Policies

Masahati Student Clubs (MSC) programme

Context and Issue

Jordan's public schools encounter some of the poorest educational achievements globally, marked by disparities based on gender, nationality, location, and economic background. These schools grapple with challenges such as violence, low attendance rates, teacher fatigue, and diminished enthusiasm, particularly in overcrowded settings. This situation has worsened due to the reimplementation of double-shift schooling after the influx of Syrian refugees, wherein host communities attend morning sessions and Syrian refugees occupy the same school buildings for afternoon sessions.

Solution

The MSC seeks to improve the learning environment and enhance socio-emotional learning (SEL) through providing after-school clubs for students. The target groups of the program are marginalized children attending the most underserved schools in Jordan in grades 4-10

Impact 

Based on the reports regarding the intervention, the program had a positive impact on students' behavior, as perceived by caregivers, students, teachers, and headteachers. Participants noted improvements in student responsibility, engagement with family, academic commitment, confidence, leadership, and advocacy skills. Students reported being inspired to consider future careers and to prepare for them diligently. However, further evaluation is needed to measure the program's impact on student outcomes.

Analysis

The program contains elements that allow for its replication in other settings, but it would necessitate a culturally sensitive social-emotional learning (SEL) framework to be effectively adopted elsewhere. Additional refinement of the SEL framework is needed to facilitate its transfer, particularly in terms of specifying essential objectives and anticipated results.