Evaluation of Educational Policies of the Jordanian Ministry of Higher Education and Scientific Research in the Period 2016-2023 in Light of the Evaluation Criteria and Implementation Requirements and their Reflection on Performance from the Prespective
Abstract
This study aimed to conduct a quantitative and qualitative analysis to evaluate the educational policies of the Ministry of Higher Education and Scientific Research and the extent to which clear evaluation criteria are applied to the policy drawn up by the Ministry and the extent to which its requirements are achieved, as well as to identify its impact on the performance of higher education policies. In addition to identifying the challenges facing the Ministry in implementing these policies and the most prominent proposals that could contribute to improving the formulation and implementation of Jordanian educational policies through a mixed methodology. The sample consisted of 70 respondents and was conducted using a comprehensive survey method. They were selected using a cluster intentional sampling method. (67) questionnaires were retrieved. (25) University professors in the colleges of business and education in the North were also interviewed.
One of the most significant findings was that the study sample’s evaluation of the appropriateness, flexibility, comprehensiveness, and participation dimensions of Jordan’s higher education policy evaluation during the 2016–2023 period received an overall high score. The variables of gender, age group, experience, educational level, and job title did not significantly alter the sample members’ responses to the evaluative assessments of Jordanian higher education policies. The study sample’s overall evaluation of the requirements for putting Jordan’s higher education policy into practice (system governance, quality assurance, and accreditation, provision of educational opportunities, and financing for education) scored highly, according to the results. Except human resources, which have a moderate degree. The study also discovered that the variables of gender, age, experience, educational level, and job title do not statistically significantly affect the requirements for implementing the Jordanian higher education policy in terms of (system governance, human resources, quality assurance, accreditation, and education financing). Except for the dimension of offering educational opportunities, which is acceptable based on the experience variable, this hypothesis is not suitable for all dimensions.
The survey found that the study sample’s evaluation of the efficacy, responsiveness, continuity, and efficiency of Jordan’s higher education policy had a high overall score. The study found that the combined dimensions of appropriateness, flexibility, comprehensiveness, and participation in Jordanian higher education policies for the period of 2016–2023 did not have a statistically significant effect on performance when compared to their combined dimensions of effectiveness, efficiency, responsiveness, and continuity. This hypothesis is valid for the participation variable only and not for the dimensions taken as a whole.mThe variables of offering educational opportunities and financing education separately, as well as the conditions for implementing the higher education policy collectively, had a positive effect on the performance of the Jordanian higher education policy, according to the results. Finally, the study recommended the necessity of maintaining this distinguished level of achievement of evaluation dimensions, the availability of requirements, and high performance through continuous monitoring and development through increased coordination between policy-making and implementing agencies. Regarding the interviews, the main suggestion was the urgent need to develop university systems and higher education institutions. This indicates an urgent need to develop the legislative system in the ministry and adhere to quality standards, by improving quality and linking it to performance.
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