Fact Sheet - Early Childhood Care and Education in Jordan

Queen Rania Foundation

Importance of Early Childhood Care and Education (ECCE) 

Access to ECCE

  • 38% of children were enrolled in KG1&2 for the academic year 2014-2015. [i]
  • A 2015 survey of Jordanian mothers found only 2% of children aged 3-48 months were enrolled in nurseries.[ii]
  • Jordan is reliant on the private sector for ECCE provision, with 82% of KG1&2 class-units established in the private sector.[iii] However, other forms of provision are growing: the MoE is expanding public KG2 services, many children of teachers are enrolled in nurseries housed in MoE schools, and significant numbers of children are served by work-based providers and community-based organizations (CBOs).[iv]
  • A 2012 study found that advantaged children had a 44% chance of accessing ECCE, while the most disadvantaged had a 5% chance.[v]

ECCE Quality

  • Around 25% of private nursery caregivers and 5% of MoE-based caregivers held Bachelor’s degrees or higher in 2015 (see Figure 1)[i].
  • 42% of private and 27% of MoE school-based nursery caregivers reported choosing the profession due to a desire for the field. 58% of private and 42% of MoE school-based caregivers reported that Tawjihi grade was one of their main reasons for pursuing community college or undergraduate education specialities, since these programs require relatively low Tawjihi scores.[i]
    • 90% of MoE caregivers reported not receiving any pre-service training.[ii]
    • 90% of caregivers in private and MoE school-based nurseries reported not receiving any professional development opportunities in the previous two years.[iii]
    • 32% of private, 4% of MoE school-based, 18% of work-based and 16% of CBO nursery directors and administrators reported using established curricula in their settings.[iv]
  • A national interactive curriculum is available for KG2 classrooms, developed under the ERfKE project in 2003. National curriculum for KG1 or nursery classrooms has not yet been developed. Some providers use internationally-developed curricula for these years instead.
  • A 2015 survey asked 437 nursery directors and administrators[i] about their nurseries’ infrastructure and learning environments[ii]. Figure (2) presents some findings for MoE-based nurseries.



[1] Australian Early Childhood Mental Health Initiative. (2014). Early childhood neurodevelopment. https://www.kidsmatter.edu.au/sites/default/files/public/KidsMatter-Early-Childhood-neurodevelopment-web.pdf.

[1] Wisconsin Council on Children and Families. (2007). Brain Development and Early Learning. Quality Matters: A Policy Brief Series, 1. https://larrycuban.files.wordpress.com/2013/04/brain_dev_and_early_learning.pdf.

[1] Fink, G,  McCoy, D. Hatamleh, H.,Pylvainen, H., Chen, H. & Al-Assaf, G. (2017). Economic Implications of Investing in Early Childhood Care and Education in Jordan. Queen Rania Foundation. http://qrf.org/sites/default/files/Economic%20Implications%20of%20ECCE%20in%20Jordan.pdf

[1] Ministry of Education (2014). Statistical Report 2014-2015 (التقرير االحصائي للعام الدراسي). http://moe.gov.jo/Files/(2-2-2017)(8-43-24%20AM).pdf.

[1] QRF National ECD Survey 2015 - unpublished raw data.

[1] Ministry of Education (2014). Statistical Report 2014-2015 (التقرير االحصائي للعام الدراسي). http://moe.gov.jo/Files/(2-2-2017)(8-43-24%20AM).pdf.  76% of KG2 class-units and 100% of KG1 class-units were provided in the private sector.

[1] Nursery services are available in larger MoE schools, but only for the children of teachers working at the school, with salaries paid by their parents. MoE-based KG2 services are available for the general public, but not universally as of 2017.

[1]El-Kogali, S., & Krafft, C. (2015). Expanding Opportunities for the Next Generation: Early Childhood Development in the Middle East and North Africa. World Bank Group. https://openknowledge.worldbank.org/bitstream/handle/10986/21287/9781464803239.pdf;sequence=1.

[1] QRF. (2015).

[1] QRF. (2015).

[1] QRF. (2015).

[1] QRF. (2015).

[1] QRF. (2015).


[1] This included public nursery directors/administrators (50%), private nursery directors/administrators (39%), work-based nursery directors/administrators (4%) and CBO nursery directors/administrators (7%).

[1] QRF. (2015).