Report on Youth

Policies in Education
and Entrepreneurship:
A Youth Prospective
Written by: Hamza M. Arsbi

Commissioned by Director
I Learn Saddam Sayyaleh

Project Management Facilitator

Qusai Abu Shnab Hamzeh AbuAlHayjaa
TABLE OF
CONTENTS

3 ACKNOWLEDGMENTS
Our thanks to our supporters

3 OVERVIEW & SUMMARY

About ESCWA
About I Learn
Summary of Project: Abstract of aims, process, and results

4 STATISTICS & YOUTH POLICY CONTEXT

The current situation and statistics about youth related policies in Jordan

6 PROJECT BREAKDOWN
Methodology
Participants
Workshop structure

8 OUTPUTS
Important Policy Themes for Youth
Perceptions of Current Policies
Suggestions for Improvements
Visions for The Future

12 FEATURE: RESOURCES FOR YOUTH ENGAGEMENT

Online resources for youth engagement in Jordanian policy making

13 CONCLUSION
Closing notes and discussion of results

13 REFERENCES
Supporting research and reports

2 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

ACKNOWLEDGMENTS
The success and final outcome of this project required a lot of guidance and assistance from many people
and I Learn is extremely privileged to have great partners who helped every step of the way.

I Learn and its team thanks the Economic and Social Commission for Western Asia (ESCWA) for providing us
with an opportunity to do the project work and giving us all support and guidance which made us complete
the project duly.

I Learn owes deep gratitude to our implementation partners, who took keen interest in our project work and
provided us with access to their facilities and resources across the country, without them we would not have
been able to reach youth and hear what they have to say.

Our thanks go to all the youth and experts who participated in the workshops and shared their thoughts.
We were inspired by their enthusiastic discussions and their willingness to volunteer time and energy so
more light is shed on youth policies and youth needs. We hope their voices are heard and appreciated.

OVERVIEW OF PARTNERS
The Economic and Social Commission for Western Asia (ESCWA, 1973) was one of five regional commissions
which were created by the United Nations in order to fulfil the economic and social goals set out in the
Charter by promoting cooperation and integration between countries in each region of the world.

As its mission, ESCWA provides a framework for the formulation and harmonization of sectoral policies for
member countries, a platform for congress and coordination, a home for expertise and knowledge, and an
information observatory.

ESCWA activities are coordinated with the divisions and main offices of the Headquarters of the United
Nations, specialized agencies, and international and regional organizations, including the League of Arab
States and its subsidiary bodies, and the Gulf Cooperation Council.

I Learn is a non-profit initiative that employs a community-based approach to empower youth and children
in disenfranchised communities. Through informal education, youth volunteerism, and global partnerships
it seeks to establish safe spaces that encourage innovation, intellectual growth, and critical thinking.

With youth, I Learns innovative educational approaches seek to establish a mentality that fosters
intellectual growth and strengthened agency of disenfranchised youths. Through increasing the capabilities
of local youths they in-turn can affect their communities on a larger-scale as future leaders and role models.

For Children, educating them in a creative and safe environment is meant to encourage diversity and critical
thinking that forms the foundation for their continued growth. I Learn employs innovative educational
approaches that includes art and digital knowledge, which supplements formal education and allows the
children to reach their true potentials.

As I Learn engages the most targeted members of the local communities, it fills a critical deficiency by
providing personal agency through legal education, cultural enrichment, and entrepreneurship. Increased
outreach and recruitment campaigns bring together participants with volunteer educators, role models,
and partners in an environment that allows them to affect their communities from within.

3 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

SUMMARY
Stemming from I Learns focus on education and youth empowerment. This report aims to shed light on
issues facing youth and the related policies within the fields of education and entrepreneurship. Taking the
perspective of the youth themselves on which policies matter to them as well as the hopes and aspiration
they have for their future. Giving examples of possible solutions and ideas youth have for policy challenges.

In order for I Learn to collect this information, a series of focus groups in the form of engaging workshops
were conducted in three regions across Jordan. Covering the Northern, Central, and Southern
Governorates. These workshops were attended by adolescent youth still in schools, young adults from
universities, and representatives of organizations working with youth. To insure inclusion, some of these
workshops were conducted inside refugee camps.

The main questions asked of the participants focused on understanding the issues which matter most to
youth and the policies they feel impacts them directly. Then the discussion moved to brainstorming ideal
scenarios and practical policy solutions which could improve the current situation.

The results varied by area and age group. With some responses focusing on local issues, such as
environmental pollution in the gulf of Aqaba. However, three main themes emerged as overarching
concerns amongst youth in all locations. The first concern was unemployment, which has been corroborated
through multiple previous reports. Secondly, youth felt an over lack of security resulting from inequality and
the lack of ability to express opinions freely. Finally, there was a major issue in overall dissatisfaction with
educational outcomes and the educational system. This issue was a major concern, because it was seen as a
catalyst for most of the other challenges felt by youth.

After going over solutions and ideal scenarios, the participants came up with a number of
recommendations. Mainly focused on education, these recommendations asked for overhauling the
curriculum, providing teacher training, and introducing policies which create more equality among
students across the country. Other recommendations asked for the activation of school labs, which are left
inaccessible to students in many cases, and creating club systems to keep students engaged.

The results confirm previous reports done on youth policies and the state of Jordanian youth. The goal of
this report is to not only corroborate previous findings and help young voices to reach policy makers, but
the process of data collection through interactive workshops in itself creates a space for youth to discuss
the challenges which face them and think about solutions that are relevant to their context, making them
more aware citizens and moving the conversation on youth policies forward.

STATISTICS AND YOUTH POLICY CONTEXT

Jordanian society is a youthful one. According to the Ministry of Education, youth between the ages of
fifteen and twenty-four make up 23% of the population, with youth under 30, forming 74% of the population
(MoE, 2004). Making Jordan one of the countries with the youngest populations in the world. This affords
the country many opportunities, but it also comes with its own set of challenges. From education and
healthcare to employment and security, young Jordanians are becoming more aware of their rights as
citizens and are more civically engaged than ever. However, there seems to be many missed opportunities
to utilizes this energy.

99.25% 99.12% 99.38%

LITERACY Male Female
RATES (15-24) years old (15-24) years old

4 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

Jordanians have a great interest in education. There is an understanding of the importance of education
to personal development. This is why the country has an over 99% literacy rate. However, the low quality
of educational content and methodology create a disinterest in academia and limits peoples choices,
especially those from lower income households who score 41% lower on math exams than their higher
income counterparts. the lack of hands on application of knowledge forms this idea that education is not
relevant to daily life and that what you learn is simply to pass tests rather than apply it to solve real world
challenges.

In addition to challenges related to the curriculum which advocate rote learning, the lack of training for
teachers causes low performance and the use of methods not suitable for a healthy classroom environment.
Out of 49,972 students who applied for the high school national exams (Tawjihi) last year, only 20,521
Passed. This creates a disparity between the job market and the knowledge the population has. It also
creates a disinterest in research and knowledge production. According to the World Intellectual Property
Organization, the number of patents in force by 2015 for Israel was 28666, in Jordan, it was only 427.

When it comes to employment, Jordan has the fourth highest unemployment rate among youth within
the Middle Eastern and North African region, reaching 30%, compared to the unemployment rate among
adults, which is 12%. Indicating that approximately 60% of the unemployed are new entrants to the job
market under 25 (UNESCO).

Out of this group, the most effected are young women. The unemployment rates among females are so
high, that they only make up 10% of the workforce in Jordan.

As for health, the majority of Jordanian youth report their health to be good or very good (UNESCO), with
only sight problems and concerns about respiratory diseases. One major issue is in the lack of awareness
regarding sexual health. Many Jordanians did not have sufficient awareness of the puberty and maturation
process, reproductive health issues, and HIV/AIDS. In 2007, 548HIV/AIDS cases were reported, most of
them being youth between 15 and 34 (Almasraweh, 2003).

CANDIDACY AGE
67%
of Jordanians aged 18-29 declared that they would 30 40
vote in the 2007 elections (Grak-Sosnowska, 2009) Lower House Upper House

In politics, while the voting age is at 18 years for both males and females, the trust in the electoral
process is weak. With around half of young Jordanians believing that they have no influence on changing
laws (Grak-Sosnowska, 2009). This does not mean, however, that youth are not involved, as many find
representation in civic society organizations and social activism.

TheHigher Council for Youth(HCY), which replaced the Ministry of Youth in 2001 and has the status of a
ministry, is responsible for youth affairs, regulating and managing youth clubs, organisations, youth centres,
and programmes for talented and disadvantaged youth. and thenational youth strategy. The HCY is also
responsible for the implementation of the National Youth Strategy which was developed and implemented
between 2005 and 2009 (HCY, 2004).

While Grak-Sosnowska (2009) notes that implementing the youth strategy across governmental
departments has been challenging with issues of sustainable implementation and coordination, the vision of
thenational youth strategy 2005-2009is stated as of Jordanian young people who are:

aware of themselves and their abilities, loyal to their country and proactively take part in its progress
and development, able to deal with the variables and developments of this age in a confident, aware and
steadfast manner, within a secure and supporting environment.

5 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

This strategy also identifies specific priorities focused on opportunities of participation and civil rights
for youth as citizens, higher access to information and the development of education, expanding
employment opportunities and training, the creation of cultural spaces, and the protection of health and
the environment.

The National Youth Strategy ended its first implementation cycle in 2009, however, through support from
the United Nations Development Program (UNDP) and other supporting partners, the Higher Council
for Youth continued its operations and introduced further programs based on the strategy. In 2016, the
Ministry of Youth was reinstated to replace the HCY and take a more active role in youth inclusion.

Jordanian youth form a large portion of the population, and while there are many challenges ahead, there
is a political interest in inclusion which opens the door for international programs and local actors to help
youth themselves be more engaged and have their voices heard when it comes to policies that effect their
lives.

PROJECT BREAKDOWN

METHODOLOGY
When designing the methodology for this report, the team agreed on a focus group structure. This decision
was based on multiple variables. First, the time limitation for project implementation would not allow for a
wide survey or individual interviews. Focus groups offered a great opportunity to hear from youth directly
and reach as many as possible in a short time frame. Secondly, focus groups provide insights into how
people think and create better understanding of the issues in question. The advantage focus groups have
over surveys is the open-ended questions. While a valuable research tool, surveys generally ask closed-
ended questions that may limit the feedback. On the other hand, one on one interviews could provide great
insight, but the implementation of interviews has a high financial cost and requires a long time frame. Focus
groups can combine wider reach with deeper insight than other tools available.

Many researchers sight Groupthink as a main concern when conducting focus groups. When a group of
people are put together to discuss an issue, some members might impose ideas on the group and effect the
ability of others to express their points of view. Another issue is in the reluctance of participants to express
their views fully and freely when in a group, especially among strangers.

The design of the workshop structure took these issues into consideration. Building a relationship through
icebreaking was the first step, but the design also included activities and discussion opportunities specificly
structured to distribute power among the group and allow everyone the chance to share their input.

PARTICIPANTS
The focus groups conducted for this project were done in four cities across Jordan; Irbid in the north,
Amman in the center, Maan and Aqaba in the south. Each focus group consisted of a mix of youth under
18, youth between the ages of 18 and 30, as well as representative from organizations working on youth
policies or youth education. This insured representation and availability of varied points of view.

The number of focus groups conducted were five and the number of participants was between 10 and 14.
The total number of participants reached 64.

6 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

STRUCTURE
In implementing the project, the team designed a creative focus group structure which combined traditional
methods with engaging activities which led the students through the different questions in a logical progression.
While the facilitator led a discussion which expanded significantly on the core questions for this report. The
questions asked to start the conversation in each phase where as follows:

1. Focusing on the areas of education and leadership, what are the issues that are important to young people in
your opinion?

2. In your opinion, what government policies in the areas of education and leadership that are of interest to youth?

3. What do you wish would happen? What is the ideal situation you see as a solution to what has been discussed?

4. What is the practical solution you see to the problem?

Question 1 is aimed at having participants think about the context in terms of problem statements. They explored
the issues which affect them daily and reflected on the problem which face youth today.

Question 2 focused on building the context of current government policies and their effect on youth in Jordan. The
two questions combined to build a picture of the situation as it is now.

Question 3 did not intend to ask for practical or doable solutions, this question was asked so participants can move
from the problem statements of the current situation to the ideal scenarios they envision. This question reflects the
hopes and dreams of youth.

Question 4 moves the conversation to its final phase, where the participants are asked to think of practical solutions
and policy changes which can improve the situation in the direction they envision for the country.

Table 1 shows the main questions asked and the activities tied to each.

TABLE 1: FOCUS GROUP WORKSHOP STRUCTURE

Activity Description

Welcome Introduction and icebreaking

To identify the shared vision of what issues are and what the Jordanian context is, each person writes the
answer to the following questions on sticky notes and displays them alongside all the other answers on a
wall. Similar answers are removed until there is only one copy of each answer.

Painting the The questions are:

Bigger Picture Focusing on the areas of education and leadership, what are the issues that are important to young
people in your opinion?

In your opinion, what government policies in the areas of education and leadership that are of interest
to youth?

Using the Six Thinking Hats tool, participants approach the context they have built with all its components
Discussing
from different angles and points of view. This allows participants to see the issue in a different light and
Assumptions
keep them thinking about other arguments for and against their ideas.

7 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

Activity Description

After the context has been established, the participants are asked the following question:

What do you wish would happen? What is the ideal situation you see as a solution to what has been
The Wishing discussed?
Exercise
In this exercise, participants are not expected to come up with clear or practical solutions. This is only aimed
at having them think of what the ideal scenario for them would be. It helps build their awareness and get
them to move their thinking from problems to solutions.

After the wishing exercise is complete, that is when a discussion is started to help participants focus on
Discussion practical solutions. This prepares them to move to the next phase of the workshop, which is thinking not
only about what they wish would happen, but what can be done to make it happen.

The participants separate into sub groups.

Each group chooses a specific theme and begins to produce solutions for it.

On a large piece of paper, they write the subject, and then each member of the group takes his or her turn
Discussing
to write an answer to the question:
Assumptions
What is the practical solution you see to the problem?
Each person within the group adds to the idea written before them, giving everyone a chance to express
their views and organizes the brainstorming process.

The sub groups discuss their proposed solution to agree on a unified approach. Once there is a clear
Sketching
solution the sub group is interested to explore, they begin to write it up as a poster.

To encourage participation and the sharing of information, all sub groups display their solutions in an idea
Idea Market market so others can approach them, ask questions, and give feedback.

Then each sub group is given time to make final edits before submitting the solution to the facilitator.

Final Debrief and The participants review the workshop and its outcomes to reflect on what they learned and what they
Conclusion contributed. All documents and items created during the workshop are collected.

OUTPUTS
The research was conducted in cities across Jordan, in Aqaba and Maan to represent the southern governorates, in
Amman representing the centre, and twice in Irbid for the north, one of those workshops was done in a Palestinian
refugee camp.

While there were city specific concerns related to the geography and local context, the outputs from the different
cities showed an overall theme. Indicating a shared set of concerns and aspiration between youth across the nation.
The core concerns shared across all four cities were as follows:

8 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

 High unemployment rates.

An overall poor educational system disconnected from the job market.

Lack of available spaces and activities for youth.

The suppression of freedom of expression due to social norms and government restrictions.

Additionally, there were some area specific concerns. For Aqaba, some of the notable concerns came from
geographical context and the centre at which
the workshop was held. The first concern was Discrimination against women will not come to
for the lack of action on environment issues such an end if we remain silent on injustice and if we
as pollution of both beaches and the sea. The did not work with each other to end all forms of
second concern was about the lack of mobility discrimination. L.D Participant
for females due to harassment. This was a major
issue for the participants at the Women Mobilization Committee centre, as they represented local voices
with awareness about womens issues.

In Maan, the conversation turned to issues around schools. And while the participants did share many
similar points as their counterparts across the country, there was a special emphasis on the deteriorating
state of school infrastructure and the abuse students go through at the hands of teachers.

As for Irbid, the multiple workshops conducted in the city yielded comparable outcomes. For the Irbid
refugee camp, the youth who were still in high school, had concerns relating to bullying, violence, and drug
abuse. While these issues exist in other cities, this reflects a personal context and a concern within their own
community which these young people have to face directly.

Finally, the Amman participants showed a different focus. Directing a lot of the discussion to involvement in
policy making and the position of research in industry and the economy. These issues are not geographically
exclusive to Amman, but it is indicative of the citys position as both the countrys economic hub and the city
with the largest number of research institutions.

Following a discussion, participants worked on individual challenges in order to provide solutions for each.
For high unemployment rates, participants provided the following recommendations:

1. E stablishing local initiatives run and managed by youth. Such as creating roof gardens and having youth
participate in construction and maintenance.

2. Training teams capable of marketing local tourism sites and attracting tourists.

3. Providing training and rehabilitation services for youth.

4. Creating a quota system to give Jordanians priority in hiring.

5. Opening more space for investment and private businesses to grow.

6. Increasing the role of scientific research in industry.

Many of the points were agreed on across all groups and the suggested solutions show a shit from reliance
on government jobs to a more autonomous thinking. It is our view that the interest in leading businesses
and initiatives as well as working in the private sector are indicative of the entrepreneurial culture currently
finding a place among Jordanian youth.

When it comes to the issue of the overall poor educational system, the main issues put forward by the
participants were about overcrowding in schools, poor infrastructure, and the lack of teacher training. The
suggested points were discussed at length and suggested as possible solutions:

9 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

1. Constructing more schools to reduce the number of students per classroom.

2. Providing a training program for teachers.

3. Creating a magazine for teachers which would reflect the challenges they face and the latest
developments in education.

4. Increasing teacher pay.

5. Increasing oversight over teachers and managerial staff in schools to insure quality assurance.

6. D eveloping the curriculum and creating a system which respects different abilities and strengths in
students.

7. Providing youth with training on problem solving and facing challenges.

8. Increasing their leadership skills and self-esteem.

9. Integrating mental growth and mental health into the educational system.

10. R eforming higher education policies to focus more on scientific research rather than monetary value.

11. More interest in raising youth awareness to explore and develop their talents.

12. Making school clubs and computer labs open for students.

13. Increasing parent involvement.

14. R educing nepotism in the school system.

15. R educing tension and segregation between Palestinians and Jordanians.

16. Introducing more hands on activities into education.

17. Working to improve the status and respect of teachers.

18. Increasing parent awareness of the importance of mental development and supporting the childs
cognitive growth.

The issue of education was the most discussed

in all five groups. It was sighted as a root cause Good education will create mature minds capable
of many of the other challenges facing youth in of dealing with the various difficulties facing young
Jordan. The main focus of the solutions was on people and thus will positively reflect on society.
A.A Participant
reforming the curriculum and training teachers.
But other issues brought up, such as nepotism
in the school system and discrimination between Palestinian and Jordanian students gives a view of other
underlying challenges facing society as a whole.

Also, some of the solutions discussed intersected with the issue of lack of available spaces and activities
for youth. This challenge was brought up in almost all groups in all cities and reflects a dire need for
places where young people can feel comfortable and safe to express themselves and enjoy extracurricular
activities. The solutions put forward were as follows:

1. Working with youth councils and government agencies to create spaces for youth based on their actual
needs.

2. O pening public spaces, such as parks and cultural centres, to youth.

3. C reating more spaces for arts and cultural expression to facilitate youth interaction and learning.

10 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

4. Activating existing youth centers and sports clubs.

5. To many you the issue of finding public spaces to spend time is difficult for both genders. While female
participants expressed concern of being harassed, male participants also complained that they are
usually excluded from public spaces due to public perception of male youth as being a disruptive force.
This is usually evident from the families only areas created by malls and restaurants. During the
discussion, it was indicated that participants blame the lack of space as a cause of youth delinquency
and misbehaviour.

Finally, when talking about the suppression

As young people, we have great skills, and we love
of freedom of expression due to social norms
to go through new experiences to learn and develop
and government restrictions, participants had
our experiences, and we need to be in decision-
the following input to increase participation in
making positions to learn even more.
policy making and giving youth a platform for M.S Participant
self-expression:

1. G overnment bodies and local municipalities should conduct regular meetings with youth to learn about
the challenges and needs that they have.

2. Supporting youth in leadership and political roles.

3. Creating a serious and practical strategy to involve youth in civil society and public life and build their
ability to express themselves.

4. Opening more space for civil society and political expression in a democratic and free setting without
government intervention.

5. Establish a youth quota in parliament.

6. Take practical steps to raise awareness and increase government trust in youth and reduce hindrances
facing them.

Other challenges discussed by individual groups without consensus across cities covered issues from drug
abuse to the economy. Challenges such as drug abuse among Irbid youth was seen as a result of anxiety
and stress combined with a lack of awareness. Participants suggested awareness campaigns, counselling
services, and extracurricular activities to reduce drug use.

When discussing violence and bullying in schools, participants suggested creating awareness campaigns
to increase tolerance and reduce violence, as well as provide training on conflict resolution. An interesting
observation was made, linking violence and bullying to perceived inequality among students.

As for the economy, participants in Amman saw the Ministry of Higher Education as a starting point for
reform, suggesting the Ministry should lead the way in improving skills among youth and advocating
political and economic systems that are research based and customized to the Jordanian context. For a full
breakdown of outputs based on city and group, please refer to Appendix 1.

11 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

FEATURE: RESOURCES FOR YOUTH ENGAGEMENT

The King Abdullah Fund (KAFD) was established in 2001 based on the directives of His Majesty King
Abdullah II. KAFD focuses on investing in human resources though providing necessary training and
support to empower them to contribute to the development of the countrys future in line with His
Majestys reform vision at the economic and social spheres.
www.kafd.jo

As part of His Royal Highness Crown Prince Al Hussein bin Abdullah IIs commitment to building
a bright future for Jordans youth, the Crown Prince Foundation was established with the goal
of inspiring and driving youth engagement to improve community well-being, leadership and
participation, innovation and entrepreneurship and technical/vocational education. The impact of the
Crown Prince Foundations initiatives extends throughout the Kingdoms governorates and affirms His
Royal Highness belief that youth can excel if given the proper skills and means to become capable,
www.cpf.jo active citizens within their communities.

Capitalizing on the power of todays information communication technologies as well as drawing

yptoolbox.unescapsdd.org
on ESCAP, ECA and ESCWAs previous experience in building such platforms, such as the Social
Protection Toolbox, the Youth Toolbox acts as a repository of knowledge, experiences, and good
practices, with the aim of providing policymakers with a comprehensive resource facility for
developing inclusive and responsive youth policies in a process that optimizes engagement of youth-
led organizations. It strives to engage the participation of a range of stakeholders, increasing the
amount and diversity of knowledge and views.

The Ministry of Youth and its website provide a platform for engagement. Its main tasks focus on drawing
up policies and executive plans to ensure the integration of young people and activating their participation
in political, social and cultural life, and preparing programs to motivate young people, empower them and
invest their energies.

The Ministry also creates centers for youth care, rehabilitation, and development of their skills and abilities.

The Ministry also works to sponsor and rehabilitate sports facilities and to prepare plans and programs to
moy.gov.jo
attract youth.

The All Jordan Youth Council was established by the King Abdullah Fund in 2006 in order to provide the
institutional platform for the interaction of university students and youth in all their positions with the policies
and programs directed at them in the fields of economic, social and political development. The council has
multiple centers operating across Jordan.
www.ajyc.jo

With a network of 51 Community Development Centres located throughout the country, JOHUD are at
the forefront of building a brighter future for those living in under-served, poor, and remote communities.
JOHUD provides sustainable support that empowers individuals to work with their neighbours, strengthen
their communities and secure access to the resources they need to achieve healthy and fulfilled lives.
www.johud.org.jo

12 Report on Youth Policies in Education and Entrepreneurship: A Youth Prospective I Learn

CONCLUSION
Participants from around Jordan shared their input on the challenges youth face and the policy solutions
which can help. A pattern was evident as groups in different communities and geographic locations
across the country agreed on specific challenges which they all face. An interesting observation was that
regardless of the issues put forward, even with unemployment and issues concerning safety, the feeling
amongst the groups was that improved education and the creation of spaces for youth could provide
a solution. This shows the unique position educational institutions have as leaders when tackling youth
challenges. It is our opinion that policy solutions should focus on educational reform and the introduction of
more hands-on components to the curriculum as well as extracurricular activities so we can unleash young
peoples potential.

This report was done in a short term as a seed for a larger effort. I Learn believes that reporting efforts do
not only benefit the community as a whole by hearing young voices, but it also helps to spread awareness
through discussion and dialogue.

To insure both impact and sustainability for this report, the results will be shared with ministries and
government officials interested in engaging with youth. It is our ambition to grow this report to include
more voices and create awareness on youth policy. While the results demonstrated here are not conclusive,
I Learn hopes that it gives a glimpse of what youth go through every day, and what they hope to achieve in
order for the entire community to rally together for meaningful change.

REFERENCES
A lmasraweh I. (2003), Adolescent reproductive health in Jordan. Status, Policies, Programs and Issues,
POLICY Project, January

Grak-Sosnowska, K. (2009). Studies On Youth Policies In The Mediterranean Partner Countries

Jordan.Euromed Youth III Programme.

Government of Jordan. (2012).Final Accounts. Retrieved fromhttp://www.youthpolicy.org/wp-

content/uploads/library/2012_Jordan_Final_Account.pdf

Government of Jordan. (2005).National Youth Strategy for Jordan 2005- 2009.

Higher Council for Youth, (2004) National Youth Strategy for Jordan 2005- 2009, Jordan, December.

MoE (2004), The Development of Education. National Report of the Hashemite Kingdom of Jordan,
presented to the 47th Session of the International Conference on Education in Geneva, 8-11.09.2004 ,
Managing Directorate of Education Research and Development, August.

UNESCO Institute of Statistics Database, http://www.uis.unesco.org.

UN Committee on the Rights of the Child. (2013).Consideration of Reports Submitted by States Parties
Under Article 44 of the Convention.Combined fourth and fifth periodic reports of States parties due in
2011 Jordan.

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