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Cultivating Inclusive and Supportive Learning Environments (CISLE) (2013 – 2016)

Funded by USAID, Cultivating Inclusive and Supportive Learning Environments (CISLE) project aims to ensure that all children – local residents and Syrian refugees – are afforded an equal opportunity to acquire a purposeful and meaningful education in a safe, inclusive and supportive learning environment. The two tracks of which this project comprises focus on developing teachers’ capacity to address the psycho-social and learning needs of displaced Syrian students, as well as further enhancing the capacity of teachers by creating Model Community Schools (MCSs) to which the practices are spread.

The Emergency Support to Safeguard Education Quality for Syrian Students in Jordan – UNESCO (2012 – 2014)

In recognition of the growing number of Syrian students entering Jordanian schools and the increasingly overburdened education system, UNESCO (United Nations Educational, Scientific and Cultural Organization) contracted QRTA to train 50 trainers and develop the pertinent materials. The full training packaged was developed and endorsed by the Ministry of Education in March and the first workshop took place in April 2013 with the attendance of 50 teacher trainers, who were trained on delivering quality education in emergency situations. The next phase of the project, which commenced in May 2013, saw the training of 2,000 teachers and another 450 trainers across Jordan.

QRTA has been granted a USAID fund to implement a project with the Public Action for Water, Energy and Environment Project (PAP), a public education and behavioral change communication program developed to support USAID’s technical and policy investments in the Jordanian water and energy sectors and solid waste, to promote environment education. The objectives of the project are to develop student’s knowledge about the scarcity and limitations of resources; instil positive environmental values and attitudes within schools for both children and educators; encourage individual action that can contribute to conservation of these resources; and educate young people on how science and technology can provide alternatives to improve patterns of consumption.

Madrasati Palestine (2011 – 2014)

2011 marked the launch of the Madrasati Palestine partnership with the presentation of the first leadership training session in Jerusalem. With the creation of the Leadership Network, twenty schools from Jerusalem were incorporated into QRTA’s professional development Network. The English writing, Math and Science Networks followed in September, October and November, respectively. QRTA will continue its work in Palestine in partnership with Teachers College – Columbia University and CUMERC until March, 2014.

Professional Development Training for Private Schools

QRTA’s work is not limited to supporting and developing Ministry teachers’ performance, as it also supports the development of private school teachers. The private sector has always been a partner of the Ministry’s and has always supported it in improving the overall Jordanian performance in Education. QRTA continues to deliver training workshops for private schools based on the individual needs of each school.

QRTA & UNICEF Oman

In August 2013, QRTA and UNICEF-Oman have entered into a partnership for a teacher capacity development program in the Sultanate of Oman. The overall objective of the program was to support the Ministry of Education (MoE) efforts in providing quality education by developing a professional training program for teachers dealing with children aged 6-10 years. The overall goal of the program was to ultimately enhance the learning and classroom experience for all targeted pupils.

As part of the project activities, QRTA in collaboration with UNICEF-Oman conducted a rapid desk review study, led two training workshops each for around 43 participants, administered a pre- and post-assessment survey and created a web space to facilitate and support communities of professional development among participating teachers.

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