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Report On

Participatory Mapping of the

Standard Classifications Used In

Jordan

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Table of Contents

Content Page

0- Acronyms and Abbreviations 3

1- Introduction 4

2- Standards Classification Used in Jordan

I- International Standard Classification of Education

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II- International Standard Industrial Classification of all Economic Activities 7

III- International standard Classification of Occupations 10

5- IV- Arab Standard Classification of Occupations 12

V- Jordan Standard Classification of Occupations 15

VI- Jordan standard classification of education 17

VII- Jordan Standard Industrial Classification of all Economic Activities 18

9- 3- Mapping Sheet 20

4- Recommendations 21

5- Agencies Visited and/ or contacted 22

6- References 23

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0- Acronyms and Abbreviations

DOS Department of Statistics

NCHRD National Center for Human Resources Development

JCC Jordan Chamber of Commerce

JCI Jordan Chamber of Industry

SSC Social Security Corporation

MOL Ministry of Labour

GFOJTU General Federation of Jordan Trade Unions

CAQA Center for Accreditation and Quality Assurance

VTC Vocational Training Corporation

UNRWA United Nations for Relief and Work Agency

BAU Al-Balqa Applied University

ISCED International Standard Classification of Education

ISCO International Standard Classification of Occupations

ISIC International Standards of Industrial Classification

ASCO Arab Standard Classification of Occupations

JSCO Jordan Standard Classification of Occupations

JSIC Jordan Standards Industrial Classification of All Economic Activities

JSCED Jordan Standard Classification of Education

UNESCO United Nations Educational, Scientific and Cultural Organization

ILO International Labour Organization

ALO Arab Labour Organization

CSB Civil Service Bureau

E-TVET Council Employment- Technical and Vocational Education and Training Council

SNA System of National Accounts

JIC Jordan Investment Commission

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1- Introduction1

a. Background

Jordan institutions are using different Standard Classifications of occupations, economic

activities and education, which hampers the comparability of administrative data for labour

market analysis. These standards include the following:

International Standard Classification of Education

International Standard Classification of Occupations

International Standard Industrial Classification of all economic activities

Arab Standard Classification of Occupations

Jordan Standard Classification of Occupations

Jordan Standard Industrial Classification of All Economic Activities

Jordan Standard Classification of Education

The ultimate goal of different Standards is to analyze macroeconomic policies and produce

evidence-based decisions by different users.

Among other benefits of using these classifications are:

To develop a common terminology among different users in Jordan.

To contribute to the establishment of a modern, unified, and detailed HRI database.

To provide indicators about the Jordanian labor market and human resources,

compatible with the international indicators.

To estimate future trends of labor supply and demand.

To regulate labour market

To compare local data (indicators, statistical & administrative data …etc) with regional

and international data.

To develop educational and training curricula and programs;

To develop education and training accreditation & quality assurance systems

b. Scope of Work and Output

1 Report prepared by Mr Ahmad Mustafa. ILO Consultant, December 2015

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The aim of this report is to ; (a) to map out the scope of the various classifications and the use

by the various stakeholders, (b) to discuss and validate the findings with relevant stakeholders,

and (b) to to allow for brain-storming recommendations on how to improve the comparability of

data between institutions.

c. Methodology

The proposed output is delivered with the following methodology:

Literature review: consultant reviewed the scope of each classification;

Field visits: the consultant conducted 12 visit to the relevant agencies listed above to

conduct mapping exercise;

The consultant facilitated a half day workshop on December 10th where preliminary findings

presented, discussed and validated

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2- Standards Classification Used in Jordan

I. International Standard Classification of Education

a. Introduction

ISCED is a member of the United Nations International Family of Economic and Social

Classifications and is the reference classification for organizing education programmes and

related qualifications by levels and fields of education. First developed in the mid-1970s by the

United Nations Educational, Scientific and Cultural Organization (UNESCO), ISCED has been

revised twice – most recently in 2011. ISCED is a product of international agreement and was

adopted formally by the General Conference of UNESCO Member States.

During the review process which led to the 2011 revision, it was decided that the fields of

education should be examined in a separate process to establish an independent but related

classification which could be updated according to a different frequency, if appropriate, from any

future revision to the levels of education and educational attainment. The classifications of

levels and fields will remain part of the same family of classifications. Accordingly, this new

classification will be referred to as the ISCED Fields of Education and Training (ISCED-F).

b. Units of classification

The basic units of classification in ISCED 2011 are education programmes and their related

qualifications. These are the same units of classification in the ISCED Fields of Education and

Training (ISCED-F):

An education programme is “a coherent set or sequence of educational activities

designed and organized to achieve pre-determined learning objectives or accomplish a

specific set of educational tasks over a sustained period of time”. Educational activities

are “deliberate activities involving some form of communication intended to bring about

learning”.

A qualification is the “official confirmation, usually in the form of a document certifying

the successful completion of an education programme. Credits awarded for the

successful completion of individual courses (e.g. modules or subjects) are not

considered as qualifications within ISCED. In such cases, a sufficient number of credits

or subjects equivalent in duration and/or covering the curriculum of a full programme

would represent a qualification”.

ISCED Fields of Education and Training classifies education programmes and related

qualifications by fields of study. A field is the “broad domain, branch or area of content covered

by an education programme or qualification”.

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Fields of education and training and levels of education or educational attainment are cross-

classification variables within ISCED and are therefore independent of each other.

c. Scope and structure of the classification

Scope

This classification has been designed principally to describe and categorize fields of

education and training at the secondary, post-secondary and tertiary levels of formal

education as defined in ISCED 2011, though it may be used for classifying programmes and

qualifications offered at other levels. The classification may also be used in other contexts,

for example to classify the subject matter of non-formal education, initial and continuing

vocational training, or informal learning.

The International Standard Classification of Education (ISCED) is a framework for

assembling, compiling and analyzing cross-nationally comparable statistics on education.

Structure

The current revision builds on earlier versions of the classification in order to ensure as far

as possible that there is comparability over time. It has been designed as a three-level

hierarchy between broad fields (the highest level), narrow fields (the second level) and

detailed fields (the third level), and uses a four-digit coding scheme. There are 11 broad

fields, 29 narrow fields and about 80 detailed fields of education and training.

The detailed fields (the third hierarchical level of the classification) are intended mainly for

use at the tertiary level of education and, for vocational education and training programmes

and qualifications at secondary and post-secondary non-tertiary levels. The classification

can also be used for programmes and qualifications of general education where there is a

subject specialization. However, general education programmes and qualifications which

cover a broad range of subjects with little or no specialization in a particular field or fields will

typically be classified within the broad field 00 ‘Generic programmes and qualifications’.

D. ISCED Levels and Duration:

ISCED Level Duration

Level 0 Early Childhood Educations

No duration criteria, however a programme should account for at least the equivalent of 2 hours per day and 100 days a year of educational activities in order to be included;

Level 1 Primary Education Duration typically varies from 4 to 7 years. The most common duration is 6 years;

Level 2 Lower Secondary Education

Duration typically varies from 2 to 5 years. The most common duration is 3 years;

Level 3 Upper Secondary Education

Duration typically varies from 2 to 5 years. The most common duration is 3 years;

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Level 4 Post Secondary Non- tertiary education

Duration typically varies from 6 months to 2 or 3 years;

Level 5 Short-cycle tertiary education

Duration typically varies from 2 to 3 years; and

Level 6 Bachelor’s or equivalent level

The duration of Bachelor’s or equivalent level programmes typically varies from 3 to 4 or more years when directly following ISCED level 3

Level 7 Master’s or equivalent level

The duration of Master’s or equivalent level programmes typically varies from 1 to 4 years when following ISCED level 6

Level 8 Doctoral or equivalent level

Duration is a minimum of 3 years.

E. ISCED Fields of Education and Training

00 Generic Programmes 01 Education 02 Arts and Humanities 03 Social Sciences, Journalism and Information 04 Business, Administration and Law 05 Natural Sciences, Mathematics and Statistics 06 Information and Communication Technologies 07 Engineering, Manufacturing and Construction 08 Agriculture, Forestry, and Veterinary 09 Health and Welfare 10 Services

II. International Standard Industrial Classification of all Economic Activities (ISIC,

Rev.4)

a. Introduction

The International Standard Industrial Classification of All Economic Activities (ISIC) is the

international reference classification of productive activities. Its main purpose is to provide a set

of activity categories that can be utilized for the collection and reporting of statistics according to

such activities.

The structure of the fourth revision of ISIC was considered and approved by the Statistical

Commission at its thirty-seventh session, in March 2006, as the internationally accepted

standard. It now replaces the third revision of the classification and its update, Revision 3.1,3

which have been in use since 1989 and 2002, respectively

b. Scope and Structure of the classification

Scope

ISIC is a classification according to kind of economic activity and therefore its scope has

historically been restricted to the classification of units engaged in economic production as

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defined by SNA, which states: “Economic production is an activity, carried out under the

responsibility, control and management of an institutional unit, that uses inputs of labour, capital,

and goods and services to produce outputs of goods and services”.

The scope of the present version of ISIC is defined by the production boundary of the System of

National Accounts (SNA), with one exception—activities in ISIC class 9820 (Undifferentiated

services-producing activities of private households for own use). This type of activity, in

combination with class 9810 (Undifferentiated goods- producing activities of private households

for own use), is used for measuring subsistence activities of households that cannot otherwise

be captured in the classification. These categories, however, cover only a subset of all

households, because households with clearly identifiable economic activities (whether market or

for own final use) are classified in other parts of ISIC. These two categories have been created

for special purposes, such as labour-force surveys, to cover combinations of household

activities that would otherwise be difficult or impossible to assign to a single ISIC category.

These two categories are generally not used in business surveys.

The International Standard Industrial Classification of All Economic Activities (ISIC) consists of a

coherent and consistent classification structure of economic activities based on a set of

internationally agreed concepts, definitions, principles and classification rules. It provides a

comprehensive framework within which economic data can be collected and reported in a

format that is designed for purposes of economic analysis, decision-taking and policy-making.

The classification structure represents a standard format to organize detailed information about

the state of an economy according to economic principles and perceptions.

In practice, the classification is used for providing a continuing flow of information that is

indispensable for the monitoring, analysis and evaluation of the performance of an economy

over time. In addition to its primary application in statistics and subsequent economic analysis,

where information needs to be provided for narrowly defined economic activities (also referred

to as “industries”), ISIC is increasingly used also for administrative purposes, such as in tax

collection, issuing of business licenses etc.

Structure

The principles and criteria used to define and delineate classification categories at any level

depend on many factors, such as the potential use of the classification and the availability of

data. These criteria will also change depending on the level of aggregation considered. In an

activity classification, the criteria for detailed levels of the aggregation will inevitably consider

similarities in the actual production process, while at more aggregated levels of the

classification, this is largely irrelevant.

ISIC is built on a production-oriented or supply-based conceptual framework that groups

producing units into detailed industries based on similarities in the economic activity, taking into

account the inputs, the process and technology of production, the characteristics of the outputs

and the use to which outputs are applied.

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In general, the fourth revision of ISIC has tried to apply a more consistent approach, namely the

use of the production process to define categories at the most detailed level. Thus, activities

that share a common process in producing goods or services and use similar technologies are

grouped together. As in many other cases, however, the strong need for continuity, i.e.,

comparability with previous versions of the classification, may override changes in the

classification that could be made from the viewpoint of a consistent application of such a rule.

It has been designed as a four-level hierarchy between broad sections (the highest level),

divisions (the second level), groups (the third level) and class (the fourth level).There are 21

Sections, 88 Divisions, 233 groups and 419 classes.

C. Broad structure

The individual categories of ISIC have been aggregated into the following 21 sections:

Section Divisions Description

A 01–03 Agriculture, forestry and fishing

B 05–09 Mining and quarrying

C 10–33 Manufacturing

D 35 Electricity, gas, steam and air conditioning supply

E 36–39 Water supply; sewerage, waste management and remediation activities

F 41–43 Construction

G 45–47 Wholesale and retail trade; repair of motor vehicles and motorcycles H 49–53 Transportation and storage

I 55–56 Accommodation and food service activities J 58–63 Information and communication

K 64–66 Financial and insurance activities L 68 Real estate activities M 69-75 Professional, scientific and technical activities

N 77-82 Administrative and support service activities O 84 Public administration and defence; compulsory social security

P 85 Education

Q 86-88 Human health and social work activities

R 90-93 Arts, entertainment and recreation

S 94-96 Other service activities T 97-98 Activities of households as employers; undifferentiated goods- and services-

producing activities of households for own use

U 99 Activities of extraterritorial organizations and bodies

III. International Standard Classification of Occupations

a. Introduction

The International Standard Classification of Occupations (ISCO) is an International Labour

Organization (ILO) classification structure for organizing information on labour and jobs. It is part

of the international family of economic and social classifications of the United Nations. The

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current version, known as ISCO-08, was published in 2008 and is the fourth iteration, following

ISCO-58, ISCO-68 and ISCO-88.

ISCO 08 was adopted as a resolution of tripartite meeting of experts on labour statistics held 3-6

Dec 2007. The resolution of the meeting of experts was endorsed by the governing body in

March 2008.

b. Units of Classification

The framework used for the design and construction of ISCO-08 is based on two main concepts:

The concept of Job and the concept of skill.

A job is defined as “a set of tasks and duties performed, or meant to be performed by

one person for one employer or in self-employment”

Occupation refers to the kind of work performed in the job. The concept of occupation is

defined as “a set of jobs whose main tasks and duties are characterized by a high

degree of similarity.

A skill is defined as the ability to carry out the tasks and duties of a given job. For the

purpose of ISCO-08 two dimensions of skill are used to arrange occupations into groups.

These are skill level and skill specialization;

- The concept of skill level is applied mainly at the top (major group) level of the

classification, giving more emphasis to the first of these operation measures, the

nature of the work performed, than the formal and informal education

requirements.

- Within each major group, occupations are arranged into unit groups, minor

groups, and sub major groups. On the basis of aspects of skill specialization.

c. Scope and Structure

Scope

ISCO-08 provides a system for classifying and aggregating occupational information obtained

by means of statistical censuses and surveys as well as from administrative records.

Globalization of the labour market has increased the demand for internationally comparable

occupational data for both statistical and administrative purposes. ISCO-08 aims are to provide:

a basis for the international reporting, comparison and exchange of statistical and administrative data about occupations;

a model for the development of national and regional classifications of occupations; and; a system that can be used directly in countries that have not developed their own

national classifications. It is intended for use in statistical applications and in a variety of client oriented applications.

Client oriented applications include the matching of job seekers with job vacancies, the

management of short or long term migration of workers between countries and the development

of vocational training programmes and guidance.

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Structure

ISCO-08 focuses on the tasks undertaken in the course of an occupation. The grouping levels

are determined by the skills required for the job.

Occupations are distributed across the groups according to the level and type of skills required

to engage in them. The skill-level criterion is based on the International Standard Classification

of Education (ISCED) and serves to characterize eight of the ten major groups. For example,

major group 9 of elementary occupations is composed of categories requiring skills equivalent

to those taught in primary education. There are two exceptions to this rule: major groups 0

(Armed forces) and 1 (Managers). In each major group, occupations are classified by type of

skill, a criterion that reflects four dimensions: scope of knowledge needed, tooling and

machinery used, equipment on which—or with which—persons work, and type of goods and

services produced.

ISCO-08 comprises four nested aggregation levels. At the detailed level, it is divided into 436

headings called unit groups. These are consolidated into 130 minor groups, which form 43 sub-

major groups and, at the most aggregated level, 10 major groups.

d. ISCO-08 Structure

The ISCO-08 divides jobs into 10 major groups:

1. Managers

2. Professionals

3. Technicians and associate professionals

4. Clerical support workers

5. Service and sales workers

6. Skilled agricultural, forestry and fishery workers

7. Craft and related trades workers

8. Plant and machine operators and assemblers

9. Elementary occupations

0. Armed forces occupations

e. ISCO-08 Skill Levels

ISCO-08 Skill Levels ISCED-97 Levels

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4 Level 6 second stage of tertiary education or higher

Level 5a first stage of tertiary education (first degree)

3 Level 5b first stage of tertiary education (short cycle)

2 Level 4 post-secondary, non tertiary education

Level 3 upper secondary level of education

Level 2 lower secondary level of education

1 Level 1 primary education

IV. Arab Standard Classification of Occupations

a- Introduction

ASCO-08 was developed through technical cooperation and financial support from GIZ to five Arab

countries (Jordan, Lebanon, Syria, Egypt and Palestine). The work was carried out by 29 technical

teams comprising 159 experts. ASCO was based on JSCO 2004, ISCO-08 and Arab occupational

classification 1989.

The Arab standard classification of occupations (ASCO-08) has been adopted by the general

conference of the Arab labor in session (36) dated 9/4/2009

B. Units of Classification

The job represents the basic statistical unit in ASCO-08. A job is defined as “a set of tasks and

duties performed by one person for one employer (paid employment) or in self-employment”.

c. Scope and Structure

Scope

ASCO is a tool for organizing all jobs in an establishment, an industry or a country into a

clearly defined set of groups. It will normally consists of two components: - a descriptive

component, which usually consists of descriptions of the tasks and duties as well as other

aspects of the jobs which belong to each of the defined groups.; - the classification system

itself, which gives the guidelines on how jobs are to be classified into the most detailed

groups of occupations and how these detailed groups are to be further aggregated to

broader groups. This will lead to a common language and form the basis for data base on

human resources information.

ASCO is designed to serve several purposes. Although the detailed occupational

descriptions and the classification structure must be seen as two parts of integrated whole,

different user areas have different degrees of interest in the various elements. Detailed

occupational descriptions are used by those who need to know about the tasks, duties and

working conditions of jobs, i.e. mainly by client-oriented users broadly speaking, (i.e. those

responsible for job placement, vocational training and guidance, skill testing, regulating

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occupational work and migration control, etc.). The occupational descriptions are designed

primarily to meet the needs of such users. The classification structure, i.e. the grouping of

the detailed occupations together in progressively more aggregate groups, are designed

mainly to facilitate the sorting of jobs and persons into groups, i.e. for the matching of job

seekers and vacancies, or for statistical description and analysis of the labour market and

the social structure.

Structure

ASCO-08 adopted the concept of a ‘job’. Defined as a set of tasks or duties to be carried out

by one person, the notion of a job represents a basic element in the employment

relationship. Jobs are usually structured by employers (or by the worker in the case of self-

employment) and others, including professional bodies, employer and/or worker

organizations and governments, may regulate their definition. Jobs are recognized primarily

by the associated job title. Jobs are classified into groups according to the concept of ‘skill

level’ and ‘skill specialization’. Skill level is defined with respect to the duration of training

and/or work experience recognized in the field of employment concerned as being normally

required in order to perform the activities related to a job in a competent and efficient

manner. Skill specialization is defined as the field of knowledge required for competent,

thorough and efficient conduct of the tasks. In some areas of the classification it refers also

to the type of work performed (e.g. materials worked with, tools used, etc.). Skill levels are

approximated by the length of time deemed necessary for a person to become fully

competent in the performance of the tasks associated with a job. This, in turn, is a function

of the time taken to gain necessary formal qualifications or the required amount of work-

based training. Apart from formal training and qualifications, some tasks require varying

types of experience, possibly in other tasks, for competence to be acquired. Within the

broad structure of the classification (major groups and sub-major groups) reference can be

made to these five skill levels.

Within each major group jobs are arranged into unit groups, minor groups, sub-major groups

on the basis of skill specialization.

ASCO -08 comprises five nested aggregation levels. At the detailed level (job title), it includes

2993 job titles, aggregated into 430 headings called unit groups. These are consolidated into

142 minor groups, which form 46 sub-major groups and, at the most aggregated level, 10 major

groups. Based on their similarity in terms of skill level and skill specialization required for the

jobs.

d. ASCO-08 Structure

The ASCO-08 divides jobs into 10 major groups:

1. Managers, Legislators and Senior officials

2. Professionals

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3. Technicians and associate professionals

4. Clarks

5. Service and sales workers in markets and shops

6. Skilled agricultural, forestry and fishery workers

7. Craft and related trades workers

8. Plant and machine operators, and assemblers

9. Elementary occupations

0. Armed forces occupations

e. ASCO-08 Skill Levels

ASCO-08 Skill

Levels

ISCED-97 Levels

1 Level 6 second stage of tertiary education or higher

Level 5a first stage of tertiary education (first degree)

2 Level 5b first stage of tertiary education (short cycle)

3 Level 4 post-secondary, non tertiary education

4 Level 3 upper secondary level of education

Level 2 lower secondary level of education

5 Level 1 primary education

V. Jordan Standard Classification of Occupations (JSCO-04)

a. Introduction

JSCO-04 has been developed and published by NCHRD in 2004, and was indorsed by the

cabinet.

b. Unit of classification

JSCO-04 used the concept of a “Job” as the basic statistical unit. A job is defined as “a set of

tasks and duties to be carried out by one person for one employer (paid employment) or in self

employment” .

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c. Scope and structure

Scope

a tool for organizing jobs into a clearly defined set of groups according to the tasks and

duties undertaken in the job. It is intended for use in statistical applications and in a

variety of client oriented applications. Client oriented applications include the matching of

job seekers with job vacancies, the management of short or long term migration of

workers between countries and the development of vocational training programmes and

guidance.

Structure

Jobs are classified into groups according to the concept of ‘skill level’ and ‘skill

specialization’. Skill level is defined with respect to the duration of training and/or work

experience recognized in the field of employment concerned as being normally required

in order to perform the activities related to a job in a competent and efficient manner.

Skill specialization is defined as the field of knowledge required for competent, thorough

and efficient conduct of the tasks.

Jobs are distributed across the groups according to the level and type of skills required

to engage in them. The skill-level criterion is based on the International Standard

Classification of Education (ISCED 97) and serves to characterize eight of the ten major

groups. For example, major group 9 of elementary occupations is composed of

categories requiring skills equivalent to those taught in primary education. There are two

exceptions to this rule: major groups 0 (Armed forces) and 1 (Managers, legislators and

senior officials). In each major group, Jobs are classified by type of skill, a criterion that

reflects four dimensions: scope of knowledge needed, tooling and machinery used,

equipment on which—or with which—persons work, and type of goods and services

produced.

Jobs are nested into five levels of aggregation. At the detailed level you find job titles,

and then is divided into headings called unit groups. These are consolidated into minor

groups and sub-major groups, at the most aggregated level, 10 major groups.

d. JSCO-04 Structure

The JSCO-04 divides jobs into 10 major groups:

1 Managers, legislators and senior officials

2 Professionals

3 Technicians and associate professionals

4 Clarks

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5 Service and sales workers in markets and shops

6 Skilled agricultural, forestry and fishery workers

7 Craft and related trades workers

8 Plant and machine operators and assemblers

9 Elementary occupations

0 Armed forces occupations

e. JSCO-04 Skill Levels

JSCO-04 Skill Levels ISCED-97 Levels

1 Level 6 second stage of tertiary education or higher

Level 5a first stage of tertiary education (first degree)

2 Level 5b first stage of tertiary education (short cycle)

3 Level 4 post-secondary, non-tertiary education

4 Level 3 upper secondary level of education

Level 2 lower secondary level of education

5 Level 1 primary education

VI. Jordan standard classification of education (JSCED-04)

a. Introduction

JSCED-04 was developed on the basis of ISCED 97 and published by NCHRD in 2004.

b. Unit of classification

The basic unit of classification in JSCED-04 is the educational specialization. Educational

specializations are defined on the basis of their educational content as an array or sequence of

educational activities which are organized to accomplish a pre-determined objective or a

specified set of educational tasks. Objectives can, for example, be preparation for more

advanced study, qualification for an occupation or range of occupations, or simply an increase

of knowledge and understanding.

c. Scope and structure

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Scope

JSCED provides an integrated and consistent statistical framework for the collection

and reporting of internationally comparable education statistics. It contains two

components:

- a statistical framework for the comprehensive statistical description of national

education and learning systems along a set of variables that are of key interest to

policy makers in international educational comparisons; and

- a methodology that translates national educational programmes into an

internationally comparable set of categories for (i) the levels of education; and (ii)

the fields of education

The application of ISCED facilitates the transformation of detailed national education

statistics on participants, providers and sponsors of education, compiled on the basis of

national concepts and definitions, into aggregate categories that are internationally

comparable and that can be meaningfully interpreted.

Structure

At the top level JSCED-04 includes 10 broad groups divided into 25 fields then fields

are divided into programmes and then to specialization.

d. Levels of education

Level 0 – Pre-primary education

Level 1 – Primary education or first stage of basic education

Level 2 – Lower secondary or second stage of basic education

Level 3 – (Upper) secondary education

Level 4 – Post-secondary short cycle tertiary education (community colleges)

Level 5 – First and second stages of tertiary education ( 1st and 2nd degrees )

Level 6 – Third stage of tertiary education (3rd degree)

e. Broad groups

0 general programme

1 education

2 Humanities and arts

3 Social Sciences, Business and law

4 Science, mathematics and computerization

5 Engineering, Manufacturing and Construction

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6 Agriculture and veterinary

7 Health and welfare

8 Service

VII. Jordan Standard Industrial Classification of all Economic Activities (JSIC)

a. Introduction

JSIC has been developed by NCHRD on the basis of ISIC rev.3.1 and published in Sep 2004.

b. Unit of Classification

An institutional unit in its capacity as a producer of goods and services is known as an

enterprise, the economic activity of the enterprise forms the basic unit of the classification.

An enterprise is an economic transactor with autonomy in respect of financial and investment

decision-making, as well as authority and responsibility for allocating resources for the

production of goods and services. It may be engaged in one or many productive activities.

c. Scope and Structure

Scope

The ISIC is intended to be a standard classification of productive economic activities. Its

main purpose is to provide a set of activity categories that can be utilized for the

collection and presentation of statistics according to such activities.

Economic statistics are required by different users for various types of analysis. The

System of National Accounts are a principal user and they have particular requirements,

but there are also other users including policy analysts, business analysts, and

businesses themselves that use economic data for studying industrial performance,

productivity, market share and other issues.

Structure

The main criteria employed in delineating divisions and groups (the two- and three-digit

categories, respectively) of the JSIC concern the characteristics of the activities of

producing units which are strategic in determining the degree of similarity in the structure

of the units and certain relationships in an economy.

It has been designed as a five-level hierarchy between broad sections (the highest

level), divisions (the second level), groups (the third level), major class (the fourth level)

and sub-major class (the fifth level).There are 17 Sections, 61 Divisions, 161 groups,

301 classes and 1279 sub-major classes.

d. Broad Structure

The individual categories of JSIC have been aggregated into the following 17 sections:

Section Division Description A 01,02 Agriculture, hunting and forestry

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B 05 Fishing C 10-14 Mining and quarrying D 15-37 Manufacturing E 40,41 Electricity, gas and water supply F 45 Construction G 50-52 Wholesale and retail trade; repair of motor vehicles, motorcycles and

personal and household goods H 55 Hotels and restaurants I 60-64 Transport, storage and communications J 65-67 Financial intermediation K 70-74 Real estate, renting and business activities L 75 Public administration and defense; compulsory social security M 80 Education N 85 Health and social work O 90-93 Other community, social and personal service activities P 95 Activities of private households as employers and undifferentiated

production activities of private households Q 99 Extra-territorial organizations and bodies

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3- MAPPIGN SHEET (Mapping Standards Classification Used in Jordan)

Ser. No

Agency What Classification

used

For what purpose Remarks

1

DOS ISIC Rev.4 Economic surveys (Enterprise census)

Reporting, comparison and exchange information related to national accounts,

Distribution of labor force (employment and unemployment) by sectors of economic activities,

Distribution of foreign by economic activity

ISCO-08 Employment and unemployment surveys

Population Census

National and international reporting, comparison and exchange of statistical and administrative information about occupations,

Sorting of jobs and persons into occupational groups,

Distribution of labor force (employment and unemployment) by Occupation,

Distribution of foreign workers by Occupation.

ISCED Employment and unemployment surveys

Population Census

Distribution of labor force (employment and unemployment) by educational level and educational programs (specializations)

Distribution of foreign workers by educational programme and educational level

2

NCHRD ISIC Rev.4 Distribution of labor force (employment and unemployment) by sectors of economic activities.

Distribution of foreign by economic activity

NCHRD Depends on DOS statistical information, and follow the same standard classification

ISCO-08 Develop a data base on labour market information

Distribution of labor force (employment and unemployment) by Occupation,

Distribution of foreign workers by Occupation.

Develop labour market indicators

ISCED Develop a data base on human resources information

Distribution of labor force (employment and unemployment) by Educational level and training program,

Distribution of labor force supply by Educational level and training program,

Develop general education, TEVET and higher education indicators

3

JCI Special Industrial Classification (10 basic Sectors) Approved by the Cabinet

Reporting on Industrial (economy) sectors covering employment size, Capital and exports

JCI will shift to ISIC Rev.4 starting 01/01/2016

4

JCC Special Classification of sectors of Commerce (10 sectors in accordance with chamber of commerce

bylaw)

Reporting on Industrial (economy) sectors covering employment size, Capital and investment

JCC will shift to ISIC Rev.4 starting 01/01/2016

5 SSC ISIC Rev.4 Classification of Enterprises, Establishment and workers by economic activities

6

MOL ISIC Rev.4 Classification of Enterprises and Establishment by economic activities

ISCO-88 Reporting on labor

JSCO For the matching of job seekers and vacancies

7 GFOJTU NON NON

8

CAQA ASCO-08 Accrediting training programs offered by training providers,

Developing Occupational Standards,

Developing Occupational tests.

9

VTC ASCO-08 Curricula Development,

Training program Development,

Development of Occupational tests.

10 UNRWA NON NON

11 BAU NON NON

12

E-TVET Council

ASCO (Adopted in session NO. 8 dated 03/06/2009

13 CSB ASCO-08

(partially) Classifications and descriptions of 3

rd category posts

23

14 JIC NON NON NON

4- Recommendations

The participants discussed the future activities and assistants of ILO. The following

recommendations resulted and agreed upon:

Developing practical mechanisms and manual to link:

ISIC 4 with the adopted standard classification of the occupations

ISCED 11 with the adopted standard classification of the occupations

Adding a fifth aggregation level to ISIC 4 to meet the occupational work regulation law

and to facilitate the linking activity

Adding a fourth aggregation level to ISCED 2011 (IE the specialization)

Assisting in developing, administering and maintenance of:

Labor market information system

Human resources information system

24

5- List of participants

# Name Body

1. Israa Ali National Employment (NET) Company

2. Mohammed Alsoub National Employment (NET) Company

3. Yaseen Alrawashdeh National Employment (NET) Company

4. Mohammed Alsmadi Balqa Applied University (BAU)

5. Mohammed Kloub Balqa Applied University (BAU)

6. Ahmad Othman Aqel Private Sector

7. Mohammed Sulaiman Saloons Association

8. Kahid Abu Alhaija USAID WFDP

9. Khalid Jebreen UNRWA

10 Mohammed Irshid Center o0f Accreditation and Quality Assurance (CAQA)

11. Yasser Ali UNRWA

12. Ahmad Mustafa ILO Expert

13. Ikram Ibraheem Olimat Jordan Engineers’ Association

14. Patrick Daru ILO

15. Ahmad Albadareen ILO

25

6- Agencies Visited and/ or contacted

Ser NO. Agency Contact Person

1 DOS Mr. Abdelwadoud Maa’touq/ Assistant Director General for technical affairs

2 NCHRD Mrs. Manal Al-Ziq/ Programmer/Human resources Development information

3 JCI Dr Maher Almahrouq/ Derector of JCI

4 JCC MS Samia Alnajjar/ Chairman Office

5 SSC Mr. Mohammad Khrais/ Director of Research and Actuarial Studies

6 MOL MS Nadia Awartani/ Head of information Section MS Hanadi Abu Ghoush/ Employment Directorate

7 GFOJTU Mr. Ahmad Alshawabkeh

8 CAQA Mr. Mohammed Al Bataineh/ Head of Accreditation and licensing section

9 VTC Dr. Mahmoud Al Disi/ Director of programs, testing and learning recourses directorate

10 UNRWA Dr. Arobah Labadi Mr. Khalid Abo Laban

11 BAU Dr. Mohammed Al Kluob/ Director of the center for Development and quality Assurance

12 E-TVET Council

Mr. Tareq Al Rashdan/Secretary of the council

13 CSB Mr Mazen Tobasi, Expert post Classification

14 JIC Mr. Abdallah Al-Qudah/ Economic Researcher

26

7- References

Web references

- http://www.nchrd.gov.jo/Home/StandardClassificationOccupation/tabid/121/language/en-US/language/ar-JO/Default.aspx

- - http://www.nchrd.gov.jo/Home/StandardClassif

icationOccupation/tabid/121/language/en-US/language/ar-JO/Default.aspx

- - www.nchrd.gov.jo/.../Arab%20Standard%20Cl

assifica - http://unstats.un.org/unsd/cr/registry/regcst.as

p?Cl=27 - - http://www.dos.gov.jo/sdb_ec/act_str.htm - - http://www.almanar.jo/Pages/PageNotFoundE

rror.aspx?requestUrl=http://www.almanar.jo/almanaren/HumanResourceInformation/ClassificationSystems/tabid/128/language/en-US/Default.aspx

- - http://www.uis.unesco.org/Library/Documents/i

sced97-en.pdf