INJAZ PROGRAMS
On how they evaluate students benefit from INJAZ school programs, most survey volunteers 
believe there is at least ‘average’ benefit. Some volunteers, (1%) of them, believe that the benefit is 
great. The remaining four percent state that ‘there is minimum benefit’ to students. 
Figure 219: Evaluation of student’s benefit of INJAZ courses 
Percentages of volunteers who evaluate students benefits on ‘above average level’ are almost equal 
across Amman, Irbid and Maan. Volunteers who evaluate the benefits on ‘average level’ are more in 
Maan. Clearly, some of Irbid volunteer’s evaluation is on ‘minimum level’. 
Figure 220: Student’s benefit by governorate 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Limited
Small
Adequate
Large
0%
20%
40%
60%
80%
100%
No benefit Minimum
benefit
Average benefit Above average
benefit
Complete
benefit
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Complete benefit
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ACHIEVEMENT OF INJAZ PROGRAM OBJECTIVES 
Ninety Two percent (92%) of volunteers surveyed feel that INJAZ program objectives are either 
achieved to average or above average extent. Moreover, one percent (1%) believes that those 
objectives are totally or fully achieved; four percent (4%) believe that minimum achievement 
occurred; and three percent (3%) don’t believe they are achieved. 
Figure 221: To what degree are the objectives Achieved? 
The data analysis for governorates reveals that Maan volunteers evaluate the achievement of 
programs objectives as ‘above average’ more than Irbid and Amman volunteers. Percentages of 
Amman volunteers who evaluate the level of achievement either ‘average’ or ‘above average’ are 
equal. In Amman only, some volunteers say that the objectives were ‘completely achieved’. 
Figure 222: Volunteers opinion by governorate 
 
0%
20%
40%
60%
80%
100%
Not achieved Minimum
Achievement
Average
achievement
Above avergae
achievement
Completely
achieved
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not achieved
Minimum Achievement
Average achievement
Above avergae achievement
Completely achieved
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DEMAND ON INJAZ PROGRAMS- BY SEGMENT AND GOVERNORATE 
Many volunteers who responded to this question (74%) stated that there is demand from the private 
sector on INJAZ programs. Twenty six percent thinks that no demand exists on these programs. 
Those are found mainly in Amman. 
Figure 223: Any demand on INJAZ programs 
PRIVATE SECTOR INTERACTION WITH INJAZ PROGRAM 
Four percent of surveyed volunteers say that the level of interaction by private companies is very 
high. A percentage of eighty eight percent of responses ranges between ‘minimum interactions’ and 
‘above average interaction’. The remaining 7% states that ‘no interaction’ exists. 
Figure 224: Level of private sector interaction to support INJAZ program career wise 
74%
26%
Yes
No
7%
23% 23%
42%
5%
No
interaction
Minimum
interaction
Avergae
interaction
Above
average
interaction
Complete
interaction
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Based on governorates data, Amman volunteers state that there is ‘complete interaction’ between 
INJAZ and the private sector to employ INJAZ graduates. On the other hand, more of Maan 
volunteers say that the private sector is not really effective in supporting INJAZ. Volunteers who 
evaluate the interaction level as ‘average interaction’ are more in Irbid. 
Figure 225: Volunteers responses by governorate 
DO YOU ADVISE FRIENDS TO VOLUNTEER WITH INJAZ? 
All respondents answered positively. They advise friends to participate in INJAZ program by 
volunteering. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No interaction
Minimum interaction
Average interaction
Above average interaction
Complete interaction
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QUESTION 37: SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to volunteers in the 
survey. 
Table 19: Program Strengths and Weaknesses- Volunteers 
Strengths Weaknesses 
1. Topics content
1.1 ‘Focus on students Personal 
qualities’ 
1.2 ‘Non traditional learning’ 
1.3 ‘Suitable for student future 
needs’ 
1.4 ‘Meet Community needs’ 
2. Training method 
2.1 ‘Non traditional ways of 
learning’ 
2.2 ‘Students learn to have 
discussions’ 
2.3 ‘Students learn to cooperate 
and work as a team’ 
3. INJAZ Program
3.1 ‘Targets the Youth’ 
3.2 ‘More interaction between the 
private sector and the local 
community.’ 
3.3 ‘Well managed.’ 
3.4 ‘Program follow up with 
stakeholders’ 
3.5 ‘High Coordination’ 
2. Program Duration: Some volunteers 
(32%) believe that the program time 
is limited and not sufficient. 
3. Number of participating students is 
large. 
4. Quality of students. Sometimes they 
are not serious for learning. 
5. Training content needs updating. 
6. Non coordination with universities 
in some cases. 
7. Sometimes after-program follow up 
is weak. 
8. Sometimes training tools are weak￾especially in universities.
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Focus Groups 
Objectives 
The overall objective of the project is to assess the extent to which INJAZ achieved its expected 
outcomes and the satisfaction level of INJAZ stakeholders – youth, parents, private sector, and 
partner organizations, identify key strengths, weaknesses and gap areas of programming including 
the training programs and approaches. 
However, and to achieve the overall objective of the project, focus groups sessions were planned to 
find out the circumstances and barriers which affect INJAZ III program, and to make clear evidence 
based recommendations regarding the structure, content, sustainability, and approach of the 
program. 
Schedule and Location: 
The focus groups schedule was recommended and set up based on the working schedule of the 
project. No setbacks encountered the implementation of the focus group sessions which took place 
according to the following dates: 
Day & Date Time Location Target Group 
Tuesday, 10 Jan. 2012 2:00 – 5:00 Amman 
Students 
Teachers 
Volunteers 
Parents 
Monday, 16 Jan. 2012 1:00 – 4:00 Irbid 
Students 
Teachers 
Volunteers 
Parents 
 
Number of Participants:
The numbers of participants in the focus group sessions were as mentioned below: 
Location Target Group No. of Participants
Amman Students, Teachers, Volunteers, Parents 13 
Irbid Students, Teachers, Volunteers, Parents 16 
Main Topics Discussed 
A set of topics / questions were drafted in the planning stage for the implementation of the focus 
group sessions. The aim of these topics is to help the moderator guiding the sessions. The following 
topics / questions channeled the discussions towards the objectives of the focus groups: 
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 Theme One: Overall Impression about INJAZ programs and activities 
1- The importance and value of the topics that INJAZ III seeks to introduce and to what extent 
it meets the students and the labor market needs; 
2- The beneficiaries and stakeholders that INJAZ III program deals with, in addition to the 
categories that INJAZ III shall target in the future; 
3- INJAZ III programs and activities selection and distribution mechanism and criteria (training 
courses programs, extra curriculum programs, programs duration, governorates, Schools/ 
universities); 
4- Stakeholders level of satisfaction on INJAZ III programs and activities (satisfied, somehow 
satisfied, not satisfied). 
Findings and observations: 
 It was clear that most of the participants agreed on the fact that INJAZ III programs and 
activities meet the students and market labor needs, especially; because INJAZ programs and 
topics are not covered in schools, universities, and community colleges educational 
curriculum. In addition, there are few parties responsible for preparing the students to be 
ready to work in the labor market. 
 All attendees supported the students’ opinion that says the topic plays a major role in 
attracting the students’ attention and increasing the overall benefit of INJAZ programs and 
activities. 
 The teachers supported the volunteers when they considered that the level of some training 
courses is higher than the students’ level, especially the courses related to the economics for 
the school students. In addition, they agreed that there is some repetition in some training 
courses. 
 The majority of the participants agreed on the need to increase the percentage of the 
practical part, because of its main role in affecting the students’ beliefs and opinions for the 
future, on the other hand they mentioned that the high number of students and limited 
capabilities are the most important challenges would face the implementation of that. 
 The majority of attendees agreed that there is a need to include Tawjihi (12th grade) students 
to INJAZ program, while focusing on both 10th and 11th grades students, as it will help 
them in developing a better understanding of the labor market. In addition, it will aid them 
in determining their future academic and occupational path. 
 Most of the attendees agreed that private schools students should be added to INJAZ 
programs, since they will benefit from INJAZ training courses. This will also help INJAZ 
through receiving support (donations, volunteer work, facilities, etc). 
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 It was clear that the volunteer is the person who is capable to make the difference in INJAZ 
program, according to his role in influencing and attracting students’ attention, through the 
linkage between the topic of the training course and the practical life, in order to enhance the 
training course concept and principles for the students. 
 The volunteers said that new volunteers shall provide a training session before starting their 
volunteer work, in order to coach them ad mentor the way the training session is being 
conducted. Also; it was suggested by the participants that new volunteers may be given the 
opportunity to attend training courses with older and more experienced volunteers, so as to 
benefit from their experience. 
 The participant students said that they don’t get any benefit from the volunteers who only 
teach what is stated in the training course manual, since the volunteers’ experience plays a 
larger role in increasing the students’ level of benefit from INJAZ III programs. 
 Where they are the cornerstone of INJAZ III program, there was no doubt between the 
attendees that the selection of the volunteers shall be based on his qualifications and work 
experience, so that the volunteer is assigned to teach the programs that match with his 
qualifications and experience. 
 It was clear that all the participants prefer that the volunteer shall have a professional 
background not academic background, based on the fact that the ones from the academic 
background are not able to influence at the students’ ideas and mentality in the same way the 
volunteers from the professional background do. 
 The volunteers agreed on that the coordinator between INJAZ and them shall be qualified 
and able to facilitate and arrange for their work at the schools, universities and community 
colleges, through specifying his duties and responsibilities clearly to avoid problems and 
complications and increase efficiency. 
 The participant parents were very pleased by INJAZ program and its impact on their sons 
and daughters, and they are looking forward to a greater participation with INJAZ program, 
which will benefit both the students and their parents. 
 The participants insisted that the parents’ role in developing their sons’ skills and abilities is 
very important and shall help INJAZ in achieving its goals and objectives. 
 Enhancing the role of the volunteers from the public sector was a point of agreement by all 
the participants based on the fact that selecting and presenting volunteers from different 
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backgrounds, allows the students to compare between the private and public sectors, and be 
familiar with different areas of work and to be well qualified to the labor market and its 
challenges. 
 The common belief between all the participants was the need to activate and increase the 
role of the private sector in a larger and wider way, in order to help INJAZ expand its 
support to include more areas especially remote ones to achieve INJAZ goals and objectives.
 There was a clear desire between the students to increase the frequency or the duration of 
the training session, as once a week is insufficient to cover the training material well, 
especially for some extra curriculum programs. 
 On the other hand; the volunteers agreed on that the frequency and duration of the training 
sessions are suitable, except for some of the extra curriculum programs which INJAZ shall 
reconsider its frequency and duration. 
 The participant students and volunteers agreed on changing the date of the beginning of the 
course to start with the beginning of the semester, as to make use of time as much as 
possible before the start of the exams. 
 The majority of attendees suggested that INJAZ shall take advantage of the summer 
vacation to expand its reach, in order to increase the number of beneficiary students 
particularly in remote areas. 
 Theme tow: INJAZ III program achievements 
1- Benefits at the individual level ( personality, education, skills, values); 
2- Benefits at the family level ( living standard, beliefs, family relationships); 
3- Benefits at the community level ( Entrepreneurship, culture, awareness); 
4- Most important achievements the last 2 years. 
Findings and observations: 
 INJAZ program has enhanced students’ self-confidence and has made them more capable to 
understand things more clearly, in order to take the appropriate decisions. 
 INJAZ program has contributed in expanding the students’ perception by introducing new 
topic and issues to them, that’s helped them in planning for their future in a right way. 
 INJAZ program has given the students an early opportunity to enter and see the various 
sectors of the labor market, which helped them in choosing their field of study and work. 
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 INJAZ program has made the students more aware of their skills, interests, and abilities and 
the way of directing them in the right direction to get the best results. 
 INJAZ program has succeeded in instilling many of the values and ethics in students, 
especially those values related to working life, a good example of that is the loss of the 
culture of shame between students. 
 INJAZ program has played a key role in increasing the confidence of parents in their 
children, especially their daughters through giving them the opportunity to experience, 
practice and take decisions. 
 INJAZ students have succeeded in changing some of their parents’ misconceptions, through 
building effective and fruitful conversations with them using the skills they have gained from 
taking INJAZ related programs. 
 INJAZ program has contributed in raising awareness among youth in the community, which 
limit the spread of culture of shame among members of the community and increase their 
respect for all professions and businesses. 
 INJAZ program has played a key role in introducing the labor market needs of competencies 
to the youth, which lead them to study and work in what is required. 
 INJAZ program has helped the students in finding out their skills and abilities and 
supported them in establishing their own businesses, which benefit the community 
economically. 
 Theme Three: INJAZ program strengths and weaknesses 
1- INJAZ program strengths (Objectives, uniqueness, comprehensiveness and targeted 
groups,…etc); 
2- INJAZ program weaknesses (Coordination, support, funding and geographical 
coverage,…etc); 
Findings and observations: 
 Strengths: 
 INJAZ program objectives and the competencies it seeks to improve, meet the needs 
of community. 
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 The topics and ideas INJAZ program discusses are in line with the demand of the 
labor market, and meet the students’ needs. 
 The support INJAZ program obtains from the different parties and stakeholders 
(Public sector, Private sector, volunteers, students, teachers and parents) strengthens 
it makes it more sustainable and effective . 
 Extracurricular programs play a major role in the development of the student's 
personalities and skills quickly and effectively. 
 The existence of qualified and experienced volunteers, increase the benefit obtained 
by the students. 
 Because the volunteers are from many different backgrounds and expertise, that 
supports the program and deepens the students' benefit. 
 The targeted group is the actual leader of the community in the near future and its 
development is of high importance to the community 
 The financial support INJAZ program offers to the public schools, enhance their 
confidence and relationship with INJAZ program 
 Multiplicity and diversity of methods and tools used by volunteers to fit with the 
theme of the course and the level of students 
 The support and attention given to INJAZ program by students of different age 
categories because of the benefit they obtain from the program, increase the program 
opportunities to expand, growth and excellence 
 Weaknesses: 
 Lack of supervision from INJAZ coordinators on the volunteers at the schools and 
universities. 
 Excess number of students in training sessions especially in schools. 
 Some programs duration is not enough to gain the required knowledge and achieve 
the program objectives. 
 Some Topics are repetitive (There are similarities in the content in some articles). 
 Lack of seriousness and commitment of some students, especially school students. 
 Lack of coverage of the extra-curricular programs in some schools and governorates. 
 The criteria used in selecting volunteers are weak and do not always achieve the 
required results. 
 Geographical coverage is not as desired, especially in remote areas where they need 
such programs 
 Some volunteers are not able to link between the labor market and the training 
material, as they only adhere to the training manual. 
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Recommendations 
Component One: INJAZ Organizational and Managerial Sustainability 
1) The old organizational structure is not adequate and needed urgent review. Key functions 
and responsibilities are not clear, and work load is not professionally distributed. i.e. The 
work located at the deputy CEO of operations, and therefore the new structure was essential 
to distribute the load. 
a. The evaluation team had the opportunity to review the new proposed organizational 
structure and it has many advantages compared to the old one. However, it also 
needs some additional amendments to be able to meet INJAZ new set of strategic 
objectives. 
2) The Load of work in the new intended structure is located at the Business Development 
Unit and the Financial and administrative Unit, where no new positions, neither 
empowerment plans were developed to handle the work load in these two units, moreover, 
we recommend that INJAZ should have a centralized planning and coordination 
department to plan the work of volunteers, i.e., not to overlap the meeting schedules 
of the volunteers and to efficiently use the resources in the three newly established 
entities” Curricular Programs, Extra-curricular, and Entrepreneurship programs” 
3) An executive information system should be in place with identified KPI’s connected directly 
to higher management and area managers to make sure that reports are available for 
immediate actions. Such a system will help to decrease the amount of work in the Head 
office department and will enable the decision makers to act immediately once a risk is 
elevated or once a KPI is not met. 
4) INJAZ number of employees is exceeding 62 and this requires to have a separate unit or at 
least a specialized Human Resources expert to handle and manage personnel and to handle 
all employees complaints, appraisals, suggestions, training, and empowerment in order to 
reduce the percent of turnover within the employees and to raise the percent of employee 
satisfaction that can affect the sustainability of INJAZ in the future. 
5) Leadership, time management, risk management and change management skills are very 
important topics that head of departments, and deputy CEO should be receiving training at. 
These skills will be vital in the future so that they can lead their teams professionally. 
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6) The monitoring system should be in place to enable INJAZ to monitor up to date and real 
time achievement of the KPI’s, so to enable decision makers to take actions immediately. 
7) The corporate governance framework should be reviewed for suitability and should cover all 
the meetings and its frequencies for the board, the committees and the top management of 
INJAZ detailing the objectives for such meetings. 
8) The distribution of the objectives inside the perspectives with their strategic maps are not 
well designed and need to be elaborated more to show the real cause and effect, lead and lag, 
effectiveness and efficiency relationships. The cascading down method from the corporate 
strategic map to the Business Units are not developed yet, therefore more efforts should be 
exerted to finales the BSC approach and to identify the Business units strategic maps and the 
individuals as well. 
9) The review team assessed the financial sustainability plan for INJAZ. It was clear that the 
proposed plan is very general and serves more as a cash flow estimation tool rather than a 
financial sustainability. The plan does not have a detailed action plan that highlights 
responsibilities and objectives by partner and stakeholder in a time frame approach. It was 
also noted that financial sustainability plan does not receive the required level of attention 
from INJAZ management. Much of the fundraising for the program is mainly dependent on 
Board Members contributions and personal initiatives. Therefore, in the new structure, fund 
raising and financial sustainability should be more focused. 
10) Training on the balanced scorecard approach should be given to all department heads and to 
the top management as well, focusing on how to cascade down the objectives from the 
strategic plan level to the business units. 
Therefore, INJAZ should clearly specify the weights and percentages of contributory 
objectives, with consensus gained on such percentages and weights, where the lack of such 
approach will result in misleading interpretation of the percentages of the KPI’s 
achievements, and it will end up by misleading actions or non-effective actions, and in order 
to do so, many meetings should be held with senior team and head of departments to agree 
on these KPI’s and its percentages. 
Moreover INJAZ should build up personal scorecard, by cascading down the business unit 
KPI’s to performance measures at the personal levels 
Two main aspects should be taken into considerations when building the personal 
scorecards as follows: 
a. Personal Objectives which are directly integrated from the Business units scorecards 
155
b. Competencies assessment which shall include but not limited to knowledge, 
experience, skills and the added value of each individual towards achieving the 
Business units objectives and KPIs. 
We recommend that INJAZ can adopt an approach for selecting the most important 
measures they need to monitor with developed criteria that focuses on ( measures strategic 
relevance, measures practicality, measures frequency, easy to understand, and providing 
insight). Implementing this approach will end up prioritizing the most important measures 
that INJAZ should focus on. 
Another important tool that should be developed while dealing with such measures is to 
initiate Measures menu, which shall include but not limited to, the measures names, owner, 
related department, related objective, frequency of measurement, measure definition and 
meaning, source of data, calculation method, and assumptions made. 
11) The following skills are required to INJAZ staff at different levels: 
1. Leadership skills for higher level management 
- Overview of management practices /skills 
- Roles of leaders 
- Alternative organizational models 
- Personality styles/ profiles of managers 
- Time management and other management skills. 
2. Working successfully as a supervisor, including staff evaluation practices 
- Supervision styles 
- Purpose of supervision 
- Personality typing 
- Reporting obligations 
- Reward/ punishment practices 
- Communication performance expectations. 
3. Long and short term planning 
- Role of planning by responsibility level 
- Environmental scans 
- Characteristics of strategic/ operational planning 
- The what, why, where, who equation in strategic planning 
- Follow up/ evaluation systems and personnel. 
156
4. Report writing: 
- Analysis of report requirements to fit purpose 
- Alternative report styles and formats according to purpose 
- Logical framework for reports 
- Quality/ quantity equation in report writing 
- Language in reports (style/level) 
5. Teamwork as a continuous improvement strategy 
- Management styles 
- Role of leader, manager 
- Team planning strategies 
- Team planning tools 
- Interpersonal styles (differences, similarities, coping with in terms) 
- Task team 
- Team leadership/team operation. 
12) There is a need for raising parents’ awareness about INJAZ programs. We recommend 
doing that by the following: 
 Sending parents letters introducing the program and requesting their opinions regarding 
registering their children 
 Inviting parents to awareness sessions on INJAZ programs, topics, objectives, and 
timing. 
13) INJAZ should reconsider its marketing strategy, since most of the people are hearing about 
INJAZ from their schools or work management. This fact indicates the importance of 
utilizing other marketing tools such as social media, television, radio etc… in order to create 
awareness about INJAZ. 
157
Component Two: Curricula Assessment 
1) The team finds that INJAZ focuses on number of students as a key KPI for measuring 
performance. We recommend that the Program should enhance the focus on the quality and 
level of learning rather than number of attending students. 
2) INJAZ curriculum development should be developed to meet the international 
standards. 
3) In order to have a better focus on the courses and programs, Fourteen of INJAZ courses can 
be merged to become the following five courses with different and longer periods: 
a) Entrepreneurial competencies, it includes the following:
‐ Entrepreneurial master class (EMC) 
‐ Be Entrepreneurial (BEN) 
‐ My Entrepreneurial Project (MEP) 
b) Travel and Tourism Business, it includes the following:
‐ Working in Tourism (WIT) 
‐ Travel and Tourism Business (TTB) 
c) Money and Business, it includes the following: 
‐ More than Money 
‐ My Money Business 
d) Economic and success skills, it includes the following: 
‐ Economics for Success (EFS) 
‐ Exploring Economics (EE) 
‐ Success Skills (SSS) 
‐ Personal Life Planning (PLP) 
e) Company and Business Competencies, it includes the following: 
‐ Leadership course (LCS) 
‐ Business Ethics (BE) 
‐ Company Course (CC) 
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f) The below two programs can be also reduced to become under the name “INJAZ 
Competition Programs”: 
‐ Company Competition 
‐ Social Leadership Competition 
4) New topics and subjects can be introduced in order to meet the individual needs and labor 
market needs: 
‐ Labor contracts 
‐ Salary protection 
‐ Workplace safety and hygiene 
‐ Employment counseling 
‐ Labor unions and syndicates 
‐ Small enterprise support 
‐ Features characterizing self-employment: 
o Demand in the services sector 
o The need for multi-skilled workers 
o The need for flexible workers 
‐ Occupational competencies 
‐ Employment competencies 
5) Volunteer guide and student books need major improvements related to the contents, 
sequence, guidelines, and particularly the pictorial and schematic drawings. INJAZ should 
include more drawings to maximize the efficiency of learning materials, however, they 
indicated that drawings will increase the cost of printing and publishing. 
6) INJAZ programs and courses should be demand-drive. The programs and courses should be 
designed and implemented to meet the market needs. This can be sourced from impact 
assessment and market studies. 
7) Currently, INJAZ engagement and follow up with students after graduation is minimal. 
Empowering such exercise will present an excellent feedback mechanism for INJAZ 
program, particularly in the area the relevance of INJAZ programs and courses on students 
employability. 
Students should participate in the evaluation/assessment of their own progress, and this 
system should have an in-built feedback mechanism to identify and correct learning 
problems. INJAZ programs should be directed to realize the immediate social needs of 
Jordan youth in order to serve all individuals, new graduates, job seekers, women, 
unemployed, low income people and individuals with special needs. 
159
8) Training curricula should focus on occupational, employable, and interpersonal competencies. 
Theory, practical application and changing behavioral attitudes should also be included. 
9) Sufficient time should be given for the implementation of training programs in order to 
acquire needed skills meeting labor market requirements. 
10) Better coordination should take place with the ministry of education to get optimized benefits 
from pre-vocational education curricula, facilities and trainers. 
11) Setting up courses objectives should take into consideration the required standards the 
graduates will reach upon completing the course. 
12) Learning materials should be improved in order for students to better understand the 
knowledge, facts and acquire the desired skills. Visual aids, activities, tests, and other elements 
should be added as well. INJAZ is advised to make sure that the following training aids are 
available: 
 Printed or duplicated aids: books, manuals, handouts, job sheets…etc. 
 Three dimensional aids: these include objects, models, cutaways, displays, and others. 
 Graphic aids: pictures, drawings, illustrations, photographs, blue prints, templates, 
chalk boards, maps. Charts, ..etc. 
 Projected aids: motion pictures, data show, tape recording 
 Auditory aids: various applications 
13) Courses and programs should be rearranged in categories that can be easily implemented and 
managed and to avoid repetition and overlapping. INJAZ in cooperation with volunteers and 
curricula committee should decide on which kinds of tests are appropriate for evaluating 
courses and programs. The following types could be studied: 
 Objective tests 
 Ratings 
 Essay 
 Performance 
14) INJAZ is requested to start experimenting evaluation and testing measures gradually for 
selected courses and programs in order to use the results for the following: 
 To diagnose learning difficulties 
 To assess the amount and kind of behavioral change attainable to the training or 
development system. 
160
 To provide feedback to volunteers and concerned INJAZ staff members. 
 To motivate students and beneficiaries. 
 To counsel students 
15) Program supervisors should be recruited, trained, and deployed in order to establish effective 
and efficient monitoring and evaluation system. 
16) Practical applications should be the main focus of INJAZ programs, proper facilities should 
be provided to avoid lecturing. 
17) Career guidance of INJAZ can be gradually infused into the curricula of primary, secondary, 
and higher education. This infusion has to be coordinated with institutions of MoE and 
MoHESR. 
18) INJAZ should consider implementing creative initiatives enhancing inspirational and 
entrepreneurial programs. The following programs are potentially successful and proved 
effectiveness. 
a) INJAZ Job Café program (Annex II) 
b) Graduate Enterprise Program (GEP) targeting fresh graduates of secondary schools, 
community colleges and universities. (Annex III) 
c) Enhancing the role of schools for the development of local communities. (Annex 
IV) 
d) Modernizing services of the Ministry of Labor departments of employment. 
19) Establish twining programs with enterprises, educational institutions in order to better utilize 
their facilities and premises. 
20) The following sequence can be studied by the curricula development committees in order to 
select the appropriate one: 
 Logical order: materials are presented either in order of difficulty or in accordance 
with the logical arrangement of the subject matter. 
 Problem centered: it is desirable to pose a general problem and then describe the 
various means of solving it. 
 Description order: this method is focusing on adequate descriptions of the 
equipment, processes and procedures. 
 Job performance order: based on the sequence in which a job, duty or task is actually 
performed. 
161
 Physiological order: this is an ordering of content and learning experiences based on 
ease of learning. 
21) INJAZ should focus on capacity building programs targeting those career guidance 
counselors in order to maximize this activity and improve its efficiency and effectiveness. 
Coordination with educational institutions is of great importance and in line with INZAJ 
objectives. 
22) INJAZ should coordinate with the Ministry of Labor to strengthen the employment 
departments over the Kingdom by introducing tools and mechanisms to attract students, and 
job seekers; INJAZ must consider an innovative approach for training, career guidance and 
employment. 
23) The time allocated for the session is sometimes not enough, which indicates the fact that 
there should be some reconsideration for the session’s time to become 90 minutes. In order 
to overcome the insufficiency of time allocated to INJAZ courses, the schedule may shift the 
starting date of both school and university programs earlier in the term. This will allow for 
more training sessions to be conducted (16 sessions instead of 12 sessions). This also means 
that planning and coordination is required to achieve this goal (i.e. announcing about INJAZ 
program prior to the beginning of terms, registering interested students as early as possible, 
allocating a volunteer, making the training material available in advance…etc.). 
24) INJAZ should maintain close linkages with the labor market to: 
 Ensure consistency of programming with national social and economic objectives 
 Ensure that programming is to the extent possible, demand –driven 
 Maintain currency with technological, and industrial developments 
 Seek participation and input into program revision and update 
 Facilitate trainee and graduate placement 
162
VOLUNTEEERS 
25) High professional criteria and standards should be set in order to select volunteers and 
institutions for the implementation of INJAZ program. Accordingly, the volunteers selection 
criteria should be revised. INJAZ should require specific practical experience and/or 
educational background for each topic, in order to increase the benefit for the students. The 
revision should take into consideration the following factors: 
A. Subject matter expertise: the volunteer cannot teach what he does not know; he has to 
possess the technical knowledge and skills that are required by the job market. The 
knowledge and skills needed fall into three categories: 
 Knowledge of the enterprise 
 Knowledge of the job 
 Job skills 
B. Professional knowledge and skills: it is possible for the volunteer to know a subject 
and not be able to teach it. Volunteers must know principles of learning and teaching 
as they apply to adult learners. Among the most important abilities are the skill 
needed to select and use a variety of learning methods, techniques, aids, skill to deal 
with individual differences among students, skills to motivate, guide, counsel, and the 
skills to use and interpret evaluation instruments. 
26) Volunteers should attend a comprehensive TOT that is relevant to the subject and material 
that will be delivered by the volunteer. In addition, improve the capacity building programs 
attended by volunteers and other supportive staff members, and establishing incentive 
measures to attract competent staff. 
Furthermore, it is suggested that volunteers should receive coaching and mentoring from a 
senior volunteer, since seniors should have an excellent experience in this field. 
27) INJAZ supervision and follow up on volunteers’ commitment and attendance of programs 
and courses should be strengthened. This can take place in coordination with the public and 
private institutions. 
28) Volunteers’ guide, student book and curricula should be revised and updated in continuous 
basis and at least once every two years. 
29) Volunteers’ guide must describe the process of imparting practical skills, knowledge and 
behavior associated with the basic skills. The simplest basic model of manual practical 
training in the four stage method which comprises of: 
163
• Preparation for the learning process 
• The volunteer has to demonstrate the activity to be learned 
• Imitation: the learner imitates the activity demonstrated 
• Practice: the learner repeats the newly learned activity until he is in secure control of 
the skill 
164
Annex I: Detailed Field Survey 
Field Research Report 
This component covered INJAZ School and University students, their parents, their teachers, 
INJAZ volunteers, and INJAZ partners in the public and private sector. 
These groups were reached through the use of two research tools: 
1) Survey questionnaires 
The survey questionnaires provided quantitative indicators of the perception, experience and 
satisfaction levels of the target groups in many aspects like: program objectives, timing, 
trainer, training material 
2) Focus groups. The focus groups provide us with qualitative details that cannot be reached 
through the use of a survey and would also serve to verify the survey’s findings. 
General Note: the number of questions in this report corresponds to the number of the same 
question in the questionnaire. Some questions are not analyzed because they are general 
information used for quality control and tracking purposes. 
1) INJAZ Schools Students 
Section One: General information 
In this section we provide detailed analysis of school students’ information like physical address, 
gender and grade. 
QUESTION 1: SCHOOL STUDENTS NAMES 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 2: SCHOOL NAME 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 3: SCHOOL STUDENTS BY GOVERNORATE 
School students who responded to the survey are distributed among three governorates: 49% of 
them live in Amman, 33% live in Irbid, and 18% live in Maan. 
165
Figure 1: Respondents by Governorate 
QUESTION 4: PHONE NUMBER 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 5: GENDER OF SCHOOL STUDENTS
The survey included school students of both genders. Among the 152 respondents, sixty one 
percent (61%) were females, while thirty-nine percent (39%) were males. This comes in conformity 
with the fact that INJAZ program focuses on gender issues and support girls schools as well as 
boys. 
Figure 2: Gender 
49%
33%
18% Amman
Irbid
Ma'an
39%
61%
Male
Female
166
By analyzing the gender data by governorate, it was found that female participation is more across all 
governorates. Specifically, female participation is more in Maan (64%) than in Irbid (62%) and 
Amman (59%), but all are around (60%). 
Figure 3: Gender by Governorate 
QUESTION 6: STUDENT AGE 
The surveyed students are aged 12 – 17 years old. The responses to this question are used for quality 
control and tracking purposes only, but not for descriptive analysis.
QUESTION 7: GRADE 
INJAZ training programs in Jordan target school students of grades 7-11. Survey data was collected 
from this category. Seventh grade students were 11% of all respondents, eighth graders were 13%. 
Ninth, tenth, and eleventh grade students were 33%, 33%, and 10% respectively. 
Figure 4: Student Grade 
0%
10%
20%
30%
40%
50%
60%
70%
Amman Irbid Maan
Male
Femal
11%
13%
33%
33%
10% 7th grade
8th grade
9th grade
10th grade
11th grade
167
QUESTION 8: VOCATIONAL EDUCATION TEACHER NAME 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
Section Two: Students experience with INJAZ program in school 
This section of the report shows the analysis of INJAZ students as a result of their interaction with 
INJAZ programs. 
QUESTION 9: MEANS BY WHICH STUDENTS HEAR ABOUT INJAZ PROGRAMS 
Most school students (89%) have heard about INJAZ courses and extracurricular programs from 
their schools’ principals or school administration. Other methods like family, social media, friends, 
and regular media don’t contribute much in this regards. 
Figure 5: Means by which students hear about INJAZ Programs 
The analysis reveals that all responding students in Amman, Irbid and Maan have heard about 
INJAZ programs mostly ‘in School’. Also, the students say that they have heard about it from 
‘Family members’ equally in the said governorates. It is clear that ‘Social Media’ and ‘Friend’ are 
more effective in promoting for INJAZ in Amman than in Irbid or Maan. ‘Traditional Media’ like 
TV, radio, and daily newspapers, are effective more in Amman and Maan but not effective at all in 
Irbid. 
89%
3%
3% 1% 4%
School
Family
Social Media
Friend
Media
168
Figure 6: Responses by governorate 
QUESTION 10: PREVIOUS AND CURRENT ENROLLEMENT IN INJAZ TRAINING 
COURSES 
88% of the respondents state that they have attended INJAZ school programs more than once 
(currently and in the past); while the other 12% stated that they are currently attending them for first 
time. 
Figure 7: Current and previous enrollment in any of INJAZ programs 
As shown in the below figure, the students who are currently attending INJAZ courses and 
programs for the first time are mainly in Maan (21%), then Irbid (16%), and (7%) only are in 
Amman, which means that school students in Amman get the chance to participate in INJAZ 
projects more than once compared to the students of the other two governorates. 
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Amman Irbid Maan
School
Family
Social Media
Friend
Media
88%
12%
Previous participants
Current participants for the
first time
169
Figure 8: Current and previous enrollment by governorate
QUESTION 11: AVERAGE AND NUMBER OF TIMES OF PARTICIPATIONS IN INJAZ 
PROGRAMS 
(66%) of school students have participated two-to-three times in INJAZ school programs. The 
remaining (34%) is divided as follows: (18%) have participated only once; while the (16%) of 
responding students have participated more than three times. On average, the number of 
participations is 3 participation times/courses per school student. 
Figure 9: Number of times of participation in INJAZ Programs 
As can be seen in the below figure, most the graduates from the three governorates have attended 
INJAZ courses ‘two-to-three times’. Single-time participants are more in Irbid (29%) than in 
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Amman
Irbid
Maan
Previous participant
Participant for the first time
18%
66%
16%
One time
2‐3 times
More than 3 times
170
Maan(18%) and Amman (16%). However, students who say that they have participated in INJAZ 
programs ‘More than 3 times’ were higher in Maan (18%) than in Amman (16%) and Irbid (12%). 
Figure 10: Number of participations by governorate 
QUESTION 12: STUDENTS ENROLLMENT IN SEVERAL CURRENT PROGRAMS OF 
INJAZ 
Currently, school students are enrolled in several of INJAZ courses and programs. The most 
courses enrolled in are: My Money Business, Success Skills, and Economics for Success respectively. The figure 
below shows the current school courses being attended. 
Figure 11: Current school courses and programs enrolled in 
Below is a representation of the courses that students are enrolled in currently, based on 
governorate. The overall number of courses currently attended is the highest in Irbid (9 INJAZ 
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
One time
2‐3 times
More than 3 times
0
5
10
15
20
25
30
35
40
45
50
No. of responses
171
courses), then in Amman (6 courses) and in Maan (5 courses). Amongst the most attended courses, 
‘My Money Business’ is currently demanded more in Amman (25 responses) than in Irbid (11 
responses) and in Maan (6 responses). ‘Success Skills’ is mostly attended in Amman (26 responses), 
then in Irbid (5 responses), but it is not being held currently in Maan. ‘Economics for Success’ is 
being held in all three governorates, but it is mostly attended in Irbid (10 responses). 
Figure 12: Current school courses and programs enrolled in 
QUESTION 13: CURRENT AND PREVIOUSLY ENROLLED IN COURSES DIVIDED BY 
GRADE 
When asked to name INJAZ training courses and programs being specified by grade, school 
students answered that the three most attended courses at 7th, 8th, and 9th grades include: Economics 
for Success, Success Skills, and Personal Life Planning. From the below analysis we can conclude 
that the least attended courses are: Company course, Job Shadow, and Artlink. 
Table 2: Current & Ever enrolled in school programs by grade 
Course No. of 
Responses 
Grade 
Most Personal Life Planning 83 7,8,9 
Success Skills 52 8,9 
Economics for Success 48 8,9 
Least Artlink 4 - 
Job Shadow 3 - 
Company Course 2 - 
By governorate, the three major courses currently and previously attended by students as stated in 
the survey are divided as follows: ‘Personal Life Planning’ which received 43, 23, and 17 responses in 
Amman, Irbid and Maan respectively. ‘Success Skills’ which received 33, 6, and 11 responses in the 
same governorates; and, ‘Economics for Success’ that has received 28 responses in Amman, 12 in 
Irbid, and 8 in Maan. The list of courses with their associated figures can be found in the following 
table: 
0
5
10
15
20
25
30
Amman Irbid Maan
No. of responses
My Money Business
Travel & Tourism
Economics for Success
Personal Life Planning
Business Leaders
Success Skills
More Than Money
Leadership
172
Table 3: Current & Ever enrolled in school programs by governorate 
Number of Responses 
 
Governorate 
Course 
Amman Irbid Maan 
Personal life Planning 43 23 17 
Success Skills 33 6 13 
My Money Business 29 11 7 
Economics for Success 28 12 8 
Travel & Tourism 16 6 3 
More Than Money 13 16 2 
Business Leaders Campaign 12 1 - 
It’s My Business 11 - - 
Leadership course 10 4 8 
Young Volunteers Day 10 - - 
My Career Options 4 1 5 
Job Shadow 4 - - 
Entrepreneurial Master Class 2 3 8 
Company course 2 - - 
QUESTION 14: REASON FOR ENROLMENT IN INJAZ PROGRAMS 
About (37%) of the 152 surveyed school students stated that they participated in INJAZ courses and 
programs to improve their skills; 31% because they like to learn; and 17% as per a request from their 
school administrators or principals. The remaining 15% is divided among 8% of students who want 
to join their participating friends; 4% students who plan to start their own businesses; and finally 3% 
students who hope to find a suitable job in the future. 
Figure 13: Reason for enrolment in INJAZ programs 
37%
31%
3%
8%
4%
17%
Improve Own
Skills
Like to Learn Find suitable
Job
Join Friends Establish Own
Business
School Admin
Request
173
When we analyze the data geographically, we find that Maan students in our survey join INJAZ 
programs to ‘Improve their skills’ and because they ‘like to learn’ more than other students in 
Amman and Irbid. Moreover, students who want to ‘find a suitable job’ are also found more in 
Maan than the other governorates. However, the survey finds that students who join INJAZ 
because they want to ‘start their own business’ are more in Amman than in Irbid and Maan. It is 
clear that the percentage of students joining to ‘finding suitable job’ and ‘start own business’ is very 
low taking into consideration that INJAZ provides entrepreneurial and inspirational programs that 
encourages youth entrepreneurs to establish their own business. 
Figure 14: Reason for enrolment by governorate 
QUESTION 15: TRAINING MATERIAL FORMAT 
According to students, INJAZ volunteers utilize different training methods. In some cases it is 
‘Oral’; in other cases it is a ‘Printed Material’. In very few cases it comes in ‘Power Point 
Presentations’. Students’ responses are summarized below. 
Figure 15: Format of Training Material 
0%
10%
20%
30%
40%
50%
Improve
own skills
Like to
Learn
Find
suitable job
Join Friends Start own
business
School
Admin
Request
Amman
Irbid
Maan
45%
6%
49%
Printed Material
Power Point
Presenation
Lecture
174
QUESTION 16: FOCUS OF TRAINING 
(33%) of school students say that the course training focus is on ‘Knowledge’; 34% say it is on 
‘Skills’; and the last 32% on Attitudes. 
Figure 16: Focus of Training 
When we analyze the training focus data for Maan, Irbid and Amman; Amman students state that 
the focus is mostly on ‘Knowledge’; while Irbid students tend to believe that the training is focused 
more on ‘Behavior’. On the other hand, Maan student state that INJAZ training courses and 
programs are more focused on ‘Skills’. 
Figure 17: Training focus by governorate 
QUESTION 17: TRAINING METHOD 
(49%) of respondents state that volunteers use ‘Discussions’ as a training method; while (29%) say it 
is ‘Lecture’. The remaining responses were diversified between: ‘Case Study’, ‘Role Playing’, 
‘Knowledge Applying’, ‘Research Writing’ and ‘Experiences Sharing’. 
33%
35%
32% Knowledge
Skills
Attitudes
0%
10%
20%
30%
40%
50%
Amman Irbid Maan
Knowledge
Skills
Attitudes
175
Figure 18: Training Method Used 
Training methods used in the governorates are illustrated below. From the data analysis we found 
the following interesting facts: ‘Lecturing’ is mostly used in Irbid, and students who ‘apply what they 
learn from lecture’ are mostly there. ‘Discussions and Dialogue’ are significantly used in Maan. Also, 
volunteers in Maan ‘share their experiences’ more than in Amman and Irbid. 
Figure 19: Training Method used by governorate 
Section Three: Students evaluation To INJAZ Program in school 
In this section we present the analysis of students’ evaluation to INJAZ programs. 
QUESTION 18: NUMBER OF STUDENTS IN EACH COURSE 
In INJAZ school courses, the number of students per class varies. (61%) of respondents say it is 
‘Adequate’, while thirty four percent (34%) say classes are crowded. Only four percent (4%) say that 
the number is small or limited. In principle, INJAZ courses in schools are applied to full class. 
29%
49%
4% 6% 4% 1% 8%
Lecture
Discussions
Application
Role Player
Case Studies
Research
Writing
Sharing
Experiences
0%
10%
20%
30%
40%
50%
60%
70%
Amman Irbid Maan
Lecture
Discussions
Application
Role Play
Case Studies
Research Writing
Sharing Experiences
176
Figure 20: Number of attending students per class 
When we analyze the above data by governorate, we find the following: students who feel that the 
class size is ‘Adequate’ are mostly Irbid students; students who feel it is ‘Large’ are Maan students. 
Students who believe class size is ‘Very large’ are more in Amman. 
Figure 21: Number of students per class by governorate
1% 3%
61%
23%
11%
Limited
Small
Adequate
Large
Very Large
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
Adequate
Large
Very large
177
QUESTION 19: CLARITY OF COURSE OBJECTIVES 
Learning objectives are usually mapped to knowledge, skills and attitudes of learners. Ninety two 
percent (92%) of school students say that volunteers clarify the learning objective of each 
course/program at the beginning of class; while 8% do not agree to that.
Figure 22: Learning Objectives stated and clarified at begginign of course 
QUESTION 20: ACHIEVEMENT OF INJAZ PROGRAMS OBJECTIVES 
When asked to what degree school students believe INJAZ program objectives were achieved, their 
answers come as follows: 15% believe the objectives were fully achieved; 43% believe they were 
achieved to high degree; 38% believe they were achieved on average level. A low percent (3%) say 
that the objectives were either somehow achieved or not achieved. 
Figure 23: Achievement of INJAZ Program Objectives
The majority of students in both Maan (54%) and Irbid (48%) see that programs objectives were 
achieved to above average level; the majority of Amman students (44%) believe they were achieved 
to average level. School students who believe the objectives are totally achieved are Irbid students 
mostly. 
Figure 24: Achievement of INJAZ Program Objectives by governorate
92%
8%
Yes
No
1% 2%
38% 43%
15%
None
Minimum
Average
Above
Average
Totally
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Minimum
achievement
Average
achievement
Above Average
achievement
Totally Achieved
178
QUESTION 21: EVALUATION OF DEGREE OF STUDENTS BENEFIT 
The majority of school students (88%) feel that they have benefited largely from INJAZ programs. 
Another eleven (11%) believe the benefit was huge. 
Figure 25: Student degree of benefit 
As we look further into the governorate data, we find that students who believe that INJAZ 
programs have average benefit are more in Maan. Moreover, the majority of Irbid and Amman 
students share the belief that the programs have benefited them on above average levels. Finally, 
cross those surveyed, Irbid students are more to find that INJAZ programs have benefitted them to 
a large extent than in Amman and Maan. 
Figure 26: Student degree of benefit by governorate 
1% 0%
32%
56%
11%
No benefit Low
benefit
Average
benefit
Above
average
benefit
Total
benefit
0%
20%
40%
60%
80%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Totally benefited
179
QUESTION 22: DUPLICATION OF PROGRAM TOPICS 
To assess whether INJAZ programs have duplication in topics covered, we asked the school 
students to determine their beliefs in this regards. The results were as follows: 51% of students say 
‘No’, that there are not any duplicated topics, 37% believe some topics are repeated to a certain 
degree. The remaining 12% believe INJAZ topics are indeed repetitive.
Figure 27: Duplications in INJAZ program topics 
In terms of duplicated programs, the majority of Amman students answer negatively; they don’t feel 
the topics are duplicate or repeated. However, the majority of Maan students believe their programs 
are repeated to a certain degree. Moreover, most of the students who answer positively are Irbid 
students.
Figure 28: Duplications in INJAZ program topics by governorate
12%
37% 51%
Yes
To certain degree
No
0%
20%
40%
60%
80%
Amman Irbid Maan
Yes
To a certain degree
No
180
QUESTION 23: EVALUATION OF VOLUNTEER’S ABILITIES 
High percent (i.e. 49%) of school students believes that volunteers are capable and have above 
average abilities. Not only that, 47% believes that the volunteers exceed their expectations in terms 
of abilities. 
Figure 29: Evaluation of Volunteer’s Abilities 
QUESTION 24: EVALUATION OF TRAINING FACILITIES IN INJAZ SCHOOL 
PROGRAMS 
Training sessions usually require certain preparations. INJAZ training sessions have equipment and 
tools that ‘Meet the Needs’ according to school students. Almost 85% of the surveyed students 
agree that the facilities meet the session’s needs. 
Figure 30: Evaluation of facilities 
QUESTION 25: PROGRAM DURATION 
67% of surveyed students find INJAZ program’s duration enough to learn the required skills, while 
23% of them have opposite opinion. 10% of the students can’t determine if program’s duration is 
sufficient or not. 
1%
4%
11%
38%
47%
Low
performer
Below
expectations
Average
abilities
Above
expectations
Exceeds
Expectations
2%
13%
28%
41%
16%
Doesnot
meet the
needs
Somehow
Doesnot
meet the
needs
Average Somehow
meet the
needs
Meet the
needs
181
Figure 31: Sufficiency of program duration 
QUESTION 26: OVERALL SATISFACTION OF INJAZ PROGRAMS IN SCHOOL 
Overall satisfaction of INJAZ programs in school includes factors like: topic, volunteer, training 
material, training methods, and other. Around (80%) of school students express high degree of 
satisfaction about the program. The remaining 20% express minimum or average satisfaction. 
Figure 32: Overall satisfaction 
Amongst governorates students, our findings are as follows: school students who are satisfied most 
on average level are in Irbid. Furthermore, most students in Maan state that they have above average 
overall satisfaction. Not only that, but in Irbid the highest percentage of surveyed students are 
‘totally satisfied’ about INJAZ programs. Compared to other, Amman has the lowest satisfaction 
levels. 
Figure 33: Overall satisfaction by governorate 
67%
23%
10%
Yes
No
Can't determine
0%
7% 12%
39% 41%
Not satisfied Minimum
satisfaction
Average
satisfaction
Above
average
satisfaction
Totally
satisfied
182
QUESTION 27: REDUNDANT COURSES 
The responses are limited which limits the analysis in the report. 
QUESTION 28: WILLINGNESS TO PARTICIPATE AGAIN 
With apparent overall satisfaction about INJAZ programs, all school students in the survey express 
their willingness to re-participate and enroll in INJAZ programs in the future. 
QUESTION 29: ADVISE CLASSMATES TO PARTICIPATE IN INJAZ PROGRAMS 
100% stated that they would advise classmates to participate in INJAZ programs. 
QUESTION 30: SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to participating school 
students in the survey. 
Table 4: Program Strengths and Weaknesses- Students 
Strengths Weaknesses 
5. Program Objectives 
5.1 Works on our Personal 
attributes 
5.2 Familiarise us with Labor 
Market and its required skills 
5.3 Enhance our Knowledge 
level 
6. Training Methods used 
6.1 Discussions 
6.2 Teamwork 
6.3 Are interactive 
7. Volunteers 
7.1 Information smoothyly 
conveyed 
7.2 Capable volunteers 
8. Topics content 
8.1 Interesting, we learn new 
4. Program Duration: some students 
evaluate the program duration as 
not enough to acquire knowledge 
and see this as a weakness. 
5. More theory than application. 
Students express their passion to 
apply what they learn in calss. 
6. Excess number of students in each 
class. 
0%
20%
40%
60%
Amman Irbid Maan
No satisfaction
Minimum Satisfaction
Average satisfaction
Above average satisfaction
Totally satisfied
183
things 
8.2 We form new ideas 
8.3 Information needed in our 
daily lives 
QUESTION 31: GENERAL COMMENTS ADDED BY SCHOOL STUDENTS 
31.1More application of what is learnt in theory is needed, through field work and projects outside 
the school borders.
32.2 More computerized training programs. More use of computers and programs on CD. 
33.3 More take-away training material (printed or recorded). 
34.4 Engaging students more by workshops, exercises, and new methods. 
35.5 More interaction between INJAZ Program administration and the students. 
184
Section Four: Students experience with INJAZ Extra Curricula programs in school 
This section of the survey asks students to evaluate their experience with INJAZ extra curricula 
programs in many dimensions: achievement of program objectives, benefit on students, volunteers’ 
capabilities, training tools and equipment, and others. 
QUESTION 32: EVER PARTICIPATED IN EXTRA CURRICULA PROGRAMS 
Not so many school students have previously participated in INJAZ extra curricula programs. Only 
22% say they had; while 78% said that they are currently enrolled in such programs.
Figure 34: Ever participated in extra curricula programs 
More specifically, those students who have not previously participated in INJAZ extra curricula 
programs are mostly from Irbid. Proportion of students who answered positively was mostly from 
Amman then Maan. 
Figure 35: Ever participated in extra curricula programs 
22%
78%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
185
QUESTION 33: EXTRA CURRICULA PROGRAMS OBJECTIVES CLARIFIED 
The majority of school students (91%) say that programs objectives were clarified to them at the 
beginning of the program. The remaining 9% don’t agree; 70% of them were Amman students, and 
30% were Maan students. 
Figure 36: Objectives clarified 
QUESTION 34: ACHIEVEMENT OF INJAZ EXTRA CURRICULA PROGRAMS 
OBJECTIVES 
Most students (90%) see that INJAZ extra curricula programs objectives are achieved to average and 
above average levels. Also, another seven percent of the surveyed students see that the objectives are 
totally achieved. Only 3% of the survey students see that minimum objectives are achieved. 
Figure 37: Objectives Achievement 
91%
9%
Yes
No
0%
3%
40%
50%
7%
None Minimum Average Above Average Totally
186
Analyzing the data by governorate reveals that 71% of Maan students evaluate the achievement of 
objectives on above average level; while 50% of Irbid students and 43% of Amman students have 
the same evaluation. Nine percent (9%) of Amman students answered that objectives were totally 
achieved. 
Figure 38: Objectives Achievement by governorate 
QUESTION 35: EVALUATION OF THE DEGREE OF STUDENTS’ BENEFIT 
A high percentage of around 90% feel that extra curricula programs are beneficial. Another 10% of 
students believe that the benefit is very significant. 
Ninety percent of students who evaluate the benefit as average were Amman students; and ten 
percent were from Irbid. On the other hand, students who said the benefit was on above average 
level were 50% from Amman; 40% from Irbid; and 10% from Maan. 
Figure 39: Student benefits 
 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
None
Minimum
Average
Above average
Totally
0% 0%
33%
57%
10%
No benefit Low benefit Average benefit Above average
benefit
Total benefit
187
QUESTION 36: EVALUATION OF EXTRA CURRICULA PROGRAMS’ VOLUNTEERS 
ABILITIES 
Forty four percent (44%) find that the volunteers have above expectations capabilities for teaching. 
Yet another Forty four percent (44%) find that volunteers have exceeded their expectations when 
they attended their training sessions. 
Figure 40: Evaluation of volunteers abilities 
QUESTION 37: EVALUATION OF EXTRA CURRICULA TRAINING FACILITIES 
Over ninety percent (90%) of surveyed students state that training facilities meet average, above 
average and total sessions needs respectively. Six percent of the survey students state that facilities 
either meet minimum needs or don’t meet them at all. 
Figure 41: Facilities 
0%
3%
9%
44% 44%
3% 3%
24%
41%
29%
Doesnot meet
the needs
Meet
minimum
needs
Meet average
needs
Meet above
average needs
Totaly
188
QUESTION 38: EXTRA CURRICULA PROGRAM DURATION 
Seventy six percent (76%) of students find extra curricula programs duration enough to gain the 
required knowledge. Twelve percent (12%) of survey students have opposite opinion. The remaining 
Twelve percent (12%) can’t determine that. 
Figure 42: Sufficinecy of program duration 
QUESTION 39: OVERALL SATISFACTION – EXTRA CURRICULA PROGRAMS 
Overall satisfaction levels of extra curricula programs are high. Thirty two percent (32%) of 
survey students are ‘Totally satisfied’. Around sixty eight percent (68%) is divided between 
having average and above average satisfaction levels of the program. 
Figure 43: Overall satisfaction 
76%
12%
12%
Yes
No
Can't determine
0% 0%
15%
53%
32%
Not satisfied Minimum
satisfaction
Average
satisfaction
Above average
satisfaction
Totally satisfied
189
QUESTION 40: DUPLICATION OF INJAZ PROGRAMS 
Most of the surveyed school respondents (65%) believe that there are not any repeated programs 
within INJAZ; 20% believe so to a ‘certain extent’, while the remaining 15% state that there are 
duplications in the programs. 
Figure 44: Duplication of Extra Curricula programs in school 
By governorate, those students who didn’t find that INJAZ programs are repeated were more in 
Maan (75%), then Amman (63%) and lastly in Irbid (50%). Furthermore, in Irbid, 50% of students 
said that there is duplication to ‘a certain degree’. However, in Amman, 20% believe that there are 
duplications.
Figure 45: Duplication of Extra Curricula programs in school
15%
65%
20%
Yes
No
To certain degree
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
To certain degree
190
QUESTION 41: PREFERENCE OVER INJAZ COURSES V.S. EXTRA CURRICULA 
Nine percent only answered that they prefer INJAZ school ‘Courses’; 38% prefer ‘Extra Curricula’ 
programs, and 53% say they are willing to participate in both programs. 
Figure 46: Program Preference 
The governorate analysis shows that: In Irbid, all students state that they like to participate in ‘both 
programs’. Most of Maan students state that they prefer the ‘extra curricula programs’, and some 
percentage prefers ‘both’. Finally, in Amman, student preferences were diversified, but most of the 
students there say they like ‘both programs’. 
Figure 47: Program Preference by governorate
Question 42: Do you advise your colleagues participate in INJAZ Extra Curricula programs? 
Almost all school students advise their colleagues participate in INJAZ Extra Curricula programs.
9%
53% 38%
Courses
Extra Curricula programs
Both programs
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Courses
Extra Curricula prpgrams
Both programs
191
2) INJAZ University Students 
Section One: General Information
This section will present our analysis of university student information. 
QUESTION 1: SCHOOL STUDENTS NAMES 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 2: UNIVERSITY ATTENDED 
The survey covers university students from both public and private universities. The university they 
attend can be seen in the below figure. 
Figure 48: University attended by survey students 
QUESTION 3: STUDENTS BY GOVERNORATE 
University students in this survey are from three governorates: Amman (43%), Irbid (35%) 
and Maan (22%)
Figure 49: University students by governorate 
20%
20%
16%
20%
24%
Jordan
Balqa
Petra
Al Hussain bin
Talal
Yarmouk
0%
20%
40%
60%
Amman Irbid Maan
192
QUESTION 4: PHONE NUMBER 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 5: STUDENT GENDER 
They survey includes university students of both genders. Sixty percent of respondents were 
females; while the forty percent were males. This comes in conformity with the fact that INJAZ 
program focus on gender issues (i.e. targeting females in schools and universities). 
Figure 50: Students gender 
Governorate data reflects the same fact above, female participation in this survey is the most 
amongst the three governorates of Maan, Irbid, and Amman, with more female participants in Maan 
than in Irbid and in Amman. 
Figure 51: University students gender by governorate 
40%
60%
Male
Female
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Amman Irbid Maan
Male
Female
193
QUESTION 6: STUDENT AGE 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 7: ACADEMIC SPECIALIZATION 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 8: EVER PARTICIPATED IN ANY OF INJAZ SCHOOL PROGRAMS 
Only 40% have participated in any of INJAZ programs while they were in High School, while the 
other 60% have not. 
Figure 52: Ever enrolled in INJAZ school programs 
Most university students who participated previously in INJAZ school programs equally come from 
Maan and Amman. However, those who have not are more in Irbid. 
Figure 53: Ever enrolled in INJAZ school programs by governorate 
40%
60%
Yes
No
0%
10%
20%
30%
40%
50%
60%
70%
Amman Irbid Maan
Yes
No
194
Section Two: University Students experience with INJAZ program while in schools
QUESTION 9: MEANS OF HEARING ABOUT THE PROGRAM WHILE IN SCHOOL 
Most survey university students (77%) state that they heard about the school programs while they 
were in high school. Eight percent (8%) have heard about it from friends. The remaining fifteen 
percent (15%) heard about it by other means. 
Figure 54: Means of hearing about INJAZ 
Cross governorates, university students who have heard about INJAZ school programs from 
‘School’ were divided as follows: 45% from Amman; 22% from Irbid; and 33% from Maan. The 8% 
who heard about it through a friend are Amman students.
QUESTION 10: AVERAGE NUMBER OF TIMES OF PARTICIPATION IN INJAZ 
SCHOOL PROGRAMS
We asked the 23 university-student respondents about how many times they have participated in 
INJAZ school programs. On average, they survey students participated Three (3) times while they 
were in high school. 
In Irbid, it is noticed that the number of times of participation in INJAZ school programs exceed 3 
times. Most students in Maan have participated 2-3 times. Amman students’ participation ranged 
from 1-3 times. 
77%
8%
15%
school
friends
other
195
Figure 55: Average number of participation by governorate 
QUESTION 11: REASON FOR ENROLLING 
Fifty three percent (53%) of university students have enrolled in INJAZ school programs and 
courses to improve different skills. There were other reasons for that such as: ‘love to learn’, ‘find 
suitable job’, ‘join participating friends’, and ‘establish own business’. These responses had the 
following shares respectively: 17%, 12%, 6%, and 12%. 
Figure 56: Reason for participation 
In Maan, university students join INJAZ programs while in school to ‘find a good job in the future’. 
Most students in Irbid and Maan share the same reason for participation being ‘to improve their 
own skills’. Students who ‘Love to learn’ the most are reported to be in Irbid. 
0%
50%
100%
150%
Amman Irbid Maan
1 times
2‐3 times
More than 3 times
53%
17%
12%
6%
12%
Enhance own skills
Learn
Find suitable job
Join Frineds
Establish own business
196
Figure 57: Reason of participation while in school by governorate 
As seen above, the percentage of students who join to ‘find a suitable job’ and to ‘start their own 
business’ is very low taking into consideration that INJAZ provides entrepreneurial and inspirational 
programs that encourages youth entrepreneurs to establish their own business. 
QUESTION 12: PROGRAMS ENROLLED IN WHILE IN SCHOOL 
University students state that they have participated in several INJAZ programs while in high 
school. The most ranking are ‘Leadership’ and ‘Personal Life Planning’. 
Figure 58: INJAZ school programs attended 
‘Personal Life Planning’ and ‘Leadership’ are most attended in Irbid. ‘Success Skills’ course is mostly 
attended in Maan. Job placement activities like ‘Job Shadowing’ are mostly effective in Amman. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Enhance own skills
Like to learn
Find suitable job
Join my friends
Start own business
19%
4%
7%
15% 15%
22%
7%
4%
7%
197
Figure 59: INJAZ school programs attended by governorate 
QUESTION 13: PROGRAMS THAT HAVE IMPACTED UNIVERSITY STUDENTS 
It is clear from the below figure that several INJAZ school programs have impacted university 
students and they still recall what they learnt from schools. Our survey of university students reveals 
that courses like ‘Personal Life Planning’, ‘Success Skills’, ‘Leadership’, and ‘Entrepreneurial Master 
Class’ have equally highly impacted those students. Other programs such as: ‘Economics for 
Success’, ‘Business Leaders Campaign’, and ‘Company Course’ have impacted them but in a less 
extent. 
Figure 60: INJAZ school programs that have impact 
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
Personal life Planning
More Than Money
Economics for Success
It’s My Business
Success Skills
Leadeship course
Entrepreneurial Master Class
Business Leaders Campaign
Job Shadow
19%
6%
19%
19%
19%
6%
13% Personal Life Planning
Economics for Success
Success Skills
Leadership Course
Entrepreneurial Master Class
Business Leaders Campaign
Company Course
198
Looking further into the governorate level data, we find that all illustrated courses below have 
impacted Amman students and Maan students equally. Two courses have impacted Irbid students 
highly: ‘Leadership course’ and ‘Entrepreneurial Master Class’. 
Figure 61: University student’s responses by governorate 
QUESTION 14: Training Method Used 
Survey university-students state that the training method used most (98%) by instructors was 
‘Discussions’. Other methods as ‘Writing Research’ and ‘Applying Knowledge’ were not used 
significantly. 
Figure 62: Method used by volunteers 
In Amman, university-students surveyed state that the training method used in training sessions are: 
‘Discussions’ (67%), ‘Applications’ (17%), and ‘Research Writing’ (17%). The reported method in 
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Amman Irbid Maan
Personal life Planning
Economics for Success
Success Skills
Leadership course
Entrepreneurial Master
Class
Business Leaders Campaign
Company course
98%
1%1%
Discussions
Applied
Research Writing
199
Irbid and Maan is ‘Discussions’. Other methods like role playing, case studying, sharing experiences 
are not mentioned. 
Figure 63: University student’s responses by governorate 
QUESTION 15: PROGRAM OBJECTIVES CLARIFIED 
Eighty nine percent (89%) of surveyed university students stated that volunteers used to clarify 
program objectives while taking programs and courses in schools. The remaining 12% don’t agree to 
that. 
Figure 64: Objectives Clarified 
All surveyed students in Irbid and Maan stated that INJAZ program objectives are being clarified to 
them at the beginning of courses. In Amman, 25% answer negatively, but the remaining 75% agree 
with their colleagues in other governorates. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Discussions
Applications
Reaserch writing
89%
11%
Yes
No
200
Figure 65: Programs objectives clarified by governorate 
QUESTION 16: OBJECTIVES ACHIEVEMENT 
University students who have attended INJAZ school courses and programs believe that INJAZ 
program objectives are achieved to a high degree. 
Figure 66: INJAZ program objectives achievement 
Most of Amman university students believe that INJAZ objectives in schools are achieved on 
average level. Irbid students’ opinion varied between ‘Average’, ‘Above average, and ‘Total 
achievement’. The same applies to Maan students except that they believe programs objectives are 
achieved on above average level or totally achieved. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
0% 0%
56%
33%
11%
Not achieved Minimum
achievement
Average
achievement
Above average
achievement
Totally Achieved
201
Figure 67: Achievement of INJAZ programs objectives in the governorates 
QUESTION 17: PROGRAM BENEFIT
Most university students stated that they have benefitted from INJAZ school programs. Fifty 
percent gained ‘Average benefit’; forty percent gained ‘Above average benefit’; and ten percent have 
gained ‘Maximum or Total benefit’. 
Figure 68: Student level of benefit 
Most of the responses by governorate reveal that students tend to believe that they have benefited 
from INJAZ programs on ‘average’ and ‘above average’ levels. Some exception in Irbid is that 33% 
of surveyed students believe that they have completely benefited from their participation in the 
programs. 
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
Not achieved
Minimum achievement
Average achievement
Above average
achievement
Totally achieved
0% 0%
50%
40%
10%
No benefit Minimum benefit Average benefit Above average
benefit
Totally benefitted
202
Figure 69: Student level of benefit by governorate 
QUESTION 18: TOPICS DUPICATION 
Eleven percent (11%) of university students believes that INJAZ school programs are duplicated. 
Forty four percent don’t believe so; while forty five percent (45%) believe that the programs and 
topics are repeated to a certain extent. 
Figure 70: Topics Duplicated 
A proportion of Maan and Amman students feel that INJAZ programs have duplicate and repeated 
topics. Irbid students don’t tend to agree with that; they feel that the topics are new every time. A 
percentage of 25% of Amman students don’t agree. They feel that new programs and courses need 
to be added. 
0%
10%
20%
30%
40%
50%
60%
70%
80%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Total benefit
11%
45%
44%
Yes
To a certain degree
No
203
Figure 71: Topics Duplicated by governorate 
QUESTION 19: PERSONAL ATTRIBUTES IMPACTED 
When asked about the impact on personal qualities that INJAZ program has on students, university￾students answered as follows: ‘Leadership: 32%’, ‘Relationship Building: 16%’. Other qualities are 
impacted as well. Examples being: ‘Know my Abilities’, ‘Planning’, ‘Team working’, and ‘Gaining 
Practical skills’. 
Figure 72: Personal Charecteristics impacted by INJAZ programs 
‘Leadership’ is one of the most personal attributes impacted by INJAZ program in the governorates 
of Amman, and Maan. Most students there state the same. The second most impacted quality in 
Amman is ‘building and sustaining relationships’; while in Maan, it is ‘realizing own potential’. In 
Irbid, most students identify the ability of ‘strategically planning’ is the personal quality that is 
affected by enrolling in INJAZ programs. 
0%
20%
40%
60%
80%
100%
120%
Amman Irbid Maan
Yes
To a certain degree
No
0%
5%
10%
15%
20%
25%
30%
35%
Leadership Know my
Abilities
Problem
Solving
Relations
Sustaining
Planning Gaining
Practical Skills
Teamworking
204
Figure 73: Personal Characteristics impacted by governorate 
QUESTION 20: OVERALL SATISFACTION- UNIVERSITY STUDENTS
It is obvious from the below figure, that the satisfaction level of INJAZ school programs amongst 
university students varied between average satisfaction (40%), above average satisfaction (20%), and 
‘maximum or total satisfaction (40%). 
Figure 74: Overall satisfaction level 
Irbid university student expressed complete satisfaction of INJAZ programs. Students’ opinions in 
Amman and in Maan were divided between ‘satisfied on average and above average levels’. 
0%
10%
20%
30%
40%
50%
60%
Amman Irbid Maan
Leadership
Realize own potential
Problem Solving
Relations Sustaining
Strategic Planning
Gain Practical Skills
Teamworking
0% 0%
40%
20%
40%
Not satisfied Minimum
satisfaction
Average
satisfaction
Above average
satisfaction
Totally satisfied
205
Figure 75: Overall satisfaction level by governorate 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not satisfied
Minimum satisfaction
Average satisfaction
Above avergae satisfaction
Complete satisfaction
206
Section Three: Students experience with INJAZ programs in university
QUESTION 21: NUMBER OF TIMES UNIVERSITY STUDENTS ENROLLED IN INJAZ 
UNIVERSITY PROGRAMS 
The average number of times university students attended INJAZ university programs is four (4). 
The majority of students have previously attended ‘more than 3 times’. Thirty percent have 
participated ‘Only once’. And, 17% have participated two-to-three times.
Figure 76: Number of times of participation
When we analyze the data by governorates, it is found that most of Amman surveyed students have 
attended only once; students in Irbid have attended more than 3 times; while most of Maan students 
have participated two-to-three times. 
Figure 77: Number of participation by governorate 
30%
17%
53%
Once
2‐3 times
More than 3 times
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Amman Irbid Maan
Once
2‐3 times
More than 3 times
207
QUESTION 22: CURRENTLY ENROLLED IN PROGRAMS 
The most enrolled in program by university students is ‘Company Course’, followed by ‘Be 
Entrepreneurial’. 
Figure 78: Current programs 
Most of Amman and Irbid university students are currently enrolled in the ’Company course’. The 
second most attended course for Irbid students is ‘Be Entrepreneurial’. Three other courses are 
taken in equal fraction in Amman; ‘Be Entrepreneurial’, ‘Business ethics’ and ‘Leadership course’. 
Figure 79: Current programs by governorate 
 
71%
7% 7%
14%
Company Course Leadership Course Business Ethics Be Entrepreneurial
0%
20%
40%
60%
80%
100%
Amman Irbid
Company course
Business Ethics
Be Entrepreneurial
Leadership Course
208
QUESTION 23: REASON FOR ENROLLING IN INJAZ UNIVERSITY PROGRAMS 
Most university students in this survey (42%) enroll in INJAZ programs in university to ‘improve 
certain skills’. The next major reasons for that are ‘like to learn’, and ‘make good use of time’. Some 
students attend the programs because they want to ‘establish their own businesses’, or ‘to find a 
suitable job’, or just to ‘join some attending friend’. 
Figure 80: Reasons for participating 
The most reasons mentioned by survey students in Irbid and Maan why they participate in INJAZ 
programs are ‘enhance own skills’ and ‘like to learn’. In Amman, some students share that reason 
with their colleagues in other governorates. And, they add ‘to make better use of time’. 
Figure 81: Reasons for participating by governorate 
As seen above the percent of people joining to ‘finding suitable job’ and ‘start own business’ is very 
low taking into consideration that these are university students who will be hired very soon, and that 
INJAZ provides entrepreneurial and inspirational programs that encourages youth entrepreneurs to 
establish their own business. 
QUESTION 24: EVER ENROLLED IN PROGRAMS 
‘Success Skills’ is the highest attended INJAZ program by university students based on our survey. 
Next comes ‘Business Ethics’, ‘Company Program’, and ‘Be Entrepreneurial’. Other courses were 
42%
19%
8% 8% 10%
13%
Enhance own
skills
Learn Find suitable
job
Join Frineds Establish own
business
Use of Time
0%
10%
20%
30%
40%
50%
60%
Amman Irbid Maan
Enhance own skills
Like to Learn
Find suitable job
Join friends
Start own business
Make use of time
209
attended as well but with lesser frequency. Examples are: ‘Social Leaders Program’, ‘7iwar Al Ajyal’, 
and ‘We are social leaders’. 
Figure 82: INJAZ university ever enrolled in programs 
Based on our survey, ‘Success Skills’ and ‘Business Ethics’ are mostly attended in Maan compared to 
Amman and Irbid. ‘Company program’ is most attended in Amman then Irbid, but is not being held 
in Maan. For the program ‘Be Entrepreneurial’ it is mostly held in Amman, then Irbid and Maan. 
Figure 83: University students responses by govedrnorate 
0%
5%
10%
15%
20%
25%
0%
5%
10%
15%
20%
25%
30%
35%
Amman Irbid Maan
Exploring Economics
My Entrepreneurial Project
Success Skills
Busines Ethics
Be Entrepreneurial
Working in Tourism
Company program
Company Competition
Social Leaders Program
We are Social Leaders
210
QUESTION 25: TRAINING MATERIAL FORMAT USED IN INJAZ UNIVERSITY 
PROGRAMS 
Different Training Material formats are used by INJAZ volunteers in university programs. The 
survey students say that the types used are Printed material (34%), Presentation (14%), Oral (40%), 
and other unspecified types (12%). 
Figure 84: Type of Training Material 
The most training material formats reported by Maan survey students to be used are ‘Presentation’ 
and ‘Lectures’. ‘Printed material’ are most used in Amman and Irbid. 
Figure 85: Type of Training Material by governorate 
34%
14%
40%
12%
Printed material
Presentation
Lecture
Other
0%
20%
40%
60%
80%
Amman Irbid Maan
Printed material
Presentation
Lecture
211
QUESTION 26: FOCUS OF TRAINING MATERIAL 
Volunteers try to focus on different competencies. University-students noted that ‘Skills’ (64%) is 
the most focused on competency, followed by ‘Attitudes or Behaviors’ (22%), and ‘Knowledge’ 
(14%). 
Figure 86: Trainig Focus 
‘Skills’ are the most competencies focused on during INJAZ university programs in Maan and Irbid. 
After that –as stated by survey students- are ‘Attitudes’. In Amman, INJAZ focuses on knowledge, 
skills and attitudes with slight differences. 
Figure 87: Training focus by governorate 
14%
64%
22% Knowledge
Skills
Attitudes
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Knowledge
Skills
Attitudes
212
QUESTION 27: TRAINING TECHNIQUES OR METHOD 
Volunteers employ several training methods when teaching INJAZ university programs. Most 
students (50%) say that ‘Dialogue or discussions’ method is used. The next major methods used are 
‘Lecture’ and ‘Applying Knowledge by doing exercises or so. 
Figure 88: Type of training method used 
Survey data by geography reveals that ‘Discussions’ as a method compared to other training 
methods is largely used in Maan, then Irbid and Amman. Students in Amman report that ‘Lectures’ 
are moderately used in training sessions. However, they somehow apply what they learn in theory by 
‘working out exercises’ – as they state. 
Figure 89: Type of training method used by governorate 
 
22%
50%
17%
2%
2%
7%
Lecture
Discussions
Application
Role Playing
Case studies
Experiences
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Lecture
Discussions
Applications
Case studies
Experiences sharing
213
QUESTION 28: PERSONAL QUALITIES IMPACTED 
INJAZ university programs have impact on personal characteristics of students. The surveyed 
university students state that ‘Leadership’ is the highest impacted aspect, followed by ‘Dialogue 
support’, and ‘Knowing personal skills and abilities’. 
Figure 90: Student qualities impacted 
When analyzing the data by governorate, we find that ‘Leadership’ and ‘Learn Practical Skills’ are the 
most affected personal characteristics as stated by Maan students. ‘Learning to have dialogue and 
leadership are reported by Amman university students to be the most affected. Moreover, ‘Realizing 
personal skills and abilities’ is said to be affected by both Amman and Maan students. 
Figure 91: Personal qualities by governorate 
0%
5%
10%
15%
20%
25%
30%
0%
10%
20%
30%
40%
50%
60%
Amman Irbid Maan
Gaining Practical skills
Leadership
Learn Dialogue
Introduced to corporates
Know Personal skills
Problem Solving
Building Relationships
Strategic Planning
Learn practical skills
Teamworking
Analytical Thinking
214
QUESTION 29: NUMBER OF ATTENDING STUDENTS PER SESSION 
Sixty three percent (63%) of respondents say that the number of students per INJAZ class is 
adequate, while (25%) believe it is ‘Large’. Four percent (4%) say that the number of students per 
session should be reconsidered and they feel sessions are crowded. This been said, 8% say class size 
is small or even limited. 
Figure 92: Opinion on number of students per class 
Based on the geographic distribution of university students, we find that students who find the size 
of class as ‘adequate’ most are in Amman. Maan students in the other hand, feel that the number of 
students per INJAZ session is mostly ‘large’ or even ‘very large’. Most students in Irbid believe that 
the sessions’ size is adequate. 
Figure 93: Opinion on number of students per class
0%
20%
40%
60%
80%
100%
Limited Small Adequate Large Very large
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Limited
Small
Adequate
Large
Very large
215
QUESTION 30: PROGRAM OBJECTIVES CLARIFIED 
Almost all university students (94%) agree that volunteers state program objectives at beginning of 
sessions. Only 4% don’t seem to agree to this fact. This case is found in Amman governorate. 
Figure 94: Program Objectives clarified by volunteers 
QUESTION 31: ACHIEVEMENT OF INJAZ UNIVERSITY PROGRAM OBJECTIVES 
Eighty seven percent (87%) of university students surveyed feel that INJAZ program objectives are 
either achieved to an average or above average. Moreover, thirteen percent (13%) believe that those 
objectives are totally or fully achieved. 
Figure 95: Objectives Achievement 
4%
96%
No
Yes
0%
20%
40%
60%
80%
100%
Not achieved Minimum
achievement
Average
achievement
Above average Fully achieved
216
When we analyze the above data by governorates, the results reveal that most of Maan university 
students believe that INJAZ programs objectives were achieved to an average level. Furthermore, 
students of Amman and Irbid believe that the objectives were achieved on above average levels. 
Figure 96: Objectives Achievement 
QUESTION 32: EVALUATION THE DEGREE OF UNIVERSITY STUDENTS BENEFIT 
The majority of school students (82%) feel that they have benefited largely from INJAZ programs. 
Another eleven (19%) believe the benefit was huge. 
Figure 97: Degree of student benefit 
Most of university students in the three governorates of Amman, Irbid and Maan say that INJAZ 
programs have average and above average benefits. Some proportion of these students (around 
20%) in Amman and in Irbid state that they completely benefitted from the programs. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not achieved
Minimum achievement
Average achievement
Above avergae
achievement
Totally achieved
0%
20%
40%
60%
80%
100%
No Benefit Minimu benefit Average benefit Above average
benefit
Total benefit
217
Figure 98: Degree of student benefit 
QUESTION 33: EVALUATION OF VOLUNTEERS 
While 82% of surveyed university students believe that volunteers’ performance in sessions exceeds 
or significantly exceeds expectations, 9% of them see that volunteers’ performance ‘meets minimum 
expectations’. The remaining 9% states that volunteers’ performance ‘meets their expectations’. 
Figure 99: Evaluation of volunteers performance 
 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Avergae benefit
Above average benefit
Complete benefit
0%
20%
40%
60%
80%
100%
Below Expectations Meets Minimum
Expectations
Meets Expectations Exceeds Expectations Exceeds Expectations
Significantly
218
By geography, students who most say that volunteer’s performances are above expectations are 
Maan students. Some fractions of university students in all three governorates say that volunteers 
performance are considered as ‘significantly exceed expectations’. 
Figure 100: Evaluation of volunteer’s performance by governorate 
QUESTION 34: EVALUATION OF TRAINING FACILITIES IN INJAZ UNIVERSITY 
PROGRAMS 
More than half of the surveyed university students (62%) say that sessions equipment and facilities 
level of adequacy is average and above average. Seventeen percent (17%) say that they are 
significantly adequate and training sessions are well prepared and facilitated. A percentage of 21% of 
students responses were divided between ‘not adequate’ and ‘have minimum adequacy’. 
Figure 101: Evaluation of facilities and equipment in university 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Below Expectations
Meets Minimum Expectations
Meets Expectations
Exceeds Expectations
Exceeds Expectations Significantly
4%
17%
22%
40%
17%
Not adequate
Minimum adequacy
Average adequacy
Above average adequacy
Significantly adequate
219
QUESTION 35: PROGRAM DURATION SUFFICIENCY 
Thirty nine percent (39%) of surveyed students feel that program duration is adequate to learn the 
program subject, while fifty two percent (52%) don’t believe so. Nine percent (9%) of the survey 
students can’t determine that. 
Figure 102: Program duration enough to acquire knowledge 
By governorate, Maan students are the most to state that programs’ duration is not enough to learn 
the required skills. Of those who answered positively, Irbid students were the most to believe so. 
Figure 103: Program duration sufficiency by governorates 
39%
52%
9%
Yes
No
Can't determin
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
Can't determine
220
QUESTION 36: OVERALL SATISFACTION
When evaluating the overall satisfaction of INJAZ university students, we found out that 35% 
believe that their satisfaction was average; 33% percent says it is of above average, and 30% of all 
students are very satisfied INJAZ programs at university. 
Figure 104: Overall university students satisfaction 
Governorate data reveals that Maan students and Amman students are most to state that the 
program is satisfying on average levels. A percentage of 38% of Irbid students expressed extreme 
satisfaction. 
Figure 105: Overall university student’s satisfaction by governorate 
0%
20%
40%
60%
80%
100%
Dissatisfied Minimum
satisfaction
Average
satisfaction
Above average
satisfaction
Very Satisfied
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Dissatisfied
Minimum satisfaction
Average satisfaction
Above average satisfaction
Very Satisfied
221
QUESTION 37: DUPLICATION IN PROGRAM TOPICS 
Forty five percent (45%) of surveyed university students don’t see there is duplication in INJAZ 
university program topics, seventeen percent (17%) do. Thirty eight percent (38%) of surveyed 
students can’t determine that. 
Figure 106: Duplicated topics 
Most of students who answered negatively to this question are found in Irbid, followed by Amman 
students. As for Maan students, they tend to largely believe that INJAZ topics are duplicated to a 
certain extent. 
Figure 107: Duplicated topics answers by governorate 
 
17%
45%
38%
Yes
No
To a certain degree
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
To a certain degree
No
222
QUESTIONS 38: WILLINGNESS TO RE-PARTICIPATE 
Almost 100% of respondents state that they are willing to re-participate in INJAZ university 
programs in the future. 
QUESTION 39: RECOMMEND INJAZ UNIVERSITY PROGRAMS TO CLASSMATES 
With more than 50% of responses who expressed overall satisfaction of INJAZ programs of high 
degrees, university student respondents state that they will recommend INJAZ university programs 
to classmates. 
QUESTION 40: SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to participating university 
students in the survey. 
Table 5: Program Strengths and Weaknesses- university students 
Strengths Weaknesses 
5. Training Methods Used 
“We use discussions, and real life 
examples” 
“Volunteers engage us in 
discussions” 
“We learn to interact” 
“we learn teamworking” 
6. Volunteers 
“Volunteers share their 
experiences” 
“Information smoothyly 
conveyed” 
“Capable & Knowledgable 
volunteers” 
“Volunteers assist in meeting 
prgram objectives” 
7. Topics content 
“We discover our potential” 
“We learn how to be creative” 
“Information that we need in our 
daily lives” 
“Practicle information” 
8. Target Students 
“Focused on Students and their 
abilities” 
“Good attention to the students” 
“Targets the Youth”
4. Program Duration: some students 
evaluate the program duration as not 
enough to acquire knowledge and 
see this as a weakness. 
5. More theory than application. 
University Students express their 
interest in applying what they learn 
in calss by attending coop programs￾for example. 
6. Some Topics are repetitive. 
University students like to see New 
Subjects and Update of existing 
topics. 
 
223
QUESTION 41: GENERAL COMMENTS ADDED BY UNIVERSITY STUDENTS 
41.1More awareness sessions should be conducted to university students about available programs.
41.2 More application of what is learnt in theory, through coop training programs.
41.3 More use of technology in training programs. 
41.4 More take-away training material (printed or recorded). 
41.5 Engaging students more by workshops, exercises, and new methods. 
41.6 More interaction and monitoring of INJAZ university students. 
224
Section Four: Students experience with INJAZ extra curricula programs in university 
QUESTION 42: EVER PARTICIPATED IN INJAZ EXTRA CURRICULA PROGRAMS
Sixty four percent (64%) only of surveyed university students have participated in extra curricula 
programs. The remaining thirty six percent (36%) are currently enrolled in these programs. 
Figure 108: Ever participated in INJAZ extra curricula programs 
 As shown below, Maan students have not previously participated in INJAZ extra curricula 
programs. The most students who report they had are Irbid students followed by Amman students. 
Figure 109: Ever participated student by governorate
 
64%
36%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
225
QUESTION 43: EXTRA CURRICULA PROGRAM OBJECTIVES CLARIFIED- ANALYSIS 
BY SEGMENT AND GOVERNORATE 
Ninety four percent (94%) of surveyed university students state that volunteers clarify program 
objectives at beginning of sessions. Six percent (6%) only have opposite opinion. One exceptional 
case is found in Amman governorate. 
Figure 110: Objectives clarified 
QUESTION 44: ACHIEVEMENT OF INJAZ EXTRA CURRICULA PROGRAM 
OBJECTIVES 
Sixty seven percent (67%) of university students surveyed feel that INJAZ extra curricula program 
objectives are either achieved to above average extent or significantly achieved. Thirty three percent 
only (33%) believe that those objectives are achieved. 
Figure 111: Objectives achieved 
94%
6%
Yes
No
0%
20%
40%
60%
80%
100%
Not Achieved Minimum
achievement
Average
achievement
Above average
achievement
Significant
achievement
226
Based on governorate data, Amman students mostly state that INJAZ extra curriculum program 
objectives are achieved on average level. However, (43%) of Irbid students tend to believe that those 
objectives are fully achieved. 
Figure 112: Objectives achievement by governorate 
QUESTION 45: EVALUATION OF THE EXTENT OF UNIVERSITY STUDENTS BENEFIT 
The majority of surveyed students (87%) feel that they have benefited largely from INJAZ 
programs. Another thirteen (13%) believe the benefit was huge. 
Figure 113: Student degree of benefit of extra curricula programs 
0%
20%
40%
60%
80%
100%
Amman Irbid
Not achieved
Minimum achievement
Average achievement
Above average achievement
Fully achieved
0%
20%
40%
60%
80%
100%
No benefit Minimum benefit Average Benefit Above average
benefit
Totally Benefited
227
While Amman students stated that INJAZ extra curricula programs have average or above average 
benefits, most of Irbid students in this survey report that their benefit of INJAZ extra curricula 
programs is on above average level. 
Figure 114: Degree of benefit by governorate 
QUESTION 46: EVALUATION OF VOLUNTEER’S ABILITIES 
University-students surveyed stated that they are impressed with INJAZ volunteer’s abilities. By 
looking at the graph below, it is evident that around eighty six percent (86%) of respondents believe 
that volunteer’s abilities have exceeded their expectations. The remaining fourteen percent (14%) 
state that volunteers either meet expectations or meet only minimum expectations. 
Figure 115: Volunteers abilities 
Student responses within Amman governorate varied for this question; their answers range from 
‘meet minimum expectations’ to ‘exceed expectations significantly’. However, most of Irbid students 
state that volunteers’ performance ‘exceeds expectations significantly’. 
0%
20%
40%
60%
80%
100%
Amman Irbid
No Benefit
Minimu benefit
Average benefit
Above average benefit
Total benefit
0%
20%
40%
60%
80%
100%
Below
Expectations
Meets Minimum
Expectations
Meets
Expectations
Exceeds
Expectations
Exceeds
Expectations
Significantly
228
Figure 116: Volunteers abilities responses by governorate 
QUESTION 47: EVALUATION OF FACILITIES 
Sixty six percent (66%) of survey students state that sessions’ facilities are adequate on above 
average levels or significantly adequate. Twenty six percent (26%) of responses is divided between 
have ‘minimum adequacy’ and ‘average adequacy’. Seven percent (7%) only state that session 
facilities are not adequate. 
Figure 117: Facilities 
0%
20%
40%
60%
80%
100%
Amman Irbid
Below Expectations
Meets Minimum Expectations
Meets Expectations
Exceeds Expectations
Exceeds Expectations Significantly
0%
20%
40%
60%
80%
100%
Not adequate Minimum
adequacy
Average adequacy Above average
adequacy
Significantly
adequate
229
The governorate analysis for extra curricula programs reveals that university students of Amman 
have various opinions regarding the adequacy of session’s facilities. Nevertheless, they tend to 
believe that they are adequate on above average levels. Further, some of Amman university-students 
feel that the facilities are not adequate. On the other hand, the majority of Irbid students find the 
facilities significantly adequate. 
Figure 118: Facilities evaluation by governorate 
QUESTION 48: EXTRA CURRICULA PROGRAM DURATION 
Forty percent (40%) of surveyed university students find INJAZ extra curricula program’s duration 
enough to learn the required skills, while forty seven percent of them have opposite opinion. 
Thirteen percent (13%) of the students can’t determine if program’s duration is sufficient or not. 
Figure 119: Sufficiency of program duration 
Compared to Amman university students, the majority of Irbid university students think that extra 
curricula program duration is sufficient to learn the required skills. Moreover, a good percentage of 
Amman students couldn’t determine the sufficiency of time. 
0%
20%
40%
60%
80%
100%
Amman Irbid
Not adequate
Minimum adequacy
Average adequacy
Above average adequacy
Significantly adequate
40%
47%
13%
Yes
No
Can't determin
230
Figure 120: Sufficiency of program duration by governorate 
QUESTION 49: OVERALL SATISFACTION OF EXTRA CURRICULA PROGRAMS 
While most university-students surveyed (96%) state and express overall satisfaction of INJAZ 
University programs as being average, above average or even significantly satisfying, four percent 
(4%) only feel that these programs give them minimum satisfaction. 
Figure 121: Overall university students’ satisfaction 
0%
20%
40%
60%
80%
100%
Amman Irbid
Yes
No
Can't determine
0% 0%
13%
60%
27%
Dissatisfied Minimum
satisfaction
Average
satisfaction
Above
average
satisfaction
Significant
satisfaction
231
Students who evaluate the overall satisfaction of extra curricula programs as ‘satisfying on above 
average level’ are slightly more in Amman than in Irbid. There is an additional category of Amman 
students who evaluate their satisfaction level as ‘average’. Students with ‘significant level of overall 
satisfaction’ are mostly in Irbid. 
Figure 122: Overall university students’ satisfaction by governorate 
QUESTION 50: DUPLICATION OF PROGRAM TOPICS
To assess whether INJAZ extra curricula programs have duplication in topics covered, we asked the 
university students to determine their beliefs in this regards. The results were as follows: 38% of 
students say ‘No’: there are not any duplicated topics. Forty three percent (43%) believes some 
topics are repeated to a certain degree. The remaining 19% believes INJAZ extra curricula topics are 
indeed repetitive. 
Figure 123: Duplications in INJAZ extra curricula program topics 
0%
20%
40%
60%
80%
100%
Amman Irbid
Dissatisfied
Minimum satisfaction
Average satisfaction
Above average satisfaction
Significant satisfaction
19%
43%
38% Yes
Somehow
No
232
Twenty five percent of Amman university students think that topics and programs are repetitive; 
while 14% of Irbid students believe the same. Students who believe there is some duplication were 
50% of Amman students versus 29% of Irbid students. 
Figure 124: Duplications in INJAZ extra curricula program topics 
QUESTION 51: COURSES V.S. EXTRA CURRICULA PROGRAMS- ANALYSIS BY 
SEGMENT AND GOVERNORATE 
The survey asks university students to determine their preference between INJAZ courses and extra 
curricula programs. Sixty percent (60%) responds that they prefer both types (courses and 
programs). Twenty seven percent (27%) prefer extra curricula programs, while thirteen percent 
(13%) prefer courses. 
Figure 125: Duplications in INJAZ extra curricula program topics 
The percentages of responses are identical in the governorates of Amman and Irbid. 
QUESTION 52: STUDENTS RECOMMEND INJAZ EXTRA CURRICULA PROGRAMS TO 
CLASSMATES 
All the survey university students who responded to this question recommend INJAZ extra 
curricula programs to their classmates. 
 
0%
20%
40%
60%
80%
100%
Amman Irbid
Yes
Somehow
No
13%
27%
60%
Courses
Extra Curricula
Both
233
3) Public Sector 
Summary of Public Sector survey data findings: 
We have designed a customized questionnaire for the public sector institutions. Our researchers 
visited the following public sector entities for data collection purposes: 
 Ministry of Education 
 King Abdullah II Fund for Development 
 Ministry of Labor
These public sector enterprises are considered partners to INJAZ Program in Jordan. They support 
the work of INJAZ programs in many ways. Sometimes they facilitate fund to the program through 
international relations. 
Through our discussion with these entities the following was learnt: 
13. INJAZ program objectives are mapped to National Education Plan objectives and assist in 
achieving national goals and objectives to above average degree. 
14. When asked about the extent to which INJAZ program responds to public sector needs, 
respondents state the extent is of high degree. 
15. INJAZ programs bridge the labor market skills needs. 
16. The number of beneficiaries according to respondents is above expectations. 
17. When asked to evaluate INJAZ Graduates (school and university students) readiness to 
enter the labor market, public sector respondents see that INJAZ graduates are ready to a 
great extent. 
18. All public sector respondents support the idea of INJAZ programs become part of the 
national school and university curriculum. 
19. When asked about their opinion on whether INJAZ graduates have different qualities or 
skills than Non-INJAZ graduates, all respondents answered positively. They agree that this is 
true. Below is a list of INJAZ graduate characteristics –from their point of view: 
19.1 Personal Qualities: confidence, self-relying, knowledgeable, good time management, 
understands team working, good communicators. 
19.2 Aware of labor market and labor market needs, and understands field work. 
20. Extra training and competencies the respondents like to be added to INJAZ programs: 
20.1 More computerized learning. 
20.2 More ‘English Language’ programs, specifically ‘Conversational’. 
20.3 Programs in Local & Community Development. 
20.4 More Vocational programs (example: Tourism and Hospitality, Goldsmith)
234
21. Representatives of the public sector (survey participants) are aware of Youth training and 
employment programs in Jordan. We asked them to list down INJAZ Program special 
characteristics. The results are as follows: 
21.1 INJAZ program target is not specific like other traditional training programs. 
21.2 Contrary to other training programs, INJAZ programs learning objectives aim at 
developing several competencies, and not limited ones. 
21.3 INJAZ program is Non profit and National in nature. 
21.4 INJAZ programs equip students to be ready to labor market. 
22. Respondents don’t see that INJAZ programs and topics are duplicated. Also, they don’t see 
there is any contradiction between INJAZ programs and Ministries of Education and Higher 
Education programs. 
23. Summary of INJAZ Program strengths and weaknesses according to public sector survey 
respondents: 
Table 6: Program Strengths and Weaknesses- Public sector 
Strengths Weaknesses 
8. INJAZ program ability to foster 
‘change’ within certain restrictions 
9. INJAZ ability to attract students to 
attend the programs. 
10. Highly capable volunteers 
11. Comprehensive content 
12. The Competencies that INJAZ 
program aim at enhancing 
13. INJAZ being non traditional 
program for students 
14. INJAZ prgram management and 
coordination 
4. Some programs and course are not 
updated in regular basis, and 
someomtes they do not suite Jordan 
Labor Market. 
5. Sometimes the prgrams are more 
theoretical than applied. No practical 
training to apply what is learnt in 
class is considered a weakness.
6. Non commitment of some 
shortlisted volunteers. 
24. We ask the respondents to describe the optimal approach to implement INJAZ Program. 
The respondents replies were as follows: 
24.1 Conduct Labor Market Learning Needs Assessment studies and create training 
programs based on the study results, 
24.2 Involve the students in coop training and field work, 
24.3 Create incentives to students and volunteers 
24.4 More use of technology in the learning process 
235
4) Private Sector enterprises 
Summary of Private Sector survey data findings: 
A special data collection tool was designed and used in the research phase of this study. Below is a 
descriptive analysis of the private sector survey data. 
20. The survey targeted eighteen (18) private sector companies; Public shareholding (8), Private 
shareholding (5), Limited Liability (5). 
21. Based on industry, five (5) companies are commercial, eleven (11) are services, and two are 
manufacturing. 
22. All the survey companies have volunteers to support INJAZ program. Average number of 
volunteers from the surveyed companies is thirty four (34). 
23. The oldest experience for the responding companies was in 2001 and the recent one is in 
2011. 
24. Examples of INJAZ programs that these companies participated in can be found in the 
below table: 
Table 7: Private sector programs participation 
 Personal Life Planning  Company Program 
 Job Shadow  Success Skills 
 Economics for Success  Leadership Course 
 Young Volunteers Day 
25. According to the surveyed companies, the number of employees who volunteer with INJAZ 
program has increased in the last three years. The number was 66, 76, and 90 in 2009, 2010 
and 2011 respectively. Figure 126: No. of employee volunteers: 2009-20011 
50
60
70
80
90
100
2009 2010 2011
236
26. Private sector companies interact with INJAZ Program through ‘Meetings’, ‘Attending 
INJAZ Programs’, and through ‘Information and data exchange’. 
27. When we asked these companies how they participate in INJAZ programs, responses were 
as follows: 
Table 8: Private sector programs participation 
Service Percentage of Responses 
Adopt a school 17% 
Employ INJAZ graduates 7% 
Host field visits 17% 
Offer training services 50% 
Job Shadowing 10% 
 These companies are engaged in INJAZ program in different ways. Interestingly, fifty 
percent (50%) of the survey responding companies state that they ‘train INJAZ students’. 
on the other hand, as seen above ‘students’ Surveys’ revealed the need for more practical 
and coop training. 
Seventeen percent of the responding companies ‘Adopt schools’, seventeen percent of 
these private companies ‘Host INJAZ-students field visits’. Seven percent of the 
responding companies state that they have employed INJAZ Program graduates. The 
remaining ten percent state that they offer ‘Job Shadowing’ services. 
28. The reasons for supporting and participating in INJAZ programs are as follows: 
Table 9: Private sector programs participation 
Reason Percentage of Responses 
Corporate Social Responsibility 60% 
Invest in Human Capital 11% 
Research and Development 11% 
Marketing Channel 18% 
237
29. Training that is supported by the surveyed private sector companies: 
Table 10: Private sector programs participation 
Stage Percentage of Responses 
School 53% 
College 17% 
University 30% 
30. The survey asks companies respondents to identify INJAZ programs and courses they wish 
their employees have attended during high school and/or university. We summaries their 
answers in the following graph. ‘Be Entrepreneurial’ was respondent’s first choice, followed 
by ‘Success Skills’ and ‘Business Ethics’. Programs like ‘Exploring Economics ‘, ‘Social 
Leaders’, ‘Company Program’, and ‘SLP Competition’ rank second. Many other programs 
were also picked but with less percentages. 
Figure 127: INJAZ programs you wish your employees have attended 
11
9
9
6
5
4
4
3
3
1
1
1
1
Be Entrepreneurial
Success Skills
Business Ethics
Exploring Economics
Social Leaders Program
Company Program
SLP Competition
My Entrepreneurial Project
7iwar Al Ajyal
Work in Tourism
Student Exchange Program
Career Fair
Company Competition
238
31. When we ask private sector companies about their opinion on how INJAZ programs suite 
their skills-needs, a percentage of seventy two (72%) of responses say ‘INJAZ programs 
partially suit our knowledge and skills needs’. The remaining twenty eight percent (28%) say 
that these programs ‘completely suite our needs’. 
Figure 128: Suitability of INJAZ programs in private sector 
32. Six percent (6%) of respondents evaluate INJAZ graduates overall level as ‘Excellent’, 67% 
as ‘Very Good’, 17% say it is ‘Average’, and 11% state it is ‘Below Average’. 
Figure 129: Evaluation of graduates overall levels 
 
72%
28%
Partially
Completely
11%
17%
66%
6%
Below Average
Average
Very good
Excellent
239
33. On the readiness of INJAZ graduates to labor market, 17% of private companies 
respondents state that graduates are ‘completely ready’, 50% state they are ‘ready’, 22% say 
the level of readiness is ‘Average’; while 11% say it is below average. 
Figure 130: Evaluation of graduates overall levels 
34. Respondents significantly see that INJAZ graduates have different qualities than their 
colleagues at work. Below we list these qualities based on respondents’ opinion. 
Table 11: Qualities of INJAZ graduates in Private sector companies 
QUALITIES OF INJAZ GRADUATES COMPARED TO OTHER 
EMPLOYEES IN PRIVATE SECTOR COMPANIES 
Labor Market 
Awareness 
- ready to enter the labor market 
- aware of labor market needs 
- equipped with required skills 
- have previously taken on-the-job training 
Competencies 
- committed and serious about work 
- knowledgeable 
- have benefited from volunteers experiences 
- have management skills 
Personal Qualities 
- have vision 
- are organized 
- Ambitious and Aspired 
35. Private sector representatives generally suggested the following skills/programs they like to 
see added to INJAZ program: 
35.1 Emotional Intelligence 
35.2 Meeting Management 
35.3 Functional Competencies (Accounting, Finance, Human Resources…etc.) 
11%
22%
50%
17%
Below average readiness
Average readiness
Above average readiness
Completely ready
240
35.4 Time Management 
35.5 Enhance and pay more attention to ‘Success Skills’ program. 
36. Private sector representatives sate that their companies:
 Will continue to support INJAZ program; 
 Will advise other private sector companies participate in the program 
 Will advise other private sector companies employ INJAZ graduates. 
37. Around 60% of representatives of private sector companies sate that they are aware of other 
similar National programs and projects (like: Jordan Now, Maharat, and other) to INJAZ 
program. 
38. We ask respondents to list the different features of INJAZ program than other training 
programs in Jordan. Their replies were as follows: 
38.1 INJAZ program is comprehensive: Diverse subjects and topics 
38.2 INJAZ Volunteers (trainers) abilities and experiences 
38.3 INJAZ targets young students at early stages of their lives 
38.4 INJAZ training programs are Labor Market tailored 
38.5 Continuous communication with companies 
38.6 The professional relation INJAZ program has with the Ministry of Education, and 
the schools in Jordan. 
39. Summary of INJAZ program strengths and weaknesses according to private sector survey 
respondents: 
Table 12: Private sector programs participation 
Strengths Weaknesses 
6. Program Objectives 
7. The target group (students) 
8. Geographic spread 
9. Personnel: volunteers and 
coordinators 
10. It engages many stakeholders 
5. Program timing 
6. Doesnot reach un-previledged areas 
7. Sometimes volunteers are not well 
selected 
8. Sessions facilties in universities 
sometimes do not meet the needs 
40. Finally, they survey ask private sector representatives say their opinion on how to best 
implement INJAZ program. Their opinions were as follows:
40.1 More programs’ awareness sessions to companies. 
40.2 Selection of volunteers to be based on a clear set of standards.
241
40.3 More application than theory and lectures.
40.4 Increase the number of participating companies.
40.5 Include Private-Schools in the target group.
40.6 Accredit INJAZ courses by local universities.
40.7 Offer trainees certificates to motivate them.
40.8 Regularly update INJAZ programs and courses.
 
242
5) Parents 
Section One: General information 
This section provides detailed analysis on responding parents’ location (governorate), and level of 
education. 
QUESTION 1: PARENT NAME 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
Question 2:PARENTS GEOGRAPHIC LOCATION 
The researchers interviewed and collected data on 22 Parent. Their geographic location is illustrated 
in the figure below. 
Figure 131: Parent’s location 
QUESTION 3: PHONE NUMBER 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 4: GENDER 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 5: NUMBER OF CHILDREN 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
 
50%
32%
18%
Amman
Irbid
Maan
243
QUESTION 6: PARENT EDUCATION LEVEL 
Parents’ level of education could affect students’ decisions. (65%) of parents who participated in the 
survey were higher education graduates. (23%) of parents hold diploma, and (9%) hold high school 
diploma. The remaining four percent (4%) have elementary education. 
Figure 132: Parent level of education 
Section Two: Parents evaluation of INJAZ program
QUESTION 7: EVER HEARD ABOUT INJAZ? 
All responding parents replied positively. They know about INJAZ program. 
QUESTION 8: MEANS OF HEARING ABOUT THE PROGRAM 
Parents of INJAZ students hear about the program through different means. Eighty two percent of 
responding parents in our survey state that that they heard about INJAZ from their participating 
sons and daughters (82%). Others state that they heard about it through traditional media (9%), or 
friends (4%). Others mentioned that they heard about it from ‘Internet’ or ‘School’. 
Figure 133: Parent level of education
4%
9%
23%
54%
5% 5%
Elementary
Tawjihi
Diploma
Bachelors
Masters
PhD
82%
4%
9%
5%
Son, daughter
Friends
Media
others
244
All surveyed parents in Maan and Irbid heard about the program from their participating sons and 
daughters, Amman parents share that fact. Moreover, friends and traditional media are also effective 
means of communication in Amman governorate. 
QUESTION 9: HAVE YOUR CHILDREN PARTICIPATED IN ANY OF INJAZ 
PROGRAMS? 
All surveyed parents answered positively. At least one of their children has participated in INJAZ 
programs and activities.
QUESTION 11: INJAZ PROGRAM IMPACT YOUR CHILDREN 
Sixty seven percent of parents (67%) agree that INJAZ had a great impact on their children, while 
nineteen percent (19%) totally agree. Ten percent (10%) were between agreeing on average or 
slightly agree. Five percent (5%) only disagree with other parents. 
Figure 134: INJAZ program has impacted your sons and daughters 
Thirty percent (30%) of Amman parents and 14% of Irbid parents in this survey totally agree that 
INJAZ programs impact their children. Parents who agree on above average level are more in Maan 
(75%), followed by Irbid and Amman. Small percentages in Amman (10%) and Irbid (14%) 
minimally agree or disagree with other parents. 
Figure 135: Parents opinion by geography 
0%
20%
40%
60%
80%
100%
Disagree Minimum
agreement
Average
agreement
Above average
agreement
Totally agree
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Disagree
Minimum agreement
Average agreement
Above average agreement
Totally agree
245
QUESTION 12: EXTENT OF IMPACT ON YOUR CHILDREN’S PERSONALITY 
Eighty one percent (81%) of responding parents stated that they highly agree that INJAZ program 
had an impact on their children’s personalities. Fourteen percent somehow disagree to this fact, and 
5% totally disagree. 
Figure 136: INJAZ program has impacted your sons and daughters personality 
The governorates analysis shows that 80% of Amman parents totally agree that INJAZ had an 
impact on their children’s personalities; while in Irbid they were 57% and 50% in Maan. Half of 
Maan parents agree to minimum degree that there is impact. Ten percent of Amman parents 
disagree that any impact exists. 
Figure 137: Parents opinions by governorate 
0%
20%
40%
60%
80%
100%
Disagree Minimum
agreement
Average
agreement
Above average
agreement
Totally agree
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Disagree
Minimum agreement
Average agreement
Above average agreement
Totally agree
246
QUESTION 13: CHILDREN’S PERSONAL ASPECTS IMPACTED 
Parent’s state that the program has affected several characteristics of their attending children mainly: 
‘Their Leadership skills’, ‘Ability to have discussions’, and ‘Learning work skills’. Other 
characteristics can be shown in the figure below. 
Figure 138: Personal Aspects that INJAZ program impacts 
 
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
247
The table below illustrates the analysis of parent’s opinions around their participating children’s 
personal attributes that has been affected the most by INJAZ programs.
Table 13: Children’s aspects impacted 
(%) 
 Governorate 
Personal 
Quality 
Amman Irbid Maan 
Learn Work skills 10% 5% 15% 
Leadership 14% 16% 10% 
Learn Dialogue 16% 16% 5% 
Planning 4% 5% 5% 
Gaining Practical skills 8% 5% 5% 
Problem Solving 8% 5% 10% 
Teamworking 6% 5% 5% 
Know Personal skills 6% 21% 10% 
Analytical Thinking 10% 0 15% 
Building Relationships 6% 11% 10% 
Introduced to corporates 8% 5% 5% 
Enhance Knowledge 
level 4% 5% 5% 
 ‘Learn work environment skills and requirements’ is reported as the most impacted personal 
aspect of children of Maan parents, followed by Amman then Irbid parents. 
 ‘Ability to lead’ ranked highest by Irbid parents. 
 ‘Learn to have discussions and dialogue skills’ is the third reported most personal quality 
impacted by Amman and Irbid parents. 
 
248
QUESTION 14: INJAZ PROGRAM INFLUENCE YOUR CHILDREN’S ACADEMIC 
PERFORMANCE 
In their opinion of whether INJAZ program had influenced student’s academic performance, 80% 
of the responding parents seem to agree to a big extent; 5% agree on average level; and the 
remaining 15% was divided between no impact at all (5%) and some impact (10%). 
Figure 139: Impact on participating children academic performance 
Parents who believe that INJAZ had huge impact on their children academic performance were 
50% in Amman; 29% in Irbid and 25% in Maan. Fifty percent (50%) of Maan parents and 42% of 
Irbid parents believe that there was above average impact. Respondents who believe that INJAZ 
had no impact were 10% of Amman parents. 
Figure 140: Parents opinions by governorate 
 
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
No impact Minimum impact Average impact Above average
impact
Huge impact
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No impact
Minimum impact
Average impact
Above average impact
Huge impact
249
QUESTION 15: INJAZ PROGRAM BENEFIT ON CHILDREN- ANALYSIS BY SEGMENT 
AND GOVERNORATE 
Eighty percent (80%) of parents in this survey believe that there is average and above average 
benefit to the program. Another 10% believe that the benefit is minimal. And, the remaining 10% 
believe that the program brings no benefit. Parents who see minimum benefit or no benefit are 
mainly Maan parents. 
Figure 141: INJAZ program benefits children 
QUESTION 16: BEHAVIORAL CHANGE ON INJAZ STUDENTS - ANALYSIS BY 
SEGMENT AND GOVERNORATE 
Regarding the difference of INJAZ students’ attitudes and behaviors compared to other students, 
62% of the responding parents noticed a big difference. Another 33% noticed some difference. Five 
percent of parents see no difference at all. 
Figure 142: INJAZ students behave differently 
 
9.5% 9.5%
23.8%
57.1%
0%
No benefit Minimum
benefit
Average
benefit
Above
average
benefit
Total
benefit
5%
14%
19%
43%
19%
No
difference
Minimum
difference
Average
difference
Above
average
difference
Total
difference
250
While none of Maan parents see obvious differences in INJAZ students’ behaviors; 29% of Irbid 
parents and 20% of Amman parents see there is. Sixty percent (60%) of Amman parents and 50% of 
Maan parents believe that the difference is somehow obvious. Parents who see no difference at all 
were 10% of Amman ones. 
Figure 143: Parents opinion by governorate 
QUESTION 17: INJAZ PROGRAM CAN BE PART OF THE ACADEMIC CURRICULUM￾ANALYSIS BY SEGMENT AND GOVERNORATE 
Seventy one percent (71%) of parents support the idea that INJAZ programs and courses become 
part of their children academic curriculum. However, 29% do not support this idea. Such response 
comes from parents in Amman, Irbid, and Maan equally. 
Figure 144: Parents who support the idea INJAZ program be part of the curriculum 
 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No difference
somehow no
difference
Medium
somehow obvious
obvious
71%
29%
Yes
No
251
QUESTION 18: BEST TIME TO PARTICIPATE IN INJAZ PROGRAMS 
Parents’ opinions regarding the best time to participate in INJAZ programs and courses were 
divided in the survey data; 47% said ‘During summer vacations’ and the other 53% said ‘During 
school time’. 
Figure 145: Best time to attend INJAZ programs 
Fifty percent (50%) of Amman parents and (57%) of Irbid parents in the survey see that it is better 
to execute INJAZ programs during school time. While the majority of Maan parents (50%) prefer 
them during the summer vacation; 25% said ‘during school time’, and the remaining 25% didn’t 
specify. 
Figure 145: Best time to attend INJAZ programs 
53%
47%
During school hours
During summer vacation
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
During school
During summer vacation
Not specified
252
QUESTION 19: SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to students’ parents in the 
survey. 
Table 14: Program Strengths and Weaknesses- Private sector 
Strengths Weaknesses 
3. Training objectives
“Enhance our children’s personal 
qualities” 
“Introduce & link students to real 
life” 
“Introduce students to labor 
market” 
4. Topics content
“Practicle information” 
“Topics make our children have 
vision” 
“Help them be creative” 
4. Program timing 
“During regular school classes” 
“Prefer to run it during vacation” 
5. Volunteers 
“Sometimes are young and unable to 
control participants” 
“Some volunteers are technically 
weak and not capable to give 
feedback” 
6. Program approach 
“sometimes the students are forced 
to attend the programs” 
“More planning is required” 
QUESTION 20: WAYS TO ENHANCE INJAZ PROGRAM IMPLEMENTATION 
Parents’ opinions were as follows: 
20.1To be implemented during summer vacation.
20.2 More incentives to students to motivate them to participate.
20.3 More practical application to what is taught inside the class. 
20.4 Involving “Parents” in the program- by evaluating their children, for example. 
20.5 Workshops and brainstorming session-style programs instead of “lectures” to motivate 
students. 
253
20.6 Careful selection of volunteers and their qualities. 
QUESTION 21: ANY CHANGE ON YOUR CHILDREN 
In the survey parents were asked to determine whether they have seen any change on their children’s 
behaviors, or academic performance, or personal qualities. Fifty three percent of responding parents 
answered positively; and that the change is clear. Thirty three percent see slight change on their 
children. However, fourteen percent don’t see any change on their children. 
Figure 146: INJAZ students behave differently 
The governorates analysis revealed that, parents who observed obvious change on their children 
were 60% of Amman parents; 43% of Irbid parents; and 50% of Maan parents. Thirty percent 
(30%) of Amman parents noticed slight change; compared to 43% in Irbid and 25% in Maan. 
Parents who didn’t see any change on their participating children were equally from the three 
governorates. 
QUESTION 22: INJAZ PROGRAM FACTORS THAT FOSTER ‘CHANGE’ 
Parents were asked to determine the factors behind the change they see in their children who 
participated in INJAZ programs and courses. The factors they stated are as follows: 
22.1 The coordination that occurs between school administration, volunteers and INJAZ program 
management. 
22.2 The training objectives that INJAZ program targets. 
22.3 New volunteers that students meet, interact with, and learn from. 
22.4 The programs content teaches students’ skills and behaviors they don’t learn in school. 
 
0%
20%
40%
60%
80%
100%
Obvious change Slight change No change
254
6) Teachers 
Section One: General information 
QUESTION 1: TEACHER NAME 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 2: SCHOOL NAME 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 3: GEOGRAPHIC LOCATION OF TEACHERS 
Forty teachers responded to the survey: 50% of the teachers are from Amman, 30% are from Irbid, 
and 20% from Maan. 
Figure 147: Survey teachers by governorate 
QUESTION 4: PHONE NUMBER 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 5: GENDER OF TEACHER
The survey included teachers of both genders. Among the 40 respondents, 60% were females; while 
40% were males. 
Figure 148: Gender 
50%
30%
20%
Amman
Irbid
Maan
40%
60%
Male
Female
255
QUESTION 6: EDUCATION 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 7: GRADES TOUGHT 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 8: YEARS OF EXPERIENCE 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
Section Two: Teacher experience with INJAZ program 
QUESTION 9: HOW THE TEACHER HEARED ABOUT INJAZ PROGRAM
School and Media channels are the most means through which teachers have heard about INJAZ 
program. Seventy five percent (75%) stated they heard about INJAZ in ‘School’, fifteen percent 
(15%) heard about it from ‘Media: (TV, Radio, Daily Newspapers)’, six percent (6%) of the survey 
teachers heard about it from ‘Social media’, two percent (2%) through friends and the remaining 2% 
through other means. 
Figure 149: How teachers heard about INJAZ program 
 
75%
0%
6%
2%
15%
2%
School
University
Social Media
Friend
Media
others
256
The governorate level data conveys that the most teachers who hear about INJAZ program through 
‘School’ are Irbid teachers. Moreover, it is noticeable that ‘social media’ and ‘traditional media’ are 
effective means of communication in Maan more than in Irbid and Amman. 
Figure 150: means of hearing about INJAZ by governorate 
QUESTION 10: EVER ENROLLED IN INJAZ TRAINING PROGRAMS
Half of the responding teachers say that they have enrolled in INJAZ teachers training programs in 
the past. 
QUESTION 11: AVERAGE NUMBER OF TIMES OF PARTICIPATION IN INJAZ 
PROGRAMS 
On average, teachers have participated 6 times in INJAZ teachers programs. 
Figure 151: No. of times of participations for teachers 
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Amman Irbid Ma'an
School
University
Social Media
Friend
Media
others
20%
30%
50%
Once
2‐3 Times
More than 3 times
257
QUESTION 12: REASON FOR PARTICIPATING IN INJAZ PROGRAMS 
Forty one percent (41%) of teachers stated that they joined INJAZ teachers’ programs to ‘Improve 
their teaching skills’, 33% percent participate per their ‘School administration request’, and 11% 
participated in the program to ‘Achieve personal goals’. The remaining fifteen percent (15%) 
participated for other unspecified reasons. 
Figure 152: Reason for participating in teachers programs 
When analyzing the data by geography, it is evident that most of Maan teachers (67%) in this survey 
participated in INJAZ ‘to improve their teaching skills’. Irbid and Amman teachers have various 
reasons. In Irbid they equally participated to improve their skills, as per the request of their school 
administration and for other reasons like ‘the passion for volunteering’. Seventeen percent of 
Amman teachers also state that they participate in INJAZ to ‘achieve personal goals’. 
Figure 153: Teachers reasons for participation by governorate 
41%
33%
11%
15% Improve teaching skills
School administration
request
Achieve personal
objectives
others
0%
20%
40%
60%
80%
100%
Amman Irbid Ma'an
Improve teaching skills
School administration
request
Achieve personal
objectives
others
258
QUESTION 13: SPECIFY PROGRAMS ATTENDED BY NAME, PLACE AND TIME 
In the following table, we summarize the courses and programs taken by teachers who were 
surveyed and as stated by them: 
Table 15: Private sector programs participation 
Course/Program Name Time place 
Creativity One day- 2011 Teachers club 
Personal Life Planning 2009 -School 
More than Money 
Travel & Tourism -Every year 
-2010 
-School 
-Amoun Hotel 
Job Shadow 
Brainstorming skills 2005 Teachers club 
Leadership Course 2003, Le Royal Hotel 
INJAZ Program Objectives 2000 INJAZ 
Activate students participation 
in INJAZ Program 
2004 Queen Zain school 
Dealing with students 2003 -Hotel 
Presentation skills 2005 -Hotel 
ICDL 
Intel 
-Queen Rania Center 
-Umm Habiba School 
Business Leaders 2011 -School 
Entrepreneurial Master Class 2011 -School 
هيئة شباب آلنا الاردن - اربد skills Teaching
هيئة شباب آلنا الاردن - اربد Courses & Programs INJAZ
INJAZ Program: Approach 
and benefits 
Teachers club 
Business Leaders Campaign 2011 Al Husainieh school 
INJAZ Teacher training 
workshop 
هيئة شباب آلنا الاردن العقبة 2011
QUESTION 14: CLEAR COURSE OBJECTIVES 
All teachers stated that course objectives are clarified at the beginning of training course. 
QUESTION 15: COURSE DURATION 
Ninety percent (90%) of surveyed teachers stated that course duration is sufficient to acquire the 
required skills. The remaining ten percent (10%) do not agree to this fact. 
259
QUESTION 16: TRAINING TOOLS AND FACILITIES 
Ninety percent (90%) of teachers in the survey believe that the utilized training tools, equipment and 
other session facilities are appropriate and meet the required needs. 
QUESTION 17: ACHIEVEMENT OF COURSE OBJECTIVES 
As clear from the figure below, thirty five percent (35%) of teachers believe that course objectives 
are achieved to average degree, fifty five percent (55%) believe there is above average achievement, 
and ten percent (10%) feel that course objectives are completely achieved. 
Figure 154: Are course objectives achieved? 
Data from governorates states that all Maan teachers believe that INJAZ program objectives are 
achieved on above average level. Irbid teacher’s responses from survey were divided; one half 
believes that objectives were achieved on average level and the other half believes they were 
achieved on above average level. Some percentage of around 15% of Amman teachers believes that 
program objectives were fully achieved. 
0%
20%
40%
60%
80%
100%
Not achieved Minimum
Achievement
Average
Achievement
Above average
achievement
Total
achievement
260
Figure 155: Objectives achievement responses by governorate 
QUESTION 18: THE DEGREE BY WHICH COURSE OBJECTIVES MEET TEACHERS 
LEARNING NEEDS 
Most surveyed teachers believe that courses objectives at least ‘meet average teachers’ training 
needs’. Only five percent (5%) see that objectives ‘don’t meet the required needs’. 
Figure 156: Course objectives meet teachers’ needs 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not achieved
Minimum
Achievement
Average Achievement
Above average
achievement
0%
20%
40%
60%
80%
100%
Don't meet the
needs
Meet minimum
needs
Meet average
needs
Meet above
average needs
Meet all needs
261
In Maan, all respondents believe that teachers programs meet their average needs. In Irbid, some 
teachers believe that only minimum needs are met; while the other half think that average needs are 
met. In Amman, the opinions varies, but with one exceptional case where it is stated that training 
objectives don’t meet teacher’s needs. 
Figure 157: Teachers’ needs by governorate 
QUESTION 19: TEACHERS EVALUATION OF COURSES BENEFITS 
On their evaluation of the benefit that teachers gain after attending INJAZ teachers’ courses, 
teachers’ responses in the survey vary. Ten percent (10%) say that they ‘completely benefited’. 
Eighty five percent (85%) say that the benefit was either average (35%), or above average (50%). 
The remaining five percent (5%) say the courses benefits are minimal. 
Figure 158: Course benefits 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Doesn't meet their needs
Meet minimum needs
Meet average needs
Meet above average needs
0%
20%
40%
60%
80%
100%
No benefit Minimum
benefit
Average benefit Above average
benefit
Complete
benefit
262
Governorate results for program benefit are as follows: Maan teachers believe that they benefit on 
above average level from the teachers training. However, Irbid teachers say the benefit on average 
level only. Amman teachers share these two views equally but with the exception of a small 
percentage of their teachers (16%) see that they completely benefit from the training. 
Figure 159: Course benefits by governorate 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Complete benefit
263
QUESTION 20: EVALUATION OF TEACHERS INTERACTION WITH INJAZ PROGRAMS 
Five percent (5%) of the surveyed teachers see that there is great interaction; seventy five percent 
(75%) see the interaction above average; fifteen percent see average interaction. Five percent don’t 
see that teachers interact during these courses. 
Figure 160: Teachers interaction with INJAZ programs 
Most teachers in Amman (77%) and Maan (80%), responding to our survey, think that teacher’s 
interaction is on above average level. Irbid teachers equally think that there is average or above 
average interaction. Twenty percent (20%) of teachers in Maan think there is full interaction with 
teachers programs. 
Figure 161: Teachers interaction by governorate 
0%
20%
40%
60%
80%
100%
No interaction Minimum
interaction
Average
interaction
Above average
interaction
Unrivaled
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No interaction
Minimum interaction
Average interaction
Above average interaction
Full interaction
264
QUESTION 21: HOW STUDENTS BENEFIT FROM INJAZ TEACHERS TRAINING 
Five percent (5%) of the surveyed teachers see that there is great benefit; seventy percent (70%) see 
the benefit level is above average; twenty percent (20%) see average benefit. Five percent (5%) don’t 
see that students benefit from teachers courses. 
Figure 162: Students’ benefit of INJAZ Teachers courses 
In Maan, teacher’s opinions are that students benefit on above average level from teachers training. 
50% of Irbid teacher believe that the benefit is average, and 50% above average. Moreover, the 
majority of Amman teachers (70%) state that the benefit is on above average level. 
Figure 163: Teachers responses by governorate 
0%
20%
40%
60%
80%
100%
No benefit Minimum
benefit
Average
benefit
Above average
benefit
Complete
benefit
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Complete benefit
265
QUESTION 22: WILLINGNESS TO RE-PARTICIPATE IN INJAZ TEACHERS PROGRAMS 
All surveyed teachers are willing to attend future INJAZ programs for teachers. 
QUESTION 23: WILLINGNESS TO ATTEND COURSES IN OTHER GOVERNORATES 
Half of the surveyed teachers (50%) are willing to attend INJAZ teachers’ courses outside their 
home town or far from office. 
QUESTION 24: WILL ADVISE OTHER TEACHERS PARTICIPATE IN INJAZ TEACHERS’ 
PROGRAMS 
Ninety five percent (95%) of surveyed teachers will advise their colleague teachers participate in 
INJAZ programs offered to them. Only five percent (5%) won’t do so. 
QUESTION 25: WHETHER INJAZ PROGRAM STAY IN TOUCH AFTER PROGRAMS 
Ninety five percent (95%) of surveyed teachers answered positively. However, five percent (5%) say 
that INJAZ program does not stay in touch after programs are completed. 
QUESTION 26: Do your students participate in INJAZ school programs 
All surveyed teachers have students they supervise participating in INJAZ programs for schools. 
266
Section Three: Teacher evaluation of INJAZ school programs 
QUESTION 27: The overall number of participating students in INJAZ school programs
Ten percent (10%) of teachers in this survey estimate that the number of participating students in 
INJAZ programs is ‘very large’. Most of them believe it ranges from average to a large number. The 
remaining three percent (3%) see that the number of students is small. 
Figure 164: Teachers’ evaluation of the number of participating students 
Amongst teachers in the governorates, 58% of Irbid teachers estimate the number of participating 
students in INJAZ school programs as ‘average’; while the percentage was 35% in Amman, and 38% 
in Maan. Most teachers in Maan (50%) and Amman (45%), however, think that the number is 
‘large’. 
Figure 165: Teachers’ evaluation by governorate 
0%
20%
40%
60%
80%
100%
Very small Small Average Large Very large
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Very small
Small
Average
Large
Very large
267
QUESTION 28: Whether INJAZ student courses’ duration is sufficient to learn a skill 
Sixty percent (60%) of responding teachers say that INJAZ school-courses duration is enough to 
learn and acquire knowledge of a new skill. However, 23% think that the course duration is not 
enough. The remaining 17% cannot determine that. 
Figure 166: Student course duration 
Survey teachers who most believe that program duration is enough to learn the required skills are 
75% of Maan teachers. At the same time, some proportion of 25% of Maan teachers state that they 
can’t determine that. Some teachers in Amman (25%) and Irbid (33%) think that the duration is not 
sufficient for that purpose. 
Figure 167: Course duration evaluation by governorate 
60%
23%
17%
Yes
No
Can't determine
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
Can't determine
268
QUESTION 29: TEACHERS EVALUATION OF SUITABILITY OF TRAINING MATERIAL 
TO STUDENTS’ LEVELS OF KNOWLEDGE 
When asked to evaluate the suitability of INJAZ student’s courses to their levels, surveyed teachers 
responses were as follows: 12% believes they completely suite student’s levels; 50% believes that 
they suite student’s levels to above average degree; another 30% believe that to average degree. The 
remaining 8% believe that degree of suitability is acceptable. 
Figure 168: Suitability of students courses to their levels of knowledge 
0%
8%
30%
50%
12%
Doesn't suite
Acceptable
Average
Above average
Completely suite
269
From the below figure, it is demonstrated that most of Maan (75%) and Irbid (58%) teachers believe 
that INJAZ programs are above average adequate and suitable to students level of knowledge. In 
Amman, most teachers (40%) believe that the programs are adequate on average level. 
Figure 169: Teachers opinion by governorate 
QUESTION 30: TEACHERS EVALUATION OF STUDENT BENEFIT OF INJAZ 
PROGRAMS 
Most survey teachers believe there is at least ‘average’ benefit. Some teachers, (5%) of them, believe 
the benefit is great. The remaining eight percent was divided between ‘there is minimum benefit’ or 
‘no benefit’ at all. 
Figure 170: Evaluation of student’s benefit of INJAZ courses 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not adequate
Minimum adequacy
Average adequacy
Above average adequacy
Completely adequate
3% 5%
40%
47%
5%
No benefit
Minimum benefit
Average benefit
Above average
benefit
Complete benefit
270
The data for governorates was analyzed; it is found that 75% of Irbid teachers and 58% of Maan 
teachers evaluate INJAZ programs as beneficial on above average level to students. However, the 
majority of Amman teachers (45%) tend to believe that such programs are beneficial on average 
level. Furthermore, some teachers in Amman (15%) say that these programs have minimum benefit 
or even no benefit at all. 
Figure 171: Evaluation of student’s benefit of INJAZ courses 
 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Complete benefit
271
QUESTION 31: TEACHERS EVALUATION OF TRAINING TOOLS AND EQUIPMENT 
The survey asks the teachers whether the training tools and facilities at INJAZ school courses meet 
the required needs; eighty three percent of them agree to this fact. And, seventeen percent do not 
agree. 
Figure 172: Evaluation of student’s courses training tools 
The figure below confirms the fact that precedes from last the last paragraph. 
Figure 173: Evaluation of student’s courses training tools by teachers across governorates 
 
83%
17%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Ma'an
yes
no
272
QUESTION 32: TEACHERS OPINION ON WHETHER INJAZ HAS IMPACTED 
STUDENTS 
Eighty eight percent of teachers believe that INJAZ school programs have impact on students’ 
personalities and behaviors. Twelve percent don’t agree to this fact. 
Figure 174: Evaluation if INJAZ impact students 
QUESTION 33: STUDENT’S PERSONAL ATTRIBUTES IMPACTED BY INJAZ 
PROGRAMS 
In the survey, teachers were asked to name students’ personal characteristics they feel INJAZ school 
program impacted most. The responses are summarized in the following figure, several personal 
attributes are affected. The most affected qualities are: ‘Leadership: 11%’, ‘Know or realize ones 
skills: 11%’, ‘Planning: 11%’, and ‘Team working: 10%’. 
Figure 175: Evaluation of student’s qualities impacted most by INJAZ courses 
88%
12%
Yes
No
9%
11%
7%
6%
11%
7%
5%
11%
11%
10%
5%
6%
Learn Work skills
Leadership
Learn Dialogue
Introduced to corporates
Know Personal skills
Problem Solving
Building Relationships
Planning
Gaining Practical skills
Teamworking
Analytical Thinking
Enhance Knowledge level
273
Table 16: Teachers responses by governorate 
 The below table, lists the personal qualities that are most impacted by INJAZ programs according 
to the teachers from different governorates. 
 ‘Leadership’, ‘Planning’, and ‘Team working’ are competencies that are reported mostly by 
Maan teachers to be the major impacted personal qualities. 
 ‘Realizing own potential’ is Amman teachers choice when answering the same question. 
 Irbid teachers share the same opinions regarding the student most impacted personal 
characteristics, but with lesser degree. 
(%) 
 Governorate 
Personal 
Qualities 
Amman Irbid Maan 
Learn Work skills 9% 4% 3% 
Leadership 11% 8% 15% 
Learn Dialogue 7% 6% 12% 
Introduced to corporates 6% 5% 6% 
Realize own potential 11% 5% 9% 
Problem Solving 7% 5% 9% 
Building Relationships 5% 3% 9% 
Planning 11% 9% 12% 
Gaining Practical skills 11% 6% 6% 
Teamworking 10% 9% 12% 
Analytical Thinking 5% 0% 3% 
Enhance Knowledge 
level 
6% 5% 6% 
274
QUESTION 34: INJAZ SCHOOL PROGRAM IMPACT ON STUDENTS ACADEMIC 
PERFORMANCE 
All teachers believe that INJAZ school programs have positively impacted participating student’s 
academic performance. 
QUESTION 35: INJAZ STUDENTS VS. NON INJAZ STUDENTS- THINKING LEVELS 
According to our survey, eight percent of teachers believe that there is ‘very clear difference’ in the 
thinking levels between students who participate in INJAZ programs and those who did not. Fifty 
two percent see that the difference is ‘clear’. Thirty percent see there is ‘average difference’. The 
remaining ten percent is divided between ‘little difference’ and ‘no difference’ 
Figure 176: Differences in thinking abilities (INJAZ and Non INJAZ students) 
Based on governorate data, 83% of Irbid teachers are the most to see above average differences 
between INJAZ students and non-INJAZ students, followed by 50% of Maan teachers. Moreover, 
12% of Maan teachers believe that there are obvious differences between them. Also, 10% of 
Amman teachers believe that there are obvious differences in their thinking levels. 
Figure 177: Responses per governorates 
0%
20%
40%
60%
80%
100%
No difference Little
difference
Average
difference
Clear
difference
Very clear
difference
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No difference
Little difference
Average difference
Above average difference
Obvious difference
275
QUESTION 36: WHETHER TEACHERS BELIEVE INJAZ PROGRAM SHOULD BE PART 
OF THE REGULAR CURRICULUM 
Seventy three percent (73) of teachers believe that INJAZ school programs should be part of the 
school curriculum. However, twenty seven percent don’t believe so. 
Figure 178: Should INJAZ programs be part of the school curriculum 
The same percentages seem to apply in the cases of Amman and Maan; where 75% of teachers think 
that INJAZ program should be part of the school curriculum, versus 25% who don’t think so. 
While 33% percent of teachers in Irbid don’t think the program should be included in the regular 
school curriculum; 67% think it should. 
Figure 179: Teachers’ opinions by governorate 
 
73%
27%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Ma'an
Yes
No
276
QUESTION 37: TIMING OF INJAZ SCHOOL PROGRAMS 
Eighty percent of teachers see that the timing of INJAZ school programs and courses is adequate. 
The reaming twenty percent see it is not. 
Figure 180: Teachers opinions on adequacy of programs duration 
Most teachers agree on the adequacy of INJAZ courses’ duration. 
Figure 181: Teachers opinions by governorate 
 
80%
20%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Ma'an
Yes
No
277
QUESTION 38: ADEQUATE TIMING TO IMPLEMENT INJAZ PROGRAMS 
Sixty two percent of teachers believe that INJAZ program should be executed ‘during working 
hours’; 35% say ‘during summer vacation’. Only 3% see it is better to be implemented ‘after working 
hours’. 
Figure 182: When to implement INJAZ program 
When we analyze the governorate data, we find that 55%, 58% and 88% of Amman, Maan, and 
Irbid teachers respectively see that it is better to run INJAZ programs ‘during the official work 
hours’. A good percentage of teachers in Amman (45%) and Irbid (33%) prefer INJAZ programs to 
be executed ‘during summer vacation’. A small group of Irbid teachers (9%) say that they prefer the 
programs executed ‘after working hours’. 
Figure 183: Teachers opinions by governorate 
62%
3%
35% During working hours
After working hours
During summer vacation
0%
20%
40%
60%
80%
100%
Amman Irbid Ma'an
During working hours
After working hours
During summer vacation
278
QUESTION 39: ADVISE OTHER TEACHERS TO ENROLL THEIR STUDENTS IN INJAZ 
PROGRAMS 
Ninety five percent of responding teachers advise their colleague teachers to enroll their students in 
INJAZ school programs and courses. Five percent only of teachers don’t. 
Figure 184: When to implement INJAZ program 
QUESTION 40: SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to teachers in the survey. 
Table 17: Program Strengths and Weaknesses- Teachers 
Strengths Weaknesses 
4. Topics content
4.1 ‘New Ideas and skills not in 
regular curriculum’ 
4.2 ‘Focus on students Personal 
qualities’ 
4.3 ‘Suitable to students’ 
4.4 ‘Meet Community needs’ 
5. Training method 
5.1 ‘Non traditional ways of 
learning’ 
5.2 ‘Students learn to have 
discussions’ 
5.3 ‘Students learn to cooperate 
and work as a team’ 
6. Volunteers
6.1 Personalities and abilities 
6.2 Knowledge and experience 
sharing
4. Program timing and duration 
3.3 Course duration is not enough 
for classess. 
3.4 Timing of programs not sitable 
during work hours. 
4. Volunteers 
4.1 Some volunteers are not capable 
of controling the students 
4.2 Some are not committed 
4.3 Some volunteers not capable 
technically. 
5. Training Methods 
5.1 Sometimes classes donot attract 
students 
5.2 More lecturing than application 
95%
5%
Yes
No
279
QUESTION 41: GENERAL COMMENTS ADDED BY RESPONDING TEACHERS 
We ask teachers opinions about the important matters to improve the way INJAZ program is 
implemented. Their responses are as follows: 
41.1 More application of what students learn in class is required. Also, more field visits are needed 
(maybe during summer vacations) to show students work life and its challenges. 
41.2 The use of technology based learning using PCs and Online training. 
41.3 The process of selecting volunteers should be based on a clear set of standards. 
41.4 Motives and incentives to INJAZ participating students (training suite, for example). 
41.5 More flexible program procedures will facilitate the whole process. 
41.6 Expand the program duration. 
41.7 Link students to INJAZ Program through INJAZ web site. 
 
280
7) Part 7: INJAZ Volunteers 
Section One: General information 
QUESTION 1: VOLUNTEER NAME 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 2: VOLUNTEERS PLACE OF RESIDENCE BY GOVERNORATE 
Our survey sample included a major segment which is INJAZ Volunteers. Volunteers who 
responded to the survey are 59% from Amman, 22% from Irbid, and 19% from Maan. 
Figure 185: Volunteers by governorate 
QUESTION 3: PHONE NUMBER 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 4: AGE 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
 
59% 22%
19%
Amman
Irbid
Maan
281
QUESTION 5: GENDER OF VOLUNTEER
The survey included INJAZ Volunteers of both genders. Among the 69 respondents, seventy two 
percent (72%) were males, while twenty eight percent (28%) were females. 
Figure 186: Gender 
QUESTION 6: VOLUNTEERS LEVEL OF EDUCATION
Level of volunteer’s education varies according to our survey. The majority (60%) are bachelor 
degree holders, followed by Masters Degree holders (20%), Diploma holders (12%). PhD and High 
school diploma holders both account for 8%. 
Figure 187: Volunteers education 
 
72%
28%
Male
Female
4%
12%
60%
20%
4%
High School
Diploma
BA/S
MA
PhD
282
QUESTION 7: EDUCATIONAL SPECIALIZATION 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 8: PLACE OF WORK 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 9: JOB TITLE 
The responses to this question are used for quality control and tracking purposes only, but not for 
descriptive analysis. 
QUESTION 10: VOLUNTEERS AVERAGE NUMBER OF YEARS OF EXPERIENCE 
The average number of years of experience for all responding volunteers in our survey is eleven (11). 
The range of years of experience for volunteers varies from 3 years to 30. 
Section Two: Volunteer experience with INJAZ program 
QUESTION 11: MEANS BY WHICH HEARD ABOUT INJAZ PROGRAM 
In the survey, INJAZ volunteers were asked to state how they heard about the program. Their 
answers were as follows: 35% heard about it from ‘work’, 28% via ‘friend’, 19% through ‘traditional 
media: TV, Radio...etc’. Eight percent of volunteers heard about INJAZ from ‘family’, and the 
remaining ten percent from ‘social media’. 
Figure 188: How volunteers hear about INJAZ 
The analysis reveals that ‘friends’ is the biggest contributor in Maan for telling volunteers 
aboutINJAZ programs as stated by 64% of them. Forty one percent (41%) of Amman volunteers 
28%
35%
10%
8%
19% Friend
Office
Social Media
Family
Traditional Media
283
state that Media (traditional and social) are most effective there. Forty six percent (46%) of Irbid 
volunteers say that they heard about the program from ‘work’. Few cases mention that they heard 
about the program through ‘direct communication with INJAZ’ or through ‘school’. 
Figure 189: Means of communication by governorate 
QUESTION 12: AVERAGE NUMBER OF TIMES YOU VOLUNTEERED FOR INJAZ 
On average, survey respondents have volunteered 5 times. Some people volunteered once, but 
others have volunteered 40 times- as they state. The majority of survey volunteers 47% have 
participated from two-to-five times; 32% participated only once; and 21% have volunteered more 
than 5 times. 
Figure 190: Number of times volunteered 
When we compare governorate data, we find that the majority of Irbid volunteers (53%) have 
participated in INJAZ programs ‘more than 5 times’. In Maan, the majority of volunteers have done 
so only once. In Amman, the majority have volunteered ‘from two to five times’. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Friend
Work
Social Media
Family
Media
Other
32%
47%
21%
Once
Two‐to‐Five times
More than 5 times
284
Figure 191: Number of times volunteered by governorate
QUESTION 13: REASON BEHIND VOLUNTEERING 
Many people like volunteering. Most of INJAZ volunteers whom we surveyed (75%) state that they 
volunteer because ‘they like to serve their communities’. Next comes a 17% who volunteer to 
‘improve their skills’. Another four percent (4%) do so as ‘part of their jobs in private sector 
companies’. The remaining five percent (5%) volunteer for reasons like: ‘to offer their experiences to 
students’ and, because ‘volunteering is part of their lives’. 
Figure 192: Why do you volunteer for INJAZ? 
The main reason chosen by respondents in the governorates was ‘to serve the community’, and the 
responses were 93% in Irbid, 80% in Maan, and 68% in Amman. The second major reason for 22% 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Once
Two‐to‐Five times
More than 5 times
74%
4%
17%
5%
Community service
Part of job in Private sector
Improve my training skills
Other
285
of Amman and 13% of Maan respondents is ‘to improve their training skills’. Amman and Maan 
volunteers share the reason of ‘as part of my job’ but with slightly different extent. Those who state 
the reasons: ‘to share my experiences with students’ and, ‘volunteering is part of their lives’ are in 
Amman. 
Figure 193: Reason for volunteering by governorate 
QUESTION 14: EDUCATION STAGES VOLUNTEERS TRAIN 
Fifty five percent of volunteers in this survey have trained ‘school students’, 32% has trained 
‘university students’, 10% has trained ‘college students’. The remaining respondents have trained in 
‘Social centers’. 
Figure 194: Education stage s\he trained 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Community service
Part of my job
Improve my training skills
Other
32% 55%
10%
3%
School
University
College
Social institute
286
The analyzed data by governorate reveals that the most education level trained in Amman and Maan 
is the ‘School level’ as stated by 65% and 72% of the respondents respectively. 53% of Irbid 
volunteers state that they train ‘University students’. Social institutes students are trained mostly in 
Irbid (7%) with little share by Amman volunteers (2%). 
Figure 195: Education stages trained by governorate 
 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
School
University
College
Social institute
287
QUESTION 15: SCHOOLS AND UNIVERSITIES VOLUNTEERS TRAINED AT 
Table 18: Training information 
School/University 
name 
Course name Governorate Time 
Nuzha for girls Leadership course Amman 2 months, 2011 
Munther Al Masry More than Money Amman 
Khalda for girls 
Tla’a el Ali school 
My Money Business 
Leadership course 
Amman 2008 
2009 
Imam Malek Travel & Tourism Amman 2011 
Philadelphia Success Skills 
Business Ethics 
Jerash 2010 
2011 
Balqa Applied 
Jordan University 
Exploring 
Economics 
Amman 2months 
Jordan University 
Petra 
Success Skills Amman 2 months 
Princess Sumayya 
University 
Be Entrepreneurial Amman 2010 
Petra Success Skills 
Personal Life 
Amman 2 months 
Zaytouna University 
Jordan University 
Leadership course Amman 2 months 
ThohaibehGarbieh 
for girls 
Economics around 
me 
Amman 2 months 
Al Nuzha school Travel & Tourism 
My Money Business 
Amman 2010 
Swefieh school 
Abdoun school 
Personal Life 
Planning 
My Money Business 
Amman 2007 
Al Husainieh for 
girls 
Al Husainieh for 
boys 
Success Skills 
It’s My Business 
Maan 
Aysha Umm 
AlMomineen 
Leadership course Amman 3 month, 2011 
3 month, 2010 
Tla’a el Ali school Leadership course Amman 3 month, 2008 
3 month, 2007 
Balqa Applied 
Amman Ahlia 
University 
Leadership course 
Business Ethics 
Success Skills 
Salt 2010 
2009 
Islamic Sciences 
University 
Balqa Applied￾Princess Alia 
college 
Exploring 
Economics 
Amman 2011 
Jordan University Entrepreneurial Amman 2011 
288
Petra University Master Class 
Miriam bintOmran 
Amman Ahlia 
University 
Success Skills Amman 2009 
2010 
Khalda school 
Khalda school for 
girls 
Success Skills 
Travel & Tourism 
My Money Business 
Business Ethics 
Amman 2010 
2011 
Queen Alia College 
Jordan University 
Business Ethics 
Company Program 
Amman 
Umm Habiba for 
girls 
Leadership 
My Money Business 
Amman 2011 
UNRWA Nuzha 
school for girls 
Success Skill 
Travel & Tourism 
Amman 2010 
Nuzha for boys Leadership course Amman 2011 
Special needs center Amman 2011 
Zaytouna University 
Petra University 
Business Ethics 
Leadership course 
Amman 2011 
Balqa Applied Success Skills Amman 2010 
2011 
Princess Sumayya 
University 
Leadership course Amman 2011 
Nuzha school Leadership course Amman 2010 
Al Quds school Travel & Tourism Amman 2011 
Al Motasem school 
for boys 
Mahes school for 
boys 
Young Volunteers 
Day 
Amman 2011 
Nuzha school for 
boys 
Success Skills 
Travel & Tourism 
Amman 2010 
2011 
Rukayyabint Al 
rasool 
Travel & Tourism Amman Two day 
Hospitality school Travel & Tourism Amman One day 
Nuzha school for 
boys 
Travel & Tourism Amman 
Umm Ammar 
school 
Travel & Tourism Amman 2011 
Philadelphia Leadership Jerash 2011 
Yarmouk University 
Khawlabint Al 
Azwar 
Rufida Al Aslamia 
Exploring 
Economics 
Leadership 
 2010 
2011 
Qadisieh school 
Dahiat Al Hussain 
school 
Travel & Tourism 
Economic around 
me 
Irbid 2010 
289
Yarmouk University Exploring 
Economics 
Business Ethics 
Irbid 2011 
2009 
That-Al-Nitakyn 
Walid bin Malek 
My Money Business Irbid 2010 
2011 
Balqa Applied 
Maysaloon school 
Business Ethics 
Success Skills 
Irbid 2011 
2008 
Noor Al Husain 
school 
Ammar bin Yaser 
Success Skills 
Leadership 
Irbid 2003 
2005 
2011 
Irbid girls college 
Yarmouk University 
Success Skills 
Leadership 
Irbid 2011 
Technologia 
University 
Communication 
skills 
Irbid 
Yarmouk University How to have an 
Interview 
Irbid 2010 
Izzideen Al Qassam My Money Business 
Personal Life 
Planning 
Irbid 2009 
2010 
Izzideen Al Qassam Economics for 
Success 
Irbid 2010 
2011 
Thawra School Leadership Maan 4 month 
Omar bin Al 
Khattab 
My Money Business Maan 
Iskan school More than Money Maan 2011 
Rufida Al Aslamia 
Asmaabint Abu 
Baker 
Economics for 
Success 
Success Skills 
My Money Business 
Maan 2011 
WadiMosa school 
for boys 
Travel & Tourism Maan 2010 
Maan school for 
girls 
Thawra Arabia 
Kobra 
Success Skills 
Travel & Tourism 
Maan 2010 
Al Hussain bin 
Talal University 
Company course Maan 2011 
Asmabint Abu 
Baker 
Teeba for girls 
Shobak College 
Leadership 
Entrepreneurial 
Master Class 
Maan 2009 
Al Hussain bin 
Talal University 
Entrepreneurial 
Master Class 
Maan 
WadiMousa for 
boys 
Success Skills 
My Money Business 
Maan 2011 
Maan College Success Skills Maan 2011 
290
QUESTION 16: WHETHER VOLUNTEERS ARE WILLING TO VOLUNTEER AGAIN FOR 
INJAZ 
A large percent of eighty eight of surveyed volunteers are willing to participate and volunteer in 
INJAZ program again. The remaining twelve percent are not willing to do that. Those who stated 
that they don’t wish to volunteer again are in Amman with one case being in Maan. 
Figure 196: Willing to volunteer again for the program? 
QUESTION 17: WILLING TO VOLUNTEER (TRAIN) IN OTHER GOVERNORATES 
Forty three percent of surveyed respondents agree to volunteer in other governorates, while fifty 
seven percent do not agree to do so. 
Figure 197: Willing to volunteer out of town? 
88%
12%
Yes
No
43%
57%
Yes
No
291
Governorate analysis reveals that most of Amman and Maan volunteers, 61% and 69% respectively, 
are not willing to volunteer in other governorates. On the other hand, the majority of Irbid 
volunteers (67%) are willing to train in areas distant from home or work. 
Figure 198: Willing to volunteer out of home town? 
QUESTION 18: INJAZ PROGRAM CONTINUES COOMUNICATION WITH 
VOLUNTEERS AFTER COMPLETING THE TRAINING. 
In ninety four percent of the cases, INJAZ program maintain a communication channels with 
volunteers. However, six percent of surveyed volunteers stated that they do not hear from INJAZ. 
The 6% who answered negatively are mainly from Amman and Maan. 
Figure 199: Do volunteers here from INJAZ program 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
94%
6%
Yes
No
292
Section Three: Volunteer evaluation of INJAZ program 
QUESTION 19: IF COURSE DURATION IS ENOUGH 
Sixty eight percent of volunteers in this survey feel that training course duration is enough to teach 
the required skills. However, thirty two percent of volunteers don’t seem to agree. 
Figure 200: Is course duration enough? 
Most of volunteers in all three governorates agree that INJAZ programs duration are sufficient for 
learning. Slightly, a higher percentage in Amman (39%) believes that the course duration is not 
enough. 
Figure 201: Volunteers opinion by governorate 
68%
32%
Yes
No
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
293
QUESTION 20: CLEAR COURSE OBJECTIVES 
Almost all volunteers state that INJAZ programs learning objectives have been clarified to them 
before sessions. 
QUESTION 21: A PRELIMINARY WORKSHOP TO INTRODUCE THE TRAINING 
MATERIAL 
Seventy eight percent of responding volunteers answered positively; i.e. INJAZ program has 
conducted a workshop session to introduce the training material. The remaining 22% answered 
negatively. 
Figure 202: Has INJAZ program conducted training material orientation sessions for you? 
Most volunteers in Amman, Irbid and Maan stated that INJAZ management conducts orientation 
sessions to introduce the programs training material; responses were 88%, 53%, and 77% for the 
three governorates respectively. Volunteers who answered negatively were 12% in Amman, 47% in 
Irbid, and 23% in Maan. 
78%
22%
Yes
No
294
Figure 203: Volunteers responses by governorate 
QUESTION 22: TRAINING MATERIAL RECEIVED AHEAD OF TIME 
Ninety one percent of volunteers receive the material before the training session,whiel nine stated 
that they did not. 
Figure 204: Have you received the training material in advance? 
QUESTION 23: TRAINING TECHNIQUES USED 
The below figure illustrate that volunteers rely on ‘printed material’ in 76% of their sessions; on 
‘presenting’ in 14% of the sessions; and on ‘oral lectures’ in 10% of the time. 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Yes
No
91%
9%
Yes
No
295
Figure 205: Training material format 
In Amman, the data reveals that the ‘printed training material’ is slightly used more than in Irbid and 
Maan. ‘Presentation’ is stated to be used equally in Amman and Maan. ‘Lecturing’ is more used in 
Irbid than the other governorates. 
Figure 206: Technique by governorate 
QUESTION 24: TRAINING MATERIAL FOCUS 
Thirty five percent of respondents state that the focus of the training material is on ‘Knowledge’. 
Fifty three percent say it is on ‘Skills’. The remaining twelve percent say the focus is on ‘Attitudes’. 
76%
14%
10%
Printed material
Presentation
Lecture
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Printed material
Presentation
Lecture
296
Figure 207: Training material focus 
The analysis reveals that cross governorates, ‘Skills’ is the most area of focus for INJAZ training; 
and most responses come from 60% of Maan volunteers. The second aspect of focus is 
‘Knowledge’ and as stated by 41% of Amman volunteers. According to 27% of Maan volunteers, 
‘Attitudes’ ranks second as an area of focus, then comes ‘Knowledge’ with 13% of responses. 
Figure 208: Training material focus by governorate 
QUESTION 25: VOLUNTEERS EVALUATION OF THE TRAINING MATERIAL 
Sixteen percent of our survey volunteers evaluate INJAZ training course materials as ‘very suitable’; 
fifty one percent of respondents evaluate as ‘above average’; and twenty three percent evaluate it as 
‘average’. The remaining ten percent is divided; seven percent value it as ‘minimally suitable ’; while 
three percent see it is ‘not suitable’ for the courses. 
35%
53%
12%
Knowledge
Skills
Attitudes
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Knowledge
Skills
Attitudes
297
Figure 209: Volunteers evaluation of the training material 
Analyzing the data by governorate, it reveals that 62% of Maan volunteers are most to evaluate 
INJAZ program training material as above average level. Cross governorates, 33% of Irbid 
volunteers believe that the material is completely suitable in an extent greater than others in Amman 
(12%) and Maan (8%). Eight percent (8%) of Maan volunteers and 2% of Amman volunteers state 
that the training material is not suitable. 
Figure 210: Volunteers evaluation of the training material by governorate 
QUESTION 26: VOLUNTEERS EVALUATION OF SUITABILITY OF TRAINING 
MATERIAL TO STUDENTS’ LEVELS OF KNOWLEDGE 
When asked to evaluate the suitability of INJAZ training material to students levels, surveyed 
volunteers responses were as follows: 12% believes they completely suite student’s levels; 50% 
3%
7%
23%
51%
16%
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not suitable
Minimum suitability
Average suitability
Above average suitability
Completely suitable
298
believes that they suite student’s levels to above average degree; 26% believe so to average degree. 
On the other hand, six percent of volunteers believe that the material is acceptable; while the 
remaining six percent stated they are not suitable to student’s levels. 
Figure 211: Suitability of training material to students levels of knowledge 
The below figure illustrates that 73% of Irbid volunteers are most to evaluate the level of suitability 
as ‘above average’ followed by 54% of Maan volunteers then 41% of Amman volunteers. Similarly, 
30% of Amman volunteers are most to evaluate the suitability on ‘average level’. Furthermore, 15% 
of Amman volunteers evaluate the material as ‘completely suitable’ more than Irbid volunteers (7%) 
and Maan volunteers (8%). 
Figure 212: Volunteers evaluation by governorate 
6% 6%
26%
50%
12%
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not suitable
Minimum suitability
Average suitability
Above average suitability
Completely suitable
299
QUESTION 27: TRAINING TOOLS APPROPRIATENESS CROSS SEGEMENT AND 
GOVERNORATES 
When asked about the appropriateness of the training tools used, seventy percent of volunteers 
replied that they are adequate; while twenty eight percent believes the opposite. Those 28% are 
mainly from Amman governorate. 
Figure 213: Training tools adequacy 
QUESTION 28: APPROPRIATE TRAINING AREAS AND ENVIRONMENT- BY 
SEGMENT AND GOVERNORATE 
Eighty one percent of surveyed volunteers believe that the training environment is adequate; while 
nineteen percent agree to the opposite. Those who don’t agree are mostly from Amman. 
Figure 214: Training environment adequacy 
QUESTION 29: EVALUATION OF STUDENTS’ DEDICATION DURING TRAINING 
SESSIONS 
Nine percent of surveyed volunteers stated that students ‘fully adhere’ to training session rules. The 
majority (84%) stated student’s commitment ranges from average to above average. Six percent of 
responding volunteers say that student’s commitment is below average, and one percent considers 
the students’ commitment as not acceptable. 
72%
28% Yes
No
81%
19%
Yes
No
300
Figure 215: Students behavior during training sessions 
Among governorates, Maan volunteers are the most who evaluate students’ commitment inside class 
on ‘above average level ’, followed by Amman and Irbid volunteers respectively. The majority of 
Irbid volunteers state that student’s level of commitment is ‘average’. A slight proportion of Amman 
volunteers say that student’s commitment is ‘not acceptable’. 
Figure 216: Volunteers opinions by governorate 
QUESTION 30: EVALUATION OF NUMBER OF STUDENTS’ PER SESSION 
Most responding volunteers to this survey (88%) find that session sizes range from ‘adequate’ to 
‘very large’. Volunteers who say ‘adequate’ are around 50%. The other 6% evaluate the number of 
students as ‘small’ or ‘limited’ almost equally. 
Figure 217: No. of students per training session 
0%
20%
40%
60%
80%
100%
Not acceptable Below average Average Above average Excellent
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not acceptable
Below average
Average
Above average
Excellent
0%
20%
40%
60%
80%
100%
Limited Small Adequate Large Very large
301
Class size evaluation by governorate is as follows: 62% of Maan volunteers are the most to say that 
the number of students in any session is ‘adequate’. Fifty three percent (53%) of Irbid volunteers 
state that the session is ‘large’. It is noticeable that 10% of Amman volunteers evaluate the session 
size as ‘small’. 
Figure 218: Volunteers opinion by governorate 
QUESTION 31: Volunteers EVALUATION OF STUDENTS’ BENEFIT OF INJAZ 
PROGRAMS 
On how they evaluate students benefit from INJAZ school programs, most survey volunteers 
believe there is at least ‘average’ benefit. Some volunteers, (1%) of them, believe that the benefit is 
great. The remaining four percent state that ‘there is minimum benefit’ to students. 
Figure 219: Evaluation of student’s benefit of INJAZ courses 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Limited
Small
Adequate
Large
Very large
0%
20%
40%
60%
80%
100%
No benefit Minimum
benefit
Average benefit Above average
benefit
Complete
benefit
302
Percentages of volunteers who evaluate students benefits on ‘above average level’ are almost equal 
across Amman, Irbid and Maan. Volunteers who evaluate the benefits on ‘average level’ are more in 
Maan. Clearly, some of Irbid volunteer’s evaluation is on ‘minimum level’. 
Figure 220: Student’s benefit by governorate 
QUESTION 32: ACHIEVEMENT OF INJAZ PROGRAM OBJECTIVES 
Ninty Two percent (92%) of volunteers surveyed feel that INJAZ program objectives are either 
achieved to average or above average extent. Moreover, one percent (1%) believes that those 
objectives are totally or fully achieved; four percent (4%) believe that minimum achievement 
occurred; and three percent (3%) don’t believe they are achieved. 
Figure 221: To what degree are the objectives Achieved? 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No benefit
Minimum benefit
Average benefit
Above average benefit
Complete benefit
0%
20%
40%
60%
80%
100%
Not achieved Minimum
Achievement
Average
achievement
Above avergae
achievement
Completely
achieved
303
The data analysis for governorates reveals that Maan volunteers evaluate the achievement of 
programs objectives as ‘above average’ more than Irbid and Amman volunteers. Percentages of 
Amman volunteers who evaluate the level of achievement either ‘average’ or ‘above average’ are 
equal. In Amman only, some volunteers say that the objectives were ‘completely achieved’. 
Figure 222: Volunteers opinion by governorate 
QUESTION 33: DEMAND ON INJAZ PROGRAMS- BY SEGMENT AND GOVERNORATE 
Many volunteers who responded to this question (74%) stated that there is demand from the private 
sector on INJAZ programs. Twenty six percent thinks that no demand exists on these programs. 
Those are found mainly in Amman. 
Figure 223: Any demand on INJAZ programs 
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
Not achieved
Minimum Achievement
Average achievement
Above avergae achievement
Completely achieved
74%
26%
Yes
No
304
QUESTION 34: PRIVATE SECTOR INTERACTION WITH INJAZ PROGRAM 
Four percent of surveyed volunteers say that the level of interaction by private companies is very 
high. A percentage of eighty eight percent of responses ranges between ‘minimum interactions’ and 
‘above average interaction’. The remaining 7% states that ‘no interaction’ exists. 
Figure 224: Level of private sector interaction to support INJAZ program career wise 
Based on governorates data, Amman volunteers state that there is ‘complete interaction’ between 
INJAZ and the private sector to employ INJAZ graduates. On the other hand, more of Maan 
volunteers say that the private sector is not really effective in supporting INJAZ. Volunteers who 
evaluate the interaction level as ‘average interaction’ are more in Irbid. 
Figure 225: Volunteers responses by governorate 
7%
23% 23%
42%
5%
No
interaction
Minimum
interaction
Avergae
interaction
Above
average
interaction
Complete
interaction
0%
20%
40%
60%
80%
100%
Amman Irbid Maan
No interaction
Minimum interaction
Average interaction
Above average interaction
Complete interaction
305
QUESTION 35: DO VOLUNTEERS RECEIVE CERTIFICATION OR THANK YOU 
LETTERS 
As a response for this question, seventy seven percent (77%) of volunteers stated that they receive 
‘Certification of Appreciation’ and ‘Thank You Letters’. Twenty three percent state that they don’t. 
Mainly, those were from Amman, then Irbid and lastly from Maan. 
Figure 226: Do you receive certifications and thank you letters? 
QUESTION 36: Do you advise friends to volunteer with INJAZ? 
All respondents answered positively. They advise friends to participate in INJAZ program by 
volunteering. 
77%
23%
Yes
No
306
QUESTION 37: SUMMARY OF INJAZ PROGRAM STRENGTHS AND WEAKNESSES 
Below is a summary of the programs strengths and weaknesses according to volunteers in the 
survey. 
Table 19: Program Strengths and Weaknesses- Volunteers 
Strengths Weaknesses 
9. Topics content
4.1 ‘Focus on students Personal 
qualities’ 
4.2 ‘Non traditional learning’ 
4.3 ‘Suitable for student future 
needs’ 
4.4 ‘Meet Community needs’ 
5. Training method 
5.1 ‘Non traditional ways of 
learning’ 
5.2 ‘Students learn to have 
discussions’ 
5.3 ‘Students learn to cooperate 
and work as a team’ 
6. INJAZ Program
6.1 ‘Targets the Youth’ 
6.2 ‘More interaction between the 
private sector and the local 
community.’ 
6.3 ‘Well managed.’ 
6.4 ‘Program follow up with 
stakeholders’ 
6.5 ‘High Coordination’ 
10. Program Duration: Some volunteers 
(32%) believe that the program time 
is limited and not sufficient. 
11. Number of participating students is 
large. 
12. Quality of students. Sometimes they 
are not serious for learning. 
13. Training content needs updating. 
14. Non coordination with universities 
in some cases. 
15. Sometimes after-program follow up 
is weak. 
16. Sometimes training tools are weak￾especially in universities.
307
QUESTION 38: GENERAL COMMENTS ADDED BY THE RESPONDING VOLUNTEERS 
Below are the volunteer’s general comments about the program. 
38.1 More awareness sessions to students on the importance of INJAZ program. 
38.2 The need for more planning and program monitoring procedures so that relevant actors can 
perform their roles properly and efficiently. 
38.3 Re-consider the number of participating students per session. 
38.4 More use of modern training methodologies and not rely on ‘Lecturing’. Example: Workshop 
style training. 
38.5 Get feedback on the training material from the program volunteers. 
38.6 Offer students ‘certificates of completion’. 
38.7 Regularly update courses training material. 
38.8 Offer volunteers incentives to commit themselves to the program. 
38.9 Reconsider the ‘student’s evaluation’ form and procedures. 
38.10 More practice, and more field visits is required. 
38.11 More follow up of students during program to motivate them. 
38.12 More clarification of certain INJAZ programs (e.g. Leadership) to volunteers and participants. 
38.13 Get students feedback on programs and courses to assess their interest and non interest. 
 
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Focus Group 
Objectives 
The overall objective of the project is to assess the extent to which INJAZ achieved its expected 
outcomes and the satisfaction level of INJAZ stakeholders – youth, parents, private sector, and 
partner organizations, identify key strengths, weaknesses and gap areas of programming including 
the training programs and approaches. 
However, and to achieve the overall objective of the project, focus groups sessions were planned to 
find out the circumstances and barriers which affect INJAZ III program, and to make clear evidence 
based recommendations regarding the structure, content, sustainability, and approach of the 
program. 
Schedule and Location: 
The focus groups schedule was recommended and set up based on the working schedule of the 
project. No setbacks encountered the implementation of the focus group sessions which took place 
according to the following dates: 
Day & Date Time Location Target Group 
Tuesday, 10 Jan. 2012 2:00 – 5:00 Amman 
Students 
Teachers 
Volunteers 
Parents 
Wednesday, 11 Jan. 2012 2:00 – 5:00 Amman Students 
Volunteers 
Monday, 16 Jan. 2012 1:00 – 4:00 Irbid 
Students 
Teachers 
Volunteers 
Parents 
 
Number of Participants:
The numbers of participants in the focus group sessions was satisfactory and ranged between 3 and 
16 participants as mentioned below: 
Location Target Group No. of Participants
Amman Students, Teachers, Volunteers, Parents 10 
Amman Students, Volunteers 3 
Irbid Students, Teachers, Volunteers, Parents 16 
Main Topics Discussed 
309
A set of topics / questions were drafted in the planning stage for the implementation of the focus 
group sessions. The aim of these topics is to help the moderator guiding the sessions. The following 
topics / questions channeled the discussions towards the objectives of the focus groups: 
 Theme One: Overall Impression about INJAZ programs and activities 
1- The importance and value of the topics that INJAZ III seeks to introduce and to what extent 
it meets the students and the labor market needs; 
2- The beneficiaries and stakeholders that INJAZ III program deals with, in addition to the 
categories that INJAZ III shall target in the future; 
3- INJAZ III programs and activities selection and distribution mechanism and criteria (training 
courses programs, extra curriculum programs, programs duration, governorates, Schools/ 
universities); 
4- Stakeholders level of satisfaction on INJAZ III programs and activities (satisfied, somehow 
satisfied, not satisfied). 
Findings and observations: 
 It was clear that most of the participants agreed on the fact that INJAZ III programs and 
activities meet the students and market labor needs, especially; because INJAZ programs and 
topics are not covered in schools, universities, and community colleges educational 
curriculum. In addition, there are few parties responsible for preparing the students to be 
ready to work in the labor market. 
 All attendees supported the students’ opinion that says the topic plays a major role in 
attracting the students’ attention and increasing the overall benefit of INJAZ programs and 
activities. 
 The teachers supported the volunteers when they considered that the level of some training 
courses is higher than the students’ level, especially the courses related to the economics for 
the school students. In addition, they agreed that there is some repetition in some training 
courses. 
 The majority of the participants agreed on the need to increase the percentage of the 
practical part, because of its main role in affecting the students’ beliefs and opinions for the 
future, on the other hand they mentioned that the high number of students and limited 
capabilities are the most important challenges would face the implementation of that. 
 The majority of attendees agreed that there is a need to include Tawjihi (12th grade) students 
to INJAZ program, while focusing on both 10th and 11th grades students, as it will help 
them in developing a better understanding of the labor market. In addition, it will aid them 
in determining their future academic and occupational path. 
310
 Most of the attendees agreed that private schools students should be added to INJAZ 
programs, since they will benefit from INJAZ training courses. This will also help INJAZ 
through receiving support (donations, volunteer work, facilities, etc…). 
 It was clear that the volunteer is the person who is capable to make the difference in INJAZ 
program, according to his role in influencing and attracting students’ attention, through the 
linkage between the topic of the training course and the practical life, in order to enhance the 
training course concept and principles for the students. 
 The volunteers said that new volunteers shall provide a training session before starting their 
volunteer work, in order to coach them ad mentor the way the training session is being 
conducted. Also; it was suggested by the participants that new volunteers may be given the 
opportunity to attend training courses with older and more experienced volunteers, so as to 
benefit from their experience. 
 The participant students said that they don’t get any benefit from the volunteers who only 
teach what is stated in the training course manual, since the volunteers’ experience plays a 
larger role in increasing the students’ level of benefit from INJAZ III programs. 
 Where they are the cornerstone of INJAZ III program, there was no doubt between the 
attendees that the selection of the volunteers shall be based on his qualifications and work 
experience, so that the volunteer is assigned to teach the programs that match with his 
qualifications and experience. 
 It was clear that all the participants prefer that the volunteer shall have a professional 
background not academic background, based on the fact that the ones from the academic 
background are not able to influence at the students’ ideas and mentality in the same way the 
volunteers from the professional background do. 
 The volunteers agreed on that the coordinator between INJAZ and them shall be qualified 
and able to facilitate and arrange for their work at the schools, universities and community 
colleges, through specifying his duties and responsibilities clearly to avoid problems and 
complications and increase efficiency. 
 The participant parents were very pleased by INJAZ program and its impact on their sons 
and daughters, and they are looking forward to a greater participation with INJAZ program, 
which will benefit both the students and their parents. 
311
 The participants insisted that the parents’ role in developing their sons’ skills and abilities is 
very important and shall help INJAZ in achieving its goals and objectives. 
 Enhancing the role of the volunteers from the public sector was a point of agreement by all 
the participants based on the fact that selecting and presenting volunteers from different 
backgrounds, allows the students to compare between the private and public sectors, and be 
familiar with different areas of work and to be well qualified to the labor market and its 
challenges. 
 The common belief between all the participants was the need to activate and increase the 
role of the private sector in a larger and wider way, in order to help INJAZ expand its 
support to include more areas especially remote ones to achieve INJAZ goals and objectives.
 There was a clear desire between the students to increase the frequency or the duration of 
the training session, as once a week is insufficient to cover the training material well, 
especially for some extra curriculum programs. 
 On the other hand; the volunteers agreed on that the frequency and duration of the training 
sessions are suitable, except for some of the extra curriculum programs which INJAZ shall 
reconsider its frequency and duration. 
 The participant students and volunteers agreed on changing the date of the beginning of the 
course to start with the beginning of the semester, as to make use of time as much as 
possible before the start of the exams. 
 The majority of attendees suggested that INJAZ shall take advantage of the summer 
vacation to expand its reach, in order to increase the number of beneficiary students 
particularly in remote areas. 
 Theme tow: INJAZ III program achievements 
5- Benefits at the individual level ( personality, education, skills, values); 
6- Benefits at the family level ( living standard, beliefs, family relationships); 
7- Benefits at the community level ( Entrepreneurship, culture, awareness); 
8- Most important achievements the last 2 years. 
Findings and observations: 
312
 INJAZ program has enhanced students’ self-confidence and has made them more capable to 
understand things more clearly, in order to take the appropriate decisions. 
 INJAZ program has contributed in expanding the students’ perception by introducing new 
topic and issues to them, that’s helped them in planning for their future in a right way. 
 INJAZ program has given the students an early opportunity to enter and see the various 
sectors of the labor market, which helped them in choosing their field of study and work. 
 INJAZ program has made the students more aware of their skills, interests, and abilities and 
the way of directing them in the right direction to get the best results. 
 INJAZ program has succeeded in instilling many of the values and ethics in students, 
especially those values related to working life, a good example of that is the loss of the 
culture of shame between students. 
 INJAZ program has played a key role in increasing the confidence of parents in their 
children, especially their daughters through giving them the opportunity to experience, 
practice and take decisions. 
 INJAZ students have succeeded in changing some of their parents’ misconceptions, through 
building effective and fruitful conversations with them using the skills they have gained from 
taking INJAZ related programs. 
 INJAZ program has contributed in raising awareness among youth in the community, which 
limit the spread of culture of shame among members of the community and increase their 
respect for all professions and businesses. 
 INJAZ program has played a key role in introducing the labor market needs of competencies 
to the youth, which lead them to study and work in what is required. 
 INJAZ program has helped the students in finding out their skills and abilities and 
supported them in establishing their own businesses, which benefit the community 
economically. 
 Theme Three: INJAZ program strengths and weaknesses 
3- INJAZ program strengths (Objectives, uniqueness, comprehensiveness and targeted 
groups,…etc); 
4- INJAZ program weaknesses (Coordination, support, funding and geographical 
coverage,…etc); 
313
Findings and observations: 
 Strengths: 
 INJAZ program objectives and the competencies it seeks to improve, meet the needs 
of community. 
 The topics and ideas INJAZ program discusses are in line with the demand of the 
labor market, and meet the students’ needs. 
 The support INJAZ program obtains from the different parties and stakeholders 
(Public sector, Private sector, volunteers, students, teachers and parents) strengthens 
it makes it more sustainable and effective . 
 Extracurricular programs play a major role in the development of the student's 
personalities and skills quickly and effectively. 
 The existence of qualified and experienced volunteers, increase the benefit obtained 
by the students. 
 Because the volunteers are from many different backgrounds and expertise, that 
supports the program and deepens the students' benefit. 
 The targeted group is the actual leader of the community in the near future and its 
development is of high importance to the community 
 The financial support INJAZ program offers to the public schools, enhance their 
confidence and relationship with INJAZ program 
 Multiplicity and diversity of methods and tools used by volunteers to fit with the 
theme of the course and the level of students 
 The support and attention given to INJAZ program by students of different age 
categories because of the benefit they obtain from the program, increase the program 
opportunities to expand, growth and excellence 
 Weaknesses: 
 Lack of supervision from INJAZ coordinators on the volunteers at the schools and 
universities. 
 Excess number of students in training sessions especially in schools. 
 Some programs duration is not enough to gain the required knowledge and achieve 
the program objectives. 
 Some Topics are repetitive (There are similarities in the content in some articles). 
 Lack of seriousness and commitment of some students, especially school students. 
 Lack of coverage of the extra-curricular programs in some schools and governorates. 
 The criteria used in selecting volunteers are weak and do not always achieve the 
required results. 
 Geographical coverage is not as desired, especially in remote areas where they need 
such programs 
314
 Some volunteers are not able to link between the labor market and the training 
material, as they only adhere to the training manual. 
Annex II: INJAZ Program Cycle 2011-2012 
315
Annex III: Expansion Growth 
316
Annex IV: Job Café Program 
INJAZ Job Café Model 
 
 Young People Enterprises Medium and Small 
Recruitment 
Consulting Seminar Improving 
Employment 
Matching with 
employers 
Experience 
Attractive to 
Companies 
Provide 
information Counseling Seminar Internship Training Job 
Placement 
Coordination with public and
private sector
MoE, MoL, MoHE, others
INJAZ Job
Café
Employment Support for young
people
Employment Support for young
people
317
Annex V: Graduate Enterprise Program 
INJAZ Graduate Enterprise Program (GEP) 
 This program is suggested to be implemented by INJAZ as one of the long-term programs 
targeting fresh graduates for vocational schools, community colleges, and universities in order to 
help them make a successful transit from education environment into the world of professional 
work within small medium enterprises (SMEs). It is a six months integrated program of training, 
in-company placement and ongoing guidance and counseling to selected graduates. 
 The project can be financed through partnership between TVET Fund and the participating 
enterprises on 50%:50% bases. INJAZ will design, implement, manage, and evaluate the program 
activities. Criteria will be established for the selection of graduates, enterprises, and the mentors 
who will supervise the training process. It is a full time placement within enterprises lead to 
employment. 
 Remuneration will be paid to the participants as follows: 
‐ 100 JDs for Secondary Schools Graduates 
‐ 150 JDs for Community Colleges Graduates 
‐ 200 JDs for University Graduates 
 The specific Objectives of GEP is to: 
a) Enrich the academic education of graduates by offering a program consisting of in-company 
work experience combined with specific career relevant training. 
b) Enhance INJAZ’s reputation and impact in SMEs through the successful contribution of 
GEP candidates. 
c) Develop a high quality, cost-effective model of GEP, capable of long-term sustainability and 
growth. 
d) Reduce unemployment among young graduates 
 Through this program, students will be requested to attend two weeks of-the-job 
training course where entrepreneurial competencies will be offered to them in order 
to prepare them for the placement in the enterprise and employment when they 
complete the requirements of the program. 
 This program is one of the suitable measures that INJAZ can deliver. It is a 
partnership program with the private sector funded by Industry and TVET Fund. 
INJAZ will manage it, design, operate, and make sure that employment is achieved. 
318
Annex VI: Enhancing the role of schools for the development of local communities 
Enhancing the role of schools for the development of local communities 
INJAZ can implement this project in cooperation with local community (schools, colleges, 
municipality and others) for enhancing the role of institutions for the development of community 
through using existing facilities such as pre-vocational education workshops, vocational schools, and 
training centers. 
 Basic skills can be offered to participants specially youth, school leaver or even to other 
groups. 
 INJAZ can benefit from the community technicians or experienced persons as volunteers. 
 Selected schools will participate for the implementation; certain competencies can be 
assigned to schools based on community needs. 
 There are many benefits can be achieved, educational, vocational, social and career guidance. 
 This can be part of INJAZ curricula and training courses. Arrangements will be made with 
institutions. 
 Financial contributions can be obtained through public and private sector institutions. E￾TVET Fund can study the possibility of allocating contributions. 
 This is one of the sustainable measures that can be made. 
Of course this proposal needs more details that can be prepared by stakeholders.