Duration

• 2022 – 2024

Clients

• Ministry of Education
• The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ).

Brief

• Is a two-year project implemented in Jordan as part of an international consortium primed by Particip GmbH – Germany, and in partnership with vbjk/ Centre for Innovation in the Early Years – Belgium.

• The project aims at improving access to high-quality inclusive early childhood education for all children with a focus on vulnerable children, refugees and children with disabilities, as well as building the capacities of the public, private and non-profit education sector in Jordan.

• It works on a multi-level approach targeting the macro level (MoE), meso level (education authorities at district level) and micro level (schools and families) through focusing on three main components:

1. Supporting the public KG system to increase KG offers, infrastructure rehabilitation and the creation of a child-friendly learning environment.
2. Improving the preconditions for a sustained increase in kindergarten places in private and non-profit institutions through sustainable strategies for expansion.
3. Improving the access to KG for vulnerable children aged 4-6 years in selected communities or camps with a focus on refugee children and children with disabilities or special learning needs.

• Under this project, CADER is working on the third component as part of an international consortium primed by Particip GmbH - Germany, and in partnership with vbjk/ Centre for Innovation in the Early Years – Belgium.

Duration

• 2020 – 2024

Clients

• Ministry of Higher Education and Scientific Research
• Ministry of Education
• IREX
• Four public universities (Yarmouk University, University of Jordan, Mu’tah University and AL Hashmiyeh University)

Brief

• A five-year project funded by USAID and implemented in partnership with the Ministry of Education, the Ministry of Higher Education and Scientific Research, and the Queen Rania Teacher Academy (QRTA).

• As a subcontractor to IREX, CADER’s role involves leading the establishment of the practicum component as part of pre-service program on four different levels: universities, field directorates, mentors, and enrolled university students.

• Throughout the program, CADER has prepared a training program for the MoE mentors that got accredited by MoE in August 2021 as part of the teachers PD framework.

• In addition, CADER in cooperation with Queen Rania Teacher Academy and Mu’tah University on an e-learning alternative solution for the practicum component in schools, to be implemented in case of emergencies and school closures.

• Up to date, around 2,013 mentors and 91 MoE supervisors were trained on the mentors’ program from different directorates, conducted orientation sessions on the mentors’ program for 480 private and public schools’ principals, and implemented working sessions for around 85 staff members from the Faculties of Educational Sciences.

Duration

• 2021

Clients

• Jordanian Ministry of Education

Brief

• In partnership with the Jordanian Ministry of Education (MoE), CADER designed and developed 21 professional development programs for newly hired teachers (K-12) and newly hired learning support assistants as per the assistant teacher rank and in line with the recently accredited policies and professional development framework for teachers and educational leaders.

• The developed programs included one general and 13 specialized subject matters with a total of 255 training hours for newly-hired teachers, and one general and 6 specialized subject matters programs for learning support assistants with a total of 255 training hours.

• CADEER prepared comprehensive professional development courses including programs’ general framework, training programs’ description cards, training packages, evaluation methodologies and tools, in addition to preparing a core team from the ministry (TOT), training them on the training programs as well as implementing a pilot with teachers.

• The developed professional development programs are part of the newly adopted Continuous Professional Development pathways (CPD hours) for teachers and learning support assistants at MOE.

• Under this project, CADER has also trained a core team of 1,260 TOTs from the MoE on all the prepared training programs for all the specializations (60 trainers per specialization), a team of mentor teachers, a group of school principals, field directorate supervisors, and bodies supervising the learning support assistants.

Duration

• 2020 – 2021

Clients

• Jordanian Ministry of Education

Brief

• Is an extension of the Early Grade Reading and Mathematics Initiative (RAMP) that started in 2015 in cooperation with the Jordanian Ministry of Education and Research Triangle International (RTI) and funded by the USAID and DFID.

• Aimed at providing extra coaching support to the early grades (KG2 – G3) teachers by focusing on the schools and teachers who are most in need of support to improve students’ performance.

• CADER’s work aimed at providing extra coaching support to the early grades (KG2 – G3) teachers, as well as providing coaching to teachers in classes for Syrian refugee children in the Ministry of Education Public Schools, Refugee Camps, remote schools and some schools needing special support.

• Under the RAMP 2 project, CADER’s coaches conducted the following activities:
  • Providing between (4-7) individual coaching visits depending on the school size and the category in which the school is in (good, emergent, weak), as well as on the effective instruction indicator for each teacher in a school.
  • Leading community of practice meeting in each school, to develop skills of multiple teachers at once as well as to practice literacy and mathematics methodologies, and then provide differentiated guidance in follow-up work with individual teachers.
  • Developing an Online Emergency coaching plan due to COVID 19 support teachers and parents improve their children’s skills in Maths and reading through games and storytelling.

Duration

• 2015 – 2019

Clients

• Jordanian Ministry of Education

Brief

• Is a national initiative implemented in cooperation with the Jordanian Ministry of Education and Research Triangle International (RTI) and funded by the USAID.

• Aimed at improving reading and mathematical skills of all primary school students from kindergarten (KG2) up to the third grade (G3) all over Jordan by developing and enhancing basic learning skills that students need during their first academic years.

• CADER was responsible for leading and managing the training of KG2 – Grade 3 teachers, in addition to supporting the MoE in building its institutional capacity to provide effective training for teachers.

• CADER’s work involved:
  • Conducting formal training in cooperation with the Ministry of Education’s supervisors, trained teachers, principals, and field directorates’ staff and engaged the local community provided support on enhancing ways of teaching reading and mathematics for about 400,000 students in all of the Jordanian public schools.
  • Designing and producing Senior Teachers’ Program to train the best performing KG2 – G3 Arabic and Mathematics teachers in using the newly adopted RAMP methods to become Senior Teachers responsible for providing support and coaching for all KG2-G3 teachers in teaching the foundational skills of Arabic and Mathematics in their schools.
  • Piloting the Senior Teachers’ Program in in two directorates (Jerash and Ajloun) and trained seven MoE supervisors to be able to implement it on a national scale. Ultimately, 500 Senior Teachers were trained on this program across the kingdom.
  • Supporting RTI and MOE in implementing the early grade reading and mathematics assessments (EGRA/EGMA) and the Lot Quality Assurance Sampling (LQAS).

Duration

• 2018 – 2019

Clients

• Directorate of Education and Military Culture of the Jordanian Armed Forces

Brief

• In partnership with the Directorate of Education and Military Culture of the Jordanian Armed Forces, CADER worked on a one-year-project that aimed at developing the competences of participated teachers to be able to provide better learning opportunities for students.

• CADER implemented two professional development programs as follows:
  • Program 1: Learning and Teaching Strategies in the ClassroomThis program aimed at empowering the teachers with the needed skills to be able to plan, develop, implement, manage and evaluate student-centered lessons by using appropriate teaching and learning methods integrated with ICT tools.
• • Program 2: Teaching Reading and Mathematics Strategies for Early Grades Students (KG2 – G3) This program aimed at empowering (KG2 – G3) teachers with the essential skills they need to enhance and improve students' reading and mathematics skills, so they can read with comprehension and solve mathematical problems with understanding.

• Ultimately, CADER trained 1,000 teachers and conducted 1,688 onsite support visits.

Duration

• 2014 – 2015

Clients

• Jordanian Ministry of Education

Brief

• Implemented in cooperation with the Jordanian Ministry of Education and in partnership with Research Triangle International (RTI) and funded by the USAID.

• Aimed at assisting and supporting the Jordanian Ministry of Education through testing educational remedial activities in 40 pilot intervention schools and 20 control schools.

• Included development of diagnostic tools workshops, training of coaches and teachers to implement diagnostic tools, collect results and apply remedial activities, training of trainers for the Jordanian Ministry of Education and learning dissemination and policy dialogue workshops.
• Three diagnostic and research studies were carried out as follows:

1. Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) group administered assessment verification study.
2. Study on boys' experience in school
3. Study on teachers' attitude

• Ultimately, 40 schools in the middle and north of the Kingdom were targeted, around 320 teachers and 3,250 students were influenced.

Duration

• 2013 – 2014

Clients

• UNICEF
• Jordanian Ministry of Education

Brief

• The project was implemented in cooperation with UNICEF and the Jordanian Ministry of Education.

• CADER developed a six-module professional development program for teachers that span over a period of one year.

• It aimed at building the capacity of teachers and the Ministry of Education staff who work in Syrian refugee camps and host community schools to provide interactive learning environments for the Syrian students.

• The modules specifically addressed the following:
  • Training for Teachers: consisted of three aspects targeting around 3000 newly recruited Jordanian teachers and Syrian assistant teachers in the Syrian camps and host community schools; to empower them to be able to provide the best possible learning opportunities for students within the current situation for the disaster affected the Syrian students in these schools.
  • Training for Principals, Supervisors and MoE Staff: included a customized training program to develop the capacity of a group of 20 MoE staff aiming at empowering them to plan, monitor, manage and submit reports as well as evaluating the impact of implemented activities. In addition, it trained them on the needs assessment approach, the work plan and sustainability of the transfer of learning for the participating group.
  • Results Based Management Training: targets a group of 20 Ministry of Education (MoE) staff to be trained on UNICEF “Managing for Results Manual.” The objective of the “Results Based Management Training” was to enhance the capacity of the MoE staff in case concepts of M&E and RBM.

Duration

• 2009 – 2014

Clients

• Jordanian Ministry of Education

Brief

• In partnership with Creative Associates International, Inc. and funded by the USAID, CADER undertook the largest professional development project ever implemented with Jordanian Ministry of Education.

• CADER was in charge of the largest component of the project: Program Component Area 3: The Professional Development Component.

• CADER designed its professional development component following a new and innovative approach that allowed a broad national outreach through a decentralized delivery model that was implemented at the level of schools and the field directorates of the Ministry of Education.

• During this project CADER implemented 19 professional development programs within four main categories, as follows:

First: Teachers Induction Program

• CADER was the first Jordanian company that developed and implemented the first comprehensive induction program on national level in Jordan for five consecutive years.
• Aimed at qualifying newly appointed teachers at the Jordanian Ministry of Education.
• Comprised a total of 108 training hours distributed over three programs: Foundation program (12 training hours), Future Teacher program (60 training hours), and Specialized Professional Development Programs (36 training hours).

Second: In-service Professional Development Program

• Aimed at aimed at developing in-service teachers' competences related to their subject matters in using modern pedagogies integrated with ICT tools in their classrooms to create student-centred learning environment.
• Included three main groups of professional development programs: Foundation Program (12 training hours), School-Based Professional Development Program (36 training hours), and Specialized Professional Development Programs (36 training hours).

Third: Leadership Professional Development Program

• Aimed at developing the principals’ leadership competences to be able to lead and facilitate the change process in their schools and field directorates and manage the resistance by creating a unified vision among all stakeholders.
• Consisted of four programs: Foundation Program (12 training hours, School-Based Professional Development Program (12 training hours), Future Leaders (18 training hours), Specialized Professional Development Programs for supervisors (15 training hours), and Specialized Professional Development Programs for school principals (36 training hours).

Fourth: Training of Trainers Program (Change Agent Program)

• Targeted distinguished teachers, supervisors and principals from the different programs CADER implemented under the (ERSP) project. This program was implemented over three phases: Face-to-Face training phase, Shadowing phase and Implementation phase.

Studies carried out on ERSP

• ERSP final report
• ERSP success stories
• On school based PD program
• On sample of top and least performing schools
• On teachers who were given HED scholarships under ERSP
• On impact of in-service training under ERSP

Duration

• 2010 – 2011

Clients

• USAID
• Jordanian Ministry of Education

Brief

• A major component of the (ERSP) project initiated and funded by USAID.

• The project involved constructing about 28 new schools and renovating and extending an additional 100 schools throughout Jordan following an innovative school building design that reflect the latest research findings on improving educational environments and learning outcomes.

• CADER was responsible for designing professional development program that accompanied the new school buildings where it tailor-made a professional development program that aimed at enabling the principals, teachers, students, parents and the local community to understand the great potentials of the school architecture and functional layout and fully utilize them in enhancing teaching and learning process.

JSP Case Study English

Duration

• 2009 – 2010

Clients

• UNICEF
• Jordanian Ministry of Education

Brief

• In partnership with UNICEF, this program aimed at empowering a core team of trainers from the Ministry of Education to undertake the implementation of the reinforcement and development of youth participation in school life project through the formation of student councils and Parent – Teacher Association (PTAs).

• The program had a distinguished implementation method that aimed at creating positive attitudes for the target group as well as providing them with the necessary skills and knowledge to carry out their roles as trainers.

• Through the program, 25 core trainers were qualified to train the teams at the directorates on a national level through the project.

Duration

• 2009

Clients

• Bethlehem University/ Palestine

Brief

• Implemented in partnership with Maastricht School of Management and was funded by Netherlands Organization for International Cooperation in Higher Education/Nuffic.

• The program targeted the faculty members of the University and the trainers and consultants of its Institute for Community Partnership aiming at empowering them with the best implementation of ICT tools in education.

• The main goal of the program was to raise the awareness of the participants of the unlimited possibilities that ICT tools provide for instructing and adult learning, and to enable them to effectively make use of ICT tools to enrich the process of instructing and learning at the university.

• The backbone of the program was adult learning and catering to different learning styles and needs by making use of the variation of activities that ICT tools can offer in this regard.

Duration

• 2007 – 2010

Clients

• Jordan Education Initiative (JEI)
• Jordanian Ministry of Education

Brief

• Funded by Microsoft Partners in Learning, and in partnership with The Jordanian Ministry of Education and Jordan Education Initiative (JEI), this project was the first of its kind in Jordan and the region.

• The project was evolved to cater to the needs of the Discovery Schools in Amman and aimed at developing new positive attitudes for working and learning in the schools.

• The project was implemented in eight discovery schools in Amman with twelve participants from each school in addition to one intern from the JEI.

• It started by building school teams that are owners of the change process and empowering them with the right skills, attitudes and tools to lead and institutionalize change and sustain it after the program ends, through working on projects that aim at achieving a unified vision.

• Based on the successful results in the eight schools, the project was extended three times to empower 15 selected teachers from 8 discovery schools as trainers (TOTs) to rollout the project on a national level, carry out a TOT program for a selected group of (16 – 20) MoE supervisors, and implement the project in six new schools that were under the umbrella of Madrasati initiative.

• Ultimately, this project was rolled out in around 60 schools around the Kingdom with around 300 participants.

Duration

• 2007

Clients

• Supreme Council for Information and Communication Technology (ictQATAR)

Brief

• In partnership with the Supreme Council for Information and Communication Technology (ictQATAR), the program was implemented as part of the Training for Middle and Secondary School Teachers in Qatar project.

• The program was the first of its kind in the Middle East in its innovative idea of building professional development communities within schools themselves.

• It aimed at promoting the participating teachers’ educational leadership skills to be able to function as E–leaders in their schools by creating a nucleus of two teacher leaders in each school who were capable of leading their fellow teachers to continue the process of change and sustain the emergent practices.

• The project focused on creating a nucleus of teachers as leaders in each school who were capable of leading their fellow teachers to continue the process of change and sustain the emergent practices.

• The role of these School E–leaders was to encourage their colleague teachers and give them guidance and support in integrating ICT in their teaching.

• At the end of the program, 25 E–leaders started to lead school improvement teams, carry out action research with the aim of providing teachers with technology materials and activities that support their developing practices, assist colleagues to explore and try out new ideas, facilitate study groups, support new ways of learning and teaching and help lower the resistance and barriers to change that usually impede the adoption of technology tools in teaching.

Duration

• 2007

 Clients

• Supreme Council for Information and Communication Technology (ictQATAR)

 Brief

• Implemented in partnership with the Supreme Council for Information and Communication Technology (ictQATAR) targeting middle and secondary school teachers in Independent Schools.

• Aimed at training middle and secondary school teachers and enabling them to demonstrate new skills in integrating ICT in their classroom together with modern pedagogies, activate the learning management system (LMS) provided in all schools and create a learning network with learning resources for both students and teachers.

• Ultimately, 12 schools participated in this project with around 275 teachers.

Duration

• 2005 – 2006

Clients

• Jordanian Ministry of Education

Brief

• In partnership with Academy for Education Development (AED), a one-year first of its kind project implemented in Jordan and the region.

• Comprised of a 160-hour-training program that aimed at testing alternative approaches for integrating technology in education, and training teachers on how to use and integrate these models of technology in their daily practices along with modern pedagogies.

• The program was the first locally developed Arabic program, and the first program to be accredited by the Jordanian Ministry of Education for teachers’ ranking.

• The program targeted 5 schools in different parts of the Kingdom with nearly 100 teachers.

• The project tested various technology models of integrating ICT in the classroom and came out with recommendations concerning the best models and strategies to be rolled-out on a national level.

Duration

• 2023 - 2028

Clients

• Ministry of Education
• Ministry of Higher Education
• 4 Jordanian Universities
• IREX International

Brief

• Asas project is a USAID-funded five-year project (2023 - 2028) implemented in Jordan in partnership with IREX in close coordination with the Ministry of Education (MoE).
• The project aims at advancing national efforts to strengthen the caliber of pre- & in-service teacher education and improve Kindergarten through grade three (KG-G3) foundational and socio-emotional (SEL) skills across the Kingdom of Jordan.
• CADER is part of IREX’s team and is working in collaboration with IREX and other Team Members on the following Asas components:
  • Objective 1.1 and 1.2: support the development of a Practicum module part and assist universities in executing the module, improving of university students’ practicum experience in Years 1 and 2 before graduating responsibility to universities, and integrating learning outcomes from the practicum into studies.
  • Objective 2.1:
    • Support the process to guide the MOE to map, assess, and improve early grade induction and in-service CPD programs.
    • Support the strengthening of the quality, relevance, and timeliness of early grade in-service CPD training, needs-based coaching of teachers, and communities of practice within and between schools.
    • Support the strengthening of the quality and relevance of early grade leadership training for principals and FDs management of professional development to support teachers based on student learning outcomes and wellbeing.