The Effects of Legislative Inequality on the A Achievement of Quality of Higher Education in Jordan

Abstract

This study aims to investigate the challenges and obstacles facing quality achievement in higher education in Jordan. The study concentrated on inequal legislatives and instructions related to students graduated from secondary schools in the Ministry of Education, and got their general secondary school certificate (GSSC) which qualifies  them to apply for admission at Jordanian universities according to their averages. In this study the researchers followed the descriptive analytic approach where they got data from both the unified admission coordination unit (UACU) in the Ministry of Higher Education and the bureau of civil service (BOCS) in the Prime Ministry of Jordan. This study classified inequal legislatives into (7) categories. Then the researchers analyzed the numbers and percentages of students from those categories admitted at public universities and checked the effects of these numbers on the results of graduates applying for jobs through the civil service bureau (CSB). The findings of the study revealed that such challenges and obstacles (legislatives and instructions) lead to inequal admissions at Jordanian public universities with a percentage of (11%) and low results in the competitive tests made by (CSB) as 55% of the candidates failed. This means that legislatives related to students’ admission at Jordan public universities affected the quality of graduates negatively. The researchers recommend the Ministry of Higher Education (MOHE) to eliminate inequal legislatives and instructions related to students’ admission at Jordan public universities and to give the universities their independency to determine the best standards and the more convenient legislatives and instructions for admission of students with (GSSC), and those universities should practice their role in making decisions.