DOCSLIB.ORG

Hashemite Kingdom of Jordan Education Sector Public Expenditure Review

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Hashemite Kingdom of Jordan Education Sector Public Expenditure Review Report No: ACS18935 Public Disclosure Authorized . Hashemite Kingdom of Jordan Education Sector Public Expenditure Review . June 17, 2016 Public Disclosure Authorized . GED05 MIDDLE EAST AND NORTH AFRICA . Public Disclosure Authorized Public Disclosure Authorized 1 Standard Disclaimer: . This volume is a product of the staff of the International Bank for Reconstruction and Development/ The World Bank. The findings, interpretations, and conclusions expressed in this paper do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Copyright Statement: . The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development/ The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA, telephone 978-750-8400, fax 978-750-4470, http://www.copyright.com/. All other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818 H Street NW, Washington, DC 20433, USA, fax 202-522-2422, e-mail [email protected]. 2 Contents Acronyms ...................................................................................................................................................... 6 Executive Summary ....................................................................................................................................... 7 I. Introduction .......................................................................................................................................... 9 II. Overview of Education Outcomes ...................................................................................................... 10 III. The Public Education Learning Environment .................................................................................. 19 IV. Overview of Public Education Spending ......................................................................................... 30 A. Capital Spending ............................................................................................................................. 32 B. Recurrent Spending ........................................................................................................................ 34 C. Syrian Refugee Students ................................................................................................................. 35 V. Teacher Compensation ....................................................................................................................... 39 A. Teachers Are Paid According to Qualification and Seniority .......................................................... 42 B. Teachers Are Relatively Well-paid .................................................................................................. 44 VI. Recommendations .......................................................................................................................... 49 A. Motivating Teachers to Perform ..................................................................................................... 49 B. Realigning Capital Investments ....................................................................................................... 54 C. Addressing Regional Variation ........................................................................................................ 56 References .................................................................................................................................................. 61 Boxes Box 1: Early Childhood Education in Jordan …………………………………………………………………………………………12 Box 2: USAID Support to the Education Sector in Jordan………………………………………………………………………33 Box 3: Strengthening Accountability in Jordan’s Education System ……………………………………………………..51 Figures Figure 1: Average years of school, Jordan and comparators (1970-2010) ................................................. 11 Figure 2: Gross enrolment ratios in kindergarten, basic, and secondary education, by governorate (2010- 11) ............................................................................................................................................................... 12 3 Figure 3: Gross enrolment ratios in kindergarten, basic, and secondary education, by gender (2013-14) .................................................................................................................................................................... 13 Figure 4: Total enrolment in kindergarten, basic, and secondary, by authority (2001-14) ....................... 15 Figure 5: Share of total enrolment in kindergarten, basic, and secondary education, by authority (2001- 14) ............................................................................................................................................................... 15 Figure 6: Jordan population projections, 2010-2050 (1,000s) ................................................................... 16 Figure 7: Jordan's performance in international student assessments ..................................................... 17 Figure 8: Variation in 2011 TIMSS scores, by gender and geographic location ......................................... 18 Figure 9: Growth in numbers of schools, classes, teachers, and students, by authority (2001-14) .......... 20 Figure 10: Distribution of school size, Ministry of Education and private schools, by geographic location (2014) .......................................................................................................................................................... 23 Figure 11: Distribution of class size, Ministry of Education and private schools, by geographic location (2014) .......................................................................................................................................................... 24 Figure 12: Distribution of student-teacher ratio, Ministry of Education and private schools, by geographic location (2014) ............................................................................................................................................ 25 Figure 13: Correlation between GDP per capita and government spending on primary education as a share of GDP, 2014 ..................................................................................................................................... 31 Figure 14: Correlation between GDP per capita and government spending on secondary education as a share of GDP, 2014 ..................................................................................................................................... 32 Figure 15: Number of Ministry of Education teachers, 2001-13 ............................................................... 41 Figure 16: Teacher salaries relative to per capita GDP, 2012 .................................................................... 45 Figure 17: Distribution of public school teachers by age and gender, 2010 .............................................. 47 Tables Table 1: Jordan’s gross enrolment ratios for all levels of education, 1970-2012 ...................................... 10 Table 2: Gross enrolment ratios for Jordan and comparators, 2012-13 .................................................... 11 Table 3: Jordan's schools, by authority, type, and gender (2013-14) ......................................................... 14 Table 4: Schools by governorate and authority, 2013-14 (percent share of total in governorate)........... 16 Table 5: Percent growth rate in school size, class size, and student-teacher ratio, by authority (2001-14) .................................................................................................................................................................... 20 Table 6: Trends in school size, class size, and student-teacher ratio, by authority (2001-14) .................. 21 Table 7: School size, class size, and student-teacher ratio, by region and geography (2014).................... 22 Table 8: Characteristics of schools with fewer than 100 students, 2014 .................................................. 26 Table 9: Characteristics of schools with average class size greater than 40 students, 2014 ..................... 26 Table 10: Tawjihi results, by school characteristic, 2013 ............................................................................ 28 Table 11: Regression results for tawjihi pass rates and school characteristics, 2014 ................................ 29 Table 12: Ministry of Education expenditures, as share of GDP and total education expenditures (2008- 13) ............................................................................................................................................................... 31 Table 13: Total capital spending, by budget entity (2013) .......................................................................
Load more

Recommended publications
  • Towards Improving the Status of Formal and Nonformal Environmental Education in Jordan
    TOWARDS IMPROVING THE STATUS OF FORMAL AND NONFORMAL ENVIRONMENTAL EDUCATION IN JORDAN A Dissertation submitted to Fachbereich Erziehungswissenschaft der Universität Hamburg for Attainment of a Doctoral Degree by Qasem S. Al-Newashi Irbid, Jordan 2002 ACKNOWLEDGEMENT The researcher wishes to express his most profound feeling of gratitude and appreciation to his thesis supervisor, Prof. Dr. Dr. h.c. Helmut P. Schreier for his encouragement, useful suggestions, constructive criticisms and guidance throughout the study. The researcher’s feeling of indebtedness to him shall stand as an everlasting mark of his academic success. He would like to express his most heartfelt thanks and appreciation to Assoc. Prof. Dr. Abdalla M. Khataybeh for his comments and continuous guidance throughout all stages of this work, as well as his ever-helpful discussions, which were of great value. Not to be forgotten are the entire academic staff of the Educational Sciences and Art Faculty at Yarmouk University in Jordan, the academic staff of the Educational Sciences Faculty at the Qaboos University in Oman, and the academic staff at Al-Rustage College for Educational Sciences in Oman, for their invaluable comments and suggestions concerning the development of the instruments used in this study. The researcher also wishes to thank the formal educators and environmental awareness programs leaders in Jordan, for their valuable time spent in responding to the measuring criteria. The researcher expresses his gratitude to Prof. Dr. Janice Stephens for the review of language clarity of his thesis. Finally, the task of writing this thesis was made much easier through the support and understanding of my family, especially uncle Prof.
    [Show full text]
  • Mapping Vocational Education and Training Governance in Jordan
    MAPPING VOCATIONAL EDUCATION AND TRAINING GOVERNANCE IN JORDAN GEMM GOVERNANCE FOR EMPLOYABILITY IN THE MEDITERRANEAN This project is funded by the European Union This report was prepared by Tom Leney on the basis of data collected by Nader Mryyan, following the methodology of the ETF GEMM project on governance, financing, and quality assurance in vocational training. The process was coordinated by the ETF. The project has been funded with support from the European Commission. This working document reflects the views of the author only. The Commission, the ETF or any other EU institutions, cannot be held responsible for any use which may be made of the information contained therein. @ European Training Foundation, 2014 Reproduction is authorised provided the source is acknowledged. MAPPING VOCATIONAL EDUCATION AND TRAINING GOVERNANCE IN JORDAN Contents Executive summary .................................................................................................................................. 3 Introduction ............................................................................................................................................... 6 1. Mapping employment and technical and vocational education and training governance – key points ................................................................................................................................................. 9 1.1 Mapping of the ETVET system management .................................................................................9 1.2 Finance and
    [Show full text]
  • Andragogy and Islamic Humanism
    University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 4-15-2020 Teaching Perspectives of Faculty Members at Arab Universities: Andragogy and Islamic Humanism Layla Goushey University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Adult and Continuing Education Commons, International and Comparative Education Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Goushey, Layla, "Teaching Perspectives of Faculty Members at Arab Universities: Andragogy and Islamic Humanism" (2020). Dissertations. 921. https://irl.umsl.edu/dissertation/921 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Running Head: FACULTY PERSPECTIVES: ANDRAGOGY AND ISLAMIC HUMANISM IN ARAB UNIVERSITIES Teaching Perspectives of Faculty Members at Arab Universities: Andragogy and Islamic Humanism Layla Azmi Goushey Graduate Certificate, Teaching of Writing, University of Missouri-St. Louis, 2012 M.F.A. Creative Writing, University of Missouri-St. Louis, 2002 B.A. in General Studies, University of Texas-Dallas, 1987 A Dissertation Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the Ph.D. in Education, with an emphasis in Teaching and Learning Processes May 2020 Advisory Committee: Dr. E. Paulette Isaac-Savage Chairperson Dr. Luke Bobo Dr. Rebecca Rogers Dr. Paul Wilmarth Copyright, Layla Azmi Goushey, 2020 FACULTY PERSPECTIVES: ANDRAGOGY AND ISLAMIC HUMANISM IN ARAB UNIVERSITIES 2 Dedication This dissertation is dedicated to my father Azmi Ishaq Goushey and to my mother Sylvia Diana Newman Goushey for providing me with multicultural, foundational knowledge on which to build my life.
    [Show full text]
  • Major Challenges Facing Higher Education in the Arab
    Adnan Badran Chief Editor Elias Baydoun · John R. Hillman Editors Major Challenges Facing Higher Education in the Arab World: Quality Assurance and Relevance Major Challenges Facing Higher Education in the Arab World: Quality Assurance and Relevance [email protected] Adnan Badran Chief Editor Elias Baydoun • John R. Hillman Editors Major Challenges Facing Higher Education in the Arab World: Quality Assurance and Relevance [email protected] Chief Editor Adnan Badran Department of Nutrition University of Petra Amman, Jordan Editors Elias Baydoun John R. Hillman Department of Biology James Hutton Institute American University of Beirut Dundee, UK Beirut, Lebanon ISBN 978-3-030-03773-4 ISBN 978-3-030-03774-1 (eBook) https://doi.org/10.1007/978-3-030-03774-1 Library of Congress Control Number: 2019931021 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication.
    [Show full text]
  • Evaluation of NRC's Host Community Education Programme in Jordan
    Evaluation of NRC’s Host Community Education Programme in Jordan Dr. Ritesh Shah, University of Auckland July 2018 Executive summary Since 2015, the Norwegian Refugee Council (NRC) has been working to ensure that vulnerable Syrian and Jordanian children residing in host community settings in the north of Jordan have enhanced access to quality educational infrastructure and services. Specifically, NRC has supported the expansion and/or refurbishment of school facilities, to address the significant demands placed on existing infrastructure by the growth in student population since the start of the Syrian crisis. In these same schools, NRC has concurrently worked on strengthening school systems to address some of the endemic weaknesses facing overcrowded school in host communities, including issues of insufficient maintenance and cleaning of existing facilities, violence and bullying, a lack of parental and student engagement in school decision-making and planning, and poor-quality teaching and learning. The broad objective of this holistic approach is to ensure that vulnerable Syrian and Jordanian students attending these schools have access to protective and dynamic school environments which are conducive to quality teaching and learning, and that foster social cohesion. Ultimately, is hoped that in doing so, these students have increased access to school, remain in school, and that learning outcomes are improved. This evaluation was commissioned by NRC Jordan country office, and conducted by Dr. Ritesh Shah from the University of Auckland, Faculty of Education and Social Work in 2018. The purpose of this evaluation was two-fold. One is to look back and assess how NRC has improved access and learning outcomes for vulnerable students in host community schools in Jordan.
    [Show full text]
  • The Impact of the COVID-19 Pandemic and Emergency Distance Teaching on the Psychological Status of University Teachers: a Cross-Sectional Study in Jordan
    Am. J. Trop. Med. Hyg., 103(6), 2020, pp. 2391–2399 doi:10.4269/ajtmh.20-0877 Copyright © 2020 by The American Society of Tropical Medicine and Hygiene The Impact of the COVID-19 Pandemic and Emergency Distance Teaching on the Psychological Status of University Teachers: A Cross-Sectional Study in Jordan Amal Akour,1,2† Ala’a B. Al-Tammemi,3,4*† Muna Barakat,5 Rama Kanj,6 Hussam N. Fakhouri,7 Ahmad Malkawi,8 and Ghadeer Musleh9 1Department of Pharmacy, Faculty of Pharmacy, Al-Zaytoonah University of Jordan, Amman, Jordan; 2Department of Biopharmaceutics and Clinical Pharmacy, School of Pharmacy, The University of Jordan, Amman, Jordan; 3Department of Epidemiology and Global Health, Faculty of Medicine, Umea˚ University, Umea,˚ Sweden; 4Doctoral School of Health Sciences, University of Debrecen, Debrecen, Hungary; 5Department of Clinical Pharmacy and Therapeutics, Faculty of Pharmacy, Applied Science Private University, Amman, Jordan; 6School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom; 7Department of Computer Science, King Abdullah II School for Information Technology, The University of Jordan, Amman, Jordan; 8Department of Health Promotion, School of Nutrition and Translational Research in Metabolism (NUTRIM), Maastricht University Medical Center, Maastricht University, Maastricht, The Netherlands; 9Department of Family and Community Medicine, School of Medicine, The University of Jordan, Amman, Jordan Abstract. The COVID-19 pandemic has struck many countries globally. Jordan has implemented strict nationwide control measures to halt the viral spread, one of which was the closure of universities and shifting to remote teaching. The impact of this pandemic could extend beyond the risk of physical harm to substantial psychological consequences.
    [Show full text]
  • Youth Policy in Jordan
    EuroMed Youth III Programme STUDIES ON YOUTH POLICIES IN THE MEDITERRANEAN PARTNER COUNTRIES JORDAN Prepared by Katarzyna GÓRAK-SOSNOWSKA This programme is funded by the European Union This publication has been produced with the assistance of the European Union. The content of this publication is the sole responsibility of the Euromed Youth Technical Assistance Unit and can in no way be taken to reflect the views of the EU. The third phase of the Euromed Youth Programme* (Euro-Med Youth III), funded by the Eu- ropean Commission (DG EuropeAid) and launched in October 2005, is a regional Programme set up within the framework of the third chapter of the Barcelona Process ‘Partnership on Social, Cultural and Human Affairs’. The overall objectives of the Euro-Med Youth Programme are to pro- mote intercultural dialogue among young people within the Euro-Mediterranean region, motivate active citizenship as well as to contribute to the development of youth policy. The overall aim of the studies undertaken in Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Palestinian Authority, Syria, Tunisia and Turkey on Youth Policies, was to be a reference tool which would give all stakeholders in the field of youth, as well as youth project organisers, an over- view of the situation of young people and of provisions available for them in the 10 partner coun- tries. The objectives were to identify whether there was a Youth Policy, legislation or any other national strategy addressing the needs of youth and what kind of provision was made through non-formal education and youth work in the relevant partner countries.
    [Show full text]
  • Youth in Jordan
    CHILDREN AND FAMILIES The RAND Corporation is a nonprofit institution that helps improve policy and EDUCATION AND THE ARTS decisionmaking through research and analysis. ENERGY AND ENVIRONMENT HEALTH AND HEALTH CARE This electronic document was made available from www.rand.org as a public service INFRASTRUCTURE AND of the RAND Corporation. TRANSPORTATION INTERNATIONAL AFFAIRS LAW AND BUSINESS Skip all front matter: Jump to Page 16 NATIONAL SECURITY POPULATION AND AGING PUBLIC SAFETY Support RAND SCIENCE AND TECHNOLOGY Purchase this document TERRORISM AND Browse Reports & Bookstore HOMELAND SECURITY Make a charitable contribution For More Information Visit RAND at www.rand.org Explore the RAND Corporation View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non- commercial use only. Unauthorized posting of RAND electronic documents to a non-RAND website is prohibited. RAND electronic documents are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions. This report is part of the RAND Corporation research report series. RAND reports present research findings and objective analysis that address the challenges facing the public and private sectors. All RAND reports undergo rigorous peer review to ensure high standards for research quality and objectivity. Youth in Jordan Transitions from Education to Employment Ryan Andrew Brown, Louay Constant, Peter Glick, Audra K.
    [Show full text]
  • IFC Case Study
    CASE STUDY Educating Students for Jobs, Stability, and Growth Luminus: Transforming Vocational Education in Jordan January 2018 ABOUT IFC ACKNOWLEDGEMENTS IFC, a member of the World Bank Group, is the largest global A special note of appreciation is extended to the entire team development institution focused exclusively on leveraging at Luminus, especially Ibrahim Al Safadi (Chief Executive the power of the private sector to tackle the world’s most Officer) and Amanda Kelleher (Director, International pressing development challenges. Working with private Education), for taking the time to provide insights on the enterprises in more than 100 countries, IFC uses its capital, company’s journey thus far. Without their input, this case expertise and influence to help eliminate extreme poverty would not have been possible. and promote shared prosperity. Thanks to David Lawrence for copy editing support and Groff Creative for the design. ABOUT THE CASE STUDY Expanding access to quality and affordable education is DISCLAIMER a central element to eliminating extreme poverty and The findings, interpretations, views and conclusions promoting shared prosperity. In developing countries, private expressed herein are those of the author and do not education providers play a critical role in the delivery of necessarily reflect the views of the Executive Directors of education, skills, and training that is affordable and relevant the International Finance Corporation (IFC) or of the World to the needs of the labor markets. Bank or the governments they represent. While IFC believes IFC’s focus on inclusive business looks specifically at that the information provided is accurate, the information companies that expand access to goods, services, and is provided on a strictly “as-is” basis, without assurance or income-generating opportunities for people living at the representation of any kind.
    [Show full text]
  • A Model for Jordanian National Qualifications Framework
    Journal of Education and Human Development September 2019, Vol. 8, No. 3, pp. 101-112 ISSN: 2334-296X (Print), 2334-2978 (Online) Copyright © The Author(s). All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/jehd.v8n3a12 URL: https://doi.org/10.15640/jehd.v8n3a12 A Model for Jordanian National Qualifications Framework Abdallah Al-Zoubi1, Majed Abu Jaber2, Adnan Atoum3, Bashar Hammad4, Mamoun Dmour5 Abstract A national qualifications framework (NQF) has become a necessity to support structural reform of the higher education system in Jordan at different institutional levels. The development and implementation of the Jordanian NQF focused on the needs of Jordanian higher education and its key stakeholders; will contribute to organizing the standards of Jordanian qualifications and other awards, and aid transparency of quality assurance at national and institutional levels. The framework also sought compatibility with international norms and expectations, including those of the European Higher Education Area (EHEA), thus assisting mobility, employability and internationalisation in Jordan and its international partners. Introduction Qualifications frameworks are classification systems for qualifications which are categorized according to a hierarchy of levels with numbers that vary from country to another according to national needs and international requirements. An NQF is in fact a device for the classification and recognition of skills, knowledge and competencies along a continuum of agreed levels and a way of structuring existing and new qualifications, which are defined by learning outcomes in the shape of clear statements of what the learner must know or be able to do whether learned in a classroom, on-the-job, or less formally.
    [Show full text]
  • The Situation of Vocational and Technical Education in Jordan and Japan: a Comparative Study
    International Journal of Applied Science and Technology Vol. 9, No. 1, March 2019 doi:10.30845/ijast.v9n1p5 The situation of Vocational and Technical Education in Jordan and Japan: A Comparative Study Ibtisam Mustafa Falah Alomari Department of Applied Science AlBalqa Applied University Irbid University College E-mail: [email protected] Khawla Mahmoud Nahar Alalwneh Department of Education AlBalqa Applied University Irbid University College E-mail: [email protected] Maaly Mefleh Mohammed Al-Mzary Department of Applied Science AlBalqa Applied University Irbid University College E-mail: [email protected]. Abstract The purpose of this study is to compare the experiences of both Jordan and Japan in terms of the provision of vocational and technical education, through the use of the qualitative method and reviewing of related literature. The comparison is organized in three sections, the first of which is related to the history and development of vocational and technical education in the two countries. The results related to this section showed the short history of the Jordanian experience compared to the experience of Japan. The results of the second section, which is related to the organizational and institutional aspects of the experiences of the two countries, showed that some similarities and also some differences which were on behalf of the Japanese experience. Finally, concerning the challenges facing vocational education in the two countries, results showed that both countries face several challenges which require improving developing the provision of vocational and technical education in the two countries. Keywords: Vocational and Technical Education, Educational Institutions, Educational Programs. Introduction Several countries worldwide sought to make vocational education an essential part of their curricula, based on its effective role in contributing to the formation of the personality of the student, in all its aspects.
    [Show full text]
  • Jordan: Education, Labour Market, Migration
    Amsterdam, 09 April 2019 Commissioned by the Dutch Ministry of Foreign Affairs Jordan: education, labour market, migration Annex B to “Dutch labour market shortages and potential labour supply from Africa and the Middle East” (SEO Report No. 2019-24) Dajani Consulting Francoise de Bel-Air SEO Amsterdam Economics Roetersstraat 29 - 1018 WB Amsterdam - T (+31) 20 525 1630 - F (+31) 020 525 1686 - www.seo.nl - [email protected] ABN-AMRO IBAN: NL14ABNA0411744356 BIC: ABNANL2A - ING: IBAN: NL96INGB0004641100 BIC: INGBNL2A KvK Amsterdam 41197444 - BTW NL 003023965 B “Solid research, Sound advice” SEO Amsterdam Economics carries out independent applied economic research on behalf of national and international clients – both public institutions and private sector clients. Our research aims to make a major contribution to the decision-making processes of our clients. Originally founded by, and still affiliated with, the University of Amsterdam, SEO Amsterdam Economics is now an independent research group but retains a strong academic component. Operating on a nonprofit basis, SEO continually invests in the intellectual capital of its staff by granting them time to pursue continuing education, publish in academic journals, and participate in academic networks and conferences. As a result, our staff is fully up to date on the latest economic theories and econometric techniques. Information & disclaimer SEO Amsterdam Economics has not performed any research on the obtained information and data that would constitute an audit or due diligence. SEO is not responsible for errors or omissions in the obtained information and data. Copyright © 2019 SEO Amsterdam. All rights reserved. Data from this report may be used in articles, studies and syllabi, provided that the source is clearly and accurately mentioned.
    [Show full text]