شبكة المعلومات العربية التربوية

This study investigated the changes of male and female enrollment in urban and rural areas in Jordan and the school-related factors, as well as government policies that contributed to its change. Both qualitative methods and archival research were utilized to collect data in urban and rural areas in Jordan. A selective sample of twelve people consisting of teachers, administrators and policymakers, were interviewed. Data were analyzed through descriptive statistics and narrative descriptions. Results of the study indicated that the percentage enrollment level of girls and boys for grades 11-12 has been rising somewhat in Jordan between 1999/00 and 2004/05. However, in absolute numbers, the enrollment of boys in schools was greater than the enrollment of girls during the period of the study. The ratio of boys to girls was almost the same. The analysis also showed that there have been higher rates of increases in the enrollment of girls in urban areas than in rural areas, while the number of girls enrolled in urban areas increased the number of girls enrolled in rural areas decreased. Although the number of both male and female students in rural areas decreased, the data showed that a few more female students were found than males. By analyzing the data on institutional-side supplies, the study found that the Jordanian government provided different types of schools, single-gender and coeducational learning environments, inclusive female certified staff in urban and rural areas, and technology as well as other school material and equipment. In terms of government policies, the study found that all educational policies in Jordan were generic and intended generally to increase male and female educational participation. Although the Jordanian government showed tremendous initiative in the investment of expanding and improving the educational system, school facility conditions, educational quality, and teachers' status should be further prioritized for the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (ERIC: As provided)