[May 2013] This publication was produced at the request of the United States Agency for International Development. It was prepared independently by ASK for Human Capacity Building “JSP: A Transformational Change” Evaluation of the Jordan School Construction and Rehabilitation Project Evaluation of the Jordan School Construction and Rehabilitation Project i JSP: A TRANSFORMATIONAL CHANGE EVALUATION OF THE JORDAN SCHOOL CONSTRUCTION AND REHABILITATION PROJECT [May 17, 2013] [Project Number; AID-278-C-13-00002] DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Evaluation of the Jordan School Construction and Rehabilitation Project ii ACKNOWLEDGEMENTS Without the immense contributions and cooperation of many entities, this evaluation of the Jordan School Construction and Rehabilitation Project (JSP), a pioneer educational project of an enormous and invaluable sustainable positive impact on the lives of thousands of Jordanian school community members, especially students and their communities, would not have been possible. The evaluation team would first like to extend its thanks to the United States Agency of International Development (USAID) whose invaluable contributions to the development of Jordan’s human capital has been evident across Jordan, through tangible and sustainable development projects, especially in the field of education; ultimately contributing to the advancement of Jordanians’ socio-economic wellbeing. It would also like to thank Jordan’s Ministry of Education for its continuous efforts and commitment to advance Jordan’s education and for showing high levels of collaboration throughout the duration of this evaluation. Moreover, it expresses its gratitude to the Ministry of Public Works and Housing whose officials generously made themselves available for interviews and questions. The evaluation team also wishes to thank the Vice President and Chief of Party from the main Engineer Camp Dresser &McKee International and the participating construction and furniture contractors who cooperated fully and provided indispensable information. The team is also grateful to the representatives of the Community Mobilization Project who were also helpful in sharing their experiences and their expertise. Most importantly, the evaluation team would like to extend its sincere gratitude to all students, teachers, principals, parents, local community members, field directorate staff and neighboring schools for actively taking part in this participatory-focused evaluation. By cooperatively giving us access to their schools, they voiced their invaluable insights on how JSP influenced their learning environment and impacted their lives. In addition, the evaluation team would like to thank each member of the school community for embracing the opportunity to participate in this evaluation, which we believe shapes the improvement of the Jordanian educational system. May the efforts of all those involved in the education reform be rewarded with quality education for the current and future generations of Jordan; securing them a more prosperous and fulfilling life. Evaluation of the Jordan School Construction and Rehabilitation Project iii PREFACE We have the great pleasure of introducing this nationwide evaluation study of the Jordan Schools Construction and Rehabilitation Project (JSP) to the United States Agency for International Development (USAID/Jordan) and to all those engaged in the task of reforming education in Jordan for a knowledge-based economy. The evaluation study was initiated by USAID/Jordan and commissioned to ASK for Human Capacity Building Consortium in February 2013. This evaluation report attempts to provide USAID with findings, conclusions and recommendations on the project’s achievements, impact and contribution to achieving targeted results that will help USAID learn lessons from completed interventions and consider options for improving similar future interventions. ASK’s Consortium includes ASK for Human Capacity Building as the educational expert, in addition to the architectural and engineering firms: ID Interior Design & Architecture as the Architecture experts, NEA & Partners as the Cost Value Engineering experts, and Scope MEP Design Studio as the Electro￾Mechanical experts. The consortium was required to evaluate the JSP through a sample of 16 schools (10 new schools and 6 rehabilitated ones) spread across Jordan. The evaluation was conducted and completed within 75 days and covered all areas of Jordan (North, Middle and South). The consortium implemented a participatory evaluation approach which focused on the insights, feedback and active involvement of those with a stake in the program including: students, teachers, principals, parents and local community members, field directorates, Community Mobilization Project, Construction Contractors, Furniture Contractors, Ministry of Education, Ministry of Public Works and Housing, Camp Dresser and McKee International and USAID. All in all, the total sample of the population in the study consisted of 1,463 individuals. The evaluation areas which this study addresses are divided into higher level goals, school design and planning, school construction, school occupancy and utilization, community involvement and impact, gender impact, and cost and value. The finding and conclusions made were heavily dependent on the insights of the end-users and further complemented by the expertise of the ASK Consortium. The ASK Consortium continuously reported back to USAID/Jordan with the progress of the evaluation through weekly progress reports which also highlighted adjustments required and recommendations. The evaluation team sent a first draft of the report, which both USAID and MOE provided feedback on (Annex XXII). Where applicable and when data was accessible, the evaluation team adjusted the report accordingly. Nevertheless, due to time constraints and data available certain areas require further future study and research. The evaluation team genuinely aspires that this study will go a long way to strengthen similar future interventions. Most importantly the evaluation team hopes that this project will be replicated to ensure that similar transformational JSP role model schools will become more available across Jordan providing the suitable physical climate that creates an enriching educational culture to nurture individuals for a knowledge-based economy. Amin Amin, PhD Team Leader, Evaluation Team ASK for Human Capacity Building May, 2013 Evaluation of the Jordan School Construction and Rehabilitation Project iv PROJECT SUMMARY In August 2006, the United States Agency for International Development (USAID)/ Jordan launched the four-year Jordan School Construction and Rehabilitation Project (JSP) to support the Ministry of Education’s (MOE) efforts to enhance the learning environment and increase access to schools. This took place as part of the Government of Jordan (GOJ) led Education Reform for the Knowledge Economy (ERfKE) initiative. JSP’s primary focus has been to reduce overcrowding in public schools, replace rented and double-shifted schools and provide a safe and more suitable school environment to respond to the needs of the MOE’s reform efforts. The project started with a budget of US$50 million with the target to construct and furnish 28 new public schools and to rehabilitate 100 existing ones. Over the course of implementation and due to the economic crisis and increases in prices of construction materials, the project budget was increased to US$199 million and the time for performance was extended to December 2013. The project began with the award of a four-year Architect and Engineering (A-E) Design Services contract to Camp Dresser and McKee International (CDM), hereinafter referred to as the Engineer, for a total of approximately US$6.7 million, which eventually increased to US$11.4 million. After the contract was awarded to the Engineer, and in close coordination with the MOE, it started the school selection process and established design guidelines for the new schools to respond to the vision of ERfKE. The school selection and design guidelines were completed by the Engineer and approved by the MOE and USAID at an early stage of the program. The new schools were grouped into multiple design and construction phases: - Phase I – 3 new schools in Aqaba and 14 school rehabilitations in Aqaba Governorate - Phase II – 13 new schools split into five construction packages - Phase III – 18 school rehabilitations in three construction packages - Phase IV – 12 new schools in four construction packages - Phase V – 68 school rehabilitations in 14 construction packages While the school designs and construction supervision were implemented by the Engineer under a direct USAID contract, the construction contracts, for a total of approximately US$172 million, were implemented through multiple construction contracts under the Ministry of Public Works and Housing (MoPWH). Finally, the school furnishing contracts, for a total of approximately US$15 million, were implemented through local furniture contractors under the MOE. As of today, 27 new schools and 32 rehabilitated schools have been completed. The objectives of the JSP include: • Reduce overcrowding in classrooms • Reduce rented facilities • Reduce double-shifting schools • Provide the capacity for improved enrollment rates for basic education for the growing population • Improve the design and quality of educational architecture so as to enhance the relationship of the students with their place of learning and to increase their learning performance Evaluation of the Jordan School Construction and Rehabilitation Project v CONTENTS Acknowledgements ........................................................................................................................................................................ ii Preface .................................................................................................................................................................................. iii Project Summary ........................................................................................................................................................................... iv Acronyms ................................................................................................................................................................................ viii Glossary .................................................................................................................................................................................. ix Executive Summary ....................................................................................................................................................................... x Evaluation Purpose & Evaluation Areas ............................................................................................................................... 1 Project Background ........................................................................................................................................................................ 2 National Context ............................................................................................................................................................................. 2 Education Context .......................................................................................................................................................................... 3 Development of Problem .............................................................................................................................................................. 3 Evaluation Methods & Limitations .......................................................................................................................................... 6 Evaluation Team ............................................................................................................................................................................... 6 Evaluation Methodology ................................................................................................................................................................. 6 Limitations / Constraints ............................................................................................................................................................... 7 Sampling ............................................................................................................................................................................................. 8 Analytical Approach ........................................................................................................................................................................ 9 Findings, Conclusions & Recommendations .................................................................................................................... 10 Findings ............................................................................................................................................................................................ 10 1. Higher Level Goals ................................................................................................................................................................. 10 2. School Design and Planning .................................................................................................................................................. 12 3. School Construction ................................................................................................................................................................ 16 4. School Occupancy and Utilization (according to the users) ............................................................................................... 22 5. Community Involvement and Impact .................................................................................................................................... 29 6. Gender Impact ........................................................................................................................................................................ 31 7. Cost and Value ........................................................................................................................................................................ 32 Conclusions & Recommendations ............................................................................................................................................. 36 High Level Conclusions ............................................................................................................................................................... 36 High Level Recommendations .................................................................................................................................................... 38 Specific Recommendations ......................................................................................................................................................... 40 Lessons Learned ............................................................................................................................................................................. 45 Annexes…………………………………………………………………………………………………………….47 - Annex I: Map of JSP Intervention for NS and RS .......................................................................................................... 48 - Annex II: Evaluation Statement of Work ........................................................................................................................ 50 - Annex III: Disclosure of Any Conflicts of Interest ......................................................................................................... 54 Evaluation of the Jordan School Construction and Rehabilitation Project vi - Annex IV: Data Collection Tools Development ........................................................................................................... 67 - Annex V: Data Collection Tools ....................................................................................................................................... 73 - Annex VI: Sources of Information ................................................................................................................................... 121 - Annex VII: Evaluation Schedule ......................................................................................................................................... 126 - Annex VIII: Pictures From the Field .................................................................................................................................. 128 - Annex IX: Higher Level Goals: Detailed Impact on the NS/RS on Neighboring Schools .................................... 135 - Annex X: Functionality of School Areas ....................................................................................................................... 138 - Annex XI: Architectural Feedback on Materials ......................................................................................................... 141 - Annex XII: Cost Analysis and Comparisons .................................................................................................................. 143 - Annex XIII: Construction Cost and Variations .............................................................................................................. 156 - Annex XIV: Comparison of Structural and Architectural Works .............................................................................. 158 - Annex XV: School Occupancy and Utilization Indicators ........................................................................................... 163 - Annex XVI: Electricity Bills for Directorates ................................................................................................................... 184 - Annex XVII: Sample of Completed Data Collection Tools ........................................................................................... 194 - Annex XVIII: Regional Workshops Attendance Records ............................................................................................... 230 - Annex XIX: Architecture Report ...................................................................................................................................... 240 - Annex XX: Cost & Value Report ...................................................................................................................................... 254 - Annex XXI: Electro-Mechanical Report ............................................................................................................................ 271 - Annex XXII: USAID and MOE Feedback on Draft Report ........................................................................................... 281 Evaluation of the Jordan School Construction and Rehabilitation Project vii LIST OF TABLES TABLE 1 NAMES AND CONTACTS OF THE EVALUATION TEAM 6 TABLE 2 RELIABILITY FACTOR FOR TESTED TOOLS 7 TABLE 3 IMPACT OF THE NS AND RS ON NEIGHBORING SCHOOLS 10 TABLE 4 STUDENT OCCUPANCY OF NS SCHOOLS 12 TABLE 5.1 CONSTRUCTION DELAYS FOR THE NS COST 18 TABLE 5.2 CONSTRUCTION DELAYS FOR THE RS 18 TABLE 6 COMPARISON BETWEEN JSP AND MOE FUNDED SCHOOLS 21 TABLE 7 COMPARISON OF CONSTRUCTIONAL WORKS BETWEEN JSP AND MOE FUNDED SCHOOLS 21 TABLE 8 SUMMARY OF THE AVERAGE AGREEMENT FOR SUB-EVALUATION AREAS FOR NS AND RS 23 TABLE 9 SUGGESTIONS TO REDUCE CONSTRUCTION COST 33 TABLE 10 ELECTRICITY BILLS COMPARISON FOR SCHOOLS IN AJLOUN, QWEISMAH AND AQABA DIRECTORATE 35 LIST OF FIGURES FIGURE 1.1 NS EVALUATION SCHOOL SAMPLE - ACCORDING TO GENDER, LOCATION AND PHASE 8 FIGURE 1.2 RS EVALUATION SCHOOL SAMPLE - ACCORDING TO GENDER, LOCATION AND PHASE 8 FIGURE 2 MARKET PRICE VERSUS ACTUAL SCHOOL CONSTRUCTION COST 19 FIGURE 3.1 NS AGREEMENT FOR SCHOOL LAYOUT, SPACES AND FUNCTIONS 24 FIGURE 3.2 RS AGREEMENT FOR SCHOOL LAYOUT, SPACES AND FUNCTIONS 25 FIGURE 4 NS AGREEMENT FOR FURNITURE AND EQUIPMENT 27 FIGURE 5 JSP: A TRANSFORMATIONAL CHANGE 46 LIST OF UNITS m2 Squared Meter(s) m3 Cubic Meter(s) m Meter (s) cm Centimeter(s) mm Millimeter(s) yr Year(s) Evaluation of the Jordan School Construction and Rehabilitation Project viii ACRONYMS ASK ASK for Human Capacity Building BCA Base Contract Amount BOQ Bills of Quantities CDM Camp Dresser and McKee International CDD Civil Defense Directorate CMP DUNS Community Mobilization Project Data Universal Numbering System EAC Estimate at Completion ERfKE Education Reform for the Knowledge Economy Program ERSP Education Reform Support Program FD Field Directorate/s FFE FIDIC Furniture, Fixtures and Equipment Fédération Internationale Des Ingénieurs-Conseils GAM GF GIS Greater Amman Municipality Ground Floor Geographic Information System GOJ Government of Jordan GTD Government Tendering Directorate GBD Government Building Directorate IFCE International Federation of Consulting Engineers JD Jordanian Dinars JEA Jordan Engineers Association JSP Jordan School Construction and Rehabilitation Project KfW Kreditanstalt für Wiederaufbau/ German Government Development Bank KG Kindergarten KW Kilowatts MEP Mechanical, Electrical and Plumbing MOE MOF Ministry of Education Ministry of Finance MOP Ministry of Planning & International Cooperation MOU Memorandum of Understanding MoPWH Ministry of Public Works & Housing M&E Monitoring & Evaluation NS New (Constructed) School/s RFP Request for Proposal RS Rehabilitated School/s SAM System for Award Management SPSS UNDP Statistical Package for Social Sciences United Nations Development Programme UNRWA United Nations Relief and Works Agency for Palestine Refugees in the Near East USAID United States Agency for International Development Evaluation of the Jordan School Construction and Rehabilitation Project ix GLOSSARY Engineer The awarded Architect and Engineering (A-E) Design Services firm for Jordan School Construction and Rehabilitation Project contract Construction Contractors The construction contractors who constructed or rehabilitated the schools under the supervision of the Engineer Owner The Ministry of Education, as the end owners of JSP’s output (28 New Schools and 100 Rehabilitated Schools) Employer Ministry of Public Works and Housing Evaluation of the Jordan School Construction and Rehabilitation Project x EXECUTIVE SUMMARY The evaluation team asserts that the Jordan School Construction and Rehabilitation Project (JSP) is a strong example of a transformational change development project in Jordan. The JSP promoted a holistic approach to education reform accompanied with progressive social changes in the school community; it fostered collaboration and innovation and most importantly it offered educational breakthroughs in the public schooling system in Jordan. EVALUATION PURPOSE AND EVALUATION AREAS The purpose of this evaluation was to provide conclusions and recommendations on JSP’s achievements, impact and contribution to achieving its targeted results and to improve similar future interventions. Specific areas of the evaluation consisted of: 1. Higher Level Goals 2. Design & Planning 3. School Construction 4. Occupancy & Utilization 5. Community Involvement & Impact 6. Gender Impact 7. Cost & Value PROJECT BACKGROUND JSP responds to a large-scale educational reform in Jordan the Education Reform for the Knowledge Economy (ERfKE) and ERfKE II. The Government of Jordan (GOJ) launched the ERfKE in 2003 in coordination with the Ministry of Education (MOE). This reform was supported by several international donors including the United States Agency for International Development (USAID), Kreditanstalt für Wiederaufbau/ German Government Development Bank (KfW), European Union (EU), Canadian International Development Agency, Arab Fund, European Investment Bank (EIB) and the Islamic Bank. The overarching goal of ERfKE is to strengthen Jordan’s human resources to support its transition into a knowledge-based economy and a hub for technology in the region. The four ERfKE components encompass: reforming education policy objectives and strategy; transforming education programs and practices; supporting provision of quality physical learning environment; and finally promoting learning readiness through early childhood education. JSP was created to spearhead the third component by building 28 new schools and rehabilitate 100 existing ones. These physical learning environments aimed at upgrading the educational landscape in Jordan were targeted to reduce overcrowding, replace rented and double-shifted schools, increase physical educational capacity for growing student enrollment, and provide safer and more suitable school environments by establishing new school design concepts that improve school layout and design all ultimately meeting the evolving educational needs of Jordan. The JSP implementation was allocated US$199 million over seven (7) years. EVALUATION DESIGN, METHODS, AND LIMITATIONS To effectively address each of the seven evaluation areas, ASK for Human Capacity Building as the education expert formed a consortium with architectural and engineering firms including ID Interior Design & Architecture, NEA & Partners, and SCOPE MEP Design Studio. Since emphasis was made in the Request for Proposal (RFP) to focus on deriving conclusions and recommendations from end users’ Evaluation of the Jordan School Construction and Rehabilitation Project xi insights, the evaluation team employed a participatory evaluation methodology with a clear focus on gathering insights, perspectives, and decisions of the most affected end beneficiaries and involved stakeholders. As such, the evaluation methodology employed a mixed method participatory approach through extensive document review, 883 student and 248 teacher questionnaires; 16 structured principal interviews; high-level stakeholder meetings with the MOE, Ministry of Public Works and Housing (MoPWH), the Engineer- Camp Dresser and McKee International (CDM), USAID and Community Mobilization Project (CMP); meetings with 10 Field Directorates (FD), five construction contractors and three furniture contractors; three regional workshops; and 16 direct site observations. As requested by USAID, relevant data collection activities were conducted in 16 schools (10 New Schools (NS) and six (6) Rehabilitated Schools (RS)), which were selected by the evaluation team with consideration to their location, gender and construction phase. Based on the above data collection activities, quantitative data was analyzed using frequency statistics and percentages while qualitative data provided further clarification, elaboration and justification. The evaluation was constrained by a number of limiting factors, mainly time limitation which prevented the evaluation team from retrieving longitudinal monitoring data for school utilization, availability of data, and the discrepancy in the size of the construction intervention between NS and RS, which limited the amount of data available for the RS. Nevertheless, the evaluation team was able to gather adequate data to generate findings, conclusions, recommendations and lessons learned. As such, the evaluation team regards the JSP as a novel project and a significant educational intervention that led to transformational change in the lives of current and future school community members across Jordan. FINDINGS AND CONCLUSIONS Based on the insights and responses received from key project stakeholders and school principals the evaluation team concludes that the JSP did succeed in achieving its higher level goals of reducing overcrowded, double-shifted, and rented schools, responding to increased enrollment rates and positively impacting the community. However, due to limited access to the necessary data, the evaluation team also concludes that an additional nationwide comparative evaluation should be conducted to study the extent to which the JSP achieved its higher-level goals with considerations to demographic changes and influx of refugees over the lifespan of the project to date (7 years). The evaluation team also confirms that the JSP succeeded in positively impacting the overall school community, and in particular the NS had a noticeable positive effect on teachers’ and students’ perception of their new school. In the NS 96% of the students, 91% of teachers and 100% of the principals had a positive perception of their NS. In terms of school design and planning, it was evident that serious efforts were made to involve all key stakeholders with special attention given to the MOE. However, the MOE expressed serious concerns that their level of involvement was insufficient being the owners of the project’s outcomes. There was evident collaboration between the Engineer and the MOE in terms of the school site selection process, which can be described as being effective. At the same time the overall design concepts reflected the objectives of ERfKE, and in the majority of cases they responded to the needs of the MOE. The selection of construction material was of high quality; however, additional supervision was needed to ensure better quality of the final finishing. NS Principals’ satisfaction with the materials and finishing was only 63%.As for the school construction process, although overall successful, there were challenges faced in terms of delays in completion schedules. Evaluation of the Jordan School Construction and Rehabilitation Project xii For school occupancy and utilization, the school community was generally very satisfied and content with the new facilities and equipment in their schools. They expressed gratitude and commitment ensuring that these new facilities are further enhancing their educational environments. Nevertheless, few concerns were highlighted in regards to receiving the furniture, equipment and technology on time, limited training on electrical and mechanical systems, and dissatisfaction in terms of maintenance procedures. As such, NS and RS students and teachers expressed relatively low satisfaction in regards to the furniture and equipment; with 79%, 74% and 62% and 67% levels of satisfaction respectively. Moreover, the issue of maintenance and operation system was raised by the principals where only 45% of NS principals expressed their overall satisfaction with it. The JSP had an obvious positive impact on the school community, especially in NS schools. Almost all NS principals (95%) confirmed that the NS contributed to enhancing students’ positive attitudes and behaviors towards their school. NS teachers shared similar sentiments (89%) agreed that the NS positively impacted the attitudes and behaviors of their colleagues and students. Moreover, aside from offering communities better educational opportunities for their children, the nature of the NS with the clear community clusters strengthened the relationship of the school with its community, despite the fact that in some schools, access to these facilities was inconvenient due to their location. Nevertheless, the presence of these facilities, and the new NS model reinforced a relationship of reciprocal support and collaboration between the local community and the school, which had a positive impact on the whole school environment. The overall project was gender conscious, and attempted to strike a balance between gender-equality and gender sensitivity. In terms of equality, the JSP created better educational opportunities for both genders and both types of schools received the same quality and quantity of equipment and furniture. However, there were 28% more female NS and 20% RS than male schools with no further available data to elaborate on the reason behind this distribution. In terms of gender-sensitivity, it was evident in the school design, by offering female schools nurseries and having guest bathrooms that accommodated for both sexes. However, end-users raised some concerns that additional attention should be made in terms of separating grades one to three bathrooms for each gender, raising the height of surrounding walls in female schools for privacy reasons, the paint used and the layout and equipment in vocational labs. As for the cost and value aspect of the project it was addressed on two levels. The first level focused on evaluating the cost of constructing the school based on market rates at the time of tendering. The second level focused on comparing the cost of constructing a NS from the JSP with a MOE constructed school. It was concluded that the construction prices at the time of tendering were within the market range when employing local construction contractors. However, an increase of 15 - 25% in prices was evident when hiring international construction contractors. In comparison to the MOE constructed school, the construction of JSP school cost is considered to be on the high side; 50% of this increase is attributed to the high quality product and systems that are not available in the other public schools, and the other 50% is attributed to increased cost due to utilizing Grade 1 construction contractors instead of Grade 3 used in MOE projects. Based on all of the findings, the JSP proved to be a successful project with an invaluable impact on the lives of thousands of school community members, with some areas that can be improved. As in any other construction project, improvements and adjustments on the design and the planning of the project can contribute to reducing the cost of construction, and increasing its effectiveness. As such, the Evaluation of the Jordan School Construction and Rehabilitation Project xiii evaluation team proposes several recommendations that may lead to cost-effectiveness and enhance the overall implementation of similar future interventions. These areas of improvement are a result of new practices, standards and requirements that the JSP brought with it to all involved key project stakeholders and end beneficiaries. As a project that induces transformational change, the JSP introduced all involved parties to new sets of roles, responsibilities and behaviors which can be further improved over time, with additional capacity building components, more thorough initial planning, higher levels of onsite construction supervision, further enhancement of the sense of ownership towards the JSP and the development of selection criteria for the school faculty in new and rehabilitated schools. Finally, the evaluation team believes that the impact achieved by the JSP cannot be measured instantaneously. The ‘time-factor’ is an integral component of transformational change, and as such, of the JSP. The JSP currently succeeded in creating the suitable climate to support modern educational standards and practices, however, time is necessary to ensure that this climate is internalized and turned into a permanent culture that fosters student-centered learning. Venturing into the complex and dynamic world of education, in a country where the human capital is the primary resource for its economical development, is a risk that not many development agencies are willing to embark on. As such, the success of the JSP as a transformational change development project should be disseminated across the region and beyond. The impact of the JSP extends way beyond the construction and rehabilitation of the 128 schools; it is a catalyst in upgrading the educational system in Jordan. Evaluation of the Jordan School Construction and Rehabilitation Project 1 EVALUATION PURPOSE & EVALUATION AREAS EVALUATION PURPOSE This report covers the ‘Evaluation of the Jordan School Construction and Rehabilitation Project’ (JSP) under contract number AID-278-C-13-00002. The purpose of this evaluation is to provide conclusions and recommendations on the project’s achievements, impact, and contribution to achieving the targeted results. Results from the JSP evaluation should provide the United States Agency for International Development (USAID) with lessons learned and recommendations for improving similar future interventions in the education sector in Jordan. The JSP is reaching its final stages, and with considerations to launch similar future interventions, it is essential that key stakeholders further investigate the impact of the JSP on end beneficiaries, the successes it achieved, and the challenges that were encountered throughout the duration of the project. This evaluation is an attempt to highlight the main practices that proved to be effective and beneficial and to identify areas that need to be revisited or reconsidered to ensure more successful and efficient implementation for similar future interventions. The evaluation derives these conclusions, recommendations and lessons learned from the most affected end-users and stakeholders to ensure that their perspectives and viewpoints are translated into the design and planning of similar future interventions. Jordan’s existing educational reality, with the growing number of students and educational reform efforts, creates both a demand for upgrading the physical educational infrastructure and increasing the number of schools available in the country. Since the JSP responded to both of these realities, and since they remain to be prevalent in Jordan, it is inevitable that similar projects will be replicated in the future to respond to these educational needs. Therefore, the findings, conclusions and recommendations derived from this evaluation, will be helpful to an array of stakeholders and key players who are concerned with the educational reform taking place in Jordan and beyond. These stakeholders and key players in the field of education and social development include the Government of Jordan (GOJ) from the Ministry of Education (MOE), the Ministry of Public Works and Housing (MoPWH), and the Ministry of Finance and the Ministry of Planning who are involved in overseeing, implementing and/or managing educational projects that contribute to the advancement of Jordan’s educational systems. This report will attempt to provide USADI/Jordan and other USAID agencies with insights on how to further improve the implementation of similar projects across the globe. Other international development agencies will also find this report beneficial, shedding light on key areas within educational construction projects that require high levels of attention. Finally, other developing countries, which share Jordan’s educational challenges with the need to upgrade their educational system and increase accessibility to schools, can consider this report as a baseline for future similar educational interventions. Evaluation of the Jordan School Construction and Rehabilitation Project 2 EVALUATION AREAS Seven evaluation areas were identified in the ‘Statement of Work’ (Annex II) in an attempt to cover all aspects of the JSP. The seven evaluation areas are: 1. Higher Level Goals 2. Design & Planning 3. School Construction 4. Occupancy & Utilization 5. Community Involvement & Impact 6. Gender Impact 7. Cost & Value PROJECT BACKGROUND NATIONAL CONTEXT The Hashemite Kingdom of Jordan is a country located in the Middle East, a region known for its politically charged conditions, and more recently for the Arab Spring. Although located at the heart of dynamic socio-political changes, Jordan has succeeded in remaining a relatively stable country while hosting a growing influx of refugees, which strains already-scarce natural resources. In response to the limited natural resources and the rapidly increasing population, His Majesty King Abdullah II views the human capital as the number one resource for advancing the country as a whole. As a result, the GOJ has invested and continues to expand social development initiatives and education reform efforts that contribute to building the human capital. This reform process was accelerated under His Majesty King Abdullah II in early 2001 with a vision to make Jordan the regional technology hub and an active player in the global economy. This, in turn, has yielded significant strides in expanding universal primary education, achieving high literacy levels and reducing gender disparities in basic and secondary education as defined in the United Nations Development Programme (UNDP) Millennium Development Goals.1 Strategically elevating the national human resources to meet the demands of an evolving knowledge economy is the hallmark of Jordan’s development. Jordan has prioritized improved educational quality and relevance as well as engaging parents and local communities to create linkages to employment opportunities for Jordan’s youth.2 As a result, Jordan is faced with both opportunities and challenges in its education system. Data published by Jordan’s Department of Statistics in 2011 estimated 2.2 million of the population should be enrolled in schools.3 This number represents approximately one-third of the nation, which 1 Millennium Development Goals updated 20 March 2013. UNDP Jordan 2010, 22 March 2013, http://www.undp￾jordan.org/index.php?page_type=pages&page_id=390&templateID=0 2 USAID/Jordan Education, 21 March 2013 http://jordan.usaid.gov/en/OurWork/ProgramAreas/Pages/Education.aspx 3 Jordan Statistical Yearbook 2011, Department of Statistics, Primary and secondary school age (5-19 years old), Table 2.5 Estimated Population of the Kingdom by Sex and Page Group at End of 2011. Evaluation of the Jordan School Construction and Rehabilitation Project 3 illustrates a significant youth prominence in the national population. School reforms required to address the rapidly shifting youth demographics is one critical component of reforming the education system. Another, equally pressing issue is matching skills and knowledge gained in Jordanian schools with the evolving job market and the 21st century skills needed today. EDUCATION CONTEXT To ensure basic education to all school-age children, the GOJ provides a public school in every community.4 As mandated by education legislation of 1994, the education system is built around three elements: 1. Two-year pre-school (optional); 2. Grade 1 through 10 of compulsory primary education; and 3. Grade 11-12 of optional secondary school. When public school students complete Grade 10, they select one of two tracks: academic or vocational. Upon completing the coursework, students are required to sit for the Tawjihi (General Secondary Education Certificate) to earn their academic diploma. Likewise, students who successfully complete the vocational track earn a Certificate of Completion, which similar to the Tawjihi, is required for enrollment in community colleges and universities in Jordan. Three authorities are coordinated to provide access to education with respect to their educational jurisdiction based on school level, location, gender, and residency/refugee status. These authorities include, in the order of the largest coverage, the Ministry of Education/ Public Schools, private education and United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNWRA). DEVELOPMENT OF PROBLEM Problem Statement Jordan’s competitive advantage depends on enhancing the competencies of its population, and as a result, it is directly related to the educational opportunities available. The growing youth population necessitates expanding the number of educational facilities with enhanced innovative learning practices, so that students are well equipped to enter the knowledge economy. The MOE recognizes the need to prepare youth entry into the global knowledge economy by integrating problem solving, teamwork, critical thinking and information technology skills into the national schooling system. In 2003, the MOE launched an ambitious program ‘Education Reform for the Knowledge Economy Program’ (ERfKE) with support from the World Bank, the USAID, German Development Bank: Kreditanstalt für Wiederaufbau (KfW), European Union (EU), Canadian International Development Agency (CIDA), Arab Fund, European Investment Bank (EIB), Islamic Bank and more, which signified its commitment to renovating educational institutions through updating data-supported decision-making processes and constructing modern physical learning environments.5 As a result, the GOJ is investing in ambitious educational 4 The minimum number of students in each remote village or community is ten (10) school age children, 21 March 2012, http://www.kinghussein.gov.jo/resources3.html 5 World Bank Project Appraisal Document, Report No. 25309-JO April 2003, 2 April 2013 Evaluation of the Jordan School Construction and Rehabilitation Project 4 reform efforts to both upgrade the educational standards and regulations of the MOE, and to create equitable access for all students, both female and male in rural and urban areas, to schools that provide quality educational opportunities. USAID Intervention in Response to Problem Statement As such, the GOJ through the MOE took on a mission to revamp Jordan’s educational system through ERfKE. ERfKE was built on the 2002 Vision Forum for Future Education in Jordan. It was designed to realize the 2020 Jordan vision: “The Hashemite Kingdom of Jordan has the quality competitive human resource development systems that provide all people with lifelong learning experiences relevant to their current and future needs in order to respond to and stimulate sustained economic development through an educated population and an educated workforce.”6 Education Reform for Knowledge Economy In 2003, the MOE implemented ERfKE in partnership with key international donors including the USAID, in a ten-year endeavor executed in two phases. ERfKE I focused on four components: 1. Reorienting education policy objectives, reforming governance and administrative systems 2. Transforming education programs and practices to achieve knowledge economy relevant learning outcomes 3. Supporting provision of quality physical learning environments 4. Promoting learning readiness through expanded early childhood education7 Based on the success of the above objectives and the conviction that this reform is positively contributing to the advancement of Jordan, ERfKE II was developed. ERfKE II aimed to strengthen and institutionalize the reforms introduced under ERfKE I, with a particular focus on school level implementation and teacher quality. It focused on strengthening the institutional capacity of MOE in policy, strategic planning and monitoring and evaluation, and on improving teacher employment, utilization and professional development policies and implementation.8 Jordan School Construction and Rehabilitation Project The JSP came in response to ERfKE, and its implementation extended into ERfKE II. Under ERfKE component three, which focused on creating quality physical learning environments with enhanced school facilities, USAID embarked on an ambitious intervention to address, support and invest in the MOE schools’ physical infrastructural needs through the JSP. Launched by USAID in August 2006, the JSP extended its support to the GOJ/MOE by setting out to construct 28 new schools and renovate 100 existing ones in the areas in most need nationwide. This project is deeply rooted in USAID’s belief in equality in education, and it was a successful attempt to create better quality educational opportunities in the most challenging areas across Jordan. http://jordan.usaid.gov/en/OurWork/ProgramAreas/Pages/Education.aspx 6 The Hashemite Kingdom of Jordan Ministry of Education Vision: http://www.MOE.gov.jo/en/MenuDetails.aspx?MenuID=40 7 World Bank Project Appraisal Document, Report No. 25309-JO April 2003 8World Bank Project, 22 January 2013 http://go.worldbank.org/N28XWLFWT0 Evaluation of the Jordan School Construction and Rehabilitation Project 5 Objectives The overall objectives of the JSP were to construct 28 new public schools and rehabilitate 100 existing ones to reduce overcrowding, replace rented and double-shifted schools, increase physical educational capacity for growing student enrollment, and provide safer and more suitable school environments by establishing new school design concepts that improve school layout and design; ultimately meeting the evolving educational needs of Jordan. This was achieved by selecting the regions in most need that were facing the highest levels of student overcrowding, double-shifting and rented schools. The intersection between design concepts and educational needs was a significant aspect of the JSP. USAID highlighted the importance of developing school designs that responded effectively to the contextual needs of Jordanian schools, while maintaining a forward-looking vision, anticipating future educational trends, such as integrating the use of technology and student-centered learning.9 Collectively the objectives of the JSP were to build and renovate schools that are designed to create new learning realities for Jordanian students and contribute to enhancing their relationship with their learning environment to ultimately improve academic achievement. The school structures also serve to support the ERfKE goal of creating student-centered learning environments that will become community centers for life-time learning. Implementation USAID awarded the Architect and Engineering (A-E) Design Services contract to Camp Dresser and McKee International (CDM), hereinafter to be referred to as the Engineer, to provide oversight for the development of 28 newly constructed schools (NS) and 100 rehabilitated schools (RS) nationwide. The Engineer was responsible for the assessment, planning, design, and supervision of the construction and rehabilitation of all selected schools. Contracting construction contractors was under the responsibility of the MoPWH and furnishing contractors were selected through the MOE. Accordingly, the Engineer worked very closely with the MOE (the final owner) to conduct a series of exposure visits to public schools to gain a deeper understanding of the Jordanian context and the realities of its educational systems. The Engineer’s role extended beyond the oversight of the construction of the schools, dedicated efforts were made to align between the needs and requirements of the Jordanian context/MOE, international standards and USAID standards. The Engineer worked very closely with the MOE and the Ministry of Public Works and Housing (MoPWH) in various phases of the project. For site and school selection, the MOE provided the Engineer with an initial list of schools. Then it adopted a rigorous and thorough selection approach in which they verified, cross-examined, and confirmed the need for a new school or rehabilitation in the area. The JSP was a nationwide intervention covering all regions of Jordan (North, Middle and South). 9 JSP purpose summarized from RFP No. SOL-278-13-000001 Evaluation of the Jordan School Construction and Rehabilitation Project 6 EVALUATION METHODS & LIMITATIONS EVALUATION TEAM The evaluation team constituted of a consortium led by ASK for Human Capacity Building. The consortium included four specialized entities made of leading organizations and engineering firms: 1. ASK for Human Capacity Building as the Educational Expert 2. ID Interior Design & Architecture as the Architecture Expert 3. NEA & Partners as the Cost Value Engineering Expert 4. Scope MEP Design Studio as the Electro-Mechanical Expert The following table details the names of the evaluation team members and their contact details. Table 1: Names and Contacts of the Evaluation Team EVALUATION METHODOLOGY The evaluation team employed a mixed-method participatory approach using quantitative and qualitative methodologies that consisted of: 1. Document Review 2. Development & Validation of Data Collection Tools 3. Refining Data Collection Tools 4. Regional Workshops & Focus Group Discussions 5. Teacher & Student Questionnaires 6. Key Stakeholder Meetings 7. Structured Interviews 8. Direct Site Observations USAID approved the evaluation team’s proposed a work plan. The mixed use of quantitative and Name Organization Email Amin Amin, PhD ASK for Human Capacity Building aamin@ask-arabia.com Mohammad Hourani, PhD ASK for Human Capacity Building mhourani@ask-arabia.com Ibrahim Mahfooz ASK for Human Capacity Building imahfooz@ask-arabia.com Ghassan Koteit, PhD ASK for Human Capacity Building gkoteit@ask-arabia.com Samar Akhu Zahieh ASK for Human Capacity Building sakuzaheia@ask-arabia.com Deema Al-Alami ASK for Human Capacity Building dalami@ask-arabia.com Sarya Sok ASK for Human Capacity Building saryasok@gmail.com Rama Akel ID Interior Design & Architecture rama@id-firm.com Susan Abdel Kadir Scope MEP Design Studio suzan_aq@yahoo.co.uk Danka Tibor Scope MEP Design Studio jubehd@orange.jo Dana Azzam NEA & Partners yousef.alsadi@nea-consultants.com Yousef Al Sadi NEA & Partners dana.azzam@nea-consultants.com Evaluation of the Jordan School Construction and Rehabilitation Project 7 qualitative data collection offered in-depth insights of stakeholders’, principals’, teachers’ and students’ attitudes and perceptions towards the JSP. To ensure that the used quantitative data collection tools adequately addressed each evaluation area, the evaluation team checked the validity and reliability of students and teachers’ questionnaires and principal’s structured interviews. Following the ‘expert agreement methodology’ to validate the tools, eight experts and USAID representatives reviewed the tools which were later adjusted accordingly. Reliability of the tools was verified through testing them on students, teachers and principals in both NS and RS outside the evaluation school sample. After data entry, the Reliability Coefficient (Cronbach Alpha) was calculated through the Statistical Package for Social Sciences (SPSS). According to international studies10, the reliability coefficient is considered a good indicator or reliable if it is .80 and over. The table below summarizes the Reliability Coefficient for each tested data collection tool. Table 2: Reliability Factor for Tested Tools After calculating the Reliability Coefficient, and based on the feedback received, the tools were finalized receiving USAID’s approval (Annex IV and Annex V). Accordingly, the evaluation team conducted data collection activities through a regional approach within the thirty days allotted for data collection. Through analysis of the data collected, the evaluation team embarked on a genuine attempt to develop a comprehensive understanding and analysis of the JSP within a short timeframe, to conclude recommendations and lessons learned for similar future interventions. LIMITATIONS / CONSTRAINTS The results of this evaluation were constrained by a number of limiting factors including: • Time Limitation: the assigned time that was allocated for the evaluation prevented the evaluation team from retrieving longitudinal monitoring data for school utilization, which evaluates the impact of the NS and RS on the school community over an extended period of time for the purpose of comparison. Consequently, the evaluation team resorted to a cross-sectional approach, which evaluates the impact of an intervention at one specific time. • The difference in the size of construction intervention between the NS and RS which impacted the amount of data retrieved for the RS • Although the scope of the evaluation includes the 100 RS, in reality only 32 were completed and 62 are under bidding  Denise & Beck, Essential of Nursing Research, Liddincott Williams & Wilkins Publishing, 2000, p. 374 Type of JSP School New Schools Rehabilitated Schools Data Collection Tool Student Questionnaire Teacher Questionnaire Principal Interview Student Questionnaire Teacher Questionnaire Principal Interview Reliability Factor 0.90 0.87 0.86 0.83 0.90 N/A Evaluation of the Jordan School Construction and Rehabilitation Project 8 • Documentation for the project is spread across a multitude of key project stakeholders making the process of retrieving this data rather complicated and inaccessible in some cases. SAMPLING As requested by USAID, the evaluation team selected 16 JSP schools (10 NS and 6 RS) for the evaluation sample in two stages. First, the team sampled schools based on random clusters with respect to geographical region, gender and construction phase. Next, the evaluation team conducted a simple random selection to finalize the list of schools included in this evaluation. Due to the variance of design and construction for RS, the evaluation team added criteria taking into account the extent of their rehabilitation intervention. Wherever possible, purposive sampling of schools with the most expansive renovation was included in the pool of the RS specific sample.11 The figures below are the schools sampled for the JSP evaluation. Figure 1.1: NS Evaluation School Sample - According to Gender, Location and Phase Figure 1.2: RS Evaluation School Sample - According to Gender, Location and Phase From this sample, the evaluation team conducted 883 student questionnaires, 248 teacher questionnaires, 16 structured interviews with principals, 16 site observations, and three regional 11 This purposeful sampling is based on the assumption that any findings associated with the largest interventions also apply to schools where renovations were less extensive. Evaluation of the Jordan School Construction and Rehabilitation Project 9 workshops. Ten (10) meetings with Field Directorates (FD)12 were conducted in addition to five meetings with construction contractors who were selected based on regional coverage and the size of their intervention in both NS and RS, and all three furniture contractors. Meetings with key stakeholders were also conducted with the MOE, MoPWH, USAID, CMP and 3 meetings with the Engineer. ANALYTICAL APPROACH Quantitative data was entered and analyzed using the Statistical Package for Social Sciences (SPSS) while qualitative data was triangulated through various inputs from educational and engineering experts. The evaluation results focus on patterns that emerge from concerned JSP stakeholders’ insights and complemented by the evaluation’s team analytical lens, which aims to provide objective conclusions, lessons learned and project recommendations. Findings and analysis are presented according to the evaluation framework defined in the request for proposal (RFP) and organized into two tracks specific to NS and RS as needed. The below section presents the ‘Findings, Conclusions and Recommendations’ based on the data retrieved from the relevant data collection activities in addition to the evaluation team’s analysis. 12 FD’s who participated in this evaluation include: Al Shounah Al Janoubiah, Na’ur, Ain Al Basha, Ramtha, Ajloun, Irbid, Qweismah, Aqaba, WadiMousa, Amman 4th. Evaluation of the Jordan School Construction and Rehabilitation Project 10 FINDINGS, CONCLUSIONS & RECOMMENDATIONS FINDINGS The discussion of findings weaves together insights, responses and feedback collected directly from all key project stakeholders and most importantly the end users through meetings, interviews, questionnaires, regional workshops and documents review. The findings for each of the seven evaluation areas are presented collectively for NS and RS, and separated when necessary. 1. Higher Level Goals a. Impact of the JSP on: overcrowding, double shifted and rented schools, addressing enrollment needs and overall impact on school community Based on the insights and responses received from key project stakeholders and end beneficiaries the evaluation team concludes that the JSP did succeed in achieving its higher level goals of reducing overcrowded, double-shifted, and rented schools, responding to increased enrollment rates and positively impacting the community. (Due to limited access to official data on the number of neighboring schools that the JSP impacted, the below data is an approximation on how the 16 sample schools contributed to the higher level goals). Based on the data retrieved from school principals the 16 school sample approximately contributed to reducing overcrowding in 53 neighboring schools, eliminated three double-shifted schools and replaced seven rented ones. As such, during interviews with principals 90% agreed that the NS schools contributed to the reduction of overcrowding and that the schools helped meet the growing number of students in their community. All RS principals and 71% of teachers confirmed that new classrooms helped alleviate overcrowding. Despite the above, certain unforeseen factors had a limiting impact on the degree to which these goals were achieved. These factors include changes in demographics over the past seven years, influx of refugees (both Iraqi and Syrian), and the economical crisis which forced parents to transfer their children from private to public schools. Based on evidence gathered13 on the school sample, the below findings represent an approximate estimation of the extent to which the higher level goals that were achieved. (Annex IX). Table 3- Impact of the NS and RS on Neighboring Schools FDs confirmed that the NS, not only contributed to achieving each of the higher level goals (reducing the number of rented, over-crowded, and double shifted schools), but also directly responded to the population growth and served the community in an exceptional way. The FDs’ opinions resonated with nearly every NS principal and teacher; they agreed that the NS model positively impacted the parents 13 Data retrieved mainly from NS and RS principal interviews. Data was not available from other sources. School Type Reduced Overcrowding in # of Schools Reduced Double Shifting in # of Schools Replaced # of Rented Schools New School 40 1 7 Rehabilitated School 13 2 0 Total 53 3 7 Evaluation of the Jordan School Construction and Rehabilitation Project 11 and local school community. As for JSP’s impact on the school community, it had a positive one on the majority of school community members. It enhanced positive feelings, attitudes and behaviors towards the schools. It also contributed to creating educational environments, which support the delivery of modern teaching/learning methods. This was achieved by offering more spacious and well-equipped school facilities including classrooms, labs and outdoor spaces. In the regional workshops, students pointed out that the differences between their NS and their previous schools were easy to distinguish. They now can play in spacious playgrounds, work in specialized labs; use the school garden and library, which in some cases were not available in their previous schools. This positive impact also extended beyond the school premises as it also responded to the needs of the surrounding local community members by offering access to better school environments for their children as well as modern facilities to be used for activities such as the multi-purpose halls, libraries, and computer labs. It is worth noting however, that this impact varied between the RS and the NS. For the RS the impact was more limited to offering an improved physical space that helped in accommodating the growing number of students and introducing the school community to more advanced facilities and equipment, such as science and computer labs. However, for the NS, the impact on the school community was much larger and more tangible. This is most likely due to the fact that the new school structure was complemented with a capacity building component under the Education Reform Support Program (ERSP) and the CMP that enabled the school stakeholders to better understand, utilize and positively respond to the NS functions. The professional development component combined with the substantial construction intervention, which included new diverse facilities, and the classroom size restriction of a maximum of 36 students per classroom created more positive attitudes, and enhanced the sense of commitment and ownership towards the schools. This also created the suitable environments for the school to engage in and adopt more student￾centered enriching practices and activities. It enabled teachers to demonstrate their creativity and variety in modern teaching pedagogies and it encouraged the principals to invest beyond students’ academic performance. Extracurricular activities that enhance creativity and further develop students’ socio-emotional growth were present in the schools. Nevertheless, this did not prevent some teachers from developing negative sentiments as a result of the additional load of work that they had to carry out in the NS, with no financial incentive. Beyond the school premises the NS increased enrollment demands for these schools, and the relationship between the school and the local community was strengthened, contributing to a more positive and solid relationship between them. b. Impact of the NS on Teacher and Student Attitudes and Behaviors * *Data not applicable for RS Students, teachers, principals and FDs agreed that the NS were role model schools that fostered a positive shift in attitudes and behaviors in both students and teachers due to the improved learning environment that the new facilities and equipment offered. The majority of the students (88%) confirmed that they look forward to going to school and feel happy there. The NS provided them with access to technology, outdoor and indoor facilities that enriched their learning and subject-based classrooms, which did not always exist in their previous schools. Teachers shared similar sentiments towards the NS where 89% of them agreed that they witnessed a positive impact of the NS on the attitudes and behaviors of their students and colleagues. This was further confirmed by 95% of the principals who emphasized that the NS contributed to the enhancement of students’ positive attitudes and behaviors towards their schools. Evaluation of the Jordan School Construction and Rehabilitation Project 12 2. School Design and Planning a. School Selection Process and Outcomes The approved and used selection process was effective and showed high levels of sensitivity to the project’s main goals, in which the overcrowding, double-shifting, and rented schools topped the list. The MOE provided the Engineer with an initial school list who then proceeded with a thorough and rigorous screening process to select the areas in most need. This process incorporated three levels and it facilitated the prioritization of areas with the most urgent needs for NS and RS. The levels comprised USAID’s criteria, MOE needs and feedback, geographical considerations, cost effectiveness and maximum usage. The first level included ‘the highest weighing established by the USAID criteria, the second screening consisted of criteria determined through the GIS computer application, and the third screening was determined through actual visits to the site for a final determination of eligible sites.’14 Based on our site visits and interviews with the FDs and principals, the outcomes of the site selection proved to be successful for two main reasons. The first is that the majority of the NS evaluation sample schools were either fully utilized or reaching their full capacity (see Table 4) and secondly, throughout all three regional workshops, principals raised the issue of their ‘long waiting-lists’ for students enrollment as an additional indicator for the high demand for these schools. Nevertheless, evaluating the appropriateness of the 128 selected sites requires a national study for the year 2013 to identify the areas in most need while factoring in the issue of demographic growth and influx of refugees into the country over the past 7 years. Table 4: Student Occupancy of NS Schools School Name Phase Yr of Operation Existing # of Students Maximum Capacity of Students/School Students Occupancy % 10th Region Sec. Co 1 Sept 2010 1,058 1,058 100% Um Qsir Basic Boys School 2 Sept 2011 829 828 100% Othman Bin Affan Basic Boys School 2 Sept 2011 780 792 98% Saed Bin Abi Wakas Basic Boys School 2 Sept 2011 840 864 97% Al-Qadesiah Sec. Co. School 2 Sept 2011 950 1,022 93% Maymounah Bint Al Harith Basic Co School 2 Sept 2011 675 770 88% Hettien Basic Co. School 4 Oct 2012 623 734 85% Um As-Somaq Sec. Girls School 4 Sept 2012 706 914 77% Al-Jofah Sec. Boys School* 4 Feb 2013* (2nd Term) 510 864 59%* Al Madeena Al Wardyah Basic Co. School* 4 Nov 2012* (Mid of 1st Term) 240 529 45%* *Occupancy of these schools are below 60% due to the fact that they started operating either in the second term or half way through the first term, making it difficult and inconvenient for parents to transfer their children. b. Design Concept Soundness The design concept succeeded in achieving the ambitious vision for public schools in Jordan in response to the vision of ERfKE, the MOE’s need and USAID’s requirements. In turn, the design concept was very daring and distinctive from that of the typical Jordanian public school. The new physical structure had implications on the overall educational culture of the school and, as such, this newly introduced educational climate, at times, seemed to be challenging for school community members. The new 14 Planning & Design Manual, CDM, 2006 Evaluation of the Jordan School Construction and Rehabilitation Project 13 designs caused a shift in perceptions and attitudes in regards to how a school functions, by introducing subject-matter classrooms/rotation system for students, computer labs, science labs, and providing community access to the school. In addition to offering learning opportunities, this transformational change in design created both resistance and challenge among users. Despite this resistance, these new design standards elevated users overall reference for public school construction in terms of size, design, teaching methods, IT facilities, and outdoor spaces. c. Responsiveness to the MOE and Users’ Needs To a large extent the school designs were responsive to the needs of both the MOE and the users. On the MOE level, the designs responded to the MOE’s reform objectives while taking into consideration the existing requirements of the Jordanian educational system. Moreover, predetermined involvement and approval from the MOE on the designs was required prior to the start of construction. Approval was required at 30%, 60%, 90% of the design’s submission process and at 100% design documents. This, in turn, provided ample opportunity for the MOE to give insights on designs and for the Engineer to incorporate them accordingly. However, the MOE had some concerns in regards to their involvement in the design phase, as the Owner of the final product, they expressed the importance of being continually informed and actively involved in all aspects of the design phase. As for responding to users’ needs, in the early stages of the project, the Engineer invested efforts in retrieving insights on school designs from school community members. This was achieved through one workshop, as mentioned above, targeted at extracting insights and feedback on school designs from the school community. Nevertheless, this involvement proved to be insufficient as found in the three regional workshops that were conducted by the evaluation team. The community members expressed their desire to have a more active role in the design and planning phases since they are ultimately the final and direct users of the schools. d. School Size, Layout and Components NS area standards have been developed while taking into consideration MOE standards with amendments to accommodate for their new educational vision they aimed to accommodate. Their overall size, layout and components are suitable for modern teaching pedagogies and for fostering school community activities, with minor areas that need to be revisited: • The increased size of the classrooms in NS is a substantial step forward in the design of public school classrooms. The current NS classroom size (1.4 sm2/student) is relatively larger than the MOE standards (which is between 1.2-1.3 sm2/student), designed as such, to accommodate for a more student-centered classroom environment. However, due to the nature of the new flexible furniture in the NS- the issue of classroom size was raised in several schools. Typical public school furniture is restricted to a ‘desk and a bench’ that fits two students next to each other or a chair with a writing pad, while the new furniture in the NS, is made up of individual tables, and chairs taking up more space. As such, it was often perceived, especially in secondary classrooms, that the size of the classroom is not spacious enough to accommodate this furniture and the number of students occupying it, especially when fully occupied (36 students). • Outdoors spaces are distinctive additions in the NS that can accommodate for an array of activities and events within the school. However, additional attention should be invested in the design/size of outdoor spaces which are primarily used for schools’ ‘morning assembly’. The current designs follow the MOE standards of 0.5 sm2 per student. As such, several schools have tight outdoor spaces which do not effectively accommodate to the number of students or the activities of the morning assembly (e.g. Hetteen School, Al Madeenah Al-Wardya School, Umm As Summaq School). Morning assemblies host all students at once, in one area, and as such the design of future outdoor spaces should take into account the maximum student population in each school. This leads to the issue of Evaluation of the Jordan School Construction and Rehabilitation Project 14 the school’s entrances to the main building. Since all students enter the school at the same time, wider school main entrance or an additional entrance would improve outdoor space layout. The overall layout of the schools addressed original school design concepts. It is clearly reflected in most layouts that the school design process did take into consideration the following elements to remain within the original concept boundaries: • School clusters were evident in all layouts of the schools, which supported the implementation of students’ rotation from one class to the next. • Community clusters have separate access and are detached from the remaining main school functions. However, in some schools there was a missing separation between the community cluster and the remaining school facilities for example in Al Madeenah Al-Wardya School, Al Qadesiah - Ein Al Basha, and Saed Bin Abi Waqas School. • Kindergarten access should be separate with a drop-off area and a separate playground. An exception to this rule is the access to the KG cluster in Al Qadesiah Secondary School – Ein Al Basha in which the entrance opens directly to one of the classes. • Science labs have to be in one cluster at the ground level with outdoor access for safety issues. Two schools that did not fulfill this requirement are Al Qadesiah Secondary School – Ein Al Basha and Saed Bin Abi Waqas. • Resource areas are designed to be integrated into classrooms’ clusters and have an adjacent teacher’s room to supervise the activities taking place there. This was evident in most of the schools, with an exception in Al Jofeh School and Al Qadesiah Secondary School – Ein Al Basha. An interesting observation was made in the 10th Area School for Girls in Aqaba, where the principal built an additional room next to each cluster, to have more control over students’ circulation within the cluster, and all other activities that take place there. e. Functionality, Reasonableness and Cost* *Cost will be covered in Evaluation Area: 7. Cost & Value The overall functionality of schools goes in line with the design concept, layouts and components of the project (Annex X). Some areas that need to be revisited include: • The height of the boundary walls of the schools is not always suitable for the safety of students or the privacy of female schools. • A major issue that reoccurred in all schools is the odor from toilets at the end of corridor, which may be due to misuse or poor maintenance. • In high slope schools, site access designated for disability ramps occupy a significant portion of the outdoor spaces (e.g. Al Qadesiah Secondary School – Ein Al Basha). • The new schools’ designs do not provide adequate book storage space to accommodate for all the ministry textbooks received annually for all students in the school. • The size of the school’s main entrance is tight to accommodate for the capacity of students’ entering the school, especially in the morning assembly when they all enter at the same time. • Schools’ entrances are too exposed to the outside with no intermediate space that can provide air-lock to maintain the school temperature. • Most schools have locked fire exit doors to have better control over students’ access in and out of the school which compromises safety. • Many of the gardening areas in outdoor facilities are either not accessible or totally isolated from the overall outdoor spaces making their use and maintenance challenging. For example, Hetteen School. Evaluation of the Jordan School Construction and Rehabilitation Project 15 • Science labs do not have a storage area that can be used to store toxic material or other scientific equipment. This was evident in Al Qadesiah Secondary School – Ein Al Basha, Um Qusair and Saed Bin Abi Waqas Schools. • All schools do not have storage rooms for vocational and art labs. • The size, design and location of canteens in schools do not accommodate for the number of students who share the same recess time (with the exception of 11th and 12th graders). • The size of teachers’ lockers is inadequate in accommodating their belongings. f. Overall Quality and Constructability of the Design Documents Based on our assessment and the feedback we received from the construction contractors, the quality and constructability of the design documents are of a good quality. The technical drawings and design documents were comprehensive and of good standards. Construction contractors transformed the design concepts into physical realities, with limited variations. g. Are the Final School Designs in Line with the Design Concepts? The school concept was implemented in all designs with no mentionable variations. Integrating the areas mentioned in the Functionality, Reasonableness and Cost section into future designs will further contribute to limiting any deviation from original design concepts. h. Selection of Material and Systems, Impact on Operation and Maintenance Selected and used materials and systems for the project are generally durable with reference to high standards and serve the purpose they were selected for. However, and based on site visits, end users’ feedback and local factors, the following issues need further attention or re-consideration. (Annex XI) • Porcelain floor tiles are very difficult to clean and stain easily. • The indoor paint, which is not suitable for the high volume of student traffic gets dirty easily and is difficult to clean. In addition, the multiple different colors of paint within each school affect future maintenance costs. • Toilets sink mixers are not practical, easily misused, costly and not readily available in the local market. • Additional attention should be given to the aluminum window locks and their tightness. • The wood material used for doors is not durable enough to keep door handles in place, and therefore they get easily detached. • The plastered sides of the internal staircases need to be prepared to withstand cleaning with water and high student traffic. The specified and installed electromechanical material in the NS and RS conformed to the high standards in the country. Using high quality systems contribute to reducing operation and maintenance cost; however, the introduction of new systems, such as the CCTV, intruder alarm, fire alarm, PABX, and data network necessitates the need for more advanced and effective training and maintenance. The majority of the visited schools suffered from dysfunctional systems due to the fact that the school principals did not know how to operate them. • Telephone System: The specification of the PABX in the schools is too advanced for the needs of schools. Due to the complexity of operating such a system, it is not yet programmed in the majority of the visited schools. • Data Systems: The data system is well designed, but the network needs programming in some schools. This may be due to the fact that these schools are not connected to the internet due to the absence of telephone land lines. Evaluation of the Jordan School Construction and Rehabilitation Project 16 • CCTV System: When computers were available and the program was installed, this system proved to be useful. However, an issue was noted in the schools whereby the monitor screen is located outside the principal’s office preventing them from having continuous follow up on school activities. • Fire Alarm System: The design and specification of the fire alarm system were quite suitable. However, due to misuse and insufficient training, the system was turned off in several NS and RS. • Security System: The system has proved to be beneficial except for the magnetic contacts on the Fire Exit Doors. These contacts were not efficient as they were already broken in several locations due to misuse. This made the principals switch off the whole system as they do not know how to silence the alarms. The doors should be equipped with contacts that will work in conjunction with the fire alarm system. This way, the doors shall remain closed and would only open in fire alarm incidents. • Elevators: The specified elevators had their motors housed in a dedicated room on roof, which takes up space and requires relatively high levels of maintenance. • Lightning Protection System: It has been noticed that the lightning protection system was used as a generic design requirement for all NS. In several locations, this system was unnecessary due to the location of the school (such as Al Madeenah Al-Wardya School). • Paging System: The currently specified systems in the NS are not programmed properly, preventing the principals from effectively using them. Another feedback received was the fact that principals were unable to control the paging area. Every time they used the pager the whole school was disturbed. Moreover, principals suggested that the system should be located in a place overlooking the outdoor assembly area, since the current systems do not reach that area. 3. School Construction a. Construction Contracting Approach and Procedures The procurement approach was based on a tendering procedure by the MoPWH and based on the Tender Documents prepared for each phase and its corresponding package. The conditions of the contract were based on FIDIC 1987, which is an old version of the FIDIC, in addition to particulars prepared for the JSP. The observations from both reviewing the documents and the information gained during the interviews were the following: • The front end documents are well prepared and address all contractual obligations for both the Employer and the Construction Contractors. • The documents are based on an unfamiliar FIDIC version (FIDIC 1987) to the local market causing some difficulties and contributing to many disputes during the construction phase. Construction contractors did not account and/or price for the risks associated with such contracts. For example some construction contractors were surprised to know that the circulars in regards weather conditions’ time extensions issued by MoPWH were not included; and that only selected materials would be compensated for- if their market cost changes. • All tenders were prepared using the same document with minor changes to the following parameters: o Amount of tender security o Time for substantial completion o Time to complete the work including Punch List Items o Amount of liquidated damages o Minimum amount of Interim Payment Certificate • The amount of liquidated damages per day is on the high side and could negatively affect the tender value. The same is applied to the limit of liquidated damages, which is 15%. Those increased figures will most likely be embedded into the tendered value by the bidders causing an increase to the tender prices. Liquidated damages were not applied in many of the tenders although considerable unjustified delays took place. Evaluation of the Jordan School Construction and Rehabilitation Project 17 • Clause 48.2 in the Conditions of Particular Application related to the Handing Over of Sections or Parts was deleted, although this clause would have facilitated the process of handing over of individual schools as soon as their construction was completed. • Clause 52.3 in the Conditions of Particular Application related to Instructions for Variations, in particular those that are in excess of USD 100,000, need USAID’s prior approval. Although it is normal for capping the amount of variations that need the Employer’s approval, it is evident from the interviews that the Variation process was complicated and did not follow the procedure as stipulated in the conditions of the contracts, in addition to a considerable amount of open variations to date. This process has negatively affected the construction contractors and should be addressed in future contracts. b. Timeliness of Implementation During the interviews it was stated that there were delays in the construction completion of schools and in the tendering of the FFE items. The majority of the interviewed construction contractors (both local and international) stated that requests for time extensions are currently under discussion and review with MoPWH/MOE. The below list represents some of the most repeatedly stated reasons for the delays as collected from the interviews and meetings: • Delays of receiving GAM permits caused substantial delays, since the work cannot commence on site without this document. It was noted that work was scheduled to commence 30 days from the issuance of notice. Some construction contractors claimed for additional time and cost due to this delay. • Delays in issuing ‘Occupancy Permits’ caused delays in connecting the schools to the water, electricity, telephone and sewage grids, preventing full testing of some electrical and mechanical systems. • Delay in completing the A&E designs which were supposed to be completed in year two of the project, however were only completed in year six. • In some cases there were construction delays due to the authority approvals process in issuing the required permits. • Some construction contractors reported experiencing delays from the Engineer when responding to their queries, RFI’s, material approvals, design issues, and variation order. • Preparation of the required documents such as workshop drawings, and quotations was delayed • Delays in approval, procurement and need to re-tender of FFE items. • The custom and tax exemptions process is lengthy causing delays in implementation. • International construction contractors take longer than the local ones to secure construction permits, approvals, registration and other required documents according to the MOE meetings. Evaluation of the Jordan School Construction and Rehabilitation Project 18 Based on the Engineer’s cost reports, the below tables present the delays in both construction of the sampled NS and RS. Table 5.1 Construction Delays for the NS Phase Pkg School Construction Contractor Days for Substantial Completion Actual Days for Substantial Completion Approved Days Extension Unjustified Delay (days) % Of Unjustified Delays I 1 10th Area Secondary Co Girls International 480 597 72 45 8.2% II 2 Um Qusair Basic Boys Local 580 644 64 0 0.0% II 3 Othman Bin Affan Basic Boys Local 490 629 134 5 0.8% II 3 Maymoonah Bint Al Hareth Girls Local 490 629 134 5 0.8% II 1 Saed Bin Abi Waqas Al Hashmee Shamalee Local 365 600 233 2 0.3% II 5 Al Qadesiah Sec. Co. Girls Local 580 665 85 0 0.0% IV* 1 Hetteen Basic Co. Girls International 365 523 32 126 31.7% IV* 2 Um As Summaq Secondary Girls International 365 499 34 100 25.1% IV* 2 Aj Jofeh Secondary Boys School International 365 510 16 129 33.9% IV* 3 Al Madeenah Al￾Wardya Basic Co. Girls International 365 504 12 127 33.7% * Delays for Phase IV construction projects are still under review and discussion. Table 5.2 Construction Delays for the RS Phase School Construction Contractor Days for Substantial Completion Actual Days for Substantial Completion Approved Days Extension Unjustified Delay (days) % Of Unjustified Delays I That As-Sawari Secondary Comprehensive Girls International 180 358 27 151 72.9% I Ar-Rashediah Secondary Comprehensive Girls International 180 358 0 178 98.9% III Ain Jalout Secondary Girls Local 120 278 102 56 25.2% III Um Habibah Basic Co. Girls Local 150 360 110 100 38.5% III Iben Hisham Basic Local 180 488 276 32 7.0% V Salhiet Al Abed Basic Boys School Local On-going Construction c. Cost Reasonableness The evaluation area of ‘Cost Reasonableness’ was addressed on two levels. The first level focused on evaluating the cost of school construction based on market rates at the time of tendering. The second level, focused on comparing the construction cost of an NS Othman Bin Affan School in Irbid, with Al Zarqa’a Al Hadaeqyeah School constructed directly through the MOE. Level One: Construction Cost of JSP Schools versus Market Price To analyze the cost reasonableness of the school construction the evaluation team evaluated the priced BOQs as per the market rates during the time of tender. The comparison identifies that the cost of this project was reasonable and within market rates at the time of tendering when using local construction contractors, however the cost is increased by15-25% when using international construction contractors Evaluation of the Jordan School Construction and Rehabilitation Project 19 (Annex XII). This increase is within the normal range; however it can be avoided since competent local construction contractors are available in the market. Nevertheless, it should be noted that these local construction contractors should be selected based on a rigorous competent-based selection criteria to ensure effective completion of the project. Figure 2 Market Price versus Actual School Construction Cost In the early stages of the project, as per regulations of USAID, any contract that exceeded the amount of USD 5 million was only open for international construction contractors, however, this was later waived to allow competent local construction contractors to bid for the works and as a result reduced the cost. The variations that occurred due to design changes where minimal in value and, in most cases, decreased the total value of the project. (Annex XIII)     ! " # $         Evaluation of the Jordan School Construction and Rehabilitation Project 20 Level Two: Construction Cost of JSP Schools versus Other MOE Schools After comparing the BOQ’s of the NS Othman Bin Affan School in Irbid, with Al Zarqa’a Al Hadaeqyeah School constructed directly through the MOE, it was concluded that the NS cost was approximately double the cost of the MOE School. Some of the reasons behind the differences in cost are listed below: • The NS was constructed using high quality materials and therefore of higher prices in comparison to Al Zarqa'a Al Hadaeqyeah School (MOE funding) contributing to an increase of at least USD 35/m2. • All schools were constructed by local construction contractors. However, the NS was constructed by a Grade 1 construction contractor, while the remaining two schools were constructed by Grade 3 construction contractors. This explains why Al Zarqa'a Al Hadaeqyeah School (MOE funding) unit rates were on the low side in comparison to the JSP and as a consequence of lower overheads and profit. • The NS implemented many electrical and mechanical systems that are not available in the Al Zarqa'a Al Hadaeqyeah School (MOE funding), contributing to an increase of at least USD 55/m2 such as CCTV, alarm, fire alarm and heating systems. • The NS design included an elevator to accommodate for the disabled, which added USD 15/m2. • The NS design is larger in size. The increase in size was from the average MOE classroom area of 1.25 to 1.4 (sm2/student) contributing to an approximate increase of 12% on the overall cost. • The cost difference between the NS and the Al Zarqa'a Al Hadaeqyeah School (MOE funding) in terms of amount of concrete is almost nil. However, the steel reinforcement in the NS is approximately 50% more, contributing to an increase in cost of US $56/m2. The remaining difference is attributed to the difference in unit rates of Concrete works, which seem to be priced on the very low side in MOE School. Table 6 provides comparisons of some of the structural works between the schools. The tables below represent the cost of construction for each of the schools and the comparison in structural works. See Annex XIV for more details. Evaluation of the Jordan School Construction and Rehabilitation Project 21 Table 6 - Cost Comparison between JSP and MOE Funded Schools Name Hay Al Janoubi basic Boys School (USAID funding/JSP Schools) Al Zarqa'a Al Hadaeqyeah (MOE funding) Location Irbid Al-Zarqa BUA 5230m2 4261m2 Area of external asphalted land 380m2 6200m2 Item No. Description Amount/ (USD) USD/m2 Amount/ (USD) USD/m2 1 Preliminaries 6,500 2 2 Site Construction 444,327 85 302,444 71 3 Concrete Works 1,191,377 228 437,471 103 4 Masonry Works 104,390 20 100,890 24 5 Metal Fabrication 72,721 14 90,579 17 6 Wood & Plastics 70,655 14 110,311 26 7 Thermal and Moisture Protection 139,330 27 39,276 9 8 Doors and Windows 246,310 47 94,032 22 9 Finishes 496,945 95 252,048 59 10 Specialties 30,020 6 13,879 3 11 Special Construction 48,600 9 14,479 3 12 Conveying system 80,000 15 13 Mechanical Works 429,175 82 76,490 18 13 Electrical Works 428,517 82 95,483 22 Total Cost 3,782,367 723 1,633,881 380 Table 7- Comparison of Constructional Works between JSP and MOE Funded Schools Description Hay Al Janoubi basic Boys School (USAID funding) Al Zarqa'a Al Hadaeqyeah (MOE funding) Reinforced Concrete ratio/school area 0.64 0.60 Steel Reinforcement / cubic meter of reinforced concrete 127 85 Concrete Grade Grade 17.5 – Blinding Grade 30 –sub structure Grade 30 – Superstructure works Grade 15 – Blinding Grade 20 – slab on grade Grade 30 – sub structure Grade 35 – Superstructure works d. Obstacles and Challenges Faced By the Construction Contractors During the interviews with the construction contractors it was evident that the following obstacles and challenges affected their work: • Delay in commencement of works after notice to proceed. Evaluation of the Jordan School Construction and Rehabilitation Project 22 • As mentioned earlier, delays in issuing ‘Occupancy Permits’ caused delays in testing some Electrical and Mechanical systems, which affected other works or the operation of the school. • Response from the Engineer’s site engineers was at times slow and some urgent matters could not be resolved on site. • Long process to get the custom and tax exemptions. • In some cases delays in approving the shop drawings and processing variation notices and approvals was a lengthy. • Some specified brands did not have local agents, such as bathroom fixtures. • Some spare parts are available locally, but were expensive. e. Responsiveness of the Construction Contractors during the Defects Liability Period The Appendix to Tender called for 30 days to complete the punch (snag) list of items. It was noted through interviews with the Engineer that the construction contractors did not complete the full punch list during the 30 day contractual duration. The MoPWH visited the schools three times to complete the de-snagging process and issued the Handing-Over Certificate. During the Defects Liability Period, two types of damages were present. The first was due to construction contractor workmanship. The second was due to the misuse of end users. Most construction contractors did visit the schools and attended to the first type of damages, while they left the replacement of broken items till the end of the Defects Liability Period. Additionally, it was noted that the process for maintenance was lengthy. Maintenance forms had to be filled by the schools and then sent to the FDs. The FDs forwarded the form to the various departments of the MOE who then sent them to the MoPWH. After, the MoPWH would contact the construction contractor accordingly. Thereafter, a site visit would be conducted to evaluate the damages and finally the construction contractor was notified. In some cases this process took approximately between two to three months. f. Quality of the Final Products It was evident that the specified and installed materials were of high standards. The specified materials were intended to ensure safe and efficient operation and unnecessary continuous maintenance. However, an implementation problem is clear in some construction areas. The following is a highlight of the quality issues that should and can be avoided in future construction: • Finishing at most of the junctions is poor i.e. tiling around doorframes, plastering at exposed edges, stone coping cutting and alignment. • Many sampled schools had major problems with insulation. The architectural details and specification for roof insulation is sufficient however, leakage problems from roofs in many schools were evident (e.g. Um Summaq School). The implementation of this part of the construction should be supervised with high levels of attention, and tests should be carried out to ensure water tightness prior to occupying schools. • Exterior spaces’ slopes have problems and do not drain towards the grilles or manholes. (E.g. Hetteen School). • Final finish of interlocking tiles is generally poor and not leveled which creates drainage problems. • Metal doors and external handrails rust easily. 4. School Occupancy and Utilization (according to the users) The findings are based on data collected directly from the students, teachers, and principals’ questionnaires and insights collected from the regional workshops. This evaluation area covers twelve sub-evaluation areas: Evaluation of the Jordan School Construction and Rehabilitation Project 23 1. General Perceptions 2. Furniture and Equipment 3. School Layout, Spaces and Functions 4. Safety 5. Technology and New Educational Environment 6. People with Disabilities 7. Electrical and Mechanical Systems 8. Sense of Ownership 9. Materials and Finishing 10. Operation and Maintenance 11. Outdoor Spaces 12. Things that Worked Well and Things that Did Not Work Well The end user questionnaires explored each sub-evaluation area with a series of indicators. As such, the presentation of findings below begins with the overall average agreement among each end user in the sub-evaluation areas. The average level of agreement was calculated by combining ‘Strongly agree’ and ‘Agree’ together and the average level of disagreement was calculated by combing ‘Strongly Disagree’ and ‘Disagree’. Under each sub-evaluation area, findings are presented only for indicators, which received an agreement level of greater than or equal to 75% by each of the end users and followed by the level of disagreement that is greater than or equal to 25% according to each end user. In cases where the evaluation team found indicators that are valuable for discussion, but did not meet the ≥75% level of agreement and/or the ≥25% level of disagreement, these indicators are covered under the heading “Additional Indicators.” The table below summarizes the levels of agreement in each applicable evaluation area for the NS and RS school community members. The sub-evaluation areas in the NS, where school community members agreed over 75% included: general perception, electrical and mechanical systems; outdoor spaces; and safety. Table 8 - Summary of the Average Agreement for Sub-evaluation Areas for NS and RS Evaluation Areas New Schools Rehabilitation Schools Students Teachers Principals Students Teachers Principals General Perception 96% 91% 100% * * * Layout Spaces & Function 74% 71% 73% 63% 64% 86% Technology & New Environment 56% 81% 96% 39% 69% 50% Electrical & Mechanical * * 88% * * 94% Materials & Finishing * * 63% * * 94% Outdoor Spaces 87% 80% 80% * * * Furniture & Equipment 79% 74% 71% 62% 67% 86% Safety 87% 76% 75% 65% 66% 100% People with Disabilities * * 90% * * * Sense of Ownership 74% 85% 100% * * * Operation and Maintenance * * 45% * * * *Sub-evaluation area not applicable For the detailed table for all indicators, refer to Annex XV. Evaluation of the Jordan School Construction and Rehabilitation Project 24 a. General Perception of the New Schools15 Students, teachers and principals from the NS had a “positive perception of the school” with agreement responses ranging between 96%, 91%, and 100% respectively. During the regional workshops, they all spoke highly of their schools and how the new infrastructure allowed for a more active-learning environment. b. School Layout, Spaces and Functions The school community expressed their satisfaction with the school layout, spaces and functions as follows; NS students, teachers and principals by 74%, 71%, 73% respectively; and RS students, teachers and principals by 63%, 64%, and 86% respectively. ≥ 75% level of agreement: In the NS, students, teachers and principals found that the wide hallways/corridors made movement between classrooms fluid and enabled teachers to display students’ work. They also found that the multi-purpose rooms allowed for more school activities to take place. Principals and students expressed high levels of agreement with how the school clinic and indoor bathrooms catered for their needs. Students expressed their satisfaction with the outdoor playgrounds, which allowed for more activities and the vocational and science labs, which enhanced their learning. The teachers expressed their satisfaction with the design of subject-based classrooms, which improved the classroom environment. They were also satisfied with the teachers’ rooms, which enhanced communication between the teachers as well as the library, which enhanced the teaching-learning process. As for the principals, they found that the design of their administration office, availability of meeting rooms, and location of filing rooms supported the nature of their work. Finally, principals were satisfied with the KG in terms of its location and proximity to the play area, bathroom and kitchen. The figure below illustrates where there are levels of agreement among each NS school community member for various indicators related to school layout, spaces and functions. Figure 3.1 - NS Agreement for School Layout, Spaces and Functions 15 Sub-evaluation domain not applicable for RS ) ) ) ) !) ") #) $) %) &) )      Evaluation of the Jordan School Construction and Rehabilitation Project 25 In the RS, students, teachers and principals were satisfied with the availability and size of the science labs. The principals and teacher expressed satisfaction with the new classrooms, which improved the teaching-learning process and the space of the teachers’ room. As for the principals, they found that the space of the administration office and the location of the KGs and bathroom to be suitable for the intended uses. The figure below illustrates where there are levels of agreement among each RS school community member for various indicators related to school layout, spaces and functions. Figure 3.2 - RS Agreement for School Layout, Spaces and Functions ≥ 25% level of disagreement: NS students and principals expressed dissatisfaction with the inaccessible location of the school canteen. Students in the regional workshops explained that it gets extremely crowded around the canteen since all students share the same recess time (with the exception of 11th and 12th graders). Principals and teachers did not agree that planning rooms enriched the teaching￾learning process. In the workshop, they explained that planning usually took place in the Teachers Room rather than planning room. Principals also indicated that they would have preferred that the administration office to be located at the forefront of the school, so that parents and visitors encounter their office first. Although not a core function of the NS, the size of the nursery in female schools received high levels of disagreement from principals because it was often inadequate for the needed capacity. Principals also stated that the stationary room and the book storage were small in size. They explained further in the workshops that additional space was needed to accommodate all the MOE text books the schools receive bi-annually. Both RS teachers and principals found that the new computer labs were too small in size and were not functional because computers were not delivered; this was the case for Phase 3 schools for almost two years. This was the case in some schools Students found that the new bathrooms were inaccessible and clarified in the questionnaire’s comment box that the odor of bathrooms was quite strong and due to misuse often clogged, which prompted teachers and principals to lock them. The teachers also disagreed that the new classrooms enabled them to implement diverse educational activities. Principals disagreed that the location of the new administration office helped them monitor the school. ) ) ) ) !) ") #) $) %) &) )         Evaluation of the Jordan School Construction and Rehabilitation Project 26 Additional Indicators: It is worth mentioning that, in the workshops, NS students elaborated on library utilization by stating that it was not fully activated by teachers and there were no books in it. NS students also added that the resource areas were not activated. Meanwhile NS principals believed that the resource areas did foster educational activities. The resource areas are designed and constructed to serve a new instructional approach, where students are given the freedom to enhance their sense of ownership towards their learning process. The resource areas have not been fully utilized so far, because this paradigm shift in the instructional approach is still underway, and it did not fully materialize yet. c. Technology and the New Educational Environment The school community expressed their satisfaction with the technology and the new educational environment available as follows; NS students, teachers and principals by 56%, 81%, 96% respectively; and RS students, teachers and principals by 39%, 69% and 50.0% respectively. (Note: None of the RS indicators reached the agreement or disagreement threshold). ≥ 75% level of agreement: NS students and teachers expressed satisfaction with the interactive white boards as they enhanced the learning environment by making the lessons fun and exciting. Teachers expressed satisfaction with having their own computers, library computers and Data Show equipment in classrooms because they facilitated the preparation for and implementation of educational activities. Principals expressed satisfaction with the availability of diverse technology in their schools, especially computers in their offices, internal and external announcement systems and surveillance cameras. ≥ 25% level of disagreement: The only disagreement was expressed by the NS students who did not find the Internet to be helpful in completing their tasks because of its lack of availability. Schools in Phase IV have not yet received IT equipment in addition to the lack of connectivity in most of the NS schools. Additional Indicators: NS students responded ‘Not Applicable’ for availability of student laptop and internet access. d. Electrical and Mechanical Systems The principals expressed their satisfaction with the electrical and mechanical systems as follows, 88% NS and 94% RS. ≥75% level of agreement: Both NS and RS principals expressed their satisfaction with the ventilation and lighting systems in their schools. The NS principals expressed satisfaction with the presence of fire and heating systems and distribution of electrical outlets throughout the school. ≥25% level of agreement: NS principals, expressed dissatisfaction with the emergency doors due to misuse and defects. On the other hand, RS principals expressed dissatisfaction with the electrical floor boxes in computer labs which made cleaning with water difficult. e. Material and Finishing The principals expressed their satisfaction with the construction materials and finishing as follows 63% NS and 94% RS. ≥75% level of agreement: All NS principals found the height of classroom windows suitable for the age of students and that the thickness of windows helped to offer a safer school environment. They also found that the doors in the school were suitable for students’ use. ≥25% level of disagreement: NS principals expressed high levels of dissatisfaction with the type of tiles Evaluation of the Jordan School Construction and Rehabilitation Project 27 used for indoor flooring and paint used in the schools, since they both get dirty easily, and are very difficult to clean. They added that paint peels off easily due to humidity. They expressed dissatisfaction with the bathroom equipment, which students are not accustomed to using, such as spray hoses and sink mixers. They also found that classroom doors were not practical due to poor durability. f. Outdoor Spaces16 NS students, teachers and principals expressed their satisfaction with the outdoor facilities available in their schools by 87%, 80% and 80% respectively. ≥75% level of agreement: Students, teachers and principals found that outdoor facilities contributed to additional implementation of a variety of educational activities. Principals expressed satisfaction with the KG play area¸ space of the car parks and the outdoor gates. ≥25% level of disagreement: Principals expressed dissatisfaction with the location of the gardening areas, which were inaccessible in some schools. Additional Comments: A frequent comment raised in the workshop was the size of the morning assembly area outdoors, which end users said was too small to accommodate for all students at once. g. Furniture and Equipment The school community expressed their satisfaction with the furniture and equipment as follows; NS students, teachers and principals by 79%, 74% and 71% respectively; and RS students, teachers and principals by 62%, 67% and 86% respectively. ≥ 75% level of agreement: All NS school community members were satisfied with how the bulletin boards enhanced the educational environment, and how the furniture was flexible and suitable for students’ age. Students also expressed satisfaction with the quality of the furniture. Teachers and principals found that whiteboards contributed to healthier classrooms; library furniture served the learning environment; photocopying machine facilitated their work. The figure below illustrates the levels of agreement for the above-mentioned indicators. Figure 4 - NS Agreement for Furniture and Equipment 16Sub-evaluation domain not applicable for RS ) ) ) ) !) ") #) $) %) &) )         Evaluation of the Jordan School Construction and Rehabilitation Project 28 As for RS, both teachers and principals they found that the furniture in the teachers’ rooms were of good quality and helped them carryout their tasks. Principals found that all the furniture was suitable for students’ age and for the KG. ≥ 25% level of disagreement: Although RS teachers and principals found teachers room furniture high quality, NS teachers did not agree. In addition NS principals found that the furniture in the resource area did not contribute to diversifying the teaching methods. They were also dissatisfied with the number of cupboards in the book storage room and the number of cribs available in the nurseries in female schools. RS teachers stated that the furniture in the classrooms and science labs did not contribute to diversifying educational activities. Additional Indicators: NS teachers expressed that vocational, art, music and science lab equipment had not been delivered, as such, these items were not applicable. h. Safety End users expressed their satisfaction with safety in their schools as follows; NS students, teachers and principals by 87%, 76%, and 75% respectively; and RS students, teachers and principals by 57%, 66%, and 100% respectively. ≥ 75% level of agreement: Students expressed satisfaction with safety of lab furniture while teachers were satisfied with classroom furniture. Student and teacher found the classroom furniture safe to use. As discussed earlier, principals found the fire systems, thickness of windows, and KG location as each contributing to overall safety in the school. In the RS, students found that science lab furniture was safe and principals found the KG location provided a safe environment. ≥ 25% level of disagreement: NS principals were not satisfied with the height of the school surrounding walls. They explained during the regional workshops that students can climb over them, and they did not provide the necessary privacy for female schools. Additional Indicators: NS teachers expressed that there was a lack of storage space for toxic chemicals used for science experiments and that the electrical extensions in the computer labs were not safe for students. i. People with Disabilities17 NS principals were satisfied with features that made their school more accessible for school community members with disabilities, namely widened doorways, availability of ramps and elevators. j. Sense of Ownership18 The NS students, teachers and principals agreed 74%, 85%, and 100% respectively that they had enhanced feelings of ownership towards their school. 17 Sub-Evaluation Area not Applicable for RS 18 Sub-Evaluation Area not applicable for RS Evaluation of the Jordan School Construction and Rehabilitation Project 29 Students said that having lockers to store their books contributed to their feeling of ownership in their school. On the other hand teachers and principals felt this way primarily due to the school’s overall design. In addition, teachers found that their furniture enhanced their sense of ownership. k. Operation and Maintenance19 Overall NS principals expressed their satisfaction with operation and maintenance at 45%. ≥ 75% level of agreement: Principals found the suppliers’ ability to replace damaged furniture on time. ≥ 25% level of disagreement: Principals expressed concern with the maintenance processes and cost. During the regional workshops, all principals agreed that the maintenance procedure is long and often ineffective, because of many stakeholders involved (i.e. School, FD, MOE, MoPWH and Engineers and construction contractors). As for cost, they explained that paying for photocopying machine and printer ink, interactive whiteboard markers and the diesel expenses were beyond their budget. l. Things that worked well and things that did not work well The aspects concerning the NS are covered above and below are additional findings for the RS. Occupancy and utilization of RS extensions were overall positive with increased access to educational spaces that offered opportunities to employ new technology, equipment and systems. Even in cases where utilization deviated from the original plan, principals devised creative ways to leverage the newly available space. The innovation lab at That As-Sawari Secondary Comprehensive Female School met the needs of the principal and school community users even though the space was intended for classroom instruction and counseling. The RS challenges primarily stemmed from both delays in school construction and delays in receiving technology equipment. Schools have been waiting for computers with the exception of That As-Sawari Secondary Comprehensive Female School in Aqaba, which received their computer equipment first. As for construction challenges, principals expressed concern about construction proposals that would occur during the school semesters, because construction sites were not safe for children and the noise was also considered a classroom disruption. 5. Community Involvement and Impact20 The findings below on the community involvement and JSP impact are based on data extracted from regional workshops, principal interviews, meetings with school community members and CMP and documents review. a. Community involvement during the school planning stage One of the existing challenges in Jordan’s educational system is the limited level of involvement of the community within schools in their neighborhoods. The JSP presented a new concept of ‘community schools’ which offered an infrastructure that caters for the needs of community members and created new roles for them within the schools. Through various insights from stakeholders and meetings with local community members, their involvement in the planning stage included three workshops conducted by the Engineer in the early stages of the project. One was focused on retrieving insights and feedback 19 Sub-Evaluation Area not applicable for RS 20 Sub-Evaluation Area not applicable for RS Evaluation of the Jordan School Construction and Rehabilitation Project 30 on school design, and the remaining two were focused on environmental scoping. Both CMP and community members from five NS confirmed that through these three workshops community members were familiarized with the new school designs and their requests, opinions and concerns were collected. On the other hand, the community members representing the remaining five NS schools stated that they were not involved in the planning or design stages. As such, although efforts were made to involve the community, it did not cover all geographical areas, and therefore in many cases community members were not involved in the planning phase. b. Community satisfaction with the new schools’ role and functionality of community spaces Community members expressed their satisfaction with the role of the NS and the positive impact on their community where the evaluation team identified three primary benefits: 1. Increased access to quality educational opportunities: Community members genuinely expressed that the NS was an exceptional opportunity for improving the education of their children. In addition, the local community members agreed that the quality of NS facilities surpassed neighboring private school facilities. This newfound pride in the JSP schools ignited an increased involvement in students’ educational journey. Community members believe that the combination of the internal and external school supportive environment improves students’ academic achievement. 2. Mutual Reciprocal Relationship: The NS also triggered a mutually beneficial relationship between the school and the local community. Community members became more active and involved in school activities. They felt that the presence of the NS and their involvement in it contributed to the well being of students in their community, which in turn enhanced the quality of their community as a whole. Motivated by pride in the NS and a sense of ownership towards it, community members organized and participated in activities that would help maintain the newly constructed facilities, such as fundraisers, voluntary clean up events and teaching campaigns for school promotion/awareness events. 3. Access to School Facilities: Community members generally found satisfaction with being able to access school facilities for their own recreational use. However, there was an inability to cluster all community facilities on the ground floor in some schools due to limitations posed by the size and the typography of the construction site. These limitations, in turn, resulted in utilization issues. These issues existed in schools such as Al Madeenah Al-Wardya School in which the multipurpose room was located on the 2nd floor and the library on the 1st floor amid classrooms; and in Al Qadesiah Secondary School for Girls and Saed Bin Abi Waqas in which the library was located on the 1st and 2nd floor respectively. Inability to balance both the community utilization and students’ utilization of school facilities in this manner created some concerns for principals and community members alike. Having these facilities on different levels created some issues that prevented principals from encouraging the community to utilize these facilities. These issues include the need for regular follow-up from a staff member on community members’ utilization due to custodial issues. The second issue is the location of the community facilities amid classrooms limiting their use to afterschool hours. Evaluation of the Jordan School Construction and Rehabilitation Project 31 6. Gender Impact a. Determine how the project addressed gender issues during its implementation. The evaluation team found that the JSP was gender conscious. This was reflected on two levels: gender equality and gender sensitivity. Since gender equality is the ‘result of the absence of discrimination on the basis of a person's sex in opportunities and the allocation of resources or benefits or in access to services’ and gender sensitivity ‘encompasses the ability to acknowledge and highlight existing gender differences, issues and inequalities and incorporate these into strategies and actions21’ reaching a balance between both of these levels in a project this size is a challenge. There were both successful undertakings and areas in which additional attention need to be considered to ensure that this balance is achieved in similar future interventions. In terms of gender equality, the JSP succeeded in creating better educational opportunities for both genders and with no bias in terms of providing similar quality, quantity and diversity of furniture, equipment and resources for both male and female schools. Although Jordan has eliminated the gender gap in education enrollment, where primary gross enrollment for both females and males is nearly all-inclusive; the latest statistics show that in 2009 there was a higher enrollment rate of females than males in primary and secondary education by 4.6%22. These could be reasons why more NS schools were built for female students, 64% of the NS were female schools, while the remaining 36% were male. As for the RS, 60% were female schools while 40% were male. Limited data prevented the evaluation team from further investigating the reason behind this distribution of schools. In meetings with FDs it was pointed out that in some cases the community tried to exert pressure on them to change the gender of the school as a result of their bias towards the male gender. For example, in Ajloun the community felt that the school should be transferred into a male school instead of a female one. Nevertheless, the MOE/FD did not give in and the NS in Ajloun remains to be a female school. As for gender-sensitivity, it was reflected in some areas of the school designs to accommodate for existing gender differences and needs such as in terms of the availability of nurseries for female teachers in female schools. This was further confirmed by the NS principals where 77% of them agreed that JSP made gender sensitive decisions in its implementation. Most principals also supported the gender considerations made for guest bathrooms to accommodate for both genders. However, provisions for gender appropriate bathrooms should have been more evident in grades one to three in mixed-gender schools. The current NS model has a shared bathroom for boys and girls in grades one to three, which is traditionally undesirable. Parents in the workshops echoed this concern as well. Based on the feedback received from end-users, gender-sensitivity in terms of the design could have been further enhanced by reconsidering the height of surrounding walls (for girls schools, the height should be raised for privacy issues); colors selected for the walls (traditional feminine and masculine colors should be applied); and ensuring that vocational labs are equipped with the appropriate supplies. Accordingly, the MOE expressed the need to revisit the school design model and its flexibility to accommodate for both genders.  European Commission-Justice-Gender Equality. Retrieved on April 28th, 2013 from: www. http://ec.europa.eu         Evaluation of the Jordan School Construction and Rehabilitation Project 32 The evaluation team finds the recommendations made by the end users in regards to grades one to three bathrooms, the height of surrounding walls, and school paint reasonable. However, further investigation should be made to determine whether the equipment and supplies in vocational classrooms should be gender sensitive or should accommodate to both sexes. Exposing students to both types of equipment and supplies may contribute to nurturing in them new sets of skills and aspirations for future careers. Nevertheless, this must be supported by qualified teachers and a comprehensive curriculum that supports such a learning environment that caters for both genders. 7. Cost and Value a. Determine whether the cost for this program was reasonable compared to the achieved results The cost reasonableness of this project in terms of construction was covered in section ‘Cost Reasonableness’ above. Based on the data collected from end-users’ and key stakeholders’ insights and viewpoints, there was a consensus that this project was an invaluable and successful endeavor where the achieved results of this project created better educational opportunities for thousands of school community members. They also asserted the importance of replicating this project. The MOE also acknowledged the importance of such replications, however with considerations and adjustments to the school design and project planning which may have an impact on reducing the cost. Section ‘Conclusions and Recommendations’ of this report offers suggestions on how to reduce the cost of constructing the schools which will still achieve the desired results. To be able to quantify the achieved results, a more extensive and longitudinal monitoring data is required to assess school utilization and evaluate the impact of the NS and RS on the school community in comparison to the initial financial investment made, which was limited in this evaluation due to the time constraint. b. Determine what could have been done differently to reduce the cost, but without affecting the quality Based on site visits and document reviews, below are some suggestions that will either reduce the initial purchasing cost or the operational, and/or maintenance cost in schools without affecting the quality. When applicable, at the end of every recommendation an estimation of the cost-saving value is given. Evaluation of the Jordan School Construction and Rehabilitation Project 33 Table 9 - Suggestions to Reduce Construction Cost No. Description Initial Cost Saving in USD/ School Running Cost Saving in USD/School /year Remarks 1 Replace ceramic Matt tiles with Terrazzo tiles (95,000) Easier and less costly to maintain and clean and does not require special cleaning equipment 2 Bathroom Fixtures purchased from local agents (55,000) Reduces maintenance and replacement cost 3 Replace ironmongery from local agents and brands (11,500) Reduces maintenance cost 4 Simpler PABX System (25,000) Easier to set up, utilize and maintain 5 Cancel the lightning protection system where not needed (25,000) Not all construction sites require a lightning protection system 6 Use an early streamer ( pulsar) lightning protection system when needed (8,500) 7 Value engineer the irrigation system (5,000) 8 Minimize the paint colour schemes in the school Cost impact may not be huge, however it will reduce the maintenance efforts 9 Use photovoltaic powered outdoor lighting instead of the 250 HIT Flood Lights (700) The batteries in the suggested lights can generate electricity during the day and store energy to be used after sunset. These floodlights are capable of providing lighting output for approximately 8 hours after being charged. 10 Replace the closed heating system with an open system (2,500) The closed heating system is more costly and needs more maintenance. An open system is more suitable when using radiators. The circulating heating water expands and contracts with the changing temperatures. To accommodate the changing water volume in the system an expansion tank is needed. This expansion tank can simply be an open system consisting of a tank located on the roof, which feeds the system by gravity; rather than a closed system which consists of a closed expansion tank, make up tank, and a pressure pump. 11 Replace electrical water heaters by a thermal solar system with built-in water heater 3000 (900) Initial cost is higher, however there will be a reduction in the electricity bill 12 Replace the air conditioning system with an inverter type 2,600 30-50% saving on running cost Initial cost is higher, however there will be a reduction in running cost 13 Introducing a water treatment system 1,000 Higher initial cost, however saves water consumption 14 Use of Machine-Room- Less elevators (2,500) (200) JD 6,000 additional initial cost. A reduction of JD 8,500 when eliminating the room on the roof, plus a reduction in the electricity bill Evaluation of the Jordan School Construction and Rehabilitation Project 34 c. Determine the sustainability of the operation maintenance costs for the Ministry of Education It is well anticipated that the NS with their size, new advanced electromechanical systems and good quality and thus more expensive furniture and equipment compared to the ones available in the majority of other public schools, will have a consequence on the MOE’s operation and maintenance cost. Both the MOE and the FDs recognize the importance of having such schools with advanced electromechanical systems, furniture and equipment to offer students suitable learning environments, and accommodate for Jordan’s education reform agenda and its growing number of students. However, they did express concern that these schools have a sizeable share of the total operation and maintenance cost per FD. As such, they recommended that some details in the project in terms of design may need to be revisited before replicating it in the future. (See Specific Recommendations section below) The evaluation team identified several features, equipment and supplies that are present in NS, but not in other typical public schools, which can contribute to increasing the operation and maintenance cost of the NS, these include: 1- Whiteboards which require whiteboard markers 2- Printers which require regular ink refills 3- Heating systems to replace portable kerosene heaters 4- Air conditioning 5- Elevators to accommodate for students with disabilities 6- Gymnasium 7- Fire alarm systems and emergency doors 8- Security systems 9- Better quality thus more expensive and diverse collection of furniture For example, in terms of supplies one NS approximately spends between 120-200 JDs per month on whiteboard markers. These are additional costs on the NS, which are not evident in other public schools that still use chalk and blackboards. Meanwhile, using whiteboards and markers are a step forward in offering students and teachers the necessary healthier learning environment. As for the electricity consumption, although the MOE and FDs raised concerns about this issue, based on the information collected from the FDs (See Table 7) electricity consumption was within the expected range when considering the size of the NS (Annex XVI). Below is a comparison of the electricity consumption of nine schools from three different directorates Ajloun, Al Qweismeh, and Aqaba. The electricity bills of three months are presented for one NS and two other public schools from each directorate. It is noted that although in all three cases the highest electricity consuming school is a NS; the consumption was reasonable when factoring in its size. According to Heteen’s School principal, the electricity consumption in December 2012 was on the rise, because the school had unpaid bills accumulated from previous months. 10th Area School in Aqaba consumes the highest amount of electricity in comparison to the two other public schools because of the air-conditioning systems in the classrooms and the gymnasium’s chiller. Evaluation of the Jordan School Construction and Rehabilitation Project 35 Table 10 – Electricity Bills Comparison for Schools in Ajloun, Al Qweismeh and Aqaba Directorate Heteen School Ras Muneef School Halawa Co Basic School AJLOUN FD Size 4634 Sqm # of Students 623 Phase 4 (NS) Size 1594 sqm # of Students 278 Type MOE Size 353 sqm # of Students 226 Type MOE Consumption (KW) Price (JD) Consumption (KW) Price (JD) Consumption (KW) Price (JD) December '12 19,520 3,771 2,765 396 2,432 337 January '13 5,280 831 2,006 261 1,500 171 February '13 3,022 441 1,089 99 412 21 Total 27,822 5,044 5,860 756 4,344 530 Um Qsair Basic School for Boys Jaber bin Hayan Vocational School for Boys Um Qsair & Muqablein Secondary School for Girls AL QWEISMEH FD Size 5910 Sqm # of Students 829 Phase 2 (NS) Size 1500 sqm # of Students 400 Type MOE Size 3500 sqm # of Students 1,063 Type MOE Consumption (KW) Price (JD) Consumption (KW) Price (JD) Consumption (KW) Price (JD) December '12 6,149 1,027 1,843 242 3,124 476 January '13 6,506 1,092 301 16 4,498 726 February '13 9,300 1,601 2,722 402 5,589 925 Total 21,955 3,720 4,866 660 13,211 2,127 10th Area School for Girls That Al Sawari Secondary School for Girls 8th Area Co. Secondary School AQABA FD Size 5265 Sqm # of Students 1,058 Phase 1 (NS) Size 3750 Sqm # of Students 1,100 Phase 1 (RS) Size 3,726 sqm # of Students 1,300 Type MOE Consumption (KW) Price (JD) Consumption (KW) Price (JD) Consumption (KW) Price (JD) October’ 12 31,360 5,474 8,762 1,459 8,480 1,409 November’ 12 18,560 3,205 6,951 1,138 6,440 1,047 December’ 12 10,240 1,730 Not Available Not Available 3,840 586 Total 60,160 10,409 15,713 2,597 18,760 3,042 As for the issue of maintenance, there was limited data available on the maintenance cost since the majority of the evaluation school sample were either still under the warranty period, or did not conduct any significant maintenance tasks so far since they have been in operation for less than 2 years. Nevertheless, based on the data available for the maintenance conducted in the NS- 10th Area School for Girls, which was constructed in Phase One and in comparison to two other public schools in the same directorate, the amount spent was reasonable for 2012. The NS spent 1100 JDs in 2012 for maintenance on water pipes, fire extinguishers, doorknobs, and painting some parts of the school. Two neighboring schools also spent approximately 1000 JDs in 2012 on the maintenance of water pipes and glass windows (8th Co. Secondary School and That As Sawari Secondary School for Girls). Evaluation of the Jordan School Construction and Rehabilitation Project 36 Nevertheless, the cost of maintenance was also raised by the MOE and FDs. The FDs receive an annual sum to cover all the maintenance arising in all the schools in their directorate. Their concern was that when JSP schools surpass the construction warranty period and based on the heavy usage the replacement and maintenance of the rather expensive and higher quality components will be a financial challenge for them. The ‘Specific Recommendations’; section of this report offers some suggestions on how the maintenance and operation cost can be reduced. CONCLUSIONS & RECOMMENDATIONS High Level Conclusions The evaluation team concludes that the JSP is a novel project and a significant educational intervention that led to transformational change in the lives of thousands of school community members across Jordan. Based on the results of the participatory evaluation, site visits, and the documents review, the evaluation team gathered ample amount of data confirming the extensive achievements that the JSP succeeded in accomplishing within and beyond its predetermined scope. This conclusion is based on the fact that the JSP did not only succeed in constructing 27 NS and rehabilitating 32 RS, but also succeeded in mirroring what the GOJ seeks to create in terms of developing the Jordanian human capital. The JSP offered 21st century schools to nurture 21st century students. It succeeded in introducing new physical learning environments that contributed to raising the bar of Jordanian public schools, supporting multiple strategies for educational, extracurricular and community activities. The project created a role-model intervention allowing for improved educational opportunities that contribute to better learning outcomes and better quality of students’ performance across Jordan in some of the most challenged areas. The JSP demonstrated how physical infrastructures can support the development of modern educational attitudes and behaviors that can be adopted by the school community and the MOE. As such, the evaluation team reached a conclusion that the JSP pioneered in the development of modern school designs equipped with state-of-the-art facilities and systems that collectively enhanced the public school system in Jordan. Key stakeholders also expressed the promising results yielded by the JSP. By raising the bar of schools’ infrastructure and raising the standards of the education systems, JSP has been a catalyst in fueling the demand for and the recognition of the importance of having additional similar JSP-modeled schools. The evaluation team was rather overwhelmed with comments expressing gratitude, satisfaction, appreciation and calls for additional similar interventions. “This school is every student’s dream come true.”- Student - 10th Area Secondary Co. Girls School - South Workshop “I’m happy in this school. I am a decision maker.” - Teacher - 10th Area Secondary Co. Girls School - South Workshop “All I can say is that I have the longest waiting list in the directorate. I have private school students enrolling in my school.” - Principal - Al Qadesiah Secondary Girls School - Ein Al Basha - Middle Workshop Evaluation of the Jordan School Construction and Rehabilitation Project 37 “Teachers see that we gave them something exceptional, so they want to give back.” - Principal – Maymounah Bint Al Hareth Girls School - North Workshop “With all confidence and courage I can say that we are real partners of this school.” - Parent - Al Qadesiah Secondary Girls School - Ein Al Basha - Middle Workshop “I couldn’t believe that this was a public school, the Hilton Hotels are proud to be supporting it.” - Hilton Hotels HR Manager - 10th Area Secondary Co. Girls - South Workshop “We are very proud of this project and the great strides it achieved in our educational systems.” - MOE “These schools are an asset to Jordan; they’re an asset for the students, the teachers, and the country as a whole.” - MoPWH “Students attending this NS are all smiles. When you walk into this school it feels like you are walking into a university, it’s an educational lighthouse, not only on the level of Ain Janna, but on the level of the whole directorate.” - Field Directorate – Ajloun “At times, sites selected weren’t the ideal locations to build these schools or extensions, but the whole point of the project was to tackle the most challenging areas, in every sense of the word.” - The Engineer While it was agreed that the JSP proved to be a successful project that had a significant impact on the school communities in which the schools were built and/or rehabilitated, challenges also accompanied its implementation. This was due to the complexity of the project as a whole, which originated from certain embedded factors such as its national coverage in 128 locations across Jordan, multitude of stakeholders, the new-targeted model, and the implementation timeframe. These embedded factors had an impact on the execution of such a complex project, which was a challenge by itself. This complexity had a number of implications on several aspects of the project including the: • flow of information among key project stakeholders leading to delays in the construction and delivery of furniture and equipment, • sense of ownership towards the project, • identification of specific roles and responsibilities for involved key stakeholders (Memorandum of Understanding (MOU) between the MOE and the USAID was signed in 2009), • issuing the necessary permits, • school handing over process, • schools’ staffing, and • provision of maintenance procedures. Another challenge that surfaced was the issue of site supervision. The materials used in the construction were of good quality and high standards, but shortcomings in the final execution were evident in some cases which contributed to decreasing the success of the final product. For example, humidity and water leakage in Um As Summaq School and poor water drainage system in Hetteen School were evident. (Annex VIII). Since the JSP is a multifaceted project with a multitude of stakeholders and many impacting factors, reaching recommendations for such a project was a dynamic and relatively complicated, yet a very exciting task. The evaluation team made a sincere attempt to be as comprehensive as possible when offering the below action-oriented recommendations. As a result, the below recommendations should Evaluation of the Jordan School Construction and Rehabilitation Project 38 contribute to improving similar future interventions. Both high level and specific recommendations are offered below. The high level recommendations cover areas on the overall level of the management and implementation of the project, while the specific recommendations cover relevant features within the seven areas of the evaluation. High Level Recommendations: a. Capacity Building – As an Integral Part of JSP The size and nature of the JSP introduced key project stakeholders to an advanced new model for public school construction on all levels of planning, procuring, designing, constructing, furnishing and utilization. This novel intervention brought with it new sets of standards, and by default, responsibilities that the key project stakeholders were not necessarily accustomed to or familiar with. Since USAID is a renowned development agency that seeks sustainable solutions, the impact it achieved through the JSP can be further maximized by including an integral capacity building component targeted at developing the capacities of all involved key project stakeholders and implementers. As such, for similar future interventions, the evaluation team recommends that the project incorporates and implements a structured capacity building element that is targeted at three main levels: 1- Updating legislations that can support the full utilization of JSP schools, including reviewing procedures and protocols related to JSP 2- Capacity of the involved governmental departments 3- Capacity of all involved parties and implementers On the legislations level, the capacity building element should focus on reviewing and adjusting legislations that are needed to accommodate for the new physical infrastructure that brings with it new sets of positions and responsibilities within the school. These newfound positions contribute to better utilization and sustainability of the new infrastructure. Such positions may include a maintenance specialist in the school, an increased number of janitors and guards, and a receptionist. On the level of procedures and protocols, the capacity building element should contribute to further enhancing the collaboration between different entities and upgrading the existing procedures to meet the demands of the JSP. As such, the capacity building element can be focused on supporting the MoPWH in developing criteria and tools to conduct a better selection of technical and financial qualifications of construction contractors. On the level of departments, the capacity building element should focus on the various involved departments in both the central ministries and the FDs, such as the Building, Maintenance, Planning and Supplies Departments. This may start with ensuring that all departments gain a better understanding on how all components of the project are to rollout and further familiarize them with how to better conduct their roles and contributions towards the JSP. On the level of individuals, the capacity building element should contribute to developing the capacity of all involved stakeholders in relation to the JSP, including and not limited to the local construction contractors in terms of paper work and procedures. b. Enhancing the Sense of Belonging and Ownership The sustainability of the JSP is directly correlated with the degree to which stakeholders and end users have a sense of ownership and belonging towards the NS and the RS. This sense of ownership may be further enhanced by involving key stakeholders more actively, and by supporting end users to accommodate to the new environment. As such, additional investment should be made to increase the Evaluation of the Jordan School Construction and Rehabilitation Project 39 active involvement of the MOE and FDs in the JSP process, and to support the RS school community in further fully utilizing the new facilities available in their schools. On the MOE level, we recommend that the USAID establishes a cost-sharing approach with in-kind contribution from the MOE where the latter assign a team within the ministry to be fully and solely dedicated to all aspects of the JSP. On the FD level, we recommend that more attention will be made in future planning phases to directly and actively involve them in the full project cycle since they are the supervising end users of the schools. Finally, it was evident in RS that the utilization of the new facilities was limited to the traditional educational approaches. Therefore, supporting the RS school community with programs such as the ERSP and CMP present today in NS, which focus on enhancing their utilization of the new extension, will contribute to increasing their sense of ownership towards the new infrastructure. c. Planning Planning is an integral component of a project of this size and complexity. Therefore, it is important to pay additional attention to certain areas in the early planning phase for similar future interventions. Building on the experience and success of the JSP, more attention can be invested in planning for the project through better understanding of the dynamics between key project stakeholders. Moreover, additional effort should be made during frequent intervals in the lifespan of the project to verify whether or not the adopted implementation approach needs any adjustment. The JSP is a process that requires systematic moments of ‘reflection’ and ‘action’ to influence and control the nature and the direction of the project’s achievements. This will also provide USAID with deeper insights on the implementation dynamics and ways to continuously improve the efficiency of the project. d. Roles and Responsibilities For a project such as the JSP that requires very high levels of collaboration between a relatively large number of stakeholders, prompt alignment and identification of roles and responsibilities should be made available from the very beginning of the project. As such, developing a concise document with very clear and agreed upon specific roles and responsibilities will contribute to more effective implementation of the project. This should not be limited to a generic MOU between the MOE and USAID, on the contrary it should be an MOU which includes very detailed roles and responsibilities within all aspects of the project, from the staffing of the school (number of guards, janitors and others) to specific timelines of issuing permits and approvals. e. Supervision Supervision is a crucial element in a construction project, especially when it is spread across all regions of the country and involves a number of construction contractors. Therefore, it is important to recognize that the quality of the supervision cycle in the JSP is not limited to only one stakeholder. All involved key stakeholders should be more actively and regularly involved in the supervision to ensure better-quality final products. Increasing the level of supervision for future projects will have an impact on the quality of the final products and the efficiency at which the construction contractors work; resulting in fewer defaults and defects. Less complicated variation order procedure should be adopted to accommodate for any necessary and justified changes in the construction site. Additional support from the MoPWH should be provided, while the MOE and the FDs should have a more active role in the supervision. f. Selection of Teachers and Principals for the NS Role model schools require role model principals and teachers to ensure maximum utilization and sustainability of the NS. It is important to develop a functional principal and teacher selection system that encourages highly qualified staff to join these schools. This approach can be adopted from the existing teacher selection and incentive approach used for the King Abdullah II Schools for Excellence. Evaluation of the Jordan School Construction and Rehabilitation Project 40 g. Project Concept Sustainability A successful project such as the JSP should be institutionalized as a genuine innovative development project across the globe. Additional effort should be made to disseminate and institutionalize this experience among other development agencies and governments. Mapping out and documenting the success and challenges of the project from the early stages of planning, to the design, implementation and finally the utilization should be a main priority for a project with such a transformational change in the lives of thousands of individuals. Specific Recommendations: For the specific recommendations, this section is split into ten main areas and will provide recommendations that will contribute to increasing efficiency of utilization and to reducing initial and/or operational and maintenance cost. These recommendations are heavily based on end user feedback and the evaluation team observations. 1. Site Selection Outcomes To determine the extent to which the site selection process yielded the desired outcomes for the project, a nationwide evaluation should be conducted with considerations to changes in demographics and influx of refugees in certain areas across Jordan over the past 7 years. 2. Community Involvement in the Planning and Design Phase Additional and more structured workshops targeted at community members during the early stages of the planning and design phase across all geographical areas will contribute to higher levels of ownership, dedication and commitment towards the NS schools. For the success of the JSP model of ‘community schools’ it is important that from the early stages of the project the necessary levels of awareness, sense of ownership and buy-in towards the NS are enhanced. These efforts should be made even before the start of the construction phase to ensure that the maximum number of local community members are involved, committed and dedicated towards the success of these schools. 3. School Design Documents With the available technology, the evaluation team suggests that since the JSP is offering a new model of school design, it would be more helpful to develop these design documents in a 3D form. This will enable all involved key stakeholders to better visually understand specifically how the future buildings will look like in terms of layout, spaces and functions. This may contribute to limiting mis-expectations and requests for changes in late stages within the construction. 4. Schools Layouts & Components 1. The evaluation team highly recommends keeping the concept of the resource area in all future JSP interventions. These areas support the new aspired educational standards within Jordan’s public schools. They contribute to shifting traditional instructional approaches to the more modern student-centered learning environment. As such, the evaluation team recommends a few changes that can be made in terms of the design to enable a smoother and faster transition into this modern instructional methodology that nurtures independent learners and provides them with a high sense of ownership towards their own education. Firstly, design the resource areas to be a ‘semi-free learning zones’; which is a semi-controlled space, by locating the small planning rooms or teachers’ rooms in very close proximity or at the center of these areas (with long open windows to allow for Evaluation of the Jordan School Construction and Rehabilitation Project 41 distant supervision). Secondly, make the dimensions of the resource areas more structured to offer a sense of control to the teachers through transparent boundaries, for example use a metal chain to outline the dimension of the area. 2. Design the school’s outdoor morning assembly area and the entrance door to accommodate for the maximum number of students using them. 3. Ensure that community spaces are located more effectively in the schools by placing them either on the ground floor or with a separate entrance from a side door in order to encourage principals to accommodate more community involvement in the school. 4. Redesign and locate the canteen in a central area to cater for a larger number of students. 5. Incorporate a storage area for all science, art and vocational labs. 6. Ensure that boundary walls around the schools are at least 2 - 3m high to ensure better safety and privacy, especially in female schools. Based on verification with the MoPWH, this height is within acceptable standards for public schools. 7. Incorporate easily accessible and larger storage rooms on the ground floor to accommodate for the annual number of textbooks received from the MOE. 8. Add sun breakers at the eastern and southwestern elevations to eliminate glare and maintain moderate temperatures inside the buildings. 9. Investigate the design and furnishing of the vocational labs and the equipment available in them, to determine to what extent the project wants to accommodate for gender differences. For example, male vocational classrooms are accustomed to certain facilities and equipment such as welding and carpentry, while female schools are geared towards cooking, sewing and housekeeping. Future projects needs to investigate whether they want to expose students to both types of facilities and equipment or abide by the customs of the school. 10. Reconsider the size of nurseries in female schools and the amount of furniture in them to accommodate for the larger-than-expected number of teachers’ children in it. 11. Consider building additional outdoor bathrooms or students’ bathrooms on the ground floor to accommodate for access of students in recess time and outdoor lessons. The evaluation team fully endorses the availability of indoor bathrooms, but also acknowledges the need for outdoor or ground floor ones. 5. Selection of Materials and Impact on Maintenance 1. Replace porcelain floor tiles with alternative flooring material that is easier to clean without compromising on the USAID and MOE standards that need to be considered. Terrazo tiling of good quality can be a feasible alternative and can be cast specifically for USAID/MOE NS/RS in any color, pattern, shape and specifications and, needless to mention, it can be a signature for the county’s local architectural heritage. 2. Replace the paint currently used in the schools with glossy paint, which does not get dirty as easily. An alternative in areas with high traffic would be to add a 3mm tile on the bottom sections and install a wood or plexi border inside classrooms to avoid furniture contact with walls. 3. Provide schools with practical indoor and outdoor trashcans that can be easily moved and emptied to maintain cleaner schools. 4. Replace steel panel radiators with cast iron radiators or the steel model that comes in one piece to limit misuse and vandalism. It is recommended to use the cast iron type used in Phase Four schools. Evaluation of the Jordan School Construction and Rehabilitation Project 42 5. Aluminum window locks and tightness seemed to be a major issue in many schools. An alternative would be a heavy duty locking system. 6. Replace the wooden doors with better quality and more durable wood. 7. Clad staircases plastered sides with the same treads’ material for more durability. 8. Staircase plastered side in many schools is dirty because a piece of marble should be added to the end of the tread to stop water from dripping on the side. 9. Quality of students’ lockers should be re-considered or replaced with something more durable and of higher quality to ensure proper use. 6. Electrical and Mechanical Systems 1. Reconsider the design to allocate central controls at the school’s administration for the following systems: a. Heating System: There should be a control switch for the heating system and “trip” indication lamps for the boilers. Currently, the heating system is operated from four isolated switches in the boiler room. b. Outdoor Lighting System: Switches and 24-hour timers for the outdoor lighting should be provided. The existing photocell is not being used due to the fact that the lights are left turned on overnight. c. Hot Water System: Central switches for the water heaters are recommended. Upon reviewing the given sample of design drawings, the heaters are controlled by local switches near the electric water heater. d. Water Pumps Status: It is recommended to provide a “trip” indication lamp in the control panel to indicate that there is a fault with the main water pump. e. CCTV System: Ensure that principals and assistant principals have direct access to the CCTV Systems by connecting them to their computers. 2. Design bathrooms with external pipelines, or wider pipes, to respond to potential misuse and clogging and to facilitate future maintenance issues. 3. Feed water coolers from fused and switched spur outlets and not 13A sockets to avoid the sockets being removed and tampered with. 4. Replace the electrical floor boxes in computer labs with a low partition wall between the desks where wall mounted sockets at desk level can be housed. 5. Replace the existing advanced specifications, PABX, for the telephone systems with a more simplified one to ensure utilization in schools. 6. Replace the existing advanced specifications for the paging systems with one with fewer features but with control over where the paging is aired to limit noise disturbance. 7. Replace the current specified lifts with Machine-Room-Less (MRL) types to eliminate the need for the room specifically dedicated for the motor. 8. Consider the use of the lightning protection system only in site locations where necessary (for example, no need for such systems in Al Madina Al Wardiyah School). If it is required, then replace the Faraday Cage with a pulsar system. 9. For the drainage water systems, it is recommended that a water treatment plant be used in all schools to provide recycled grey water for irrigation and toilet flushing. 10. The current NS school designs employ a closed heating system; whereas, an open one is recommended for this project. The closed heating system is more costly and needs more Evaluation of the Jordan School Construction and Rehabilitation Project 43 maintenance. An open system is more suitable when using radiators. A heating system using a boiler consists of the boiler, a supply collector, radiators, circulating pumps, a return collector, and an expansion tank. The circulating heating water expands and contracts with the changing temperatures. To accommodate the changing water volume in the system, an expansion tank is needed. This expansion tank can simply be an open system consisting of a tank located on the roof which feeds the system by gravity; rather than a closed system which consists of a closed expansion tank, make up tank, and a pressure pump. 11. Eliminate the use of a pump between the main fuel tank and the daily tank by simply elevating the main diesel tank half a meter above the ground. Moreover, there is no need to use a daily tank. 12. In areas requiring cooling systems for all spaces within the schools, especially in the computer labs and server rooms, it is advised to invest in the new generation of air conditioning systems which reduce around 40% of the running cost. The specification for cooling units should stress the energy consumption features. 13. The design of the ventilation system was limited to the toilets. The system consisted of wall mounted window type fans with grills. It was noticed that the location of these fans does not yield the proper ventilation required in the toilets. The design should ensure proper cross-ventilation in the space. Moreover, it was noticed that rooms with no windows such as the electrical and mechanical rooms had no ventilation. In general, all rooms with no windows should be provided with mechanical ventilation. 7. Operation and Maintenance 1. Provide every principal with a copy of the ‘As-Built Drawings’ and ‘Operation and Maintenance Manuals’ that is simplified and user-friendly to facilitate any maintenance procedure. 2. Provide every principal with a simplified and user-friendly orientation manual for electrical and mechanical systems in Arabic. 3. Provide principals with guarantees and suppliers’ contact details to facilitate maintenance processes. 4. Ensure effective training for qualified personnel from the school and FDs on all electromechanical systems to ensure maximum utilization. 5. Properly tag all electromechanical items in all schools. 8. Cost and Value 1. The electromechanical supervision team on the construction site should be increased in number. 2. Allow enough time in the construction period for testing, commissioning and handing over. Responsible parties should ensure that all utilities are connected prior to this procedure in order to be able to test systems and give effective training on their utilization. 3. In line with JSP’s objective to invest in the initial cost to reduce running cost, some existing systems need to be reconsidered. Therefore, it is essential to stress the use of energy-saving criteria in all design systems. Systems to be considered are: • Use of photovoltaic cells for the external lighting or use of low wattage LED floodlights. • As mentioned above, use of water treatment systems to provide irrigation for the landscape and possibly for flushing the toilets (grey water). • Central control of water heaters to ensure that they are all switched off when not needed. • Hot water supply can be achieved by a simple solar panels system with electrical heaters. This system consists of thermal solar panels with built-in water storage tanks. During sunny Evaluation of the Jordan School Construction and Rehabilitation Project 44 days, these panels heat the domestic water. When the weather is not suitable for hot water generation, a built-in standby electrical water heater is used to heat the water. An automatic or manual controller will activate the electrical heater as necessary. 4. Construction cost can be reduced by the following: a. Tendering the following systems as a provisional sum: PABX, Data Patch Panels, CCTV systems, Fire Alarm Systems, Paging System, Security System, Toilets fixture units. The contractor will be entitled to 10% overhead on the given price. These systems shall be tendered separately for all schools. This method will ensure that all schools will have the same brand of a given system. This way, the provision of the training, maintenance, and spare parts will be more effective and controlled. This would cut down the cost, ensure better service from suppliers, more efficient global training, and better maintenance. 9. Construction Contracting Approach and Procedures 1. Use Conditions of Contract based on FIDIC 1999 as per MoPWH instead of the unfamiliar version of 1987. 2. Give the technical evaluation of tenders more weight in the tender analysis to ensure competency of construction contractors. 3. Reduce the liquidated damages from 15% to 10% to avoid overpricing by construction contractors. 4. Factor in the capacity of the construction contractors that are bidding when estimating the project duration. 5. Simplify the variation order process and develop a matrix of roles and responsibilities with deadlines prior to implementation. 6. Establish a system within MoPWH and MOE to maintain references/feedback on construction contractors (construction and furniture) that could be used in future procurements to gauge performance. 7. Design the tendering packages in a way to allow for handing over of separate schools when completed, reducing delays arising from one specific school in the package. 10. Timeliness of Implementation 1. Develop a ‘Pre-construction Package’ prior to the start of the construction where all necessary permits for construction and utilities are issued and approved. 2. A milestone program should be prepared and included in the Tender documents for each package. 3. Develop an elaborated checklist that incorporates all items that need to be delivered to and the party responsible for it within the school. This checklist should be used at the first handing over to identify the specific areas that need further adjustments. The final handing over can be only completed when all items are checked with a clear definition of who is the person responsible for the final handing over. 4. The construction duration for each school should be clearly identified and the procedure of handing over completed schools should be planned accordingly. 5. The liquidated damages should be identified per school and time extensions should be given to each school on a separate basis. Evaluation of the Jordan School Construction and Rehabilitation Project 45 LESSONS LEARNED As mentioned earlier, the JSP is an innovative and successful one-of-a-kind educational intervention that had a positive impact on the lives of thousands of individuals across Jordan. This intervention went beyond its construction scope; it granted these individuals access to better quality education and an opportunity to excel as competent and qualified individuals ready to contribute to a knowledge-based economy. As such, the evaluation team views the JSP as a ‘Transformational Change’ in the lives of benefiting students and educators alike. Transformational Change is something profound; it is the process whereby positive development results are achieved and sustained over time.23 It is important to recognize the ‘time-factor’ as an integral component of the JSP. Key stakeholders and end beneficiaries need time to adopt, and adapt to all the new standards, practices and expectations that come with this project. Change occurs over time and the JSP has already provided the suitable ‘climate’ for positive change to take place. It offered role model schools that are comprehensive and safe for quality education. As such, it offered a holistic intervention that had implications on the human behavior and the school systems within the new structures in which they exist. With time, once the school community adapts to this new change and starts interacting with all its elements, this ‘climate’ will shift into the new-found natural ‘environment’ of the school. The school communities’ interaction and relationship with the new school designs, facilities and equipment create the new environment in which the school exists. Consequently, the JSP is offering educational breakthroughs in paradigms, attitudes and behaviors. This new environment which supports modern teaching pedagogies and community involvement enhances individuals’ sense of ownership and it improves students’ performance. Ultimately, through the JSP, transformational change will be achieved when this environment is internalized and turned into ‘culture’. It will be fully realized when all the school facilities are used to their maximum potential, and all school functions are aligned to create a student-centered environment that nurtures competent individuals who are empowered with 21st century skills. With the continuous collaboration with other projects such as the CMP and ERSP, this culture will be achieved. As James Truslow Adams the American writer and historian said, “There are two educations. One should teach us how to make a living and the other how to live.” The JSP, with its supporting partners and all involved key stakeholders, need to recognize that their continuous efforts over the past seven years will reap success with time, and that their continuous determination to offer Jordanian students an education that will not only teach them how to make a living, but teach them how to live, will have an everlasting impact on the country as a whole. 23 Supporting Transformational Change, UNDP, October 2011 Evaluation of the Jordan School Construction and Rehabilitation Project 46 Figure 5 - JSP: A Transformational Change Construction & MOE Handover 2-5 Years 5 + Years Evaluation of the Jordan School Construction and Rehabilitation Project 47 ANNEXES H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 48 %%/  $' & !&)% *&&# &%*+),+ &% % ) # ++ &% ')&!+ !*' %+)-%+ &%&)%.#0&%*+),+ *&&#* %* % ) # ++ *&&#*)* H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 49 Irbid H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 50 %%/  -#,+ &%*++$%+&.&)"  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 51 -:7A@FD35FAD E:3>>7H3>G3F7#,)355AD6;@9 FA F:79G;67>;@7E BDAH;676 :7D7G@67D3@6 E:3>> BD7B3D7 3 8;@3> 7H3>G3F;A@ D7BADF F:3F ;@5>G67E 3>> 8;@6;@9E  5A@5>GE;A@E 3@6 D75A??7@63F;A@E D7>3F76 FA F:;E 7H3>G3F;A@  F1$5D8?4?G3F7F:7BDA<75F F:7A@FD35FADE:3>>5A@6G5F?77F;@9E3@6;@F7DH;7IEI;F:EF3=7:A>67DE 5A>>75F 8776435=8DA? 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Responsiveness to the MOE and users’@776E 6 ,5:AA>E;L7 >3KAGF3@65A?BA@7@FE 7 G@5F;A@3>;FK D73EA@34>7@7EE3@65AEF 8 (H7D3>>CG3>;FK3@65A@EFDG5F34;>;FKA8F:767E;9@6A5G?7@FE 9 D7F:78;@3>E5:AA>67E;9@E;@>;@7I;F:F:767E;9@5A@57BFE : ,7>75F;A@A8?3F7D;3>3@6EKEF7?E ;?B35FA@AB7D3F;A@3@6?3;@F7@3@57  ,5:AA>A@EFDG5F;A@ 3 A@EFDG5F;A@5A@FD35F;@93BBDA35:3@6BDA576GD7E 4 -;?7>;@7EEA8;?B>7?7@F3F;A@ 5 AEFD73EA@34>7@7EE 6 +7EBA@E;H7@7EEA8F:75A@EFDG5F;A@5A@FD35FADE6GD;@9F:767875FE>;34;>;FKB7D;A6 7 (4EF35>7E3@65:3>>7@97E835764KF:75A@EFDG5F;A@5A@FD35FADE 8 *G3>;FKA8F:78;@3>BDA6G5FE  ,5:AA>(55GB3@5K3@6.F;>;L3F;A@355AD6;@9FAF:7GE7DE 3  7@7D3>B7D57BF;A@A8F:7@7IE5:AA>E 4 ,5:AA>>3KAGF EB357E3@68G@5F;A@E 5 -75:@A>A9K3@6F:7@7I76G53F;A@3>7@H;DA@?7@F 6 >75FD;53>3@6?75:3@;53>EKEF7?E 7 &3F7D;3>3@68;@;E:;@9 8 (GF6AADEB357E 9 GD@;FGD73@67CG;B?7@F : ,387FK ; )7AB>7I;F:;E34;>;F;7E < ,7@E7A8AI@7DE:;B = (B7D3F;A@3@6?3;@F7@3@57 > -:;@9EF:3FIAD=76I7>>3@6F:;@9EF:3F6;6@AFIAD=I7>>  A??G@;FK"@HA>H7?7@F3@6"?B35F 3 A??G@;FK;@HA>H7?7@F6GD;@9F:7E5:AA>B>3@@;@9EF397 b. Community satisfaction with the new schools’ role and functionality of community spaces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the effective date of the Purchase Order for USAID’s approval. The report s:3>>47ID;FF7@;@BDA8;5;7@F @9>;E:3@6?GEF;@5>G673@7J75GF;H7EG??3DK F34>7A85A@F7@FE 4A6K3@63BB7@6;57E 3@6?GEF@AF 7J5776 B397E7J5>G6;@9F:73BB7@6;57E -:7D7BADFE:3>>67E5D;47F:77H3>G3F;A@BDA57EE 3@EI7D3>> 7H3>G3F;A@ CG7EF;A@E  EF3F7 D75A??7@63F;A@E ;@ 3@ 35F;A@34>7 I3K I;F: 678;@76 D7EBA@E;4;>;FK 8AD F:7 35F;A@3@6EGBBADF764K3EB75;8;5E7FA88;@6;@9E 3@65>73D>KEF3F7>;?;F3F;A@EA@63F33@6;@97@7D3>  AB;7E A8 7H3>G3F;A@ E5AB7 A8 IAD=  EAGD57E A8 ;@8AD?3F;A@  3@6 3>> 63F3 5A>>75F;A@ ;@EFDG?7@FE 3@6 results must be included as appendices in the final report. Within one week of receiving USAID’s 5A??7@FE3@63BBDAH3>A8F:7D38FH3>G3F;A@+7BADF F:7A@FD35FADE:3>>EG4?;F8;H7:3D65AB;7E3@6 F:D77EA8F5AB;7EA8F:7;@3>H3>G3F;A@+7BADF;@&,0AD63@6)8AD?3FE    ;EE7?;@3F;A@ -:7 A@FD35FAD E:3>> EG4?;F F:7 8;@3> D7BADF FA F:7 7H7>AB?7@F JB7D;7@57 >73D;@9:AGE7 3F:FFB 675 GE3;6 9AHI;F:;@ F:D77?A@F:E8DA?5A?B>7F;@9 F:78;@3>D7BADF3@6 38F7DA4F3;@;@98;@3>5>73D3@578DA?.,"  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 54 %%/   *#&*,) & %0 &%# +* & %+)*+ Name Title Organization Evaluation Position? Evaluation Award Number (contract or other instrument) USAID Project(s) Evaluated (Include project name(s), implementer name(s) ;,and award numberfsJ, if aoolicable I have real or potential conflicts of interest to disclose. If yes answered above, I disclose the following facts: Real or potential conflicts of interest may include, but are not limited to: t. Close family member who is an employee of the USAID operating unit managing the project(s) being evaluated or the implementing organization(s) whoSe projec/(s) are being evaluated. 2. Financial interest that is direct. or is signi(lCant though indirect, in the implementing organizalion(s) whose projects are being evaluated or in the outcome of the evaluation. 3. Current or previous direct or signifICant though indirect experience with the project(s) being evaluated, including involvement in the project design or previous iteration3 of the project. 4. Current or previous work experience or seeking employment with the USAID operating unit managing the evaluation or the implementing organization(s) whose project(s) are being evaluated. 5. Current or previous work expen'ence with an organization that may be seen as an industry competitor with /he implementing organization(s) whose project(s) are being evaluated. 6. Preconceived ideas toward individuals, groups. organizations. or objectives of the particular projects and organizations being evaluated that could bias the evaluation. Dr. Amin Amin CEO & President ASK for Human Ca acitv Buildina 1:iJ Team Leader =:J Team member AID-27S-C- 13-00002 Jordan School Construction and Rehabilitation Project. Camp Dresser & McKee International, 278-C-OO-06-00326- 00 D Yes :iJ No I certify (1) that I have completed thiS disclosure form fully and to the best of my abi lity and (2) that I Will update this disclosure form promptly if relevant circumstances change. If I gain access to proprietary information of other companies, then I agree to protect their information from unauthorized use or disclosure for as long as it remains proprietary an refrain from ing the information for any purpose other than that for wh ich it was furnished. Signature j ~- • Date 1.;" 1 ... ,1 .. _l .,. . , .. , ,,, Name Title Organization Evaluation Position? Evaluation Award Number (contract or other instrument) USAID Project(s) Evaluated (Include project name(s), implementer name(s) and award numberfsJ, if Boo/icableJ I have real or potential conflicts of interest to disclose. If yes answered above, I disclose the following facts: Real or po/ential conflicts of in!&rest may include, but are not limited to: 1. Close family member who is an employee of the USAJD operating unit managing the project(s} being evaluated or the r implementing organization(s) whose project(s) are being evaluated. 2. Financial in!&rest that is direct. or is significant though indirect, in the implementing organization(s) whose projects are being evaluated or in the outcome of the evaluation. 3. Current or previous direct or signifICant though indirect experience with the project(s} being evaluated, including involvement in the project design or previous iteratiolJs.of the project. 4. Current or previous work experience or seeking employment with the USAIO operating unit managing the evaluation or the implementing organization(s) whose project(s) are being evalua/ed. S. Current or previous WOf1( experience with an organization that may be seen as an industry competitor with the implementing organization(s) whose project(s) are being evaluated. 6. Preconceived ideas toward indwiduals, groups, organizations, or objectives of the particular projects and organizations being evaluated thaI could bias the evaluation. Mohammad Hourani General Manaaer ASK for Human Ca acitv Buildina D Team Leader [i] Team member AID-27B-C-13-oooo2 Jordan School Construction and Rehabilitation Project, Camp Dresser & McKee International, 27S-C-OO-06-00326- 00 D Yes [i] No I certify (l ) that I have completed thiS disclosure form fully and to the best of my ability and (2) t hat I Will update this disclosure form promptly if relevant circumstances change, If I gain access to proprietary information of other companies, then I agree to protect their information from unaut horized use or disclosure for as long as it remains proprietary and refrain from using t he information for any purpose other than that for which it was furnished. :::ature I c;z;{~ \ ; Name Title Organization Evaluation Position? Evaluation Award Number (contract or other instrument) USAID Project(s) Evaluated (Include project name(s), implem~n ter name(s) ~nd award numberfSJ, if aoolicableJ I have real or potential conflicts of interest to disclose. If yes answered above, I disclose the following facts: Real or potential conflicts of interest may include, but are not limited to: 1. Close family member who is an empJoyee of the USAID operating unit managing the project(s) being evaluated or the I implementing organization(s) whose project(s) are being evaluated. 2. Financial interest that is direct. or is significant though indirect, in the implementing organiza/ion(s) whose projects are being evaluated or in the outcome of /he evaluation. 3. Current or previous direct or signifICant though indirect experience with the project( s) being evaluated, including involvement in the project design Of previous iterations of the project. 4 . Current or previous wotk experience or seeking employment with the USAID operating unit managing the evaluation or the implementing organization(s) whose project(s) are being evaluated. 5. Current Of previous WOtk experience with an organization that may be seen as an industry competitor with the implementing organization(s) whose project(s) are being evaluated. 6. Preconceived ideas toward individuals, groups, organizations. Of objectives of the particular projects and organizations being evaluated that could bias the evaluation. Ibrahim Mahfooz Educational Soecialist ASK for Human Capacity Buildinq o Team Leader [iJ Team member AID-278-C-13-00002 Jordan School Construction and Rehabilitation Project, Camp Dresser & McKee International, 278-C-OO-06-00326- 00 D Yes [iJ No I certify (1) that 1 have completed this disclosure form fully and to the best of mv ability and (2) that I will update t his disclosure form promptly if relevant circumstances change. If I gain access to proprietary information of other companies, then I agree to protect their inform ation from unauthorized use or disclosure for as long as it remains proprietary and refrain from using the information for any purpose other than that for which it was fu rn ~hed . S!gnature /" Date Name Dr. G hassan Koteit Title Monitorina and Evaluation Specialist Organization ASK for Human Caoacitv Buildina Evaluation Position? o T earn Leader c.J Team member Evaluation Award Number (contract or other instrument) AID-278-C- 13-00002 USAID Project(s) Evaluated Jordan School Construction and Rehabilitation Project, (Include project name(s), Camp Dresser & McKee International, 278-C-OO-06-00326- imple7:.~ er name(s) ,,!~nd award 00 numbe s , if annlicable I have rear or potential conflicts 0 Yes c.J No of interest to disclose. If yes answered above, I disclose the following facts: Real or potential conflicts of interest may includtJ. b(St are not limited to: 1. Close famity member who i, '" employee of the USAID operating (Snit managing the project(s) being evaluated or the implementing r organization(s) whose project(s) are being evaluated. 2. Financial interest that is direct. or is significant though indirect, in ~, implementing organaation(s) whose projects are being evaluated or in the outcome of the evaluaoon. 3. Current or previous direct or significant tho",h indirect experience with ~, project(s) being evaluated. inclUding involvement in the project design (X previous iterations of the project. 4. Current (X previous work experience or seeking employment with the USAID operating unit managing the evaluation or the implementing organization(s) whose project(s) are being evaluated. 5. Current or previous work experience with an organaafion that may be seen " an industry competitor with ~a implementing organization(s) wh"", project(s) are being evaluated. 6. Preconceived ideas toward individuals, groups. organizations, or objectives of the particular projects and organaations being evaluated that couki bias the evaluation. .. I certIfy (1) that I have completed t hIS dIsclosure form fully and to the best of my ability and (2) t hat I wdl update this disclosure form promptly if relevant circumstances change. If t gain access to proprietary information of other companies, then I agree to protect their information from unau thorized use or disclosure for as long as it remains proprietary and refrain from using the information for any purpose other than that for which it was furnished. Signature I ~ I Date . 5'/.7 / 20 IJ ' Name Title Organization Evaluation Position? Evaluation Award Number (contract or other instrument) USAID Project(s) Evaluated (Include project name(s), implementer name(s) and award numberfsl, if aoolicablel I have real or potential conflicts of interest to disclose. If yes answered above, I disclose the following facts : Real or potential conflicts of interest may include, but are not limited to: 1. Close family member who is an employee of the USAID operating unit managing the project(s) being evaluated or the ( implementing organization(s) whose project(s) are being evaluated, 2. Financial interest that is direct, or is signifICant though indirect. in the implementing organization(s) whose projects are being evaluated or in the outcome 01 the evaluation, 3. Current or previous direct or signifICant though indirect experience with the project(s) being evaluated, including involvement in the project design or previous iteratioos af the project. 4. Current or previous work experience or seeking employment with the USAID operating unit managing the evaluation or the implementing organization(s) whose project(s) are being evaluated. 5. Current or previous work experience with an organization that may be seen as an industry competitor with the implementing organization(s) whose project(s) are being evaluated. 6. PreconceNed ideas toward individuals, groups, organizations. or objectNes of the parocu~r p~s and organizations being evaluated that could bias the evaluation. Samar Akhu Zahieh Educational Soecialist ASK for Human Capac~v Buildino D Team Leader [iJ Team member AID-278-C-13-00002 Jordan School Constructio n and Rehabilitation Project, Camp Dresser & McKee Intemational, 278-C-OO-06-00326- 00 DYes [iJ No I certify (1) that I have completed thiS disclosure form fully and to the best of my ability and (2) that J Will update this disclosure form promptly if relevant circumstances change. If I gain access to proprietary information of other companies, then I agree to protect their information from unauthorized use or disclosure for as long as it remains proprietary and refrain from using the information for any purpose other than that for which it was furnished . I :::ature I 6AL Name Title Organization Evaluation Position? Evaluation Award Number (contract or other instroment) USAID Project(s) Evaluated (Include project name(s), implementer name(s) and award number'sl, if annlicablel I have real or potential conflicts of interest to disclose. If yes answered above, I disclose the following facts: Real or potential COIlf/icts of interest may include, but are not limited to: 1. Close family member who is an employee of the USAID operating unit managing the project(s) being evaluated or the ( implementing organization(s) whose project(s) are being evaluated. 2. Financial interest that is direct, or is significant though indirect, in the implementing organization(s) whose projects are being evaluated or in the outcome of the evaluation. 3. Current or previous direct or significant though indirect experience with the project(s) being evaluated, including involvement in the project design or previous iterations (1f the project. 4. Current or previous worlc experience or seeking employment with the USAID operating unit managing the evaluation or the implementing organization(s) whose project(s) are being evaluated. S. Current or previous wom experience with an organization that may be seen as an industry competitor with the implementing organization(s) whose project(s) are being evaluated. 6. Preconceived ideas toward individuals, groups, organizations, or objectives of the particular projects and organizations being evaluated thet could bias the evaluation. Deema AI Alami Educational Consultant ASK for Human Caoacitv Buildina D Team Leader [lG3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 67 %%/ - +&##+ &%+&&#*-#&'$%+  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 68 -:;E 3@@7J 67F3;>E F:7?7F:A6A>A9K F:3FI3E8A>>AI76 FA 67H7>AB F:7 FAA>E8AD 63F3 5A>>75F;A@ A8 F:7 7H3>G3F;A@A8F:7#,)3EI7>>3E:AIF:7FAA>EI7D7H3>;63F763@6?367D7>;34>7  +&##+ &%+&&#*&)+%.#0&%*+),+*&&#*%*  F1+??EI7D736ABF76FAD7FD;7H7@757EE3DK3@EI7DE8ADF:77H3>G3F;A@ CG7EF;A@EF3=;@9;@FA 5A@E;67D3F;A@F:7FAA>ED7CG;D764KF:;E+) -:7FAA>EGE76I7D7 x &77F;@9E I;F: =7K EF3=7:A>67DE 8DA? F:7 &;@;EFDK A8 6G53F;A@ &A 3@6 ;7>6 ;D75FAD3F7E E x "@6;H;6G3> ?77F;@9E I;F: D7BD7E7@F3F;H7E 8DA? F:7 .@;F76 ,F3F7E 97@5K 8AD "@F7D@3F;A@3> 7H7>AB?7@F .," 3@6 F:7 A??G@;FK &A4;>;L3F;A@ )DA<75F &) I;F: F:7 A4<75F;H7 A8 D7FD;7H;@963F33@68776435=I:;5:I;>>3EE;EF;@3@EI7D;@9F:77H3>G3F;A@CG7EF;A@E x 7H7>AB76A8FIACG7EF;A@@3;D7EF3D97F763FF735:7DE3@6EFG67@FEA8F:7', x ,FDG5FGD76;@F7DH;7IEI;F:E5:AA>BD;@5;B3>E x A@6G5F76F:D77D79;A@3>IAD=E:ABEFAD7FD;7H7677B;@E;9:FE3@663F3  5C3B9@D9?>?61D1?<<53D9?>+??7C /3D;AGE?77F;@9EI7D7B>3@@763@65A@6G5F76I;F:=7KEF3=7:A>67DE8DA?F:7&A3@6E3EI7>> 3EF:7;@6;H;6G3>?77F;@9EI;F:&)3@6.,"  2 (E5CD9?>>19B5C 6?B +51385BC 1>4 *DE45>DC 1>4 *DBE3DEB54 >D5BF95GC 6?B 'B9>39@19>7D851D1?<<53D9?>+??>AI;@9 x %;F7D3FGD7 D7H;7I D7>3F76 FA F:7EB75;8;53F;A@E A8 E5:AA> 4G;>6;@9E 3@6 F:7 5D;F7D;3 @77676 ;@ E5:AA>4G;>6;@9EFA35:;7H7F:7;673>>73D@;@97@H;DA@?7@F8ADEFG67@FE  x +7H;7IA8#,)A4<75F;H7E3@6>;@=;@9F:7E7A4<75F;H7EFAEFG6KCG7EF;A@E;@F:77H3>G3F;A@FAA>E  x 776435=8DA?7JB7DF5A35:7EI:AIAD=I;F:#,)G@67D+,)3@6:3H76;D75F7JB7D;7@57I;F: F:7E5:AA>5A??G@;FK?7?47DE  3E76A@F:734AH7BDA576GD7E F:D77CG7EF;A@@3;D7EI7D767E;9@763E8A>>AIE x The principals’ structured interview CG7EF;A@E6;EFD;4GF76;@3D73E  x The teachers’ questionnaire, 44 questions distributed in 5 areas. x The students’ questionnaire, 27 questions distributed in 5 areas. 35:34AH7FAA>;E43E76A@3 point Likert scale: “4”,FDA@9>K9D77, “3”9D77 “2”;E39D77 3@6 “1”,FDA@9>K;E39D77  -1<941D9>7D851D1?<<53D9?>+??;63F7F:7FAA>E F:77H3>G3F;A@F73?F7EF76F:7?A@7;9:F7JB7DFEI:AI7D7D7CG7EF76FA7H3>G3F7 the questionnaires’ and structured interviews’E75F;A@E;@ F7D?EA8>3@9G3977DDADE 5>3D;FKA8?73@;@9  ;?BADF3@57A8E75F;A@ 3@6366;@9AF:7DE75F;A@E .,"I3E3>EAD7CG7EF76FAE7@6F:7;D8776435=3@6 H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 69 7H3>G3F;A@ A8 F:7 FAA>E  3E76 A@ F:;E 7H3>G3F;A@ F:7 EA?7 E75F;A@E I7D7 ?A6;8;76  67>7F76 AD 36676 EG5:3EF:78A>>AI;@9 x ,75F;A@  in the principal’s structured interview was modified from “the availability of a fire alarm system helped in dealing with emergency situations in the school” to “the availability of a 8;D73>3D?EKEF7?:7>B76;@BDAH;6;@93EG;F34>77@H;DA@?7@FFA673>I;F:7?7D97@5K;@5;67@FE;@ the school”. x Section 16 was deleted from the teacher’s questionnaire about “the availability of technological FAA>E 5A@FD;4GF76 ;@ BDAH;6;@9 F:7 >73D@;@9 7@H;DA@?7@F F:3F 7@D;5:7E F:7 F735:;@9 >73D@;@9 experience” as this section I3E8AG@6FA4797@7D;53@667F3;>76E75F;A@E8A>>AI76;F x Section 10 in the student’s questionnaire was added on “the availability of a library provided me broader opportunities to gain knowledge and reading, as based on the experts’ opinions, there is @Asection related to the library in the student’s questionnaire. +85)5<9129<9DI?5669395>D 8F7DH3>;63F;@9 F:7FAA>s, the principal’s structured interviewI3E F7EF76A@3F7EFE3?B>7?367GBA8 @;@7 E5:AA> BD;@5;B3>E8DA? @7I>K5A@EFDG5F76 E5:AA>EAGFE;67 F:77H3>G3F;A@E3?B>7 -:7E7 BD;@5;B3>E I7D78DA? F:78A>>AI;@9E5:AA>EKE:3;@F4;3=7D3E;5A  ;D>E 23DC3 KE:3;@F4;3=7D 3E;5A  ;D>E ,3>F 467>&G@3;3?+7K36:3E;5AKE &363433E;5,5:AA>AKE (F:?3@4;@883@ ,75A@63DK8or Boys, Jabel Tareq Basic Boys, Aysha’a Al Baouneye Basic A ,5:AA> >@3K3F,75A@63DK AKE 3@6$:3I>3;@F>-LI3D3E;5A  ;D>E "@366;F;A@ 3:;7F>?77D!3EE3@,75A@63DK,5:AA> 8AD ;D>EI3EH;E;F76A@74DG3DK  I:7D7F:7EFDG5FGD76;@F7DH;7II3Etested on the principal’s 3EE;EF3@FA@47:3>8A8F:7BD;@5;B3>I:AI3EA@>73H7 3@6F:7CG7EF;A@@3;D7EI7D7F7EF76A@F735:7DE A8H3D;AGEEG4<75F ?3FF7DE 3@6 EFG67@FE8DA?9D3678;H7GBFA9D367 F3=;@9 EFG67@FE8DA?735: 9D367  -:7 BD;@5;B3> 3EE;EF3@F 3@6 F735:7DE I7D7 3E=76 FA BDAH;67 3@K 8776435= ;@ F7D?E A8 7DDADE  5>3D;FKA8?73@;@9 F:7;?BADF3@57A8F:7E75F;A@3@6366;@9366;F;A@3>E75F;A@E  8F7D F7EF;@9 F:7 63F3 5A>>75F;A@ FAA>E ;@ F:7 34AH7 E5:AA>E AGFE;67 F:7 7H3>G3F;A@ E3?B>7  63F3 I3E 7@F7D76;@FAF:7,F3F;EF;53>)35=3978AD,A5;3>,5;7@57E,),,3@6F:7+7>;34;>;FKA788;5;7@FADDA@435: >B:3 I3E 53>5G>3F76 8AD 735: A8 F:7 F:D77 FAA>E  55AD6;@9 FA ;@F7D@3F;A@3> EFG6;7E  F:7 D7>;34;>;FK 5A788;5;7@F;E5A@E;67D7639AA6;@6;53FADAD D7>;34>7;8;F;E  3@6AH7D  7@;E775=  EE7@F;3>A8 'GDE;@9+7E73D5: %;66;@5AFF0;>>;3?E0;>=;@E)G4>;E:;@9  B -:78A>>AI;@93D7F:7D7EG>FE 8ADD7>;34;>;FK5A788;5;7@F8ADF:7', +12<5)5<9129<9DI?5669395>D6?B%* (E5CD9?>>19B5 )5<9129<9DI )D;@5;B3>E  -735:7DE  ,FG67@FE   8F7D 53>5G>3F;@9 F:7 H3>;6;FK 3@6 +7>;34;>;FK A788;5;7@F F:7 8A>>AI;@9 ?A6;8;53F;A@E FA F:7 FAA>E I7D7 ?367 x The principals’ structured interview CG7EF;A@E6;EFD;4GF76;@3D73E   CG7EF;A@E–>AE7 7@676CG7EF;A@E&G>F;B>7:A;57  CG7EF;A@E–(B7@ 7@676CG7EF;A@E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 70 x -:7Feachers’ questionnaire,;F7?E6;EFD;4GF76;@3D73E   CG7EF;A@E–>AE7 7@676CG7EF;A@E&G>F;B>7:A;57  CG7EF;A@E–(B7@ 7@676CG7EF;A@E x The students’ questionnaire, 29 items distributed in 5 areas.  CG7EF;A@E–>AE7 7@676CG7EF;A@E&G>F;B>7:A;57  CG7EF;A@E–(B7@ 7@676CG7EF;A@E @@7J"/;@5>G67EF:78;@3>63F35A>>75F;A@FAA>E  Based on feedback gathered, “Not Applicable” was added to the Likert scale: “4”,FDA@9>K9D77 “3” 9D77 “2”;E39D77 “1” ,FDA@9>K;E39D77 “0”'AFBB>;534>7  3 .?B;C8?@C 0AD=E:ABEI7D767E;9@768ADF:76GD3F;A@A88AGD:AGDE3;?;@93F x +7FD;7H;@98776435=3@6D75A??7@63F;A@E8DA?F:7B3DF;5;B3@FE34AGFF:7@7IE5:AA>E x +7FD;7H;@9 5>3D;8;53F;A@E A@ 3 @G?47D A8 CG7EF;A@E D7>3F76 FA 5A@EFDG5F;A@  8GD@;FGD7  3@6 7CG;B?7@F;@F:7@7IE5:AA>E ;8FKFAE7H7@FKB3DF;5;B3@FEI7D7F3D97F768ADF:7IAD=E:ABE6;H;6763E8A>>AIE +12<5+1B75DE495>356?B%*.?B;C8?@C +1B75D E495>356B?= D85*38??< %7367D-73? -735:7DE )3D7@FE3@6%A53> A??G@;FK ,FG67@FE %E=25B          +1B75D E495>356B?= &EDC945D85 *38??< %7367D-73? -735:7DE +,)(E (F:7D)3DF@7DE (D93@;L3F;A@E %E=25B         -:D77IAD=E:ABEI7D75A@6G5F76;@@7I>K5A@EFDG5F76E5:AA>E3E8A>>AIE x &;66>7+79;A@>*367E;3:,75A@63DKA ,5:AA>–??3@ x 'ADF:+79;A@&3K?AG@3;@F> !3D;F: ;D>E,5:AA>–D+3?F:3 x ,AGF:+79;A@ F:D73,75A@63DKA  ;D>E C343 +&##+ &%+&&#*&)+) # ++*&&#*)*  F1+??EI7D736ABF76FAD7FD;7H7@757EE3DK3@EI7DE8ADF:77H3>G3F;A@CG7EF;A@EF3=;@9;@FA 5A@E;67D3F;A@F:7FAA>ED7CG;D764KF:;E+) -:7FAA>EGE76I7D7 x &77F;@9EI;F:=7KEF3=7:A>67DE8DA?F:7&A3@6E x 7H7>AB76 A8 F:D77 CG7EF;A@@3;D7E F3D97F76 3F E5:AA> BD;@5;B3>E  F735:7DE 3@6 EFG67@FE A8 F:7 ',  5C3B9@D9?>?61D1?<<53D9?>+??G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 71 1 $55D9>7C /3D;AGE ?77F;@9E I7D7 B>3@@76 3@6 5A@6G5F76 I;F: =7K EF3=7:A>67DE 8DA? F:7 &A 3@6 E ;@ AD67DFAA4F3;@63F3F:3F3@EI7D76F:7CG7EF;A@EA8F:7EFG6K  (E5CD9?>>19B5C6?B+51385BC1>4*DE45>DC1>4*DBE3DEB54 >D5BF95GC6?B'B9>39@19>7D851D1?<<53D9?>+??>75F;A@CG7EF;A@@3;D7EI7D767E;9@7643E76A@F:78A>>AI;@9BDA576GD7E x %;F7D3FGD7 D7H;7I D7>3F76 FA F:7EB75;8;53F;A@E A8 E5:AA> 4G;>6;@9E 3@6 F:7 5D;F7D;3 @77676 ;@ E5:AA>4G;>6;@9EFA35:;7H7F:7;673>>73D@;@97@H;DA@?7@F8ADEFG67@FE  x +7H;7IA8#,)A4<75F;H7E3@6>;@=;@9F:7E7A4<75F;H7EFAEFG6KCG7EF;A@E;@F:77H3>G3F;A@FAA>E  x "67@F;8K;@93D73EA87JB3@E;A@;@F:7D7:34;>;F3F76E5:AAls through referring to the JSP areas’ of IAD=FA67H7>ABD7>3F76;F7?E;@F:763F35A>>75F;A@FAA>E  3E76 A@ F:7 B3DF;5G>3D;FK A8 735: E5:AA> 3@6 ;FE EB75;8;5 7JF7@E;A@  F:D77 63F3 5A>>75F;A@ FAA>E I7D7 67E;9@768AD735:7@6GE7D)D;@5;B3> -735:7D 3@6,FG67@FI:7D7735:;@5>G6763>>7JB3@E;A@3D73EA8 F:7D7:34;>;F3F76E5:AA>E  3E76A@F:734AH7BDA576GD7E F:78A>>AI;@9I7D767E;9@763E8A>>AIE x The principals’ structured interview CG7EF;A@E6;EFD;4GF76;@F:76;887D7@F7JB3@E;A@3D73E  x -he teachers’CG7EF;A@@3;D7 CG7EF;A@E6;EFD;4GF76;@F:76;887D7@F7JB3@E;A@3D73E  x The students’ questionnaire, 25 questions distributed in the different expansion areas. 35:A8F:734AH7FAA>;E43E76A@3 BA;@F%;=7DFE53>7 (“4”,FDA@9>K9D77,”3”9D77 “2”;E39D77  3@6“1”,FDA@9>K;E39D77  -1<941D9>7D85(E5CD9?>>19B5C -:7 EFDG5FGD76 ;@F7DH;7I I3E 5:75=76 4K F:7 BD;@5;B3> A8 &G@F:7D > &3ED; 3E;5 AKE ,5:AA> BD7H;AGE>K > -3F477=3F 3E;5 AKE ,5:AA>) while the teachers’ questionnaire I3E 5:75=76 4K  F735:7DE8DA?6;887D7@FEG4<75F?3FF7DE -:7E7>75F76F735:7DEI7D7F735:;@9;@F:7@7I4G;>6;@9A8F:7 E5:AA> >-3F477=3F3E;5AKE,5:AA>I3EH;E;F764KF:77H3>G3F;A@F73?A@F:7F:A874DG3DK   -:77JF7@E;A@3D73EF:3FI7D747;@9GE764KF:7E5:AA>;@5>G676@;@75>3EEDAA?E3>>A53F768ADA@>K F:7F:9D367 EFG67@FE  FIA 5A?BGF7D>34E3@6A@7A8 F:7>34EI3E6;H;676;@FA FIA DAA?E FA 47 GE763E3 F735:7DE’ room and principal’s assistant room because no computers were 67>;H7D76 FA F:7 E5:AA>F;>>F:3F63F7@AF;@9F:3FF:77JF7@E;A@3D73E43E76A@F:7>3KAGF?GEF;@5>G67 5>3EEDAA?E  A@75A?BGF7D>343@6A@7(1) teachers’ room. -:7BD;@5;B3>A8>-3F477=3F,5:AA>3@6 F:7AF:7DF735:7DEI7D7D7CG7EF76FA5:75=F:7FAA>E;@ F7D?EA8>3@9G3977DDADE 5>3D;FKA8?73@;@9 F:7;?BADF3@57A8735:E75F;A@ 3@6F:7@776FA366@7I ;F7?E  3E76 A@ F:7;D 8776435= EA?7 E75F;A@Ein the students’ questionnaire were modified, and one ;F7?I3E36676Fo both principal’s sFDG5FGD76;@F7DH;7Iand teachers’ questionnaire. AD7J3?B>7  F:7 36676 B3DF ;@ the principal’s structured interview was asking if the “Area A8 F:7 F735:7DE’ room is EG;F34>7 8AD F:7 @G?47D A8 F735:7DE 3@6 ;E 3>>AI;@9 them to move easily”  -:7 36676 B3DF ;@ F:7 teachers’ questionnaire was asking if the “Furniture in the teachers’ room isA8high quality”. +85)5<9129<9DI?5669395>D H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 72 -:7E3?7F7EFE3?B>734AH7I3EGE76FA53>5G>3F7F:7+7>;34;>;FKA788;5;7@F "@366;F;A@ Fhe students’ CG7EF;A@@3;D7I3EF7EF76A@3F7EFE3?B>7?367GBA8E7H7@F:9D367DE8DA?>-3F477=3F3E;5AKE ,5:AA>I:A3D7GF;>;L;@9F:7@7I5>3EEDAA? EBD7H;AGE>KEF3F763@643E76A@F:7B3DF;5G>3D;FKA8735: E5:AA> the Reliability Coefficient was calculated for the teachers’ and students’ questionnaires within the 3D73E A8 7JF7@E;A@ ;@ F:7 E5:AA>   -:7 +7>;34;>;FK A788;5;7@F I3E @AF 53>5G>3F76 8or the principal’s EFDG5FGD76 ;@F7DH;7I 3E F:7 F7EF E3?B>7 ;@5>G676 A@>K A@7 BD;@5;B3> :AI7H7D ;F I3E 53>5G>3F76 I:7@ 3BB>K;@9 A@ F:7 7H3>G3F;A@ E3?B>7  3F3 I3E 7@F7D76 ;@FA F:7 ,F3F;EF;53> )35=397 8AD ,A5;3> ,5;7@57E ,),, 3@6 F:7 +7>;34;>;FK A788;5;7@F AD DA@435: >B:3 I3E 53>5G>3F76 8AD 735: A8 F:7 FIA CG7EF;A@@3;D7E  -34>7  7JB>3;@E F:7 +7>;34;>;FK A788;5;7@F 8AD 4AF: F735hers’ and students’ CG7EF;A@@3;D7  +12<5)5<9129<9DI?5669395>D6?B)* (E5CD9?>>19B5 )5<9129<9DI -735:7DE   ,FG67@FE  55AD6;@9FA;@F7D@3F;A@3>EFG6;7E F:7D7>;34;>;FK5A788;5;7@F;E5A@E;67D7639AA6;@6;53FADADD7>;34>7;8;F ;E  3@6AH7D 7@;E775= EE7@F;3>A8'GDE;@9+7E73D5: %;66;@5AFF0;>>;3?E0;>=;@E)G4>;E:;@9   B  @@7J"/;@5>G67EF:78;@3>FAA>E3E8A>>AI;@9 x Principals’ Structured Interview;F7?E x Teachers’ Questionnaire: 49 items x Students’ Questionnaire: 25 items H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 73 %%/- +&##+ &%+&&#* H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 74 %5G*38??D5BF95G 'B9>39@1< 73D)D;@5;B3>  -:7 A4<75F;H7 A8 F:7 #AD63@ ,5:AA> A@EFDG5F;A@ 3@6 +7:34;>;F3F;A@ )DA<75F #,)  8G@676 4K . ,  97@5K 8AD "@F7D@3F;A@3>7H7>AB?7@F.," #AD63@;EFAEGBBADFF:7788ADFEA8F:7&;@;EFDKA86G53F;A@;@7@:3@5;@9F:7 learning environment for our students. The (JSP) program also aims to support the Jordanian government’s effort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enriching students’ education and increasing their sense of ownership towards their school. -3=;@9 ;@FA 5A@E;67D3F;A@ F:7 ;?B35F A8 F:;E BDA<75F  ;F ;E ;?BADF3@F FA 5A@6G5F 3@ 7H3>G3F;A@ F:3F 3EE7EE7E F:7 BDA57EE3@6AGF5A?7EA8 F:7 #,)  FA;67@F;8K D75A??7@63F;A@E8AD F:778875F;H7@7EEA8 F:7BDA<75F 3@6 :AI;F 35:;7H76 ;FE 67E;D76 9A3>E  -:7D78AD7  F:7 F73? D7EBA@E;4>7 8AD F:7 #,) BDA9D3? E77= KAGD 5AAB7D3F;A@ ;@ 3@EI7D;@9F:747>AICG7EF;A@E@AF;@9F:3FKAGDD7EBA@E7EI;>>47FD73F765A@8;67@F;3>>K3@6I;>>47GE76EA>7>K 8ADF:7BGDBAE7EA8F:;E7H3>G3F;A@  %?D5.85> 1>CG5B9>7 D85 25C  @<51C5 3?=@1B5 D85 B51<9D95C ?6 I?EB 3EBB5>D C38??< G9D8D85B51<9D95C?6?D85B@E2<93C38??!?B41>  H1=@<5 *DB?>77 H The school’s outdoor facilities contributed in the ;?B>7?7@F3F;A@ A8 3 H3D;7FK A8 76G53F;A@3> 35F;H;F;7E  $;@6>K3E=GE8AD3@K3EE;EF3@57;8KAG3D7G@34>7FAD7EBA@6FA3@KA8F:7EF3F7?7@FE  -:3@=KAG H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 75 F1B51*38??<&33E@1>3I 1>4,D9<9J1D9?> 9785B #5F5<?19DI >F?D =@13D 5>45B =@13D C@53D+85*38??<E9<49>7  %E=25B (E5CD9?> *DB?>77       'AF7E   -:7:7;9:FA8F:7E5:AA>EGDDAG@6;@9I3>>E5A@FD;4GF7EFA 3E387E5:AA>7@H;DA@?7@F   'AF7E   The school’s outdoor faci>;F;7E 5A@FD;4GF76 ;@ F:7 ;?B>7?7@F3F;A@A83H3D;7FKA876G53F;A@3>35F;H;F;7E   'AF7E   -:7 67E;9@ A8 F:7 AGF6AAD 7@FD3@57E :7>B76 ;@ GF;>;L;@9 them to serve the school’s work.  'AF7E   -:7>A53F;A@A8 F:793D67@3D73EI3EEFD3F79;57@AG9: FA 3>>AI8AD93D67@;@935F;H;F;7E   'AF7E   The school’s outdoor playgrounds provided more ABBADFG@;F;7EFA;?B>7?7@FE5:AA>35F;H;F;7E3@67H7@FE   'AF7E   The type of the playgrounds’ flooring material played a ?37;@BDAH;6;@9E387FK8ADF:7EFG67@FE   'AF7E   The type of the school’s indoor flooring contributes to 3557EE35>73@>73D@;@97@H;DA@?7@F   'AF7E   -:7 FKB7 A8 B3;@F GE76 ;@ F:7 E5:AA> ;E BD35F;53> 3@6 suitable with students’ daily use.  'AF7E   0;67 :3>>I3KE 5A@FD;4GF7 FA 78875F;H7>K GE;@9 F:7? FA BD7E7@FE7H7D3>7JFD35GDD;5G>3D35F;H;F;7E   'AF7E   -:7 >A53F;A@ A8 F:7 6?;@ (88;57 :7>B76 ;@ 8A>>AI;@9 GB A@F:7E5:AA>IAD=   'AF7E   -:7 67E;9@ A8 F:7 36?;@;EFD3F;A@ 6;H;E;A@ 835;>;F3F76 F:7 5A?B>7F;A@A8E5:AA>?3@397?7@FF3E=E   'AF7E   -:7 D7EAGD57E 3D73 :7>B76 ;@ ;?B>7?7@F;@9 35F;H;F;7E 3@6 7H7@FEF:3F>736EFA35:;7H7F:7>73D@;@99A3>E   'AF7E   -:7 B>3@@;@9 DAA?E :7>B76 ;@ 7@D;5:;@9 F:7 F735:;@9 >73D@;@9BDA57EE   'AF7E   -:7 ?77F;@9 DAA?E :7>B76 FA 5A??G@;53F7 I;F: ?7?47DEA8F:7E5:AA>5A??G@;FK   'AF7E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 76   -:7E;L7A8F:7EF3F;A@3DKDAA?;EEG;F34>78AD;FE;@F7@676 BGDBAE7   'AF7E   -:7 ;>;@9 +AA? 5A@FD;4GF76 FA F:7 @776E A8 ?3@397D;3> IAD=   'AF7E   -:7 E;L7 A8 F:7 AA= ,FAD397 +AA? ;E EG;F34>7 8AD ;FE ;@F7@676GE7   'AF7E   -:7;>;@9+AA?;E5>AE7FAF:7E75D7F3DK       'AF7E   !3H;@933D77DAG@E7>;@9+AA?5A@FD;4GF76;@5D73F;@9 47FF7D ABBADFG@;F;7E 8AD EFG67@FE FA =@AI 34AGF F:7;D 8GFGD753D77DE   'AF7E   !3H;@9 3 D7E73D5: DAA? ;@ F:7 >;4D3DK 5A@FD;4GF76 ;@ 5D73F;@947FF7DABBADFG@;F;7E8ADF735:7DE3@6EFG67@FEFA 5A@6G5FD7E73D5:7E   'AF7E   -:7 ?G>F; BGDBAE7 :3>>E 5A@FD;4GF76 FA F:7 ;?B>7?7@F3F;A@A8H3D;AGE76G53F;A@3>35F;H;F;7E   'AF7E   -:7 3H3;>34;>;FKA87CG;B?7@F8AD EFG67@FEI;F: 6;E34;>;F;7E 5A@FD;4GF76 FA F:7 BDAH;E;A@ A8 3 EG;F34>7 >73D@;@9 7@H;DA@?7@F8ADF:7E7EFG67@FE   'AF7E   The location of the school’s kiosk made it easier for EFG67@FEFAGE7   'AF7E   -:7 3H3;>34;>;FK A8 F:7 E5:AA> 5>;@;5 :7>B76 ;@ BDAH;6;@9 BD;?3DK?76;53>53D7F:3F;EEG;F34>78ADEFG67@FE   'AF7E   -:7 3H3;>34;>;FK A8 43F:DAA?E ;@ 6;887D7@F >A53F;A@E ;@E;67 F:7 E5:AA> :7>BE ;@ ?77F;@9 F:7 @776E A8 E5:AA> 5A??G@;FK?7?47DE   'AF7E   -:7 43F:DAA? 7CG;B?7@F 3D7 EG;F34>7 8AD F:7 F3D97F 397 9DAGB   'AF7E   -:7 3H3;>34;>;FK A8 7?7D97@5K 6AADE ;@ F:7 E5:AA> :7>B76 FABDAH;673E387E5:AA>7@H;DA@?7@F   'AF7E   -:7 6AADE GE76 ;@ F:7 E5:AA> 4G;>6;@9 3D7 BD35F;53> 3@6 suit its’ intended use by students.  'AF7E   -:7 5>3EEDAA? 6AADE 3D7 BD35F;53> 3@6 EG;F F:7 GE7 A8 F3D97FEFG67@FE   'AF7E   -:7 I;@6AIE GE76 ;@ F:7 E5:AA> 3D7 BD35F;53> 3@6 EG;F F:7;D;@F7@676GE7   'AF7E   -:7 :7;9:F A8 F:7 I;@6AIE ;@ 5>3EEDAA?E ;E EG;F34>7 8AD F:7F3D97F3979DAGB   H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 77     -:7F:;5=@7EEA8F:7I;@6AIE5A@FD;4GF7EFA3E387E5:AA> 7@H;DA@?7@F   'AF7E   -:7 BD7E7@57 A88;D7 EKEF7?E 5A@FD;4GF76 FA 673>;@9I;F: 7?7D97@5KE;FG3F;A@E;@F:7E5:AA>   'AF7E   -:7 BD7E7@57 A8 3 :73F;@9 EKEF7? ;@ F:7 E5:AA> 5A@FD;4GF76;@3?AD7EG;F34>7E5:AA>7@H;DA@?7@F   'AF7E   -:7 6;EFD;4GF;A@ A8 7>75FD;5;FK B>G9E 835;>;F3F76 F:7 GF;>;L3F;A@A8F75:@A>A9KF:DAG9:AGFF:7E5:AA>   'AF7E   -:7 67E;9@ A8 F:7 E5:AA> 5A@FD;4GF76 FA 7@:3@5;@9 ?K E7@E7A8AI@7DE:;BFAI3D6EF:7E5:AA>   'AF7E   -:7 H7@F;>3F;A@ EKEF7? ;@ F:7 E5:AA> 5A@FD;4GF76 FA 3 EG;F34>7>73D@;@97@H;DA@?7@F   'AF7E   -:7 9AA6 >;9:F;@9 EKEF7? ;@ F:7 E5:AA> 5A@FD;4GF76 FA 3 EG;F34>7>73D@;@97@H;DA@?7@F   'AF7E   -:7 67E;9@ A8 F:7 53D B3D= 3>>AI76 8AD ;FE 78875F;H7 ;@F7@676GE7   'AF7E (E5CD9?>C 6?B$#*&&#*    -:7 >A53F;A@ A8 F:7 $  5A@FD;4GF7E FA A887D;@9 3 E387 E5:AA>7@H;DA@?7@F8ADEFG67@FE   'AF7E   -:7 B>3K 3D73 8AD F:7 $  5A@FD;4GF76 ;@ 35:;7H;@9 ;FE ;@F7@676GE7   'AF7E   -:7 43F:DAA?E 3@6 F:7=;F5:7@;@F7@6768AD F:7$  3D7 >A53F765>AE7FAF:7$   'AF7E   -:7>A53F;A@A8F:7@GDE7DK?77FEF:7D7CG;D7?7@FEA8F:7 &;@;EFDKA8F:7,A5;3>7H7>AB?7@F   'AF7E   -:7 EB357 A8 F:7 @GDE7DK 5ontributed to achieve its’ ;@F7@6769A3>   'AF7E C@53D+538>?A9;53>FAA>E3H3;>34>7;@F:7E5:AA> 7@34>76 F:7 E5:AA> 5A??G@;FK FA GE7 F:7? ;@ ?G>F;B>7 I3KE   'AF7E   -:73H3;>34;>;FKA85A?BGF7DE;@F:736?;@;EFD3F;H76;H;E;A@ 3>>AI768AD5A?B>7F;@936?;@;EFD3F;H7IAD=   'AF7E   The school’s internal and external announcement system :7>BEF:75A??G@;53F;A@47FI77@F735:7DE3@6EFG67@FE   'AF7E   -:73H3;>34;>;FKA8EGDH7;>>3@5753?7D3E5A@FD;4GF76FAF:7 5A@FDA>A8E5:AA>IAD=   'AF7E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 78   -:7 BD7E7@57 A8 BD;@F;@9 ?35:;@7E 5A@FD;4GF7E FA 35:;7H;@9@757EE3DKE5:AA>F3E=E   'AF7E   -:7 BD7E7@57 A8 B:AFA5ABK;@9 ?35:;@7E 5A@FD;4GF7E FA 35:;7H;@9@757EE3DKE5:AA>F3E=E   'AF7E C@53D*38??<EB>9DEB5    -:73H3;>34;>;FKA838>7J;4>7E5:AA>8GD@;FGD75A@FD;4GF76FA F:76;H7DE;8;53F;A@A83F735:;@9 >73D@;@97@H;DA@?7@F   'AF7E   -:7E5:AA>8GD@;FGD7;EEG;F34>7I;F:F:7F3D97FEFG67@F397 9DAGB   'AF7E   -:78GD@;FGD7GE76;EA89AA6CG3>;FK       'AF7E   -:7 8GD@;FGD7 A8 F:7 36?;@;EFD3F;H7 6;H;E;A@ EG;FE F:7 @3FGD7A8;FEF3E=E   'AF7E   -:7 8GD@;FGD7 3H3;>34>7 ;@ F:7 ?77F;@9 DAA? 835;>;F3F76 35:;7H;@9;FE;@F7@676GE7   'AF7E   -:78GD@;FGD7A8F:7E5:AA>5>;@;55A@FD;4GF76;@BDAH;6;@9 8;DEF3;6FAEFG67@FE3@6F735:7DE   'AF7E   -:73H3;>34;>;FKA873EK FA ?AH7>;4D3DK8GD@;FGD7835;>;F3F76 F:734;>;FKA8GE;@9;F8AD6;887D7@FF3E=E   'AF7E   -:7 8GD@;FGD7 3H3;>34>7 ;@F:7 D7EAGD57E 3D73 5A@FD;4GF76 ;@6;H7DE;8K;@9F:7F735:;@9 >73D@;@9BDA57EE3@635F;H;F;7E   'AF7E   -:7 8GD@;FGD7 ;@ F:7 @GDE7DK ;E EG;F34>7 8AD F:7 5:;>6D7@ F:7D7   'AF7E   -:7D7 3D7 7@AG9: 5GB4A3D6E 3@6 6D3I7DE ;@ F:7 AA= ,FAD397+AA?  'AF7E   -:7D7 3D7 7@AG9: 5GB4A3D6E 3@6 6D3I7DE ;@ F:7 ;>;@9 +AA?  'AF7E   -:7 BD7E7@57 A8 4G>>7F;@ 4A3D6E ;@ F:7 5ADD;6ADE 5A@FD;4GF76 FA ;?B>7?7@F;@9 6;887D7@F 76G53F;A@3> 35F;H;F;7E   'AF7E   .E;@9 I:;F74A3D6E 3F E5:AA> ;E 3BBDABD;3F7 I;F: F:7 E5:AA>4G697F   'AF7E   .E;@9I:;F74A3D6E:7>B76;@5D73F;@93:73>F:;7D5>3EEDAA? 7@H;DA@?7@F8ADEFG67@FE3I3K8DA?5:3>=   'AF7E   -:7 ?3;@F7@3@57 BDA57EE EG;F76 F:7 D7CG;D76 EB776 A8 5A?B>7F;@9?3;@F7@3@57F3E=E6GD;@9F:79G3D3@F77B7D;A6   'AF7E   -:7 D7EBA@E;4>7B3DF;7E 35F;H7>K3@6 BDA?BF>K D7EBA@6 FA D7BADF76?3;@F7@3@57;EEG7E   H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 79 'AF7E   -:7 ,GBB>;7DE D7B>3576 F:7 63?3976 8GD@;FGD7 F:3F :36 3DD;H76FAF:7E5:AA>   'AF7E   -:7 E5:AA> :3E F:7 8;@3@5;3> 34;>;FK FA F:7 5A@6G5F ?3;@F7@3@57F3E=E38F7DF:7I3DD3@F77B7D;A6   'AF7E   -:7K73D>K4G697FA8F:7E5:AA>?3F5:7EF:7D7CG;D7?7@FE A8F:7E5:AA>EB7@E ?3;ntenance etc…)  'AF7E C@53D5>5B1<?15A@FD;4GF76FAF:7D76G5F;A@A8 AH7D5DAI6;@9;@@7;9:4AD;@9E5:AA>E   'AF7E   -:7 E5:AA> 5A@FD;4GF7E FA ?77F;@9 F:7 9DAI;@9 @G?47DE A8EFG67@FE;@F:7D79;A@   'AF7E C@53D?>DB92ED9?>?6D85#?31<?==E>9DI    -:7>A53>5A??G@;FK;EE3F;E8;76I;F:F:7@7IDA>7A8F:7 E5:AA>   'AF7E   -:7 E5:AA> 835;>;F;7E D7>3F76 FA F:7 >A53> 5A??G@;FK 3D7 47;@9GF;>;L763EF:7KE:AG>6   'AF7E   -:7 >A53>5A??G@;FK GF;>;L7E F:7 3H3;>34>7 E5:AA>835;>;F;7E FAAD93@;L735F;H;F;7E3@67H7@FE8ADF:7?   'AF7E   -:7 >A53F;A@ A8 F:7 835;>;F;7E ;@F7@676 FA 47 GE76 4K F:7 >A53> 5A??G@;FK 3D7 3BBDABD;3F7>K E;FG3F76 3@6 6A @AF 6;EFGD4E5:AA>35F;H;F;7EAD7@5AGD397H3@63>;E?   C@53DDD9DE45C   The new school’s model contributed to the positive 7@:3@57?7@FA8F735:7DE3FF;FG67E3@647:3H;ADEFAI3D6E F:7E5:AA>   'AF7E   The new school’s model5A@FD;4GF76FA F:77@:3@57?7@F A8EFG67@FEBAE;F;H73FF;FG67EFAI3D6EF:7E5:AA>   'AF7E   -:7@7IE5:AA>?A67>:363BAE;F;H778875F;@F:7AH7D3>> E5:AA>5A??G@;FK   'AF7E C@53D44B5CC9>75>45B CCE5C=1<5 65=1<51>4CDE45>ts’ age   -:7 97@67D A8 F:7 E5:AA> I3E F3=7@ ;@FA 5A@E;67D3F;A@ I:7@4G;>6;@9F:7:7;9:FA8F:7EGDDAG@6;@9I3>>   'AF7E   -:767E;9@A8F:7EBADFE3D73EEG;FEF:797@67D3@6397A8 F:7EFG67@FE;@F:7E5:AA>   'AF7E   -:75A>ADEGE76A@F:7I3>>EA8F:7E5:AA>EG;FF:797@67D A8EFG67@FE;@F:7E5:AA>   'AF7E   -:7 97@67D A8 F:7 EFG67@FEI3E F3=7@ ;@FA 5A@E;67D3F;A@     H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 80 I:7@67E;9@;@9F:743F:DAA?E;@?;J76E5:AA>E  'AF7E   -:7D7 3D7 EG;F34>7 43F:DAA?E FA E7DH7 9G7EFE A8 4AF: 97@67DE   'AF7E   -:7 3H3;>34>7 E5:AA> 835;>;F;7E ;@ F:7 E5:AA> 4G;>6;@9 @GDE7DK 3@6=;@67D93DF7@EG;FF:797@67DA8F:7EFG67@FE ;@F:7E5:AA>   'AF7E   -:7HA53F;A@3>5>3EEDAA?EG;FEF:797@67DA8F:7E5:AA>    'AF7E C@53D*E775CD9?>C1>4)53?==5>41D9?>C    +78>75FA@F:7D73>;F;7EA8KAGD@7IE5:AA>;@F7D?EA85A@EFDG5F;A@ 8GD@;FGD73@6BD7B3D3F;A@E  0:3F 3FFD35F76 KAG FA F:7 E5:AA> 3@6 877> ;F B>3KE 3 DA>7 ;@ ;?BDAH;@9 F:7 F735:;@9 >73D@;@9 BDA57EE   0:3F 3D7 F:7?3>7@97E D7>3F76 FA5A@EFDG5F;A@ 8GD@;FGD7 3@6 BD7B3D3F;A@E F:3FKAG877> :363@793F;H778875FA@F:7F735:;@9 >73D@;@9BDA57EE;@F:7E5:AA>  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 81 %5G*38??>19B5 *DE45>DC 73D,FG67@F  -:7835;>;F;7E 36676 FA F:;E E5:AA> :3H7 477@ 4G;>F FA E7DH7KAG  3@6A887DKAG 47FF7D76G53F;A@3>ABBADFG@;F;7E  -:7A4<75F;H7A8 F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@ )DA<75F #,) 8G@6764K F:7. , 97@5K8AD "@F7D@3F;A@3>7H7>AB?7@F.," #AD63@;EFAEGBBADFF:7788ADFEA8F:7&;@;EFDKA86G53F;A@;@7@:3@5;@9KAGD >73D@;@97@H;DA@?7@F "F;EH7DK;?BADF3@F8ADGEFAG@67DEF3@6F:77JF7@FFAI:;5:F:;EBDA<75F35:;7H76;FE9A3>E  3@6 F:7D78AD7  F:7 F73? D7EBA@E;4>7 8AD F:7 #,) BDA9D3? E77=E KAGD 5AAB7D3F;A@ ;@ 3@EI7D;@9 F:7 47>AI  CG7EF;A@E@AF;@9F:3FKAGDD7EBA@E7EI;>>47FD73F765A@8;67@F;3>>K3@6I;>>47GE76EA>7>K8ADF:7BGDBAE7EA8F:;E 7H3>G3F;A@  %?D5.85> 1>CG5B9>7 D85 25C  @<51C5 3?=@1B5 D85 B51<9D95C ?6 I?EB 3EBB5>D C38??< G9D8D85B51<9D95C?6?D85B@E2<93C38??!?B41>  H1=@<5 *DB?>77 H The school’s outdoor facilities facilitated the ;?B>7?7@F3F;A@A8H3D;AGE35F;H;F;7E $;@6>K3E=GE8AD3@K3EE;EF3@57;8KAG3D7G@34>7FAD7EBA@6FA3@KA8F:7EF3F7?7@FE  -:3@=KAG  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 82 F1B51*38??<&33E@1>3I1>4,D9<9J1D9?>9785B#5F5<?17 %E=25B *D1D5=5>D *DB?>77      'AF7E   &K @7I E5:AA> :3E B>3K9DAG@6E 3@6 3D73E F:3F :7>B ?7 6A 6;887D7@F 35F;H;F;7E      'AF7E   -:7 >A53F;A@ A8 F:7 school’s kiosk helps using ;FI;F:73E7      'AF7E   -:7 3H3;>34;>;FK A8 F:7 school’s clinic made first 3;6 3557EE;4>7 FA ?7 3@6 ?KE5:AA>?3F7E      'AF7E   -:7 EB357E A8 F:7 :3>>I3KE ?3=7 ;F E387 8AD ?7 FA ?AH7 8DA? A@7 5>3EEDAA?FAF:7AF:7D      'AF7E   -:7 3H3;>34;>;FK A8 3 D7EAGD57 3D73 93H7 ?7 F:7 ABBADFG@;FK FA >73D@ ;@6;887D7@FI3KE      'AF7E   -:7 3H3;>34;>;FK A8 43F:DAA?E ;@ E7H7D3> 3D73E ;@ F:7 E5:AA> 5A@FD;4GF76 FA D7EBA@6;@9 FA ?K 43E;5 @776E      'AF7E   -:73H3;>34;>;FKA8>34E3@6 HA53F;A@3> DAA?E :7>B76 ?7>73D@;@347FF7DI3K      'AF7E   !3H;@9 3 F:73FD7 3@6 EBADFE 3D73E 93H7 ?7 F:7 ABBADFG@;FKFAB3DF;5;B3F7 ;@6;H7DE735F;H;F;7E      'AF7E   !3H;@9 3 >;4D3DK ;@ F:7 E5:AA> 5D73F76 ?AD7 ABBADFG@;F;7E 8AD ?7 FA >73D@3@6D736      H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 83 'AF7E C@53D+538>?34>7 5A?BGF7DE ;@ F:7 E5:AA> :7>B76 ;@ 67H7>AB;@9 ?K 5A?BGF7D E=;>>E      'AF7E   -:7 ;@F7D35F;H7 I:;F74A3D6E ;@ F:7 5>3EEDAA?E :7>B76 ;@ BDAH;6;@9 3@ 7J5;F;@9 3@6 8G@ >73D@;@97@H;DA@?7@F      'AF7E   -:73H3;>34;>;FKA8EFG67@F >3BFABE BDAH;676 3@ ABBADFG@;FK FA GE7 F75:@A>A9K F:DAG9:AGF F:7E5:AA>      'AF7E   !3H;@9 ;@F7D@7F 3F F:7 E5:AA> :7>B76 ?7 5A?B>7F7?KF3E=E      'AF7E C@53D*38??<EB>9DEB5   -:7 8GD@;FGD7 ;@ ?K 5>3EEDAA? ;E 8>7J;4>7 FA GE7  3@6 :7>BE ?7 47FF7D ;@F7D35F I;F: ?K 5>3EE?3F7E      'AF7E   -:7 8GD@;FGD7 ;@ ?K 5>3EEDAA? ;E EG;F34>7 8AD ?K397      'AF7E   -:7 8GD@;FGD7 ;@ ?K 5>3EEDAA? ;E ?367 A8 9AA6CG3>;FK      'AF7E         -:7 8GD@;FGD7 ;@ F:7 3DF ?GE;5 >34 :7>BE ?7 ;@ 5A?B>7F;@9?KF3E=E      'AF7E         -:7 8GD@;FGD7 ;@ F:7 HA53F;A@3>DAA?:7>BE?7 ;@5A?B>7F;@9?KF3E=E     'AF7E   -:7 8GD@;FGD7 ;@ F:7 E5;7@57 >34 :7>BE ?7 ;@ 5A?B>7F;@9?KF3E=E      'AF7E   -:7 8GD@;FGD7 ;@ ?K 5>3EEDAA?;EE387FAGE7      'AF7E  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 84   -:7 8GD@;FGD7 ;@ F:7 >34E ;EE387FAGE7      'AF7E    !3H;@9 4G>>7F;@ 4A3D6E ;@ ?K5>3EEDAA?3>>AI76?7 FA6;EB>3K?KIAD=      'AF7E    !3H;@9 3 >A5=7D :7>B76 ?7 ;@ EFAD;@9 ?K 4AA=E 3@6EF3F;A@3DK      'AF7E    !3H;@93>A5=7D8AD?KE7>8 5A@FD;4GF76 FA ?K E7@E7 A8AI@7DE:;BFAI3D6EF:7 E5:AA>      'AF7E  C@53DDD9DE45C   ">AA=8ADI3D6FA9A;@9FA E5:AA> 3@6 " 877> :3BBK when I’m there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learning environment for our students. The JSP program also aims to support the Jordanian government’s effort in 4G;>6;@9 @7I E5:AA>E F:3FI;>> D76G57 AH7D5DAI6;@9 ;@ 5>3EEDAA?E  D7@F76835;>;F;7E 3@6 6AG4>7 E:;8F;@9  ,;@57 ;FE >3G@5:;@G9GEF  F:7#,)3;?76FA4G;>6@7IE5:AA>E35DAEE6;887D7@FD79;A@E;@#AD63@3@6FAD7:34;>;F3F7   7J;EF;@9 E5:AA>E 355AD6;@9 FA ;@F7D@3F;A@3> EF3@63D6E ;@ 4G;>6;@9 E5:AA> 835;>;F;7E 3@6 BDAH;6;@9 F:7? I;F: EG;F34>78GD@;FGD73@67CG;B?7@F  -:7E7 E5:AA>E I7D7 67E;9@76 355AD6;@9 FA F:7 76G53F;A@3> B7DEB75F;H7 F:3F BDAH;67E B>357E  EB357E  7CG;B?7@F 3@6FAA>EF:3F5A@FD;4GF7FABAE;F;H7>K38875F;@9F:73FF;FG67EA8F:7E5:AA>5A??G@;FK -:;E ;@D7FGD@ >736EFAF:7 enriching students’ education and increasing their sense of ownership towards their school. -3=;@9 ;@FA 5A@E;67D3F;A@ F:7 ;?B35F A8 F:;E BDA<75F  ;F ;E ;?BADF3@F FA 5A@6G5F 3@7H3>G3F;A@ F:3F 3EE7EE7E F:7 BDA57EE 3@6 AGF5A?7E A8 F:7 #,)  FA ;67@F;8K D75A??7@63F;A@E 8AD F:7 78875F;H7@7EE A8 F:7 BDA<75F 3@6 :AI ;F 35:;7H76 ;FE 67E;D76 9A3>E  -:7D78AD7  F:7 F73? D7EBA@E;4>7 8AD F:7 #,) BDA9D3? E77=E KAGD 5AAB7D3F;A@ ;@ 3@EI7D;@9F:747>AICG7EF;A@E@AF;@9F:3FKAGDD7EBA@E7EI;>>47FD73F765A@8;67@F;3>>K3@6I;>>47GE76EA>7>K 8ADF:7BGDBAE7EA8F:;E7H3>G3F;A@  %?D5.85> 1>CG5B9>7 D85 25C  @<51C5 3?=@1B5 D85 B51<9D95C ?6 I?EB 3EBB5>D C38??< G9D8D85B51<9D95C?6?D85B@E2<93C38??!?B41>  H1=@<5 *D1D5=5>D *DB?>773EEDAA?E B>3K76 3 DA>7 ;@;?B>7?7@F;@976G53F;A@3>35F;H;F;7E /    $;@6>K3E=GE8AD3@K3EE;EF3@57;8KAG3D7G@34>7FAD7EBA@6FA3@KA8F:7EF3F7?7@FE  -:3@=KAG  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 86 C@53D*38??<E9<49>7 %E=25B *D1D5=5>D *DB?>77  %?D5C  The school’s outdoor facilities facilitated the ;?B>7?7@F3F;A@ A8 H3D;AGE 35F;H;F;7E F:3F E7DH7F:7F735:;@9 >73D@;@9BDA57EE  %?D5C  -:7 67E;9@ A8 F:7 E5:AA> 5ADD;6ADE 3@6 :3>>I3KE 835;>;F3F76 F:7 ;?B>7?7@F3F;A@ A8 H3D;AGE76G53F;A@3>35F;H;F;7E  %?D5C  -:7 67E;9@ A8 F:7 5>3EEDAA?E B>3K76 3 DA>7 ;@;?B>7?7@F;@976G53F;A@3>35F;H;F;7E  %AF7E  -:73H3;>34;>;FKA8EG4<75F ?3FF7D5>3EEDAA?E 5A@FD;4GF76 FA BDAH;6;@9 47FF7D >73D@;@9 7@H;DA@?7@F F:3F ;?BDAH76 F:7 >73D@;@9 BDA57EE  %?D5C  -:7 3H3;>34;>;FK A8 3 D7EAGD57 DAA? :7>B76 ;@ ;?B>7?7@F;@9 E5:AA> 35F;H;F;7E F:3F 35:;7H776G53F;A@3>9A3>E  %?D5C  -:7 3H3;>34;>;FK A8 B>3@@;@9 DAA?E 7@D;5:76 F:7F735:;@9 >73D@;@9BDA57EE  %?D5C  !3H;@9 3 ?77F;@9 DAA? ;@ 7H7DK 5>GEF7D BDA?AF7678875F;H75A??G@;53F;A@47FI77@ F735:7DE  %?D5C  !3H;@9 3 F735:7DE DAA? 5A@FD;4GF7E FA 47FF7D5A??G@;53F;A@47FI77@F735:7DE  %?D5C H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 87   !3H;@9 3 +7EAGD57 +AA? 5A@FD;4GF76 ;@ ;?B>7?7@F;@9 7@:3@57?7@F 35F;H;F;7E EG;F34>78ADEFG67@FE  %?D5C  -:7?G>F; BGDBAE7DAA?5A@FD;4GF76FAF:7 ;?B>7?7@F3F;A@ A8 F:7 35F;H;F;7E F:3F E7DH76 F:7F735:;@9 >73D@;@9BDA57EE  %?D5C  !3H;@93>;4D3DK5A@FD;4GF76FA7@D;5:;@9F:7 F735:;@9 >73D@;@9BDA57EE  %?D5C  -:7 67E;9@ A8 F:7 E5:AA> 5A@FD;4GF76 FA 7@:3@5;@9 ?K E7@E7 A8 AI@7DE:;B FAI3D6 F:7E5:AA>  %?D5C (E5CD9?>C 1B56?B*395>35 BD1>4-?31D9?>1<D51385BC  -:7 3H3;>34;>;FK A8 E5;7@57 >34E 5A@FD;4GF76 FA ;?B>7?7@F;@9 E5;7@57 7JB7D;?7@FE D7>3F76FAF:75GDD;5G>G?  %?D5C  !3H;@9 3DF  ?GE;5 >34 5A@FD;4GF76 ;@ ;?B>7?7@F;@9 76G53F;A@3> 35F;H;F;7E F:3F E7DH7F:7>73D@;@9A4<75F;H7E  %?D5C  !3H;@9 HA53F;A@3> >34 5A@FD;4GF76 ;@ ;?B>7?7@F;@9 76G53F;A@3> 35F;H;F;7E F:3F E7DH7F:7>73D@;@9A4<75F;H7E  %?D5C C@53D+538>?34;>;FK A8 ;@F7D35F;H7 I:;F74A3D6E 835;>;F3F76 F:7 ;?B>7?7@F3F;A@ A8 35F;H;F;7E that enrich students’ learning. %?D5C H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 88  -:7 3H3;>34;>;FK A8 >3BFABE 8AD EFG67@FE 5A@FD;4GF76;@35F;H3F;@9F:7DA>7A8EFG67@FE ;@F:7>73D@;@9 F735:;@9BDA57EE  %?D5C  !3H;@9 ?K AI@ 5A?BGF7D :7>B76 ?7 ;@ 6A;@9?K>7EEA@E47FF7D  %?D5C   -:7 3H3;>34;>;FK A8 3F3 ,:AI 7CG;B?7@F ?367;F73E;7D8AD?7FABD7E7@F76G53F;A@3> 35F;H;F;7E  %?D5C  -:7 3H3;>34;>;FK A8 5:3D9;@9 G@;FE (0E 5A@FD;4GF76 FA F:7 35F;H3F;A@ 3@6 GF;>;L3F;A@ A8 >3BFABE FA E7DH7 F:7 F735:;@9 >73D@;@9BDA57EE  %?D5C  !3H;@9 5A?BGF7DE ;@ F:7 >;4D3DK :7>B76 ;@ 7@D;5:;@9F:7F735:;@9 >73D@;@9BDA57EE  'AF7E (E5CD9?>C 6?B*395>351>4BD+51385BC  !3H;@9 5A?BGF7DE ;@ E5;7@57 >34E B>3K76 3 DA>7 ;@ ?7D9;@9 47FI77@ F75:@A>A9;7E 3@6 F735:;@9E5;7@57  %?D5C  !3H;@9 5A?BGF7DE ;@ F:7 3DF 3@6 ?GE;5 >34 B>3K76 3 DA>7 ;@ ?7D9;@9 47FI77@ F75:@A>A9;7E3@6F735:;@93DF3@6?GE;5  %?D5C C@53D*38??<EB>9DEB5  -:7 8>7J;4;>;FK A8 F:7 5>3EEDAA? 8GD@;FGD7 :7>BE ?7 ;@ D7 67E;9@;@9 F:7 EFK>7 A8 F:7 DAA?  %?D5C  -:78GD@;FGD7;@?K5>3EEDAA?;EE387FAGE7  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 89 %?D5C  -:7 8GD@;FGD7 3H3;>34>7 8AD F735:7DE :7>B76 F:7?5A?B>7F7F:7;DF3E=E  %?D5C  -:7 8GD@;FGD7 A8 F:7 >;4D3DK :7>B76 ;@ 35F;H3F;@9 ;FE GE7 E7DH;@9 F:7 76G53F;A@3> >73D@;@9BDA57EE  %?D5C  -:7 8GD@;FGD7 A8 F:7 D7EAGD57 3D73 5A@FD;4GF76 ;@ 5A@6G5F;@9 35F;H;F;7E F:3F 53@@AF475A@6G5F76;@F:75>3EEDAA?E  %?D5C   !3H;@9 4G>>7F;@ 4A3D6E ;@ F:7 5>3EEDAA? 7@D;5:;@9 F:7 >73D@;@9 7@H;DA@?7@F ;@ F:7 5>3EEDAA?  %?D5C  !3H;@9 4G>>7F;@ 4A3D6E ;@ F:7 :3>>I3K 5A@FD;4GF76 BAE;F;H7>K FA F:7 F735:;@9 >73D@;@9BDA57EE  %?D5C  The availability of my room’s furniture 5A@FD;4GF76 ;@ 67H7>AB;@9 ?K E7@E7 A8 AI@7DE:;B  %?D5C (E5CD9?>C 9C6?B*395>35 BD1>4-?31D9?>1<+51385B  -:7 8GD@;FGD7 ;@ F:7 E5;7@57 >34 5D73F76 3 ?AD7 7@D;5:;@9 >73D@;@9 7@H;DA@?7@F 8AD EFG67@F  %?D5C  -:7D7 ;E 3 E387 B>357 FA EFAD7 FAJ;5 EG4EF3@57ED7CG;D768AD7JB7D;?7@FE  %?D5C  -:7 8GD@;FGD7 ;@ F:7 3DF 3@6 ?GE;5 >34 5A@FD;4GF76 FA F:7 F735:;@9 >73D@;@9 BDA57EE  %?D5C H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 90  -:7 8GD@;FGD7 ;@ F:7 HA53F;A@3> >34 5A@FD;4GF76 FA 7@D;5:;@9 F735:;@9 >73D@;@9 BDA57EE  %?D5C  -:7>34E8GD@;FGD7;EE387FAGE7  %?D5C  -:7 @757EE3DK E5;7@F;8;5 7CG;B?7@FE 3D7 3H3;>34>7FA5A@6G5FE5;7@577JB7D;?7@FE  %?D5C  DF 3@6 ?GE;5 D7EAGD57E 3D7 3H3;>34>7 FA 5A@6G5F3DF3@6?GE;535F;H;F;7E  %?D5C C@53DDD9DE45C   -:7 I:;F74A3D6E 3D7 BD35F;53> 3@6 EG;F34>7 8ADF735:;@9BGDBAE7E  %?D5C  -:7I:;F74A3D6E5A@FD;4GF76 FA 3 :73>F:;7D 5>3EEDAA?7@H;DA@?7@F8AD F:7 F735:7D3@6 EFG67@FE  %?D5C  -:7 B:AFA5ABK;@9 ?35:;@7E 3F F:7 E5:AA> 3>>AI76?7FAB:AFA5ABK35F;H;FKE:77FE3@6 3EE;9@?7@FE F:3F :7>B76 ;@ F735:;@9 EFG67@FE  %?D5C  -:7 BD;@F7DE 3F F:7 E5:AA> 3>>AI76 ?7 FA ?3=7 ;@@AH3F;H7 76G53F;A@3> ?3F7D;3> FA 7@D;5:EFG67@FE>73D@;@9  %?D5C  -:7'7I,5:AA>:7>B76BAE;F;H7>K7@:3@5;@9 teachers’ attitudes and behaviors. %?D5C  -:7'7I,5:AA>:7>B76BAE;F;H7>K7@:3@5;@9 students’ attitudes and behaviors. %?D5C  -:7@7IE5:AA>?A67>:363BAE;F;H778875F ;@F:7AH7D3>>E5:AA>5A??G@;FK  %?D5C H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 91 C@53D*E775CD9?>C1>4)53?==5>41D9?>C  +78>75F A@ F:7 D73>;F;7E A8 KAGD @7I E5:AA> ;@ F7D?E A8 5A@EFDG5F;A@  8GD@;FGD7 3@6 BD7B3D3F;A@E  0:3F 3FFD35F76KAGFAF:7E5:AA>F:3FKAG877>B>3KE3DA>7;@;?BDAH;@9F:7F735:;@9 >73D@;@9BDA57EE  0:3F 3D7 F:7 ?3>7@97E D7>3F76 FA 5A@EFDG5F;A@  8GD@;FGD7 3@6 BD7B3D3F;A@E F:3F KAG 877> :36 3 @793F;H778875FA@F:7F735:;@9 >73D@;@9BDA57EE;@F:7E5:AA>  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 92 )58129<9D1D54*38??D5BF95G 'B9>39@1< 73D)D;@5;B3>  -:7 A4<75F;H7 A8 F:7 #AD63@ ,5:AA> A@EFDG5F;A@ 3@6 +7:34;>;F3F;A@ )DA<75F #,)  8G@676 4K . ,  97@5K 8AD "@F7D@3F;A@3>7H7>AB?7@F.," #AD63@;EFAEGBBADFF:7788ADFEA8F:7&;@;EFDKA86G53F;A@;@7@:3@5;@9F:7 learning environment for our students. The (JSP) program also aims to support the Jordanian government’s effort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enriching students’ education and increasing their sense of ownership towards their school. -3=;@9 ;@FA 5A@E;67D3F;A@ F:7 ;?B35F A8 F:;E BDA<75F  ;F ;E ;?BADF3@F FA 5A@6G5F 3@ 7H3>G3F;A@ F:3F 3EE7EE7E F:7 BDA57EE3@6AGF5A?7EA8 F:7 #,)  FA;67@F;8K D75A??7@63F;A@E8AD F:778875F;H7@7EEA8 F:7BDA<75F 3@6 :AI;F 35:;7H76 ;FE 67E;D76 9A3>E  -:7D78AD7  F:7 F73? D7EBA@E;4>7 8AD F:7 #,) BDA9D3? E77= KAGD 5AAB7D3F;A@ ;@ 3@EI7D;@9F:747>AICG7EF;A@E@AF;@9F:3FKAGDD7EBA@E7EI;>>47FD73F765A@8;67@F;3>>K3@6I;>>47GE76EA>7>K 8ADF:7BGDBAE7EA8F:;E7H3>G3F;A@  H1=@<5 *DB?>77 H The school’s outdoor facilities contributed in the ;?B>7?7@F3F;A@A83H3D;7FKA876G53F;A@3>35F;H;F;7E $;@6>K3E=GE8AD3@K3EE;EF3@57;8KAG3D7G@34>7FAD7EBA@6FA3@KA8F:7EF3F7?7@FE  -:3@=KAG  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 93 %E=25B *D1D5=5>D (E5CD9?> >CG5B  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G67 3@ 36?;@;EFD3F;A@DAA? 17E@EI7DCG7EF;A@E  'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>77A53F;A@A8F:736?;@;EFD3F;A@DAA?:7>BE;@ 8A>>AI;@9GBA@E5:AA>IAD=    'AF7E  -:7 EB35;@9 A8 F:7 36?;@ DAA? 3>>AIE 8AD 5A?B>7F;@936?;@;EFD3F;H7IAD=    'AF7E  -:7 8GD@;FGD7 A8 F:7 36?;@ DAA? ?3F5:7E F:7 @3FGD7A8F:736?;@IAD=    'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G67 teachers’ rooms? 17E@EI7DCG7EF;A@E   'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>77>AIEF:7?FA?AH773E;>K    'AF7E  -:7 8GD@;FGD7 Af teachers’ room is with high CG3>;FK    'AF7E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 94  The furniture of teachers’ room helped them to 5A?B>7F7F:7;D3EE;9@76F3E=E    'AF7E  The good ventilation in the teachers’ room A887D76 3 EG;F34>7 IAD=;@9 7@H;DA@?7@F 8AD F:7?    'AF7E   The good lighting in the teachers’ room offered 3EG;F34>7IAD=;@97@H;DA@?7@F8ADF:7?    'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G67 5>3EEDAA?E 17E@EI7DCG7EF;A@E  'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>773EEDAA?E 5A@FD;4GF76 FA D76G57 F:7 AH7D5DAI6;@9;@E;675>3EEDAA?E    'AF7E  -:7 EB357E A8 F:7 5>3EEDAA?E 3D7 EG;F34>7 I;F: F:7 3H7D397 @G?47D A8 EFG67@FE ;@ 735: 5>3EEDAA?   'AF7E  !3H;@9 @7I 5>3EEDAA?E 5A@FD;4GF76 FA ;?BDAH;@9 F:7 F735:;@9 >73D@;@9 7@H;DA@?7@F ;@ F:7E5:AA>   'AF7E  -:7 H7@F;>3F;A@ ;@ F:7 @7I 5>3EEDAA? 5A@FD;4GF76FA3EG;F34>7>73D@;@97@H;DA@?7@F   H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 95 'AF7E  -:7>;9:F;@9;@F:7@7I5>3EEDAA?5A@FD;4GF76FA 3EG;F34>7>73D@;@97@H;DA@?7@F   'AF7E  -:7 8GD@;FGD7 GE76 ;@ F:7 @7I 5>3EEDAA? 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doesn’t cause me any injuries.   'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G67 5A?BGF7D>34E 17E@EI7DCG7EF;A@E  'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>7734E ;E 7@AG9: 3@6 :7>BE?75A>>34AD3F7I;F:?K5>3EE?3F7E    'AF7E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 102  !3H;@9 5A?BGF7DE :7>BE ?7 ;@ 67H7>AB;@9 ?K 5A?BGF7DE=;>>E    'AF7E   -:78GD@;FGD7A8F:75A?BGF7D>34;EE387FAGE7     'AF7E  -:7H7@F;>3F;A@;@F:75A?BGF7D>34;EEG;F34>7     'AF7E  -:7 >;9:F;@9 ;@ F:7 5A?BGF7D >34 ;E EG;F34>7 3@6 3>>AIE?7FAE77I7>>    'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G67 E5;7@57>34E 17E@EI7DCG7EF;A@E  'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>7734 ;@ ?K E5:AA> BDAH;676 ?7 I;F: ABBADFG@;FK FA ;?B>7?7@F E5;7@F;8;5 7JB7D;?7@FE>;@=76FAF:75GDD;5G>G?   'AF7E  -:78GD@;FGD7A8F:7E5;7@57>34;EE387FAGE7     'AF7E  -:7H7@F;>3F;A@;@F:7E5;7@57>34;EEG;F34>7     'AF7E  -:7 >;9:F;@9 ;@ F:7 E5;7@57 >34 ;E EG;F34>7 3@6 3>>AIE?7FAE77I7>>    'AF7E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 103   A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G67 3 >;4D3DK 17E@EI7DCG7EF;A@E  'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>77;4D3DK ;@ ?K E5:AA> :7>B76 ?7 ;?B>7?7@F F3E=E 3@6 35F;H;F;7E F:3F 5A@FD;4GF76 FA;?BDAH;@9?K>73D@;@9    'AF7E   -:7H7@F;>3F;A@;@F:7>;4D3DK;EEG;F34>7     'AF7E  -:7 >;9:F;@9 ;@ F:7 >;4D3DK ;E EG;F34>7 3@6 3>>AIE ?7FAE77I7>>    'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G67 43F:DAA?E 17E@EI7DCG7EF;A@E   %E=25B *D1D5=5>D (E5CD9?> *DB?>77A53F;A@E A8 F:7 @7I 43F:DAA?E ;@ ?K E5:AA>?3=7F:7?3557EE;4>7    'AF7E  -:743F:DAA?E;@?KE5:AA>3D7E387;@F7D?EA8 F:7;D6AADE  F:7:7;9:FA8 F:7I;@6AIE 3@6 F:7 8>AAD;@9    'AF7E  -:743F:DAA?@757EE;F;7E3H3;>34>73D7EG;F34>7     'AF7E 'AF7E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 104 )58129<9D1D54*38??>19B5 +51385BC 73D-735:7D  -:7 A4<75F;H7 A8 F:7 #AD63@ ,5:AA> A@EFDG5F;A@ 3@6 +7:34;>;F3F;A@ )DA<75F #,)  8G@676 4K . ,  97@5K 8AD "@F7D@3F;A@3>7H7>AB?7@F.," #AD63@;EFAEGBBADFF:7788ADFEA8F:7&;@;EFDKA86G53F;A@;@7@:3@5;@9F:7 learning environment for our students. The JSP program also aims to support the Jordanian government’s effort i@ 4G;>6;@9 @7I E5:AA>E F:3FI;>> D76G57 AH7D5DAI6;@9 ;@ 5>3EEDAA?E  D7@F76835;>;F;7E 3@6 6AG4>7 E:;8F;@9  ,;@57 ;FE >3G@5:;@G9GEF  F:7#,)3;?76FA4G;>6@7IE5:AA>E35DAEE6;887D7@FD79;A@E;@#AD63@3@6FAD7:34;>;F3F7   7J;EF;@9 E5:AA>E 355AD6;@9 FA ;@F7D@3F;A@3> EF3@63D6E ;@ 4G;>6;@9 E5:AA> 835;>;F;7E 3@6 BDAH;6;@9 F:7? I;F: EG;F34>78GD@;FGD73@67CG;B?7@F  -:7E7E5:AA>EI7D767E;9@76355AD6;@9FAF:776G53F;A@3>B7DEB75F;H7F:3FBDAH;67EB>357E EB357E 7CG;B?7@F3@6 FAA>E F:3F 5A@FD;4GF7 FA BAE;F;H7>K 38875F;@9 F:7 3FF;FG67E A8F:7 E5:AA> 5A??G@;FK  -:;E  ;@ D7FGD@  >736E FA F:7 enriching students’ education and increasing their sense of ownership towards their school. -3=;@9 ;@FA 5A@E;67D3F;A@ F:7 ;?B35F A8 F:;E BDA<75F  ;F ;E ;?BADF3@F FA 5A@6G5F 3@ 7H3>G3F;A@ F:3F 3EE7EE7E F:7 BDA57EE 3@6 AGF5A?7E A8 F:7 #,)  FA ;67@F;8K D75A??7@63F;A@E 8AD F:7 78875F;H7@7EE A8 F:7 BDA<75F 3@6 :AI ;F 35:;7H76 ;FE 67E;D76 9A3>E  -:7D78AD7  F:7 F73? D7EBA@E;4>7 8AD F:7 #,) BDA9D3? E77=E KAGD 5AAB7D3F;A@ ;@ 3@EI7D;@9F:747>AICG7EF;A@E@AF;@9F:3FKAGDD7EBA@E7EI;>>47FD73F765A@8;67@F;3>>K3@6I;>>47GE76EA>7>K 8ADF:7BGDBAE7EA8F:;E7H3>G3F;A@  H1=@<5 *D1D5=5>D *DB?>773EEDAA?E :7>B76 ?7 ;@ ?3@39;@9?K5>3EEDAA?E?AD778875F;H7>K /   $;@6>K3E=GE8AD3@K3EE;EF3@57;8KAG3D7G@34>7FAD7EBA@6FA3@KA8F:7EF3F7?7@FE  -:3@=KAG  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 105  A F:7 EB357E 36676 ;@ KAGD E5:AA> include teachers’ rooms? 17E@EI7DCG7EF;A@E  'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>777I;F:F:7;D@G?47D3@63>>AIE F:7?FA?AH773E;>K  'AF7E  -:7 8GD@;FGD7 A8 F73chers’ room is I;F::;9:CG3>;FK  'AF7E  The furniture of teachers’ room :7>B76 F:7? FA 5A?B>7F7 F:7;D 3EE;9@76F3E=E  'AF7E  The good ventilation in the teachers’ DAA? A887D76 3 EG;F34>7 IAD=;@9 7@H;DA@?7@F8ADF:7?  'AF7E  -he good lighting in the teachers’ DAA? A887D76 3 EG;F34>7 IAD=;@9 7@H;DA@?7@F8ADF:7?  'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G675>3EEDAA?E 17E@EI7DCG7EF;A@E  'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>773EEDAA?E D76G576 F:7 @G?47D A8 EFG67@FE ;@ F:75>3EEDAA?      'AF7E  !3H;@9@7I5>3EEDAA?E:7>B76?7;@ ?3@39;@9 ?K 5>3EEDAA?E ?AD7 78875F;H7>K      'AF7E   !3H;@9@7I5>3EEDAA?EBDAH;676?7 I;F: F:7 ABBADFG@;FK FA ;?B>7?7@F 5>3EEDAA?35F;H;F;7E      'AF7E  -:7 8GD@;FGD7 ;@ F:7 @7I 36676 5>3EEDAA?E;EE387FAGE7      'AF7E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 106  !3H;@9 E5:AA> 8D;7@6>K 8GD@;FGD7 :7>B76 ;@ 6;H7DE;8K;@9 5>3EEDAA? 3DD3@97?7@FE      'AF7E  !3H;@9 9AA6 H7@F;>3F;A@ EKEF7?E ;@ F:7 5>3EEDAA?E 5A@FD;4GF76 FA BDAH;6;@9 3 EG;F34>7 >73D@;@9 7@H;DA@?7@F8ADF:7EFG67@FE      'AF7E  !3H;@9 >;9:F;@9 EKEF7?E ;@ F:7 5>3EEDAA?E 5A@FD;4GF76 FA BDAH;6;@9 3 EG;F34>7 >73D@;@9 7@H;DA@?7@F 8AD F:7EFG67@FE      'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G675A?BGF7D>34E 17E@EI7DCG7EF;A@E  'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>7734E ;E 7@AG9:8ADF:7@G?47DA8EFG67@FE;@ F:75>3EEDAA?  'AF7E  -:7 EB357 A8 F:7 5A?BGF7D >34E 3>>AI76 8AD BDAB7D 3DD3@97?7@F A8 F:78GD@;FGD7  'AF7E  -:7 3H3;>34;>;FK A8 5A?BGF7D >34E 5A@FD;4GF76 GF;>;L;@9 F75:@A>A9K FA E7DH7F:7F735:;@9 >73D@;@9BDA57EE 'AF7E  The computer lab’s furniture is suited for students’ ages and thus BDAH;6;@9 3 EG;F34>7 >73D@;@9 7@H;DA@?7@F 'AF7E   -:78GD@;FGD7;@5A?BGF7D>34E;EE387 FAGE7  'AF7E  !3H;@9 7>75FD;53> 534>7E ;@ F:7 D;9:F B>357E 5A@FD;4GF76 FA 3 EG;F34>7 >73D@;@97@H;DA@?7@F  'AF7E  -:7 7>75FD;53> 7JF7@E;A@E ;@E;67 F:7 5A?BGF7D >34E 3D7 ?367 ;@ 3 I3K I:;5:;EE3878ADEFG67@FE  'AF7E  !3H;@9 9AA6 H7@F;>3F;A@ EKEF7?E ;@ F:7 5A?BGF7D >34 5A@FD;4GF76 FA H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 107 5D73F;@9 3 EG;F34>7 >73D@;@9 7JB7D;7@578ADEFG67@FE 'AF7E  !3H;@9 9AA6 >;9:F;@9 EKEF7?E ;@ F:7 5A?BGF7D>345A@FD;4GF76FA5D73F;@9 3 EG;F34>7 >73D@;@9 7JB7D;7@57 8AD EFG67@FE 'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G67E5;7@57>34E 17E @EI7D CG7EF;A@E   ;8 KAG 3D7 3 5A?BGF7D >34 F75:@;5;3@ 'A AFACG7EF;A@ %E=25B *D1D5=5>D (E5CD9?> *DB?>7734E ;E 7@AG9: 8AD F:7 @G?47D A8 EFG67@FE ;@ F:7 5>3EEDAA?  'AF7E  -:7 3H3;>34;>;FK A8 E5;7@57 >34E 5A@FD;4GF76 FA 5D73F;@9 ?AD7 ABBADFG@;F;7E FA ;?B>7?7@F 7JB7D;?7@F F:3F 35:;7H7 >73D@;@9 A4<75F;H7E  'AF7E  -:7 EB357E A8 F:7 E5;7@57 >34E 3>>AI76 8AD BDAB7D 3DD3@97?7@F A8 F:78GD@;FGD7  'AF7E  !3H;@9 3@ 7?7D97@5K 7J;F ;@ F:7 >34 5A@FD;4GF76FAA887D;@93@7>7?7@FA8 E387FK 8AD F735:7DE 3@6 EFG67@FE I:7@F:7K3D7GE;@9F:7>34  'AF7E   -:7 E5;7@57 >34 8D;7@6>K 8GD@;FGD7 3>>AIE8AD5D73F;@93EG;F34>7>73D@;@9 7@H;DA@?7@FF:3F35:;7H7E9A3>E 'AF7E  The science lab’s furniture is suited for students’ ages and thus providing 3EG;F34>7>73D@;@97@H;DA@?7@F 'AF7E  -:7 8GD@;FGD7 ;@ F:7 E5;7@57 >34 ;E E387  'AF7E  -:7 H7@F;>3F;A@ ;@ F:7 @7I E5;7@57 >34E5A@FD;4GF76FA3EG;F34>7>73D@;@9 7@H;DA@?7@F 'AF7E  -:7 >;9:F;@9 ;@ F:7 @7I E5;7@57 >34E 5A@FD;4GF76 FA 3 EG;F34>7 >73D@;@9 H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 108 7@H;DA@?7@F 'AF7E  -:7D73D767E;9@3F763D73E;@F:7>34 FA EFAD7 FAJ;5 ?3F7D;3> GE76 ;@ 7JB7D;?7@FE 'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G673>;4D3DK 17E@EI7DCG7EF;A@E  'A AFACG7EF;A@ %E=25B ,F3F7?7@F *G7EF;A@ *DB?>77;4D3DK :7>B76 ?7 ;?B>7?7@F 35F;H;F;7E F:3F 7@D;5:76 F:7F735:;@9 >73D@;@9BDA57EE 'AF7E  -:7 EB357 A8 F:7 >;4D3DK 5A@FD;4GF76 FA35:;7H;@9>73D@;@99A3>E 'AF7E  -:78GD@;FGD7A8F:7>;4D3DK;EE387FA GE7  'AF7E   -:78>7J;4;>;FKA8F:7>;4D3DK8GD@;FGD7 3>>AI 8AD 5:3@9;@9 F:7 E73F;@9 ;@FA 6;887D7@FEFK>7E  'AF7E  !3H;@9 9AA6 H7@F;>3F;A@ EKEF7?E ;@ F:7 >;4D3DK 5A@FD;4GF76 FA 5D73F;@9 3 EG;F34>7 >73D@;@9 7JB7D;7@57 8AD EFG67@FE 'AF7E  !3H;@9 9AA6 >;9:F;@9 EKEF7?E ;@ F:7 >;4D3DK 5A@FD;4GF76 FA 5D73F;@9 3 EG;F34>7 >73D@;@9 7JB7D;7@57 8AD EFG67@FE 'AF7E  A F:7 EB357E 36676 ;@ KAGD E5:AA> ;@5>G67=;@67D93DF7@E 17E @EI7D CG7EF;A@E   ;8 KAG 3D7 3 =;@67D93DF7@ F735:7D %E=25B *D1D5=5>D (E5CD9?> *DB?>77A53F;A@ A8 F:7 =;@67D93DF7@ 5A@FD;4GF76 FA 5D73F;@9 3 E387 7@H;DA@?7@F8ADEFG67@FE  -:7 EB357 A8 F:7 =;@67D93DF7@ 5A@FD;4GF76 FA 35:;7H;@9 >73D@;@9 9A3>E 'AF7E  The kindergarten’s furniture is suited for students’ ages and thus providing 3EG;F34>7>73D@;@97@H;DA@?7@F  'AF7E  -:7 8GD@;FGD7 A8 F:7 =;@67D93DF7@ ;E E387FAGE7  'AF7E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 109  !3H;@9 9AA6 H7@F;>3F;A@ EKEF7?E ;@ F:7 =;@67D93DF7@ 5A@FD;4GF76 FA 5D73F;@9 3 EG;F34>7 >73D@;@9 7JB7D;7@578ADEFG67@FE  'AF7E  !3H;@9 9AA6 >;9:F;@9 EKEF7?E ;@ F:7 =;@67D93DF7@ 5A@FD;4GF76 FA 5D73F;@9 3 EG;F34>7 >73D@;@9 7JB7D;7@57 8AD EFG67@FE  'AF7E  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 110 %5G*38??5 .?B;C8?@&2:53D9F5C x -A 93F:7D 677B ;@E;9:FE  8776435= 3@6 D75A??7@63F;A@E 8DA? F:7 B3DF;5;B3@FE ;@ D793D6E FA F:7 @7I E5:AA>E x -A93F:7D5>3D;8;53F;A@EA@57DF3;@3EB75FEA@F:7@7IE5:AA> x -A93F:7DE x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• The facilitator of each group distributes a card containing the following CG7EF;A@ +78>75FA@F:7D73>;F;7EA8F:7@7IE5:AA>;@F7D?EA85A@EFDG5F;A@  8GD@;FGD73@6BD7B3D3F;A@E 0:3F3FFD35FEKAGFAF:7E5:AA> 3@6KAGE77 B>3KE3@;@F79D3>DA>7;@A887D;@93@;673>>73D@;@97@H;DA@?7@F • The Facilitator asks the groups to answer the flip charts. • Each group’s work is displayed and discussed. 'B?4E3D>;B:3DFE3D7GE76;@A4F3;@;@9GE78G>63F38ADF:77H3>G3F;A@  $1D5B91< %55454 *G7EF;A@ 3D6E >;B5:3DF +9=5  ?;@E 3D9F9DI 81<<5>75C x )3DF;5;B3@FE3D76;EFD;4GF76;@F:78A>>AI;@99DAGBE x 6?;@ DAGB x -735:7DE DAGB x ,FG67@FE DAGB x 3?;>;7E3@6%A53>A??G@;FK DAGB x -:7835;>;F3FAD6;EFD;4GF7E353D65A@F3;@;@93CG7EF;A@8AD735: 9DAGB 3@63E=EF:7?FA3@EI7D;F8DA?F:79DAGBEBA;@FA8H;7I 3E 8A>>AIE x 0:3F3D7F:74;997EF5:3>>7@97ED7>3F76FAF:7E5:AA>5A@EFDG5F;A@  8GD@;FGD73@6BD7B3D3F;A@EF:3FKAGF:;@=:363@793F;H778875FA8F:7 76G53F;A@3>7JB7D;7@57;@F:7E5:AA> x -:735;>;F3FAD3E=EF:79DAGBEFA3@EI7D8DA?F:7;DAI@ B7DEB75F;H7  x Each group’s work is displayed and discussed. 9>1<'B?4E3D8>;B5:3DFE3D7GE76;@A4F3;@;@9GE78G>63F38ADF:7 7H3>G3F;A@  *G7EF;A@ 3D6E >;B5:3DF  ?;@ #E>38B51;  =9>ED5C 3D9F9DI 9C3ECC9?> (E5CD9?>C x )3DF;5;B3@FE3D76;EFD;4GF76;@F:78A>>AI;@99DAGBE  6?;@ DAGB  -735:7DE DAGB  ,FG67@FE DAGB  3?;>;7E3@6%A53>A??G@;FK DAGB x -:7835;>;F3FAD6;EFD;4GF7E353D65A@F3;@;@9F:78A>>AI;@9CG7EF;A@ 8AD735:9DAGB  Admin, Teachers & Students: What’s the impact of the NS on the 3FF;FG67E3@647:3H;ADEA@F:7F735:7DE EFG67@FE9;H77J3?B>7E  *G7EF;A@ 3D6E 0AD=E:77FE  ?;@E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 112  3?;>;7E3@6%A53>A??G@;FK DAGB!AIE3F;E8;763D7KAG34AGF F:7@7IDA>7EA8F:;EE5:AA>0:3F3D7F:7?AEFE;9@;8;53@F835;>;F;7E ;@F:7E5:AA>F:3F3D747;@9GE764KKAGD7F:7KEG;F34>70:3F ;@KAGDAB;@;A@;EF:778875FA8F:7E5:AA>s on students’ learning? 9>1<'B?4E3D3F3A@?3;@EG557EE7E3@6;?B35FA8E5:AA>EA@F:7 I:A>7E5:AA>5A??G@;FK  3D9F9DI $I*38??<  $I ?==E>9DI x )3DF;5;B3@FE3D76;EFD;4GF76;@F:78A>>AI;@99DAGBE  6?;@ DAGB  -735:7DE DAGB  ,FG67@FE DAGB  3?;>;7E3@6%A53>A??G@;FK DAGB x -:7835;>;F3FAD6;EFD;4GF7E353D65A@F3;@;@9F:78A>>AI;@9CG7EF;A@ 8AD735:9DAGB0:3FF:7;?B35FA8F:7E5:AA>A@F:7EGDDAG@6;@9 community (neighboring schools, FD’s, mosques etc…) 9;H7 7J3?B>7EFAD78>75FF:7D73>;F;7EA@F:7>A53>5A??G@;FKEGDDAG@6 F:7E5:AA>  x -:735;>;F3FAD3E=EF:79DAGBEFA3@EI7D8DA?F:7;DAI@ B7DEB75F;H7  x Each group’s work is displayed and discussed. 9>1<'B?4E3D8>;B5:3DFE3D7GE76;@A4F3;@;@9GE78G>63F38ADF:7 7H3>G3F;A@  *G7EF;A@ 3D6E >;B:3DF   &;@GF7E 7 3D9F9DI &@9>9?>C1>4 =@B5CC9?>C x 35;>;F3FADBDAH;67E735:B3DF;5;B3@FI;F:353D6  x 35;>;F3FAD3E=E735:B3DF;5;B3@FFAID;F73B:D3E767E5D;4;@9:;E :7D impression of the New School’s &A67>  x -:7B3DF;5;B3@FE6;EB>3KF:7;D53D6ECG;5=>K  x 35;>;F3FAD5A>>75FEF:753D6E  x 35;>;F3FADF:3@=EF:7B3DF;5;B3@FE8ADF:7;D788ADFE  ?BFK3D6E  ?;@E H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 113 $? >D5BF95G (E5CD9?>C !*''<1>>9>75C97>'81C5 x 03EF:7DA>7A8&A;@F:7#,)5>73D>K678;@76E;@57F:7EF3DFA8F:7BDA<75F x 07D7 F:7D7 39D77?7@FE F:3FI7D75A@FD35FG3>>K?367 F:3FAD93@;L76 F:7 D7>3F;A@E:;B 47FI77@ F:7&A3@6.,"8ADF:7#,)F:3F678;@765>73D>KDA>7E3@6D7EBA@E;4;>;F;7EA8735:B3DFK x 3@KAG3EE7EE&A>7H7>A8AI@7DE:;BFAI3D6EF:7#,)03EF:3F67H7>AB76D;9:F8DA?F:7EF3DF A8F:7BDA9D3?AD38F7D x 07D7KAG;@HA>H76;@F:7BDA57EEA88AD?;@9F:7#,)A4<75F;H7E3@667>;H7D34>73@6F;?7>;@7E x 03EF:767F3;>76F;?7>;@7A8F:7BDA<75FE:3D76I;F:F:7&A;63@K67>3KEF3=7B>357;@F7D?E A85A@EFDG5F;A@ 8GD@;FGD767>;H7DK0:KEA x ;6KAGD757;H73>>F:767F3;>ED7>3F76FAF:767>;H7D34>7E07D7F:7K3>>35:;7H760:KEA x Was the MoE’s input taken into consideration in the planning phase of the overall JSP? Yes, to I:;5:7JF7@F 'A 0:K x ;6KAGD8776435=38875FF:7B>3@@;@9 x ;6F:7&A:3H73@AB;@;A@A@F:7@G?47D3@6>A53F;A@EA8',FA474G;>FADF:7@G?47DA8 F:7+, x 0AG>6KAG5A@E;67DKAGDE7>83E3@35F;H7B3DF@7D;@F:7;?B>7?7@F3F;A@A8F:7BDA<75F17E 'A  :AI x 0:3F;EKAGDAH7D3>>;?BD7EE;A@A8F:7#,) x 0:3F6AKAGF:;@=;EF:7?3;@;?B35FA8F:7#,)A@F:776G53F;A@E75FAD;@#AD63@ x 03EF:7#,)EG557EE8G>;@35:;7H;@9;FEA4<75F;H7E-AI:;5:7JF7@F x E3&AI:3F3D7F:74;997EF5:3>>7@97EKAG83576;@F:7#,) x 0:3F 67B3DF?7@FEI;F:;@ F:7&AI7D7A88;5;3>>KD7CG7EF76 FA47B3DFA8 F:7#,)0:3FI7D7 F:7;DDA>7E3@6D7EBA@E;4;>;F;7E x 0:3FI7D7KAGD5A??G@;53F;A@5:3@@7>EI;F:F:7#,) x E3@&A:AI6AKAGDB7D57;H7KAGDD7>3F;A@E:;BI;F:F:747>AII;F:;@F:7#,)  D5:;F75F@9;@77D;@95A@FD35FAD   A@EFDG5F;A@5A@FD35FADE   &)0! 7F5  x DA?KAGDBA;@FA8H;7I 6;6F:7#,)F3=7;@FA5A@E;67D3F;A@KAGD67E;9@@AD?E3@6EF3@63D6E  3@6:AI"@5>G6;@9EF3@63D6E8ADE5:AA>E75GD;FK3@6E387FK x 0:7D7F:7D75:3>>7@97EAD;EEG7EF:3F&A83576I;F:AF:7D>A53>3GF:AD;F;7E ;H77J3?B>7E x 0:3FI7D7F:78G@6;@9?75:3@;E?E8ADF:7#,) x 0:3F6AKAGF:;@=A8F:7E7?75:3@;E?E x D7F:7D73@KEG997EF;A@EFA:3H747FF7D?75:3@;E?E FA7@EGD7347FF7D8G@5F;A@;@9BDA<75F x 03EF:7&A;@HA>H76;@5:AAE;@9I:3F=;@6A87JF7@E;A@;E?3678ADF:7+7:34;>;F3F76,5:AA>E !AI x 07D7 F:7;D 788ADFE ?367 FA 7@EGD7 F:3F F:7 67E;9@ A8 F:7 ', 3@6 7JF7@E;A@E ;@ F:7 +, I7D7 E7@E;F;H7FAF:7>A53>5G>FGD7 x 03E97@67DF3=7@;@FA5A@E;67D3F;A@I:7@67E;9@;@93@6B>3@@;@98ADF:;EBDA<75F!AI x 0:3FI3EF:7DA>7A8F:7&A;@F:7A@EFDG5F;A@B:3E7EB75;8;53>>K x 07D7 F:7D7EBA@E;4;>;F;7EA8 F:7&A;67@F;8;768AD F:75A@EFDG5F;A@B:3E7"8EA :AI@64K I:A? x ;6F:7&A:3H73@K5A@FD;4GF;A@FAF:7FKB7A85A@EFDG5F;A@?3F7D;3>EGE76 8GD@;FGD7E7>75F76  AD7CG;B?7@FGE76;@F:7E5:AA>!AI !*'H53ED9?>?>CDBE3D9?>'81C5  x 7E5D;47F:7F7@67D;@93@6F:7BDA5GD7?7@FBDA57EE3BB>;76;@F:7#,);6F:7K6;887D8AD735: B:3E7JB>3;@  x ;6KAG83573@K5:3>>7@97E6GD;@9F:76;887D7@FB:3E7E"8K7E B>73E7EB75;8K  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 114 x -AI:3F7JF7@F6A7EF:7&A;@HA>H7F:7;@F:7',3@6F:77JF7@E;A@E?367;@F:7+,AD 7J3?B>7;6KAG;@HA>H7F:7G;>6;@97B3DF?7@F;@F:7;@F:75A@EFDG5F;A@B:3E7A>>AI up, supervision etc…) x 03EF:7&A;@5>AE75A@F35FI;F:F:7&)0!;@F:75A@EFDG5F;A@B:3E7!AIEA x "@F:753E7EI:7D7F:78GD@;FGD73@67CG;B?7@FI7D7BDA5GD763FA@57 I:AI3ED7EBA@E;4>78AD F:75AEFEA8EFAD3973@6:3@6>;@9 1>49>7&F5B x 0:o is responsible for the NS and RS in terms of Operation and Maintenance costs? If it’s the &A53@;F473D3>>5AEFE x !AI6AKAG366D7EE3@6BDA57EEF:7?3;@F7@3@57D7CG7EFE8DA?4AF:',3@6+, x 0:3F=;@6A8EGBBADF;ED7CG;D768DA?F:7&AFA7@EGD7?3J;?G?GF;>;L3F;A@A8F:7',3@6F:7 7JB3@E;A@3D73E;@F:7+,0:3FEF7BE;EF:7&A?3=;@9FA7@EGD7F:3F x D7 F:7D75:3>>7@97E;@8;@6;@9 F:7 D7CG;D76?3;@F7@3@57 EB3D7B3DFE;@ F:7>A53>?3D=7F!AI 6A7EF:7&A:3@6>7F:;E x 03EF:7CG3>;FKA8F:78;@3>BDA6G5F3EB7DF:7BDA<75F E5:AA>EB75;8;53F;A@ x !AI 6A KAG :3@6>7 F:7 6;E5D7B3@5;7E 47FI77@ F:7 DG@@;@9 5AEF A8 >3D97D >3@6E53B76 3D73E  !73F;@9  /7@F;>3F;A@ 3@6 ;D A@6;F;A@;@9 EKEF7?E !/  3@6 @7I 7>7?7@FE ;@ ', 3@6 +, E5:AA>E;@5A?B3D;EA@FAF:7AF:7DBG4>;5E5:AA>E;@#AD63@ x "@KAGDAB;@;A@ :AI53@I77@EGD73?AD778875F;H7GF;>;L3F;A@A8F:7D7EAGD57E3H3;>34>7;@F:7 ',3@6+, x "@F:;E8;@3>K73DA8F:7#,) >AA=;@9435= I:3F;EF:7A@7F:;@9F:3FKAGIAG>65:3@97FA7@EGD73 ?AD7EG557EE8G>;?B>7?7@F3F;A@A8F:7#,) x AF:7',3@6 ADF:7+,EF3@6AGF;@5A?B3D;EA@FAAF:7DBG4>;5E5:AA>E!AI  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 115 >D5BF95GG9D8$?'. '<1>>9>75C97> x 03EKAGDDA>7;@F:7#,)5>73D>K678;@76E;@57F:7479;@@;@9A8F:7BDA<75F x 07D7 F:7D7 39D77?7@FE F:3FI7D75A@FD35FG3>>K?367 F:3FAD93@;L76 F:7 D7>3F;A@E:;B 47FI77@ F:7&A)0!3@6.,"8ADF:7#,))>73E767E5D;47F:7?  x 07D7 F:7D7 39D77?7@FE F:3FI7D75A@FD35FG3>>K?367 F:3FAD93@;L76 F:7 D7>3F;A@E:;B 47FI77@ &A)0!3@6&8ADF:7#,))>73E767E5D;47F:7?  x 3@KAG3EE7EE&A)0!>7H7>A8AI@7DE:;BFAI3D6EF:7#,)03EF:3F67H7>AB76D;9:F8DA?F:7 EF3DFA8F:7BDA9D3?AD38F7D x 07D7KAGB3DFA8F:7BDA57EEA88AD?;@9F:7#,)A4<75F;H7E3@667>;H7D34>73@6F;?7>;@7E x 03EF:767F3;>76F;?7>;@7A8F:7BDA<75FE:3D76I;F:KAG;63@K67>3KEF3=7B>357;@F7D?EA8 5A@EFDG5F;A@0:KEA x ;6KAGD757;H73>>F:767F3;>ED7>3F76FAF:767>;H7D34>7E07D7F:7K3>>35:;7H760:KEA x 03EF:7&A)0!’s input taken into consideration in the planning phase of the overall JSP17E  'A 0:K x ;6KAGD8776435=38875FF:7B>3@@;@9 x ;6F:7&A)0!:3H73@AB;@;A@A@F:7@G?47DA8',FA474G;>FADF:7@G?47DA8F:7+, x 0AG>6KAG5A@E;67DKAGDE7>83E3@35F;H7B3DF@7D;@F:7;?B>7?7@F3F;A@A8F:7BDA<75F17E 'A  :AI x 0:3F;EKAGDAH7D3>>;?BD7EE;A@A8F:7#,) x 0:3F;EF:7@3FGD7A8KAGDD7>3F;A@E:;BI;F:F:7&A8ADF:;EBDA<75F x ;6KAG:3H78776435=A@F:7>A53F;A@A8F:7',E5:AA>E!AI6;6F:3FBDA57EEIAD= x 07D7KAG;@HA>H76;@E7>75F;@9F:7 +,!AI x 07D7KAG;@HA>H76;@E7>75F;@9F:7=;@6A8;@F7DH7@F;A@?367FAF:7+,,5:AA>E!AI x 07D7KAG;@HA>H76;@F:7EGB7DH;E;A@A8F:7CG3>;FKA8F:75A@EFDG5F;A@?3F7D;3>E7>75F76!AI did that process work? What would happen if the materials selected didn’t meet your standards? x ;d you have direct access to the FD’s? 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Give examples. x !AIE3F;E8;76;EF:7>A53>5A??G@ity with the NS’s role its playing in the community? 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The evaluation team followed a ‘regional approach’ to the Data Collection activities (Middle, North and South).    #" $% """ ! " $%!%"& " ! "" N    N           "&!!* !""  " $  !""  "$#"  "   $%* $   " "* #!! ! "#"$ "!   "!            .-'.3 4'.0 .1'.5 ! 4 5 6 0'6 .-'.3 .4'/0 /1'/ 0'6 .4'/0 /1'0- 0. '3 .- ..  (# ") . / 0 1 2 3 H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 128 %%/-  ' +,)*)&$+ # H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 129 *38??<#1I?ED *@135C1>4E>3D9?>C         NS - Hetteen Basic Co. School – Ajloun RS – That As-Sawari Secondary Comprehensive Female School – Aqaba NS – Othman bin Affan Basic School for Boys – Hay Al Janoubi NS – Al Madeenah Al-Wardya Basic Co. School – Petra NS – Othman Bin Affan Basic School for Boys – Hay Janoubi NS – Um As Summaq Secondary School for Girls - Amman H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 130 +538>?4D85%5G4E31D9?>1<>F9B?>=5>D   <53DB931<1>4$5381>931<*ICD5=C  NS – Othman Bin Affan Basic School for Boys – Hay Al Janoubi RS – That As-Sawari Secondary Comprehensive Female School – Aqaba NS - Hetteen Basic Co. School for Girls – Ajloun NS – Al Qadesiah Secondary for Girls - Safout NS - 10th Area Secondary Co. School - Aqaba NS – Othman bin Affan Basic School for Boys – Hay Al Janoubi H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 131         $1D5B91<1>49>9C89>7  NS- Al Madeeneh Al Wardiyah Basic Co. School – Wadi Mousa NS- Hetteen Basic Co. School – Ajloun NS - Maymouna Bint Al-Harith Girls School - Ramtha NS – Hetteen Basic School for Girls - Ajloun NS – Al Qadesiah Secondary for Girls - Safout NS - 10th Area Secondary Co. School - Aqaba NS – Al Qadesiah Secondary for Girls - Safout H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 132       &ED4??B*@135C  NS – 10th Area Secondary Co. School for Girls - Aqaba NS – Othman bin Affan Basic School for Boys – Hay Al Janoubi NS- Aj Jofeh Secondary Schools for Boys - Ein Al Basha NS – 10th Area Secondary Co. School for Girls - Aqaba RS – Ar-Rashediah Secondary Comprehensive School for Girls - Aqaba H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 133        EB>9DEB51>4AE9@=5>D     RS – Iben Hisham Basic School for Boys – Ar Rsaifah NS - Al Madeenah Al-Wardya Basic Co. School for Girls – Petra NS – Othman Bin Affan Basic School for Boys – Hay Janoubi NS – Um As Summaq Secondary Co. School - Amman H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 134 '5?@<5G9D89C129<9D95C  NS – Um As Summaq Secondary Co. School - Amman NS - Hetteen Basic Co. School for Girls – Ajloun H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 135 %%/ /  ) #-# &#* –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grades’ girls (Al $3D3?7:,5:AA>8AD ;D>E <#A87:,75A@63DK ,5:AA>8ADAKE '7I AGDF: >;>'?AGD    >#A87:,75A@63DK,5:AA>8ADAKE ';?7D;@6I3@,75A@63DK,5:AA> .?,3>3?33E;5A,5:AA> >#A87:3E;5A,5:AA>  >&3677@3:>03D6K3 3E;5A '7I AGDF: 3E?3> ?AGD   ,G?3;3;@F>$:3K3F,75A@63DKA,5:AA> 036;&AGE3,75A@63DK ;D>E,5:AA> '3E;43>&3L7@K33E;5A,5:AA> DI3;@F46>&GF3>743E;5A,5:AA> .?,3>3?33E;5A,5:AA> > ED33 ,5:AA> I3E 5>AE76 4753GE7F:74G;>6;@9;EH7DKA>6 3@63>>EFG67@FEI7D7?AH76FA >&36;@3>03D6K33E;5A ,5:AA>  &3K?AA@3;@F> !3D7F:3E;5A '7I ,75A@6 '3<3:-I77F   #G?3@3,75A@63DK,5:AA>8AD ;D>E+G83;63: >E>3?K33E;5A,5:AA>.?$3>F:AG? ;@(C433E;5,5:AA>$:3I>3;@F>LI3D Basic Co School Rabea’a Al Adaweya Basic A,5:AA> ,G=3;@3:;@F>!GEE7;@3E;5 ,5:AA>  H3>G3F;A@A8F:7#AD63@,5:AA>A@EFDG5F;A@3@6+7:34;>;F3F;A@)DA<75F 137 +1B75D*38??< +I@5?6 *38??< =@<5=5>D1D9?> '81C5 'B9>39@1< 3?>D13D '8?>5 >E=25B &F5B3B?G454C38??D54C38?? #3DD3:   >&GF:3@3;@!3D7F:33E;5AKE,5:AA> 46>+3:?3@>!3>:AG>;3E;5AKE,5:AA> 3:;7F>!GEE7;@3E;5AKE,5:AA> 4G3=D>,3677C3E;5AKE,5:AA>   >*367E;3:,75A@63DK ,5:AA>8AD ;D>E '7I ,75A@6 07636> 6I3@        34??3@,75A@63DK,5:AA>8AD ;D>E Aysha Um Al Mo’mneen Basic School 4G&7D:383E;5,5:AA> ,38AGF,75A@63DK ;D>E,5:AA> +3K3;@F>!GEE7;@ ,38AGF3E;5A,5:AA>/A53F;A@3>,5:AA> Fatima Al Zahra’a School 4G;>6;@9>;@=76FA3?AECG7  3>> ;FE 87?3>7 EFG67@FE I7D7 FD3@E87DD76 FA F:7 @7I E5:AA> 3@6 F:7 4G;>6;@9 ;E @AI 8AD 3 ?3>7E5:AA>  D+3E:;6;K3:,75A@63DK A +7:34;>;F3F76 ;DEF ?3>> 33E77@    >+3E:767K3,5:AA>;EF:7A@>KE5:AA>8AD9;D>E A@7;@F:73D733@6F:7@7I4G;>6;@9:7>B76;@ D76G5;@9AH7D5DAI6;@9  -:7 E5:AA> I3E D7@F;@9 FIA 5>3EEDAA?E 3@6 38F7D F:7 5A@EFDG5F;A@ A8 F:7 @7I 4G;>6;@9  F:7 FIA DAA?E I7D7 D7FGD@76FAF:7AI@7D   ,336;@4;03C3E 3E;5AKE '7I ,75A@6 !3E3@> ,3@<3>3I;     4G(43;633E;5,5:AA> '3K833E;5A,5:AA> >&GF:3@3;@&GE3>>3?,5:AA> >&GF3E7?3E;5,5:AA> >!3E3@;@>!3KF:3?,5:AA>   ,3>:;7F>4763E;5 AKE +7:34;>;F3F76 ;8F: $:3>76 &A:3?3?6 >(4AGE     Fatima Al Zahra’a Basic School   6AG4>7 E:;8F76 E5:AA>  -:7 E5:AA>5A@E;EFEA8FIA4G;>6;@9E 3@ A>6 A@7 8DA? 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($$! 4 *##5 ' !3'& !3!)           163            "$")!  +6)) 3 9)78-322%-6) 8%8)1)28  8632+0=+6)) 2 91&)63*#%0-()4327)7  -7%+6))  8632+0=-7%+6)) ")"-'"- "+/&*)*#/%""2 %**' //"(")/   $-""(")/   &.$-""(")/  ,%:)%437-8-:)4)6')48-323*1=2);7',330          //"(")/   $-""(")/   &.$-""(")/  ,%:)%437-8-:)4)6')48-323*1=2);7',330                  //"(")/   $-""(")/   &.$-""(")/  ,%:)%437-8-:)4)6')48-323*1=2);7',330                   %**'3*0/+ ".)!0) /&*) //"(")/   $-""(")/   &.$-""(")/         $-() ,%00;%=7 '3286-&98) 83 )**)'8-:)0= 97-2+ 8,)1 83 46)7)28 7):)6%0)<86%'966-'90%6%'8-:-8-)7        !,) 03'%8-32 3* 8,) (1-2 **-') ,)04)( -2 *3003;-2+ 94 32 8,) 7',330;36/        !,) ()7-+2 3* 8,) %(1-2-786%8-32 (-:-7-32 *%'-0-8%8)( 8,) '3140)8-32 3*7',3301%2%+)1)288%7/7 "2 %**'. %**' 0+) 3)!/&'&4/&*))!& /*-. 1"-$" " %"-. 1"-$" /0!")/. 1"-$" -&) &+'. -&) &+'.         !,) 6)7396')7 %6)% ,)04)( -2 -140)1)28-2+ %'8-:-8-)7 %2( ):)287 8,%80)%(783%',-):)8,)0)%62-2++3%07        !,) 40%22-2+ 63317 ,)04)( -2 )26-',-2+ 8,) 8)%',-2+0)%62-2+ 463')77        !,) 1))8-2+ 63317 ,)04)( 83 '31192-'%8) ;-8, 1)1&)67 3* 8,) 7',330'31192-8= !,)7->)3*8,)78%8-32%6=6331-779-8%&0)*36-87-28)2()(496437)        !,)-0-2+331'3286-&98)(838,)2))(73*1%2%+)6-%0;36/        !,)7->)3*8,)33/ 836%+)331-779-8%&0)*36-87-28)2()(97)        !,)-0-2+331-7'037)838,)7)'6)8%6=               %:-2+ % %6))6 3927)0-2+ 331 '3286-&98)( -2 '6)%8-2+ &)88)6 34436892-8-)7*36789()28783/23;%&3988,)-6*9896)'%6))67        %:-2+ % 6)7)%6', 6331 -2 8,) 0-&6%6= '3286-&98)( -2 '6)%8-2+ &)88)6 34436892-8-)7 *36 8)%',)67 %2( 789()287 83 '32(9'8 6)7)%6',)7        !,) 1908-496437) ,%007 '3286-&98)( 83 8,) -140)1)28%8-32 3* :%6-397)(9'%8-32%0%'8-:-8-)7        !,) 03'%8-32 3* 8,) school’s /-37/ 1%() -8 )%7-)6 *36 789()287 83 97)        !,) %:%-0%&-0-8= 3* 8,) 7',330 '0-2-' ,)04)( -2 463:-(-2+ 46-1%6= 1)(-'%0'%6)8,%8-779-8%&0)*36789()287 !,)%:%-0%&-0-8=3*&%8,63317-2(-**)6)2803'%8-327-27-()8,)7',330               !,) ()7-+2 3* 8,) 7',330 '3286-&98)( 83 )2,%2'-2+ 1= 7)27) 3* 3;2)67,-483;%6(78,)7',330        !,) 03'%8-32 3* 8,)  '3286-&98)7 83 3**)6-2+ % 7%*) 7',330 )2:-6321)28*36789()287 !,)40%=%6)%*368,)'3286-&98)(-2%',-):-2+-87-28)2()(97)                  !,) &%8,63317 %2( 8,) /-8',)2 -28)2()( *36 8,)  %6) 03'%8)( '037)838,)          !,) 03'%8-32 3* 8,) 2967)6= 1))87 8,) 6)59-6)1)287 3* 8,) -2-786=3*8,) 3'-%0):)0341)28 The space of the nursery contributed to achieve its’ intended goal.              //"(")/   $-""(")/   &.$-""(")/             !,)()7-+23*8,)7',330'366-(367%2(,%00;%=7*%'-0-8%8)(8,) -140)1)28%8-323*:%6-397)(9'%8-32%0%'8-:-8-)7          !,)()7-+23*8,)'0%776331740%=)(%630)-2-140)1)28-2+ )(9'%8-32%0%'8-:-8-)7            !,)%:%-0%&-0-8=3*79&.)'81%88)6'0%7763317'3286-&98)(83 463:-(-2+&)88)60)%62-2+)2:-6321)288,%8-1463:)(8,)0)%62-2+ 463')77           !,)%:%-0%&-0-8=3*%6)7396')6331,)04)(-2-140)1)28-2+7',330 %'8-:-8-)78,%8%',-):))(9'%8-32%0+3%07            !,)%:%-0%&-0-8=3*40%22-2+63317)26-',)(8,)8)%',-2+0)%62-2+ 463')77            %:-2+%1))8-2+63317-2):)6='0978)6463138)()**)'8-:) '31192-'%8-32&)8;))28)%',)67            %:-2+%8)%',)676331'3286-&98)783&)88)6'31192-'%8-32 &)8;))28)%',)67            %:-2+%)7396')331'3286-&98)(-2-140)1)28-2+ )2,%2')1)28%'8-:-8-)779-8%&0)*36789()287              !,)1908-496437)6331'3286-&98)(838,)-140)1)28%8-323*8,) %'8-:-8-)78,%87)6:)(8,)8)%',-2+0)%62-2+463')77           %:-2+%0-&6%6='3286-&98)(83)26-',-2+8,)8)%',-2+0)%62-2+ 463')77 " %"-. 1"-$"              !,)%:%-0%&-0-8=3*7'-)2')0%&7'3286-&98)(83-140)1)28-2+7'-)2') )<4)6-1)2876)0%8)(838,)'966-'9091            %:-2+%68197-'0%&'3286-&98)(-2-140)1)28-2+)(9'%8-32%0 %'8-:-8-)78,%87)6:)8,)0)%62-2+3&.)'8-:)7             %:-2+:3'%8-32%00%&'3286-&98)(-2-140)1)28-2+)(9'%8-32%0 %'8-:-8-)78,%87)6:)8,)0)%62-2+3&.)'8-:)7     //"(")/   $-""(")/   &.$-""(")/               = 2); 7',330 ,%7 40%=+6392(7 %2( %6)%7 8,%8 ,)04 1) (3 (-**)6)28%'8-:-8-)7 The location of the school’s kiosk helps using it with ease                      !,) %:%-0%&-0-8= 3* 8,) school’s '0-2-' 1%() *-678 %-( %'')77-&0) 83 1) %2(1=7',3301%8)7            !,) 74%')7 3* 8,) ,%00;%=7 1%/) -8 7%*) *36 1) 83 13:) *631 32) '0%776331838,)38,)6             !,) %:%-0%&-0-8= 3* % 6)7396') %6)% +%:) 1) 8,) 34436892-8= 83 0)%62-2(-**)6)28;%=7            !,) %:%-0%&-0-8= 3* &%8,63317 -2 7):)6%0 %6)%7 -2 8,) 7',330 '3286-&98)(836)7432(-2+831=&%7-'2))(7             !,) %:%-0%&-0-8= 3* 0%&7 %2( :3'%8-32%0 63317 ,)04)( 1) 0)%62 -2 % &)88)6;%=             %:-2+ % 8,)%86) %2( 743687 %6)%7 +%:) 1) 8,) 34436892-8= 83 4%68-'-4%8)-2(-:)67)%'8-:-8-)7          %:-2+ % 0-&6%6= -2 8,) 7',330 '6)%8)( 136) 34436892-8-)7 *36 1) 830)%62%2(6)%(     " %)*'*$3)!"2!0 /&*)')1&-*)(")/ /0!")/. 1"-$" -&) &+'. 1"-$"  //"(")/   $-""(")/   &.$-""(")/           !,) (-:)67-8= 3* 8)',2303+-'%0 83307 %:%-0%&0) -2 8,) 7',330 )2%&0)( 8,)7',330'31192-8=8397)8,)1-21908-40);%=7        !,) %:%-0%&-0-8= 3* '31498)67 -2 8,) %(1-2-786%8-:) (-:-7-32 %003;)( *36'3140)8-2+%(1-2-786%8-:);36/            !,) school’s -28)62%0 %2( )<8)62%0 %22392')1)28 7=78)1 ,)047 8,) '31192-'%8-32&)8;))28)%',)67%2(789()287          !,) %:%-0%&-0-8= 3* 796:)-00%2') '%1)6%7 '3286-&98)( 83 8,) '328630 3*7',330;36/     //"(")/   $-""(")/   &.$-""(")/             !,)%:%-0%&-0-8=3*-28)6%'8-:);,-8)&3%6(7*%'-0-8%8)(8,) implementation of activities that enrich students’ learning.              !,)%:%-0%&-0-8=3*0%48347*36789()287'3286-&98)(-2%'8-:%8-2+8,) 630)3*789()287-28,)0)%62-2+8)%',-2+463')77 %:-2+1=3;2'31498)6,)04)(1)-2-2(3-2+1=0)77327&)88)6                     !,)%:%-0%&-0-8=3*%8% ,3;)59-41)281%()-8)%7-)6*361)83 46)7)28)(9'%8-32%0%'8-:-8-)7           !,)%:%-0%&-0-8=3*',%6+-2+92-87'3286-&98)(838,)%'8-:%8-32%2( 98-0->%8-323*0%48347837)6:)8,)8)%',-2+0)%62-2+463')77             %:-2+'31498)67-28,)0-&6%6=,)04)(-2)26-',-2+8,)8)%',-2+ 0)%62-2+463')77              %:-2+'31498)67-27'-)2')0%&740%=)(%630)-21)6+-2+&)8;))2 8)',2303+-)7%2(8)%',-2+7'-)2')           %:-2+'31498)67-28,)%68%2(197-'0%&40%=)(%630)-21)6+-2+ &)8;))28)',2303+-)7%2(8)%',-2+%68%2(197-'    1"-$" " %"-. 1"-$"  //"(")/   $-""(")/   &.$-""(")/               !,) %:%-0%&0) '31498)67 -2 8,) 7',330 ,)04)( -2 ():)034-2+ 1= '31498)67/-007            !,) -28)6%'8-:) ;,-8)&3%6(7 -2 8,) '0%7763317 ,)04)( -2 463:-(-2+ %2)<'-8-2+%2(*920)%62-2+)2:-6321)28           !,) %:%-0%&-0-8= 3* 789()28 0%48347 463:-()( %2 34436892-8= 83 97) 8)',2303+=8,639+,3988,)7',330 %:-2+-28)62)8%88,)7',330,)04)(1)'3140)8)8,)1=8%7/7               '" /-& ')!" %)& '3./"(. //"(")/   $-""(")/   &.$-""(")/         !,) %:%-0%&-0-8= 3* )1)6+)2'= (3367 -2 8,) 7',330 ,)04)( 83 463:-()%7%*)7',330)2:-6321)28        !,) 46)7)2') 3* *-6) 7=78)17 '3286-&98)( 83 ()%0-2+ ;-8, )1)6+)2'=7-89%8-327-28,)7',330        !,) 46)7)2') 3* % ,)%8-2+ 7=78)1 -2 8,) 7',330 '3286-&98)( -2 % 136)79-8%&0)7',330)2:-6321)28        !,) (-786-&98-32 3* )0)'86-'-8= 409+7 *%'-0-8%8)( 8,) 98-0->%8-32 3* 8)',2303+=8,639+,3988,)7',330        !,) :)28-0%8-32 7=78)1 -2 8,) 7',330 '3286-&98)( 83 % 79-8%&0) 0)%62-2+)2:-6321)28        !,) +33( 0-+,8-2+ 7=78)1 -2 8,) 7',330 '3286-&98)( 83 % 79-8%&0) 0)%62-2+)2:-6321)28    /"-&'.)!&)&.%&)$ //"(")/   $-""(")/   &.$-""(")/  /0!")/. 1"-$" -&) &+'. 1"-$" -&) &+'.         !,) 8=4) 3* 8,) playgrounds’ *0336-2+ 1%8)6-%0 40%=)( % 1%.36 630) -2463:-(-2+7%*)8=*368,)789()287        !,) 8=4) 3* 8,) school’s -2(336 *0336-2+ '3286-&98)7 83 %'')77 % '0)%20)%62-2+)2:-6321)28        !,) 8=4) 3* 4%-28 97)( -2 8,) 7',330 -7 46%'8-'%0 %2( 79-8%&0) ;-8, students’ daily use. !,)&%8,6331)59-41)28%6)79-8%&0)*368,)8%6+)8%+)+6394               !,) (3367 97)( -2 8,) 7',330 &9-0(-2+ %6) 46%'8-'%0 %2( 79-8 its’ -28)2()(97)&=789()287        !,) '0%776331 (3367 %6) 46%'8-'%0 %2( 79-8 8,) 97) 3* 8%6+)8 789()287        !,) ;-2(3;7 97)( -2 8,) 7',330 %6) 46%'8-'%0 %2( 79-8 8,)-6 -28)2()(97)        !,) ,)-+,8 3* 8,) ;-2(3;7 -2 '0%7763317 -7 79-8%&0) *36 8,) 8%6+)8 %+)+6394         !,) 8,-'/2)77 3* 8,) ;-2(3;7 '3286-&98)7 83 % 7%*) 7',330 )2:-6321)28    0/!**-+ ". //"(")/   $-""(")/   &.$-""(")/         !,) school’s 398(336 *%'-0-8-)7 '3286-&98)( -2 8,) -140)1)28%8-32 3*%:%6-)8=3*)(9'%8-32%0%'8-:-8-)7        !,) ()7-+2 3* 8,) 398(336 )286%2')7 ,)04)( -2 98-0->-2+ 8,)1 83 serve the school’s work.        !,) 03'%8-32 3* 8,) +%6()2 %6)%7 ;%7 786%8)+-' )239+, 83 %003; *36 +%6()2-2+%'8-:-8-)7        !,) school’s 398(336 40%=+6392(7 463:-()( 136) 34436892-8-)7 83 -140)1)287',330%'8-:-8-)7%2():)287 1"-$" -&) &+'.         !,) 8=4) 3* 8,) playgrounds’ *0336-2+ 1%8)6-%0 40%=)( % 1%.36 630) -2463:-(-2+7%*)8=*368,)789()287 !,)()7-+23*8,)'%64%6/%003;)(*36-87)**)'8-:)-28)2()(97)                 !,)40%=%6)%*368,)'3286-&98)(-2%',-):-2+-87-28)2()(97)     //"(")/   $-""(")/   &.$-""(")/               The school’s outdoor facilities facilitated the implementation of :%6-397%'8-:-8-)78,%87)6:)8,)8)%',-2+0)%62-2+463')77      //"(")/   $-""(")/   &.$-""(")/               =2);7',330,%740%=+6392(7%2(%6)%78,%8,)041)(3 (-**)6)28%'8-:-8-)7    0-)&/0-")!,0&+(")/. //"(")/   $-""(")/   &.$-""(")/         !,) 46)7)2') 3* 46-28-2+ 1%',-2)7 '3286-&98)7 83 %',-):-2+ 2)')77%6=7',3308%7/7        !,) 46)7)2') 3* 4,383'34=-2+ 1%',-2)7 '3286-&98)7 83 %',-):-2+ 2)')77%6=7',3308%7/7        !,) %:%-0%&-0-8= 3* % *0)<-&0) 7',330 *962-896) '3286-&98)( 83 8,) (-:)67-*-'%8-323*%8)%',-2+0)%62-2+)2:-6321)28 !,)7',330*962-896)-779-8%&0);-8,8,)8%6+)8789()28%+)+6394        !,)*962-896)97)(-73*+33(59%0-8=        " %"-. 1"-$" /0!")/. 1"-$" -&) &+'. 1"-$"            !,) *962-896) 3* 8,) %(1-2-786%8-:) (-:-7-32 79-87 8,) 2%896) 3* -87 8%7/7        !,) *962-896) %:%-0%&0) -2 8,) 1))8-2+ 6331 *%'-0-8%8)( %',-):-2+ -87 -28)2()(97)        !,) *962-896) 3* 8,) 7',330 '0-2-' '3286-&98)( -2 463:-(-2+ *-678 %-( 83789()287%2(8)%',)67        !,) %:%-0%&-0-8= 3* )%7=8313:) 0-&6%6= *962-896) *%'-0-8%8)( 8,) %&-0-8=3*97-2+-8*36(-**)6)288%7/7        !,) *962-896) %:%-0%&0) -2 8,) 6)7396')7 %6)% '3286-&98)( -2 (-:)67-*=-2+8,)8)%',-2+0)%62-2+463')77%2(%'8-:-8-)7 !,)*962-896)-28,)2967)6=-779-8%&0)*368,)',-0(6)28,)6)                      !,)6) %6) )239+, '94&3%6(7 %2( (6%;)67 -2 8,) 33/ 836%+) 331 !,)6)%6))239+,'94&3%6(7%2((6%;)67-28,)-0-2+331               !,) 46)7)2') 3* &900)8-2 &3%6(7 -2 8,) '366-(367 '3286-&98)( 83 -140)1)28-2+(-**)6)28)(9'%8-32%0%'8-:-8-)7        "7-2+ ;,-8)&3%6(7 ,)04)( -2 '6)%8-2+ % ,)%08,-)6 '0%776331 )2:-6321)28*36789()287%;%=*631',%0/     //"(")/   $-""(")/   &.$-""(")/           !,)*0)<-&-0-8=3*8,)'0%776331*962-896),)0471)-26)()7-+2-2+ 8,)78=0)3*8,)6331 !,)*962-896)-21='0%776331-77%*)8397)                           !,)*962-896)%:%-0%&0)*368)%',)67,)04)(8,)1'3140)8)8,)-6 8%7/7             !,)*962-896)3*8,)0-&6%6=,)04)(-2%'8-:%8-2+-8797)7)6:-2+8,) )(9'%8-32%00)%62-2+463')77          !,)*962-896)3*8,)6)7396')%6)%'3286-&98)(-2'32(9'8-2+ %'8-:-8-)78,%8'%2238&)'32(9'8)(-28,)'0%7763317 1"-$" " %"-.                %:-2+&900)8-2&3%6(7-28,)'0%776331)26-',-2+8,)0)%62-2+ )2:-6321)28-28,)'0%776331              %:-2+&900)8-2&3%6(7-28,),%00;%='3286-&98)(437-8-:)0=838,) 8)%',-2+0)%62-2+463')77             The availability of my room’s furniture contributed in developing 1=7)27)3*3;2)67,-4        !,)*962-896)-28,)7'-)2')0%&'6)%8)(%136))26-',-2+0)%62-2+ )2:-6321)28*36789()28            !,)6)-7%7%*)40%')837836)83<-'79&78%2')76)59-6)(*36 )<4)6-1)287              !,)*962-896)-28,)%68%2(197-'0%&'3286-&98)(838,)8)%',-2+ 0)%62-2+463')77            !,)*962-896)-28,):3'%8-32%00%&'3286-&98)(83)26-',-2+ 8)%',-2+0)%62-2+463')77 !,)0%&7*962-896)-77%*)8397)                       !,)2)')77%6=7'-)28-*-')59-41)287%6)%:%-0%&0)83'32(9'8 7'-)2'))<4)6-1)287          68%2(197-'6)7396')7%6)%:%-0%&0)83'32(9'8%68%2(197-' %'8-:-8-)7 !,);,-8)&3%6(7%6)46%'8-'%0%2(79-8%&0)*368)%',-2+496437)7                       !,);,-8)&3%6(7'3286-&98)(83%,)%08,-)6'0%776331 )2:-6321)28*368,)8)%',)6%2(789()287            !,)4,383'34=-2+1%',-2)7%88,)7',330%003;)(1)83 4,383'34=%'8-:-8=7,))87%2(%77-+21)2878,%8,)04)(-28)%',-2+ 789()287            !,)46-28)67%88,)7',330%003;)(1)831%/)-223:%8-:) )(9'%8-32%01%8)6-%083)26-',789()2870)%62-2+     /0!")/. 1"-$"  //"(")/   $-""(")/   &.$-""(")/             !,) *962-896) -2 1= '0%776331 -7 *0)<-&0) 83 97) %2( ,)047 1) &)88)6-28)6%'8;-8,1='0%771%8)7 !,)*962-896)-21='0%776331-779-8%&0)*361=%+)            !,)*962-896)-21='0%776331-71%()3*+33(59%0-8=            !,)*962-896)-28,)%68197-'0%&,)0471)-2'3140)8-2+1=8%7/7           !,)*962-896)-28,):3'%8-32%06331,)0471)-2'3140)8-2+1=8%7/             !,)*962-896)-28,)7'-)2')0%&,)0471)-2'3140)8-2+1=8%7/7           !,)*962-896)-21='0%776331-77%*)8397)            !,)*962-896)-28,)0%&7-77%*)8397)                          %:-2+ &900)8-2 &3%6(7 -2 1= '0%776331 %003;)( 1) 83 (-740%= 1= ;36/   #"/3 //"(")/   $-""(")/   &.$-""(")/         !,) ,)-+,8 3* 8,) 7',330 7966392(-2+ ;%007 '3286-&98)7 83 % 7%*) 7',330)2:-6321)28        !,) 8=4) 3* 8,) playgrounds’ *0336-2+ 1%8)6-%0 40%=)( % 1%.36 630) -2463:-(-2+7%*)8=*368,)789()287        !,) %:%-0%&-0-8= 3* )1)6+)2'= (3367 -2 8,) 7',330 ,)04)( 83 463:-()%7%*)7',330)2:-6321)28         !,) 8,-'/2)77 3* 8,) ;-2(3;7 '3286-&98)7 83 % 7%*) 7',330 )2:-6321)28        !,) 46)7)2') 3* *-6) 7=78)17 '3286-&98)( 83 ()%0-2+ ;-8, )1)6+)2'=7-89%8-327-28,)7',330        !,) 03'%8-32 3* 8,)  '3286-&98)7 83 3**)6-2+ % 7%*) 7',330 )2:-6321)28*36789()287     1"-$" -&) &+'. 1"-$"  //"(")/   $-""(")/   &.$-""(")/  !,)*962-896)-21='0%776331-77%*)8397)              !,)6)-7%7%*)40%')837836)83<-'79&78%2')76)59-6)(*36)<4)6-1)                //"(")/   $-""(")/   &.$-""(")/  !,)*962-896)-21='0%776331-77%*)8397)            !,)*962-896)-28,)0%&7-77%*)8397)                "*+'"2&/%&.&'&/&". //"(")/   $-""(")/   &.$-""(")/         !,) %:%-0%&-0-8= 3* )59-41)28 *36 789()287 ;-8, (-7%&-0-8-)7 '3286-&98)( 83 8,) 463:-7-32 3* % 79-8%&0) 0)%62-2+ )2:-6321)28 *36 8,)7)789()287    ")."*#2)"-.%&+ //"(")/   $-""(")/   &.$-""(")/         !,) ()7-+2 3* 8,) 7',330 '3286-&98)( 83 )2,%2'-2+ 1= 7)27) 3* 3;2)67,-483;%6(78,)7',330    //"(")/   $-""(")/   &.$-""(")/  !,)()7-+23*8,)7',330'3286-&98)(83)2,%2'-2+1=7)27)3*3;2)           -&) &+'. 1"-$" -&) &+'. 1"-$" " %"-. " %"-. 1"-$" /0!")/. 1"-$"  The availability of my room’s furniture contributed in developing my                  //"(")/   $-""(")/   &.$-""(")/  %:-2+%03'/)6,)04)(1)-27836-2+1=&33/7%2(78%8-32%6=                         %:-2+ % 03'/)6 *36 1=7)0* '3286-&98)( 83 1= 7)27) 3* 3;2)67,-4 83;%6(78,)7',330     +"-/&*))!&)/")) " //"(")/   $-""(")/   &.$-""(")/         !,) 1%-28)2%2') 463')77 79-8)( 8,) 6)59-6)( 74))( 3* '3140)8-2+ 1%-28)2%2')8%7/7(96-2+8,)+9%6%28))4)6-3(        !,) 6)74327-&0) 4%68-)7 %'8-:)0= %2( 4631480= 6)7432( 83 6)4368)( 1%-28)2%2')-779)7        !,) 9440-)67 6)40%')( 8,) (%1%+)( *962-896) 8,%8 ,%( %66-:)( 83 8,)7',330        !,) =)%60= &9(+)8 3* 8,) 7',330 1%8',)7 8,) 6)59-6)1)287 3* 8,) schools (pens, maintenance etc…)    1"-$" /0!")/. 1"-$" -&) &+'. 1"-$"  $  $/"" ,  1/,+$)6$/"" +  &0$/""  1/,+$)6&0$/"" $("(&*!%$%* - %%" $ % **#$*   (#$*   !)(#$*   %3"-,0&1&3"-"/ "-1&,+,#*6+"4 )00/,,*                %%".%+*&)$+$*!%$ $ % **#$*   (#$*   !)(#$*         %"), 1&,+,#1%"!*&+&01/1&,+/,,*%")-0&+#,)),4&+$2-,+0 %,,) 4,/(        %"0- &+$,#1%"!*&+/,,*)),40#,/ ,*-)"1&+$!*&+&01/1&3" 4,/(        The space of teachers’ room is suitable with their number and allows 1%"*1,*,3""0&)6        %"0- "0,#1%" )00/,,*0/"02&1)"4&1%1%"3"/$"+2*"/,# 012!"+10&+" % )00/,,*         3&+$+"4 )00/,,*0 ,+1/&21"!1,&*-/,3&+$1%"1" %&+$)"/+&+$ "+3&/,+*"+1&+1%"0 %,,)         %"0- "0,#1%" ,*-21"/)002&11%"3"/$"+2*"/,#012!"+10&+ " % )00         2&)!&+$+"4 ,*-21"/)0 /"1"!,--,/12+&1&"0#,/1" %"/01, &+ ,/-,/1"1" %+,),$6&+1,1%"&/1" %&+$         %"0- "0,#1%"0 &"+ ")002&11%"3"/$"+2*"/,#012!"+10&+ " % )00 *+$*) ,( (!$!&") 2*"/,#)&!"-,+ 2"01&,++&/"11"*" Rehabilitated Schools: School Occupancy and Utilization Indicators         %"+"40 &"+ ")0 ,+1/&21"!1, /"1&+$,--,/12+&1&"0#,/1" %"/0 +!012!"+101, ,+!2 1"5-"/&*"+101,*""1)"/+&+$,'" 1&3"0         %"), 1&,+,#1%"(&+!"/$/1"+ ,+1/&21"1,-/,3&!&+$0#" "+3&/,+*"+1#,/1%"012!"+10   %"), 1&,+,#1%"1%/,,*0*("0&1"06#,/012!"+101,20"          $ % **#$*   (#$*   !)(#$*           The space of teachers’ room is suitable with their number and allows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he good ventilation in the teachers’ room offered a suitable working "+3&/,+*"+1#,/1%"         The good lighting in the teachers’ room offered a suitable working "+3&/,+*"+1#,/1%"*          %"3"+1&)1&,+&+1%"+"4 )00/,,* ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+*"+1  ,(  () ,( *+$*) ,( (!$!&") (!$!&") ,(         %")&$%1&+$&+1%"+"4 )00/,,* ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+*"+1         %"")" 1/& )-)2$0&+1%" ,*-21"/)0 ,+1/&21"1,"##" 1&3")6 !&01/&21&+$ ,*-21"/0        %"3"+1&)1&,+&+1%"+"4 ,*-21"/)0 ,+1/&21"!1,02&1)" )"/+&+$"+3&/,+*"+1        %")&$%1&+$&+1%"+"4 ,*-21"/)0 ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+"*"+1        %"3"+1&)1&,+&+1%"+"40 &"+ ")0 ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+*"+1         %")&$%1&+$&+1%"+"40 &"+ ")0 ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+*"+   %"3"+1&)1&,+&+1%" ,+1/&21"!1,02&1)")"/+&+$"+3&/,+*"+1         %"3"+1&)1&,+&+1%"1%/,,*0&0$,,!           $ % **#$*   (#$*   !)(#$*          The good ventilation in the teachers’ room offered a suitable working "+3&/,+*"+1#,/1%"*             The good lighting in the teachers’ room offered a suitable working "+3&/,+*"+1#,/1%"*              3&+$$,,!3"+1&)1&,+0601"*0&+1%" )00/,,*0 ,+1/&21"!1, -/,3&!&+$02&1)")"/+&+$"+3&/,+*"+1#,/1%"012!"+10                 3&+$)&$%1&+$0601"*0&+1%" )00/,,*0 ,+1/&21"!1,-/,3&!&+$ 02&1)")"/+&+$"+3&/,+*"+1#,/1%"012!"+10            3&+$")" 1/& ) )"0&+1%"/&$%1-) "0 ,+1/&21"!1,02&1)" )"/+&+$"+3&/,+*"+1              %"")" 1/& )"51"+0&,+0&+0&!"1%" ,*-21"/)0/"*!"&+46 4%& %&00#"#,/012!"+10                3&+$$,,!3"+1&)1&,+0601"*0&+1%" ,*-21"/) ,+1/&21"!1, /"1&+$02&1)")"/+&+$"5-"/&"+ "#,/012!"+10  ,(  ()              3&+$$,,!)&$%1&+$0601"*0&+1%" ,*-21"/) ,+1/&21"!1, /"1&+$ 02&1)")"/+&+$"5-"/&"+ "#,/012!"+10                %"3"+1&)1&,+&+1%"+"40 &"+ ")0 ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+"*"+1            %")&$1&+$&+1%"+"40 &"+ ")0 ,+1/&21"!1,02&1)")"/++&+$ "+3&/,+"*+1     $ % **#$*   (#$*   !)(#$*   %"3"+1&)1&,+&+1%" )00/,,*&002&1)"           %")&$%1&+$&+1%" )00/,,*&002&1)"+!)),40*"1,0""4"))                %"3"+1&)1&,+&+1%" ,*-21"/)&002&1)"              %")&$%1&+$&+1%" ,*-21"/)&002&1)"+!)),40*"1,0""4"))               %"3"+1&)1&,+&+1%"0 &"+ ")&002&1)"                %")&$%1&+$&+1%"0 &"+ ")&002&1)"+!)),40*"1,0""4"))                 *(!")$!$!) !$ $ % **#$*   (#$*   !)(#$*         The good ventilation in the teachers’ room offered a suitable working "+3&/,+*"+1#,/1%"*         The good lighting in the teachers’ room offered a suitable working "+3&/,+*"+1#,/1%"*          %"3"+1&)1&,+&+1%"+"4 )00/,,* ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+*"+1         %")&$%1&+$&+1%"+"4 )00/,,* ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+*"+1         %"3"+1&)1&,+&+1%"+"4 ,*-21"/)0 ,+1/&21"!1,02&1)" )"/+&+$"+3&/,+*"+1        %")&$%1&+$&+1%"+"4 ,*-21"/)0 ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+*"+1 (!$!&") *+$*) ,( ,(         %"3"+1&)1&,+&+1%"+"40 &"+ ")0 ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+*"+1         %")&$%1&+$&+1%"+"40 &"+ ")0 ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+*"+1    %"3"+1&)1&,+&+1%" ,+1/&21"!1,02&1)")"/+&+$"+3&/,+*"+1         %"3"+1&)1&,+&+1%"1%/,,*0&0$,,!               %"+" "00&1&"03&))"&+1%"1%/,,*002&11%"$"$/,2-0+!1%"&/ +""!0    $ % **#$*   (#$*   !)(#$*          The good ventilation in the teachers’ room offered a suitable working "+3&/,+*"+1#,/1%"*             The good lighting in the teachers’ room offered a suitable working "+3&/,+*"+1#,/1%"*              3&+$$,,!3"+1&)1&,+0601"*0&+1%" )00/,,*0 ,+1/&21"!1, -/,3&!&+$02&1)")"/+&+$"+3&/,+*"+1#,/1%"012!"+10                 3&+$)&$%1&+$0601"*0&+1%" )00/,,*0 ,+1/&21"!1,-/,3&!&+$ 02&1)")"/+&+$"+3&/,+*"+1#,/1%"012!"+10                 3&+$$,,!3"+1&)1&,+0601"*0&+1%" ,*-21"/) ,+1/&21"!1, /"1&+$02&1)")"/+&+$"5-"/&"+ "#,/012!"+10              3&+$$,,!)&$%1&+$0601"*0&+1%" ,*-21"/) ,+1/&21"!1, /"1&+$ 02&1)")"/+&+$"5-"/&"+ "#,/012!"+10                %"3"+1&)1&,+&+1%"+"40 &"+ ")0 ,+1/&21"!1,02&1)")"/+&+$ "+3&/,+"*"+1            %")&$1&+$&+1%"+"40 &"+ ")0 ,+1/&21"!1,02&1)")"/++&+$ "+3&/,+"*+1       $ % **#$*   (#$*   !)(#$*   %"3"+1&)1&,+&+1%" )00/,,*&002&1)"          ,(  () ,( *+$*)   %")&$1&+$&+1%" )00/,,*&002&1)"+!)),40*"1,0"""11"/               %"3"+1&)1&,+&+1%" ,*-21"/)&002&1)"              %")&$1&+$&+1%" ,*-21"/)&002&1)"+!)),40*"1,0"""11"/               %"3"+1&)1&,+&+1%"0 &"+ ")&002&1)"                %")&$%1&+$&+1%"0 &"+ ")&002&1)"+!)),40*"1,0"""11"/                        %"1%/,,*0&+*60 %,,)/"0#"&+1"/*0,#1%"&/!,,/01%"%"&$%1 ,#1%"4&+!,40+!1%"#),,/&+$   %"1%/,,*".2&-*"+13&))"/"02&1)"              +($!*+($'+!&#$*) $ % **#$*   #$*   !)(#$*  %"#2/+&12/",#1%"!*&+/,,**1 %"01%"+12/",#1%"!*&+4,/(         The furniture of teachers’ room is with high quality.               The furniture of teachers’ room helped them to complete their assigned 10(0   %"#2/+&12/"20"!&+1%"+"4 )00/,,*02&101%"$",#012!"+10               %"#2/+&12/"&+1%"(&+!"/$/1"+02&101%"$"0,#1%"012!"+10&+ -/,3&!&+$02&1)")"/+&+$"+3&/,+*"+1       $ % **#$*   #$*   !)(#$*   The furniture of teachers’ room is with high quality                       The furniture of teachers’ room helped them to complete their assigned 10(0    %"#2/+&12/"&+1%"+"4!!"! )00/,,*0&00#"1,20"                          3&+$0 %,,)#/&"+!)6#2/+&12/"%")-"!&+!&3"/0&+$ )00/,,* //+$"*"+10            The computer lab’s furniture is suited for students’ ages and thus -/,3&!&+$02&1)")"/+&+$"+3&/,+*"+1     %"#2/+&12/"&+ ,*-21"/)0&00#"1,20"            () ,( (!$!&") ,(               %" )00/,,*#)"5&)"#2/+&12/" ,+1/&21"!1,,##"/,'" 1&3"0  %&"3)")"/+&+$"+3&/,+"*"+1                  The science lab’s furniture is suited for students’ ages and thus providing 02&1)")"/+&+$"+3&/,+*"+1    %"#2/+&12/"&+1%"0 &"+ ")&00#"                     $ % **#$*   (#$*   !)(#$*            %"#)"5&)"#2/+&12/"%")-"!*"1, ,)),/1"*,/"4&1%*6 )00*1"0 4%"+*!,&+$ 1&3&1&"0   The furniture in my classroom is safe and doesn’t cause me any injuries              %"#2/+&12/",#1%" ,*-21"/)&00#"1,20"                %"#2/+&12/",#1%"0 &"+ ")&00#"1,20"               *. $ % **#$*   (#$*   !)(#$*         %"), 1&,+,#1%"(&+!"/$/1"+ ,+1/&21"1,-/,3&!&+$0#" "+3&/,+*"+1#,/1%"012!"+10     $ % **#$*   (#$*   !)(#$*   %"#2/+&12/"&+1%"+"4!!"! )00/,,*0&00#"1,20"                %"#2/+&12/"&+ ,*-21"/)0&00#"1,20"                    %"")" 1/& )"51"+0&,+0&+0&!"1%" ,*-21"/)0/"*!"&+46 4%& %&00#"#,/012!"+10         3&+$+"*"/$"+ 6"5&1&+1%") ,+1/&21"!1,,##"/&+$+")"*"+1 ,#0#"16#,/1" %"/0+!012!"+104%"+1%"6/"20&+$1%")    %"#2/+&12/"&+1%"0 &"+ ")&00#"                            %"/"/"!"0&$+1"!/"0&+1%")1,01,/"1,5& *1"/&)20"!&+ "5-"/&*"+10  ,( *+$*) ,( (!$!&") ,(  ()      $ % **#$*   (#$*   !)(#$*   %"#2/+&12/"&+*6 )00/,,*&00#"+!!,"0+1 20"*"+6&+'2/&"0              %"#2/+&12/"&+1%" ,*-21"/)&00#"                %"#2/+&12/"&+1%"0 &"+ ")&00#"               ,( ,( *+$*)            184           " J ~ J l , J - rr----.- J; ~ ;) 1 .' 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schools have locked fire exit doors to have better control over students’ access in and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Alternatively a fixed handle can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sers’ feedback:  $-29966+C9?>=:+-/=+8.0?8->398  +C79?8+238>6+2$-2996 '301:77:B492>;,.0>,=09:?-0492@>0/,>/0>4290/   .7383=><+>398 7//>381 <997 is being used as a deputy director’s office -0.,@>0?30=0,=0?B:/0;@?40>49?30>.3::7,9/:97D:90:114.04>;=:A4/0/   36381<997,?70A074>-0492@>0/,>>?:=,20   +/<9003-/4> -0492 @>0/,>,9:114.01:=:=/,94,9 30=4?,20 -0.,@>0 ?30=04>9:;0=>:99071:=.,=00=/0A07:;809?:9>.3::7   $:/-3+68//.=9003-/is being used as an office to manage “Sherketna” project.   >27+83800+8$-2996   $>+00<997 at the second floor is being used as a deputy director’s office because ?30>0.:9//0;@?D/:0>9:?3,A0,9:114.0>;,.0   +/<4>-0492@>0/,>,>?,11800?492=::8   $:/-3+68//.=:114.04>-0492@>0/,>,;=,D0==::8   49?0/26%2+8+A/C/2$-2996   3@/-6+==<997=49?30701?.7@>?0=,??3070A07,=09:?-0492@>0/,>.7,>>0> 1:= 2=,/0>   ,> :=4249,77D ;7,990/ %::8> ,=0 -0492 @>0/ ,> , ;=,D0= =::8 800?492=::8-::6>>?:=,201@=94?@=0>?:=,20,9/>.409.0.7,>>=::8   $:/-3+6 8//.= <997 ,? 14=>? 17::= 70A07 4> -0492 @>0/ ,> 9@?=4?4:9 ,9/ 1::/ >?:=,20?:8,60@>0:1?30,>?30=04>9:>;0.4,7900/>?0,.30=   >2-0492@>0/1:=>?@/09?,.?4A4?40>   //>381<99790C??:,/8494>?=,?4:94>-0492@>0/,>,>tudent’s filing room.   $>9<+1/<997at GF level is being used an office for “Sherketna” project office.   369,,C4>-0492@>0/,>,B,4?492,=0,   B23,3>398+-0492@>0/,>,9@=>0=D  $7+66-980/-0492@>0/,>-::6>>?:=,20  $>+00:6+88381,9/.:910=09.0=::84>-0492@>0/,>,.347/.:@9>07492:114.0  $:/-3+68//.=room at FF level is being used as a teacher’s lounge.  $>+00:6+88381=::84>-0492@>0/,>,>?:=,20    $7+66-980/9<<997at FF level is being used as students’ shop.    $7+66-980/+00:6+88381=::8,? 9/17::=4>-0492@>0/,>,.:@9>07492:114.0   &77=$?77+;6+89?,3$-2996   %2/7?6>3?=/9003-/4>-0492@>0/,>,/0;@?D:114.0 A,7@,?4:9:1?30:=/,9&.3::7:9>?=@.?4:9,9/%03,-474?,?4:9#=:50.? 247   $:/-3+68//.=<9974>-0492@>0/-D?30>.3::7.:@9>07:=   97:?>/<-2+<1381=::84>-0492@>0/,>,-::6>?:=,20=::8   +/<4>-0492@>0/,>,>0.=0?,=D:114.0   $>+>398+-0492@>0/,>,?0,.30=s’ room for the 1 .7@>?0=  //>381<997at FF level is being used as a teacher’s room.  //>381<997,? 9/ floor is being used as a teacher’s room.   6"+./=3+2$-2996  !2C=3-+6/.?-+>398:114.04>-0492@>0/,>,9@=>0=D  !2C=3-+6/.?-+>398>?:=,20,?70A074>-0492@>0/,>,8,49?09,9.0?0.394.4,9 :114.0  2+81381<9974>-0492@>0/,>-::6>?:=,20=::8  %+,6/=>9<+1/=::84>-0492@>0/,>,>0.:9/9@=>0=D   977?83>C=/<@3-/>?:=,204>-0492@>0/,>,64?.3091:=?309@=>0=D +/<,??3070A074>-0492@>0/,>,9@=>0=D $>+00-236.-+9<+1/,?70A074>-0492@>0/1:=9@?=4?4:9>?:=,20 ?6>3?=/9003-/,?70A074>-0492@>0/,>,>?,11=::8   $:/-3+68//.=9003-/,? 9/ floor is being used as teachers’ room.   %2/=7+66-980/-0492@>0/,>9@?=4?4:9>?:=,20  6+.//8/26(+<.C+$-2996  Janitor’s room,?70A074>-0492@>0/,>9@?=4?4:9>?:=,20  $>+>398+-0492@>0/,>5,nitors’ rest area.  $>+00 :6+88381 ,9/ >8,77 .:910=09.0 ,?  70A07 4> -0492 @>0/ ,> ?30 .7@>?0= .::=/49,?:=:114.0  ?6>3?=/9003-/,?70A074>-0492@>0/,>,>0.=0?,=D:114.0  $>+00:6+88381,? 9/ floor is being used as a teachers’ lounge. +/<,? 9/ floor is being used as a coordinator’s office. $>+00:6+88381,? =/ floor is being used as a teacher’s lounge.  $+/.38,3(+;+=$-2996   &8,77800?492=::8,?70A074>-0492@>0/,>,>0.=0?,=D:114.0   @?4@>0=::8,?4>-0492@>0/,>,>8,77800?492=::8   &;0.4,70/@.,?4:9:114.0,?70A074>-0492@>0/,>,/0;@?D/4=0.?:=:114.0 ƒ ..:=/492?:?30;=49.4;,7>?301:77:B4927,D:@?:11@9.?4:9>,=09:?>,?4>1,.?:=D x /8494>?=,?4:9:114.0> x #7,99492=::8> x &.3::7.7494. x >;,.0 ƒ ..:=/492?:?30?0,.30=>?301:77:B4927,D:@?:11@9.?4:9>,=09:?>,?4>1,.?:=D x #7,99492=::8> x 0,=9492>@;;:=?=::8> ƒ ..:=/492?:?30>?@/09?>?308:>?@9>,?4>1,.?:=D7,D:@?:11@9.?4:94>?30>.3::764:>6 A,7@,?4:9:1?30:=/,9&.3::7:9>?=@.?4:9,9/%03,-474?,?4:9#=:50.? 248  +>/<3+6+8.0383=2381 ƒ '301:77:B4928,?0=4,7>,=0.:88:97D/4>,2=00/:9-D;=49.4;,7> x #7,D2=:@9/17::=4928,?0=4,7 x &.3::749/::=17::=492 x #,49? x ,?3=::80<@4;809? x 7,>>=::8/::=>  ?>.99<=:+-/= @=?30=?:<@0>?4:99,4=0>>@=A0D>,9/@>0=100/-,.6?30;=49.4;,7>?0,.30=>,9/>?@/09?>,=0 >,?4>140/B4?3?30:@?/::=>;,.0>  ?<83>? ƒ :>?;=49.4;,7>,2=00/B4?3?300110.?4A090>>:11@=94?@=049/4110=09?;,=?>:1>.3::7,9/ ?30170C4-474?D:11@=94?@=0:B0A0=;=49.4;,7>B0=070>>>,?4>140/B4?31@=94?@=049 =0>:@=.0 ,=0, ,9/ -::6 >?:=,20 '30D B0=0 ,7>: /4>>,?4>140/ B4?3 ?30 <@,74?D :1 ?30 1@=94?@=0 ƒ :>? ?0,.30=> ,9/ >?@/09?> ,2=00/ B4?3 ?30 0110.?4A090>> :1 1@=94?@=0 4?> 170C4-474?D >,10?D,A,47,-474?D,9/170C4-474?D  A,7@,?4:9:1?30:=/,9&.3::7:9>?=@.?4:9,9/%03,-474?,?4:9#=:50.? 249 $-2996='3=3>=$?77+1=:8 –?32=,/0 ƒ .7,>>=::8> ƒ &.3::7:;090/49?3".?:-0=   ƒ >?@/09?>;0=.7,>>=::8 ƒ :9?=,.?:=>&,8,=,,9/+:@>0192 ,E09,//,/ ƒ :9>?=@.?4:9?480 D0,=> #=49.4;,7,9,9&,8,=/,74100/-,.6 ƒ @84/4?D49B,77> ƒ *,?0=70,6,201=:8=::1 ƒ '30=0B0=0;=:-708>B4?3?30>0B,203:B0A0=.:9?=,.?:=14C0/4? ƒ *,?0=>00;4921=:80C?0=4:==0?,49492B,77 ƒ =,49,20>7:;0,?0C?0=4:=>;,.0>/:0>9:?/=,49B,?0=?:0C?0=4:=/=,49> ƒ '300C?0=4:==,49/=4;/=,49/:0>9:?;:@=49?:?308,93:70>-@?4>070A,?0/1=:817::= level and drips on students’ feet. ƒ %@>?49/::=> ƒ &:801@=94?@=09:?>@4?,-701:=>?@/09?>,9/3,=/1:=8,49?09,9.0 ƒ 7@849@8B49/:B>80.3,94>84>:1;::=<@,74?D,9//:0>9:?.7:>0;=:;0=7D مضرب شتاء=,9.0/::=?9 ƒ ƒ '30.:9?=,.?:=@>0/?:=0>;:9/?:8,49?09,9.0=0<@0>?>-@?.@==09?7D?30D>?:;;0/ ƒ %:?,?492;7,>?4..3,4=>,=0?::>8::?3,9/>?@/09?>>74;B3470>4??492 '30?3=008:>? ,5:=;=:-708>,>>?,?0/-D#=49.4;,7 ƒ 9>@7,?4:9 ƒ @=94?@=0 ƒ =,49,20,9/30,?4920<@4;809? 1?0=49>;0.?4:9100/-,.6 ƒ '30>.3::7-=:,/.,>?492@94?>:@9//:0>9:?=0,.3?301=:9?,71407/B30=0?30>?@/09?> 7490@;49?308:=9492 ƒ Principal doesn’t have a visual access to the entrance, nor does the se.=0?,=D ƒ '30=0,=084>>492>307A0>49?30>?@/09?7:.60=>,9/?304=<@,74?D4>;::= ƒ @=94?@=04>3,=/?:8,49?,490,>47D-=:609,9/?30A0900=600;>=4;;492:11 ƒ '307423?49214C?@=0>600;-@=9492,9/900/?:-0.:9>?,9?7D=0;7,.0/ ƒ ::=3,9/70>,=09:?>?,-70,9/.,90,>47D/0?,.31=:8/::= ƒ ,?3=::8/::=7:.6>>:80?480>20?>?@.6 ƒ ,49 09?=,9.0 /::= /:0> 9:? 2: ,77 ?30 B,D ?: ?30 17::= ,9/ 3,> 9: ?3=0>3:7/ ?3@> B,?0=>00;>49>4/0 ƒ '30=0,=0=@>?49,77>?007/::=> ƒ )09?47,?4:9>:@9/49>@7,?4:9,9/9,?@=,77423?492,=0,77>@114.409? ƒ '30 0C?0=4:= >?:90 :9 ?30 1,F,/0 3,> , 3423 -@8; ,9/ 4> /,920=:@> 1:= =@99492 >?@/09?> ƒ &?:.61:=>?,4=>600;>.:8492:11 ƒ '30=0,=0.=,.6>49B,77?3,?,=09:??=0,?0/ ƒ '3049?0=7:.6492?470>1:=0C?0=4:=1407/>4>9:?=02@7,=9:=4>>?=,423? A,7@,?4:9:1?30:=/,9&.3::7:9>?=@.?4:9,9/%03,-474?,?4:9#=:50.? 250 ƒ '30=04>=@>?49?303,9/=,47> ƒ ,>=::84>7:.,?0/49,9,=0,,..0>>4-70-D>?@/09?> ƒ '30=0,=0-,/1494>30>,=:@9/,77.:=90=> ƒ *49/:B>4/0>?:90>/:9:?2:,77?30B,D?477?30,7@849@8>0.?4:9,9/?30;7,>?0=492 ,??3,?/0?,474>9:?B,?0=;=::19:=0C?0=4:=;7,>?0= ƒ '30;7,D2=:@9/>3,A0@90A0917::=49270A07 ƒ '30 >?,4=>/: 9:? 3,A0, >4/0 ;40.0:18,=-70 ?: >?:; ?30B,?0=1=:81,77492:11B309 .70,9492?30>?,4=> ƒ @7?4;@=;:>0 3,77 >?477 3,> 9: >?,4=> 1:= ?30 ;:/4@8 ,9/ ?30 >:@9/ >D>?08 4> >?477 9:? 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DJDE6> H2D 256BF2E6 7@C E96 AC@;64E  6H A@:?ED @F89E E@ 36 4@?D:56C65:?7FEFC656D:8?D 2 Design to allocate central controls at the school’s administration for the following systems: 2 62E:?8DJDE6>  There should be a control switch for the heating system and “trip” indication lamps for E963@:=6CD FCC6?E=JE96962E:?8DJDE6>:D@A6C2E657C@>7@FC:D@=2E:?8DH:E496D:?E96 3@:=6CC@@>  3 'FE5@@C$:89E:?8+JDE6> +H:E496D2?5 9@FC E:>6CD7@C E96@FE5@@C=:89E:?8 D9@F=5 36 AC@G:565 ,966I:DE:?8 A9@E@46==:D?@E36:?8FD655F6E@E96724EE92EE96=:89EDH:==36@?2==5FC:?8E96?:89E  4 @E/2E6C+JDE6> 6?EC2=DH:E496D7@CE96H2E6C962E6CD2C6C64@>>6?565  G2=F2E:@?@7E96"@C52?+49@@=@?DECF4E:@?2?5*6923:=:E2E:@?(C@;64E 275 -A@?C6G:6H:?8E968:G6?D2>A=6@756D:8?5C2H:?8DE96962E6CD2C64@?EC@==653J=@42= DH:E496D?62CE966=64EC:4H2E6C962E6C !?E96@7E96G:D:E65?6HD49@@=DE96H2E6C 962E6CD92G6366?DH:E4965@777C@>E96>2:?DE@AC6G6?EDEF56?EDE2>A6C:?8H:E9E96 DH:E496D  5 /2E6C(F>AD+E2EFD It is recommended to provide a “trip” indication lamp in the control panel to indicate E92EE96C6:D272F=EH:E9E96>2:?H2E6CAF>A  3 ,96H2E6C4@@=6CD@F89EE@367657C@>7FD652?5DH:E4965DAFC@FE=6ED2?5?@E  D@4<6EDE@2G@:5E96D@4<6ED36:?8C6>@G652?5E2>A6C65H:E9  4 =@@C@I6D:?@>AFE6C$23D !?E9C66@FE@7E967@FCG:D:E65D49@@=DE966=64EC:42=7=@@C3@I6DF?56C?62E9E964@>AFE6C 56D:55=6@7E96C@@>D2C6?@EG6CJ7F?4E:@?2=5F6E@E96:C=@42E:@?F?56C?62E9 the student’s feet and water seeping in during cleaning. In the fourth visited school, Al %2566?29=/2C5J2:?(6EC2 E96C6H6C6?@ED@4<6ED:? E96>:55=6@7 E96C@@>E9@F89 E9656D3J2=@HA2CE:E:@?H2==36EH66?E9656D@F?E65D@4<6ED2E56D<=6G6=42?369@FD65   ,6=6A9@?6+JDE6>&+*+ ,96DJDE6>:DH6==56D:8?65  ,96DA64:7:42E:@?@7E96(0?665DE@36>F49D:>A=6C2?5DEC2:89E7@CH2C5 F6E@E96 4@>A=6I:EJ @7 E96 DA64:7:65 (0 :? E96 >2;@C:EJ @7 E96 G:D:E65 D49@@=D :E :D ?@E J6E AC@8C2>>65   2E2+JDE6>&+*+ ,9652E2DJDE6>:DH6==56D:8?653FEE96?6EH@C<?665DAC@8C2>>:?8   ,.+JDE6>&+ ,9:DDJDE6>92DAC@G65E@36G6CJFD67F=:?E9C66@FE@7E967@FCG:D:E65?6HD49@@=D !?E96 7@FCE9D49@@==%2566?29=/2C5J2:?(6EC2E964@>AFE6CDH6C6?@EAC@4FC65J6E  56>@G6CD:@?@7E96D@7EH2C6Has placed on the principal’s computer.  :C6=2C>+JDE6>&+*+ ,9656D:8?2?5DA64:7:42E:@?@7E967:C62=2C>DJDE6>H6C6BF:E6DF:E23=6 -?7@CEF?2E6=J5F6 E@:?DF77:4:6?EEC2:?:?8 E96DJDE6>H2D EFC?65@77:?@FE@7 E967@FC?6HG:D:E65D49@@=D  ,96DJDE6>H2DDE:==?@EAC@8C2>>65:?E96G:D:E65C6923D49@@=   +64FC:EJ+JDE6>&+ ,96 DJDE6> 92D AC@G65 E@ 36 36?67:4:2=6I46AE7@C E96>28?6E:44@?E24ED@? E96:C6 I:E @@CD ,96D64@?E24EDH6C6?@E677:4:6?E2DE96JH6C62=C625J3C@<6?:?D6G6C2==@42E:@?D  G2=F2E:@?@7E96"@C52?+49@@=@?DECF4E:@?2?5*6923:=:E2E:@?(C@;64E 276 This causes the operator to switch off the whole system as they don’t know how to silence E962=2C>D  ,@<66A:ED:>A=6CE96D642?36C6A=24653J>@E:@?56E64E@CD?62CE965@@CD  ,96 5@@CD D9@F=5 36 6BF:AA65 H:E9 4@?E24ED E92E H:== H@C< :? 4@?;F?4E:@? H:E9 E96 7:C6 2=2C> DJDE6>  ,9:D H2J E96 5@@CDD92== C6>2:? 4=@D65 2?5 H@F=5 @?=J @A6? :?7:C6 2=2C> :?4:56?ED   $:7ED&+ ,96DA64:7:65=:7ED925E96:C>@E@CD9@FD65:?2565:42E65C@@>@?C@@7 !E:DC64@>>6?565 E@FD6%249:?6*@@>$6DD%*$EJA6D2?56=:>:?2E6E96?6657@CE96C@@>  %*$ =:7ED 92G6 2C@F?5   9:896C :?:E:2= 4@DE E92? E96 4@?G6?E:@?2= EC24E:@? =:7ED 3FE E96J D2G62C@F?5 @7E966?6C8J2?5C6BF:C6>F49=6DD>2:?E6?2?46   $:89E?:?8(C@E64E:@?+JDE6>&+ !E 92D 366? ?@E:465 E92E E96 =:89E?:?8 AC@E64E:@? DJDE6> H2D FD65 2D 2 86?6C:4 56D:8? C6BF:C6>6?E  !?D6G6C2==@42E:@?DE96=@42E:@?@7E96D49@@=5:5?@E?646DD:E2E6DF492DJDE6>  %@C6@G6C E96 2C252J 286 56D:8? H2D ?@E 4@??64E65 E@ E96 6BF:A>6?E @? C@@7 2D :E D9@F=536  !ED9@F=592G6366?4=62C:?E9656D:8?E92EE96=:89E?:?8A:ED9@F=536>6E6CD2H2J7C@> E963F:=5:?8  In phase 4 schools, the system was replaced with the “Early Streamer” pulsar system. This :D=6DD4@DE=J2?562D:6CE@:?DE2==  (28:?8+JDE6>&+ ,96DA64:7:42E:@?DD9@F=592G6366?D:>A=6C2?5H:E9=6DD762EFC6D  ,96 4FCC6?E=J DA64:7:65 DJDE6>D :? E96 7@FC G:D:E65 ?6H D49@@=D 2C6 ?@E AC@8C2>>65 AC@A6C=J2?5E96@A6C2E@CD:?E96D49@@=D2C6?@E23=6E@92?5=6E96>  ,967665324<H692G6C646:G657C@>E96@A6C2E@CD:DE92EE96DJDE6>D9@F=536=@42E65:?2 A=246@G6C=@@<:?8E96A=2J8C@F?5  / !205.;60.9'F@A2:@ C2:?286+JDE6>&+*+ ,9656D:8?@7E96DJDE6>H2D2446AE23=6 ,96AC@3=6>D72465:?E96AC@;64EDH6C6>2:?=J 5F6E@:?256BF2E6FD286  G2=F2E:@?@7E96"@C52?+49@@=@?DECF4E:@?2?5*6923:=:E2E:@?(C@;64E 277 !E :D C64@>>6?565 E9@F89 5F6 E@ E96 D42C4:EJ @7 C6D@FC46D :? E96 4@F?ECJ E92E 2 H2E6C EC62E>6?E A=2?E 36 FD65 :? 2== D49@@=D E@ AC@G:56 H2E6C 7@C E96 :CC:82E:?8 E96 A=2?ED 2?5 A@DD:3=J7@C7=FD9:?8E96E@:=6ED  +E@C>/2E6C+JDE6>&+ !?D@>642D6Dthe design did not coordinate the storm water’s flow with the topography of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rientation manuals to be delivered to the School’s principal.  (C@A6CEC2:?:?87@CE96C:89EA6CD@??6=   @?E:?F@FD2?5A6C:@5:4EC2:?:?8   +FDE2:?23:=:EJE@364@?D:56C65   !E:DC64@>>6?565E@2AA@:?E2EC2:?65>2:?E6?2?46A6CD@?7@C6G6CJD49@@=   F2C2ntees and suppliers contacts to be given to the school’s principal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available on school premises at all times. Moreover, a list of all systems’ suppliers’ 4@?E24E56E2:=D9@F=536AC@G:565   !E:D25G:D65 E@ 56G6=@A2D:>A=6@C:6?E2E:@?>2?F2=7@C6249 D49@@= E@ 36 92?565 @G6C2=@?8H:E9E964@AJ@7DF:=EC2H:?8D   *F??:?8 4@DE @7 E96D6 D49@@=D :D 42FD:?8 2? :DDF6 H:E9 E96 %:?:DECJ @7 5F42E:@?  ,96C67@C6 :E :D 6DD6?E:2= E@ DEC6DD E96 FD6 @7 6?6C8J D2G:?8 4C:E6C:2 :? 2== 56D:8? DJDE6>D +JDE6>DE@364@?D:56C652C6 2 -D6@7A9@E@G@=E2:446==D7@CE966IE6C?2==:89E:?8@CFD6@7=@HH2EE286$ 7=@@5=:89ED  3 -D6@7H2E6C EC62E>6?EDJDE6>E@AC@G:56:CC:82E:@?7@C E96=2?5D42A62?5 A@DD:3=J7@C7=FD9:?8E96E@:=6ED  4 6?EC2= 4@?EC@= @7 H2E6C 962E6CD E@ 6?DFC6 E92E E96J 2C6 2== DH:E4965 @77 H96??@E?66565  5 @E H2E6C DFAA=J 42? 36 249:6G65 3J 2 D:>A=6 D@=2C A2?6=D DJDE6> H:E9 6=64EC:42=962E6CD ,96DJDE6>4@?D:DED@7E96C>2=D@=2CA2?6=DH:E93F:=E:? H2E6CDE@C286E2?< FC:?8DF??J52JD E96D6A2?6=D2C642A23=6@7962E:?8 E96 5@>6DE:4 H2E6C  /96? E96 H62E96C :D ?@E DF:E23=6 7@C 9@E H2E6C 86?6C2E:@?23F:=E:?DE2?53J6=64EC:42=H2E6C962E6CH:==36FD65E@962EE96 H2E6C ?2FE@>2E:4@C>2?F2=4@?EC@==6CH:==24E:G2E6E966=64EC:42=962E6C 2D?646DD2CJ G2=F2E:@?@7E96"@C52?+49@@=@?DECF4E:@?2?5*6923:=:E2E:@?(C@;64E 280  @?DECF4E:@?4@DE42?36C65F4653JE967@==@H:?8 2 ,967@==@H:?8DJDE6>DD92==36E6?56C652DAC@G:D:@?2=DF> : (0 :: 2E2(2E49(2?6=D ::: ,.DJDE6>D :G :C6=2C>+JDE6>D G (28:?8+JDE6> G: +64FC:EJ+JDE6> G:: ,@:=6ED7:IEFC6F?:ED2?5>:I6CD ,964@?EC24E@CH:==366?E:E=65E@ @G6C9625D@?E968:G6?AC:46 ,96D6DJDE6>D D92==36E6?56C65D6A2C2E6=J7@C2==D49@@=D ,9:D>6E9@5H:==6?DFC6E92E2==D49@@=D H:== 92G6 E96 D2>6 3C2?5@728:G6? DJDE6> !? E9:DH2J E96 EC2:?:?8>2:?E6?2?46 2?5DA2C6A2CEDD92==36>@C64@?G6?:6?E  3 +EF5J:7E96=:89E?:?8AC@E64E:@?DJDE6>:DC62==JC6BF:C657@CE962C62 !7:E:D C6BF:C65E96?2AF=D2CDJDE6>42?36FD65:?DE625@7E962C252J286  4 -D6@72>249:?6C@@>=6DD=:7E6=:>:?2E6DE96?6657@C2=:7EC@@>  5 %2:?E2:?E96?6H56D:8?@7E96H2E6CDJDE6>2D:?A92D6  6 %2:?E2:?E9656D:8?@7E96962E:?8DJDE6>2D:?A92D6  -D66?6C8J677:4:6?EDJDE6>DH96C6A@DD:3=6E@>:?:>:K6E96CF??:?84@DE6G6?:7E96 :?:E:2=4@DE:D9:896C   G2=F2E:@?@7E96"@C52?+49@@=@?DECF4E:@?2?5*6923:=:E2E:@?(C@;64E 281 ""+++ )' " !#  #" &( &$#&( G2=F2E:@?@7E96"@C52?+49@@=@?DECF4E:@?2?5*6923:=:E2E:@?(C@;64E 282 )'221/.08  6?6C2=  'G6C2== E96 C6A@CE H2D H6==HC:EE6? H6==@C82?:K65 2?5 4@?E2:?65 FD67F= :?7@C>2E:@?2?5C64@>>6?52E:@?D4@?D@=:52E65:?@?65@4F>6?E   ,967:?2= C6A@CEH@F=5 36 DEC@?86C 2?5>@C6 FD67F= :7>@C6724EF2= 2?5 @3;64E:G6 DFAA@CE:?8 52E2 6 8  AC@G:5:?8 E96 G:6HA@:?ED @7 2== C6=6G2?E DE2<69@=56CD H6C6 :?4=F565   EE24965 :D 2 D2>A=6 6G2=F2E:@? C6A@CE E6>A=2E6 C646:G65 C646?E=J 7C@> -+! /2D9:?8E@?A=62D6FD67@CE967:?2=C6A@CE2D2AAC@AC:2E6   ,649?:42=  ,9:D6G2=F2E:@?:D23@FEE96AC@8C2>2?5E96AC@46DD2?5?@E2?J@?6DA64:7:46?E:EJ A2CE@7E9:DAC@8C2> DDF49A=62D6C6>@G62?JC676C6?46DE@DA64:7:4G6?5@CD2?5 6?E:E:6D2?5;FDE56D4C:36@CC676C6?46E96AC@46DD 6 8 C6A6E:E:G6>6?E:@?@7% throughout the document; describing process from CDM’s viewpoint and not :?4=F5:?8E96G:6HD@7E96%'2?5%'(/6E4    ?DFC6 E92E 2== G:6HA@:?ED 2C6 :?4=F565 :? E96 C6A@CE 6 8  G6?5@CD >2J E9:?< E96 AC@46DDH2DH@C<:?8H6==3FE%' %'(/ E9:?<@E96CH:D6DE2E6E9:D2?5>2<6 C64@>>6?52E:@?D9@HE@6?DFC6DF495:776C6?46D42?36255C6DD65:?7FEFC6   ,96 DE2E6>6?ED C682C5:?8 @G6C2== :>A24E @7 E96 AC@;64E @? @G6C4C@H5:?8 C6?E:?8 2?5 5@F3=6 D9:7E:?8 D9@F=5 36 DFAA@CE65 3J 724EF2= 6G:56?46   @H H6C6 E96D6 4@?4=FD:@?D C624965  '?=J 3J C6=J:?8 @? DE2E6>6?ED 7C@> E96 AC:?4:A2=D  @C 6I2>A=6E96D6@G6C2==DE2E6>6?EDD9@F=53632D65@?52E2AC@G:565:?E96+6=64E:@? *6A@CE @7 DFCC@F?5:?8 D49@@=D 2?5 E96? 4@>A2C65 E@ 4FCC6?E 52E2 @7 E96D6 D2>6 D49@@=D   ,96 I64FE:G6+F>>2CJ 4@F=5 36 DEC6?8E96?65 3J AC@G:5:?8>@C66G:56?4632D65 724EDE@DF3DE2?E:2E6E967:?5:?8D C64@>>6?52E:@?D   (=62D66IA=2:?9@HE96C6=:23:=:EJ724E@C@7E966G2=F2E:@?E@@=DH2D42=4F=2E65A    Suggest moving Section V. A “Process Findings” to the conclusion section since it AC@G:56D@G6C2==DE2E6>6?ED@?E966?5C6DF=ED@7E9:DAC@;64E2?5?@EG:6HD@?E96 AC@46DD@756D:8?:?82?5:>A=6>6?E:?8E9:DAC@;64E   ,965:D4FDD:@?@?7:?5:?8DC6=2E65E@+49@@=6D:8?2?5(=2??:?82?5@E96CDE6?5E@ 3656D4C:AE:@?D@7E96AC@46DDC2E96CE92?9:89=:89E:?8H92EE96:DDF6DH6C6DE2CE:?8 A   @C6I2>A=6 ƒ /2DE96D49@@=D6=64E:@?AC@46DD67764E:G6 ƒ /2DE96AC@46DD@76?DFC:?8C6DA@?D:G6?6DDE@%'?665DC62==J67764E:G6 @C5@6D:E?665:>AC@G6>6?E ƒ /2D E96 :DDF6 @7 4=2DDC@@> D:K6 2?5 =2J@FE C6=2E65 E@ ?665 7@C =2C86C 4=2DDC@@>D@C@G6CD:K657FC?:EFC6@CH92E ƒ !? D@>6 :?DE2?46D E96C6 H6C6 5:776C6?46D 36EH66? 4@?46AEF2= 56D:8?D 2?5 7:?2= D49@@= 56D:8?D H9:49 :>A24E65 E96 @G6C2== 4@?46AE @7 4@>>F?:EJ D49@@=D – E9:D D9@F=5 36 C67=64E65 2?5 6IA=2:? E96 67764E:G6?6DD @7 E96 AC@46DD7@CG6C:7J:?8E9:D  ƒ Delays on timeliness were due to “occupancy permit” delays and not E@ H@C< A6C>:ED  /92E H6C6 E96 :DDF6D C6=2E65 E@ 56=2JD :? 2AAC@G:?8  :E6>D2?54FDE@>D E2I6I6>AE:@?D,96-&+ C68:DEC2E:@? 5:5 ?@E27764E E964@?DECF4E:@?4@?EC24ED=:DE65:?,23=6   ƒ ,23=6   A   AC@G:56D 52E2 @? 4@?DECF4E:@? 56=2JD   +6G6C2= @7 E96 AC@;64ED9256IE6?D:G6F?;FDE:7:6556=2JD ,9:DD9@F=536BF2=:7:65H:E9E96 G2=F2E:@?@7E96"@C52?+49@@=@?DECF4E:@?2?5*6923:=:E2E:@?(C@;64E 283 DE2E6>6?E E92E E96D6 C6BF6DED 7@C E:>6 6IE6?D:@?D 2C6 4FCC6?E=J F?56C 5:D4FDD:@? C6G:6HH:E9%' %@(/   !E>2J36FD67F=E@C64@>>6?56DE23=:D9:?82DJDE6>H:E9:?%@(/ 2?5%'E@ >2:?E2:? C676C6?46D 7665324< @? 4@?EC24E@CD H9:49 4@F=5 36 FD65 :? 7FEFC6 AC@4FC6>6?EDE@82F86A6C7@C>2?46@7@776C@CD   ,96 5:D4FDD:@? @? 86?56C :D G6CJ 86?6C2= 2?5 ?665D>@C6 56E2:= 2?5 2?2=JD:D  @C 6I2>A=6H2DE96C6@C:8:?2==J>@C6?6657@C76>2=6D49@@=D3642FD6@76?C@==>6?E C2E6D @C 2446DD :DDF6D 2?5 E96C67@C6 E96C6H6C6>@C676>2=6 D49@@=D/92E 2C6 E96 86?56CD6?D:E:G6 4@?D:56C2E:@?D E2<6? :? E96 56D:8? E92E H6C6 8@@5  +9@F=5 A2:?E4@=@C2?5G@42E:@?2=C@@>DC62==J36244@C5:?8E@EC25:E:@?@C2C6D9@F=5H6 ECJE@3C62<E96?@C> EC25:E:@?  :D4FDD:@?D@?4@DE67764E:G6?6DDH6C6not sufficient and did not address USAID’s ?665D:?E9:D2C62  ƒ ,96:562@7E966G2=F2E:?84@DE2?5G2=F6:D?@E23@FE4@>A2C:?8E964@DE@7 E964@?DECF4E65D49@@=D4@>A2C65E@>2C<6EAC:46 !E:D23@FEH96E96CE96 @G6C2== :?G6DE>6?E H2D H@CE9 E96 6?5 C6DF=ED !E :D 2=D@ 23@FE 4@>A2C:?8 E964@DED@74@>A2C23=6-+!D49@@=DH:E9E96?6H56D:8?DH:E96I:DE:?8 %'D49@@=DH:E9E96@=556D:8?D C6E964@DEDDF3DE2?E:2==J9:892?5:7 D@5@6DE966?5C6DF=EDF3DE2?E:2E6E964@DE5:776C6?46 ƒ @DE 4@>A2C:D@? D9@F=5 2=D@ :?4=F56 4@>A2C:D@? @7 @A6C2E:@? 2?5 >2:?E6?2?464@DED@74@>A2C23=6-+!D49@@=D2?5%'D49@@=D ?5:7 E96C62C6DF3DE2?E:2=5:776C6?46D6IA=2:?H9J:DE92ED@ *64@>>6?52E:@?D D9@F=5 E96? 6IA=2:? H92E 2>6?5>6?ED :? E96 7FEFC6 2C6 ?66565 @C C64@>>6?565E@564C62D6E96D64@DEDH9:=6?@E:>A24E:?8BF2=:EJ  ƒ *64@>>6?52E:@?D @? 4@DE 67764E:G6?6DD D9@F=5 ?@E @?=J =@@< 2E E96 6=64EC@>6492?:42= H@C>6?52E:@?D 7@C C65F4:?8 4@DED A    D9@F=5 36 5:D288C682E65 3J :?:E:2=:?G6DE>6?E4@DED2?54@DEDC6=2E65E@@A6C2E:@?2?5>2:?E6?2?46 @C 6I2>A=6 E96 C6A@CE D9@F=5 AC@G:56 4@>A2C:D@? 36EH66? FE:=:K65 56D:8?D 2?5DJDE6>D2?5C64@>>6?56556D:8?D2?54@?46AED2?5H96C6E96D2G:?8D H@F=536:?:E:2=:?G6DE>6?E2?5 @C@A6C2E:@?>2:?E6?2?46 ,96C6A@CE D9@F=5 2=D@ 6IA=2:? :7 E96D6 D2G:?8D 2C6 A6C D49@@= @C @G6C2== 2?5 E96 E:>67C2>67@CE96D6D2G:?8D6 8 :7'%:D:EA6CJ62C ƒ ,966=64EC:4:EJ3:==7@C 6E66?+49@@=A ?665D>@C66IA=2?2E:@? 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Page 2 “A. problem Statement”: Please note that ERfKE I was supported not only by E96/2?5-+! +6G6C2=5@?@CD2?5=6?56CDAC@G:565DFAA@CEE@*7#!#7/ -!C23F?5!!D=2>:42?<6E4    Page 4 “b. Implementation”: it is mentioned that CDM was responsible for the 2DD6DD>6?E A=2??:?8 56D:8? 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