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Weak foundations in Arabic literacy: Drivers of learning poverty in Jordan

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  • Nusair, Lama
  • Palmer, Robert

Abstract

In 2019, the World Bank introduced the concept of “learning poverty” to draw attention to the proportion of children aged 10 that could not read with comprehension. This paper addresses the drivers of learning poverty in Jordan, estimated to be over 60%, examining the literacy pathway a child takes through both the home and school learning environments. We conducted a qualitative comparative policy analysis drawing primarily on in-depth interviews with twelve Jordanian primary school teachers and quantitative data from Jordan’s 2018 National Teacher Survey (re-analysed for this study). We find that these drivers include: parental engagement with their children’s literacy learning (often affected by parents’ own low literacy levels and a weak culture of reading); the profile of early grade teachers; the automatic grade progression policy that allows struggling readers to progress to higher grade levels; and, schooling infrastructure (principally overcrowded classrooms and inadequately resourced libraries).

Suggested Citation

  • Nusair, Lama & Palmer, Robert, 2023. "Weak foundations in Arabic literacy: Drivers of learning poverty in Jordan," International Journal of Educational Development, Elsevier, vol. 99(C).
  • Handle: RePEc:eee:injoed:v:99:y:2023:i:c:s0738059323000500
    DOI: 10.1016/j.ijedudev.2023.102774
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    References listed on IDEAS

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    1. Berry, Christopher & Barnett, Edward & Hinton, Rachel, 2015. "What does learning for all mean for DFID's global education work?," International Journal of Educational Development, Elsevier, vol. 40(C), pages 323-329.
    2. Winthrop, Rebecca & Anderson, Kate & Cruzalegui, Inés, 2015. "A review of policy debates around learning in the post-2015 education and development agenda," International Journal of Educational Development, Elsevier, vol. 40(C), pages 297-307.
    3. Benjamin Saunders & Julius Sim & Tom Kingstone & Shula Baker & Jackie Waterfield & Bernadette Bartlam & Heather Burroughs & Clare Jinks, 2018. "Saturation in qualitative research: exploring its conceptualization and operationalization," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(4), pages 1893-1907, July.
    4. Bartlett, Lesley & Dowd, Amy Jo & Jonason, Christine, 2015. "Problematizing early grade reading: Should the post-2015 agenda treasure what is measured?," International Journal of Educational Development, Elsevier, vol. 40(C), pages 308-314.
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    Keywords

    Arabic; Literacy; Learning Poverty; Jordan; SDG4;
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