The Government of St. Kitts and Nevis Ministry of...
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Ministry of Education2017–2021 Education Sector Plan
Education for All: Embracing Change, Securing the Future
The Government of St. Kitts and Nevis
The Government of St. Kitts and Nevis Ministry of Education
2017–2021 Education Sector Plan
Education for All: Embracing Change, Securing the Future
© Government of St. Kitts and Nevis Ministry of Education 2017 Cover and layout design, and editorial support: UNESCO International Institute for Educational Planning (IIEP-UNESCO) Typesetting: Linéale Production
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Contents
List of figures, tables, and boxes 4Executive summary 5List of acronyms 9Acknowledgements 11Messages from Ministers 13
1. Introduction 15
1.1. Background 151.2. The goals, core values, and theme of the ESP 161.3. Plan preparation process 171.4. Organization of the ESP 18
2. Education sector diagnosis 19
2.1. Context 192.2. Access and participation 222.3. Quality and relevance 262.4. Education costs and financing 302.5. Governance and management 312.6. Summary of key policy issues 32
3. Policy goals and strategies 33
3.1. Policy Goal 1: Improve equitable access to and participation in education at all levels 333.2. Policy Goal 2: Strengthen the quality and relevance of education at all levels to improve learning outcomes 363.3. Policy Goal 3: Enhance governance, planning, and management to improve efficiency and effectiveness throughout the sector 39
4. Implementation arrangements 42
4.1. Programme matrices 424.2. Implementation risks and mitigation strategies 42
5. Cost and financing 67
5.1. Cost of the plan 675.2. Estimating plan financing 685.3. Estimating and managing the plan financing gap 69
6. Monitoring and evaluation 71
6.1. M&E management structure 716.2. M&E procedures and review processes 726.3. M&E framework 73
7. Conclusion 94
Bibliography 95
Annex 1: SKN ESP Stakeholder Consultation List 98
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List of figures, tables, and boxes
Figures
Figure 1: Education Sector Plan commitments 15Figure 2: SKN population pyramid, 2011 20Figure 3: SKN GDP composition by sector in 2013 in constant prices (base 2006) 20Figure 4: Number and distribution of education and training institutions by level, status, and island,
2013–2014 22Figure 5: Students by grade and age condition (%), 2013–2014 23Figure 6: Student enrolment pyramid by grade, gender, and repeater conditions, 2013–2014 24Figure 7: Gap between first and fifth forms, 2013–2014 25Figure 8: Percentage of students achieving five CSEC subject passes including English and Mathematics 28Figure 9: Percentage of total budget spent on education in SKN, 2006–2013 30Figure 10: Cross-cutting themes 33Figure 11: ESP M&E Management Structure 71
Tables
Table 1: Core values and guiding actions 17Table 2: St. Kitts and Nevis enrolment indicators, 2013 23Table 3: Primary and secondary school Net Enrolment Ratio and Gender Parity Indices, 2013 23Table 4: Average test of standards performance, 2011–2014 (%) 28Table 5: Summary of key policy issues 32Table 6: Policy goals and programme areas 33Table 7: Policy Goal 1: Programme area, rationale, and intermediate outcomes 34Table 8: Policy Goal 2: Programme areas, rationale, and intermediate outcomes 37Table 9: Policy Goal 3: Programme areas, rationale, and intermediate outcomes 39Table 10: Risk and mitigation strategies 42Table 11: Estimates of yearly cost (recurrent and capital included, programmes excluded) by level of education,
constant XCD thousands, 2016 67Table 12. Summary of programme expenditure, by programme area, constant XCD thousands, 2016 68Table 13. Education budget 69Table 14: Financing gap, constant XCD thousands, 2016 70Table 15: Summary of M&E processes 73Table 16: Education Sector Plan results chain 74
Boxes
Box 1: Goals and objectives of the education sector 16Box 2: TVET constraints 26Box 3: Challenges with teacher supply, demand, and management 29
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Executive summary
The Ministry of Education (MoE) is implementing the 2017–2021 Education Sector Plan (ESP) under the theme: Education for All: Embracing Change, Securing the Future. The plan builds on its predecessor, the White Paper on Education Development and Policy 2009–2019, and provides a strategic road-map for the MoE to follow to improve the provision and administration of education over the medium-term plan period. Guided by the MoE vision of providing holistic lifelong education for all, the ESP responds to the developmental priorities outlined in a number of national policy and strategy documents, and demonstrates the Federation’s commitment to regional and global education imperatives, communicated, for example, through the Organisation of Eastern Caribbean States (OECS) 2012–2021 sub-regional education sector strategy (OESS) and the United Nations (UN) Sustainable Development Goal (SDG) 4 for 2030.
Key policy issues1
Access and participation
Achieving the MoE commitment to improve equitable access to high-quality early childhood development and care requires widening access at this level, especially for ages 0–2 (NER2 ages 0–2: 40%, NER ages 3–4: 85%). Levels of enrolment at primary are acceptable (NER: 94%, GPI: 100); however, despite a 100% transition rate from primary to secondary for both genders, retention at secondary level is unsatisfactory. Universal secondary education has been a cornerstone of the education system for decades; nonetheless, 19% of secondary school-age children are not enrolled (NER 81%), and the dropout rate from Form 4 is 30% for males and 17% for females. With respect to higher education, a GER of 20% and 38% for males and females, respectively, at the post-secondary level and 47% and 86% at the tertiary level indicates a need to improve access to higher and continuing education and to address gender disparities in participation at this level. In accordance with the 2013 Technical Vocational Education and Training (TVET) Policy to mainstream TVET as a vehicle for human and sustainable development, efforts must be strengthened to improve access to TVET competencies and subjects throughout compulsory education, and redress gender imbalances in participation (e.g. enrolment of males and females in non-traditional skills areas at the post-secondary level is 9%).Additionally, the lack of comprehensive data on the participation of special needs students and other vulnerable populations is a gap to be addressed in order to safeguard equity in access and participation for all students. A need for clarity on the influence of automatic promotion and academic streaming practices has also been identified, as the former poses a challenge, where there are inadequate remediation supports in place, and the latter may contribute to the demotivation of students and high dropout rates at secondary level.
Quality and relevance
Notwithstanding small class sizes (average primary: 16, and secondary: 21) and a large majority of trained teachers at the compulsory level, student learning outcomes remain inadequate. At the primary level, between 2011 and 2014, performance on Grade 6 Language Arts and Mathematics Test of Standards averaged 51% and 61%, respectively. At the secondary level, the national pass rate on Caribbean Examination Council (CXC) Certificate of Secondary Education Competence (CSEC) exams is 79%, which is higher than the regional average of 61%; however, approximately only 71% of students sit CSEC exams, leaving 29% of secondary students without an opportunity to attain this standard of achievement. Given this reality, approximately 50% of secondary school students achieve accepted literacy standards (English A), 35% attain passes in Mathematics, and only 18% are successful in at least five CSEC subjects, including Mathematics and English. With respect to key TVET areas, approximately 2–6% of students sit subjects such as Mechanical Engineering, Agriculture, Electrical and Electronic Technology, and Building Technology (CDB, 2015).Several contributory factors compromise the quality and relevance of education. There is need to increase the number of trained teachers and improve the gender balance in the teaching force. At the early childhood development (ECD) level, only 8% of teachers and 25% of supervisors are trained. At the public primary and secondary level, 71% and 54%, respectively, of teachers are trained and the lion’s share of the teaching force is female (100% at ECD, 90% at primary, and 69% at secondary level). Additionally, the 2016 UNESCO Education Policy Review highlighted challenges with:
1. The ESP responds to key policy issues pinpointed through several sector studies, both internally and externally managed, that were conducted between 2013-and 2016. Unless otherwise indicated, statistics are from the St. Kitts and Nevis MoE Education Management Information Systems Statistical Digest 2013–2014.
2. NER = Net enrolment ratio, GER = Gross enrolment ratio.
Executive summary
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(i) attracting and retaining suitably qualified candidates, (ii) the deployment and utilization of teachers, (iii) professional development, and (iv) quality assurance and accountability mechanisms. Other factors that undermine high-quality teaching and learning include: (i) an outdated national curriculum and assessment framework, (ii) insufficient policies on quality and safety standards for education and training institutions, (iii) underdeveloped student support services, and (iv) weak links between higher and continuing education and labour market needs.
Governance, finance, and management
The 2005 Education Act and supporting legislation provide a strong regulatory framework for the sector. It is also recognized that management practices in a small state are necessarily more flexible than in larger contexts, due to the multi-functional roles administrators must play. Nonetheless, efficiency and effectiveness in the sector have been hindered by several governance constraints. There is limited strategic capacity in the Ministry, as evidenced by: (i) a fragmented approach to policy development, coordination, and implementation; (ii) insufficient medium to long-term resource planning (human, financial, and material); and (iii) an underdeveloped and underutilized Education Management and Information System (EMIS) to drive evidence-based decision making. Additionally, leadership and accountability need strengthening throughout the system. An unclear organizational structure and lack of up-to date job descriptions has contributed to role confusion among officers. Performance assessment systems for Ministry and school personnel as well as institutions are underdeveloped and in need of standardization. There has been insufficient exposure to leadership and management training, and at the school level the role and functioning of management teams, student councils, and parent-teacher associations vary significantly. In terms of financing, there is a need to better capture the level of external and household contributions to education as well as improve monitoring of expenditure on budget objectives and policy priorities.
Policy goals and strategies
In response to key policy issues, the plan puts forward three overarching policy goals supported by six programme areas, within which dedicated strategies have been devised.
Policy goals Programme areas
I. Improve equitable access to and participation in education at all levels
1. Access and participation
II. Strengthen the quality and relevance of education at all levels to improve learning outcomes
2 Curriculum and assessment3. Quality and relevant teaching and learning4. Professionalizing the teaching force
III. Enhance governance, planning, and management to improve efficiency and effectiveness throughout the sector
5. Knowledge management for decision making6. Leadership and accountability
Cross-cutting themes central to achieving all three policy goals include the need for: (i) policy development, (ii) Information and Communication Technology (ICT) integration as a value-added pedagogical and management tool, (iii) increased focus on equity in education, and (iv) TVET as a driving and valued force in education sector development.
Strategies to improve equitable access to and participation in education at all levels include: ❚ increasing the number of ECD spaces in a combination of public and private assisted centres, and
strengthening early stimulation and education training for home-based providers; ❚ increasing retention in secondary school by implementing enhanced student support services, expanding
secondary level programming, and enacting regulations to prohibit a Form 4 ‘school leaving group’; ❚ providing all students with access to TVET competencies (e.g. problem solving, teamwork) throughout
compulsory education, and implementing the 2016–2020 Caribbean Development Bank and MoE TVET Enhancement Project to develop a high-quality, relevant, and gender-responsive TVET system in St. Kitts and Nevis (SKN) that is in high demand;
❚ assessing the influence of streaming and automatic promotion on equity in access to quality teaching and learning;
❚ strengthening the regulatory framework for special education and equipping schools with the infrastructure and resources to better serve special needs students;
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❚ improving coordination between the MoE and higher education providers to promote increased access and participation; and
❚ refining targeting mechanisms for social assistance programmes, and implementing appropriate services for vulnerable population not being adequately served.
Strategies to strengthen the quality and relevance of education include: ❚ implementing a revised national curriculum and learning assessment system that allows students to
develop a holistic set of competencies for the 21st century; ❚ facilitating compliance with existing safety and quality standards in ECD and TVET and implementing a
school safety and security policy in compulsory education, as well as a Quality Teaching and Learning Framework;
❚ strengthening the SKN Accreditation and TVET Secretariats through regulatory reform and establishment of a quality assurance system for TVET;
❚ instituting a well-resourced student support services unit in the MoE to serve schools and training school staff by providing various academic, behavioural, and psychosocial supports;
❚ developing the framework for mandatory pre-service teacher training, establishing a National Teaching Council and a Continuous Professional Development framework, implementing professional standards and welfare initiatives for teachers, and providing certification training for instructors in selected TVET areas.
Strategies to enhance governance, planning, and management in the sector include: ❚ improving long-term resource planning and evidence-based decision making through the use of simulations
and other ICT-driven planning and data management tools; ❚ strengthening policy action by aligning education legislation with policy mandates, developing capacity in
policy development, and raising public awareness on MoE policies; ❚ modifying the MoE organizational structure to improve work processes and drafting relevant job descriptions; ❚ implementing leadership standards and capacity building for the MoE and school leaders; ❚ fostering participatory management by utilizing entities sanctioned by the 2005 Education Act to assist in
managing the sector; ❚ applying standard approaches to performance management for personnel and institutions; ❚ Implementing policies on equity, resource, and data management, and personnel matters such as
succession planning, and teacher training and professional development. ❚ Improving the monitoring of financial expenditure in relation to budget objectives; and ❚ implementing a tailored monitoring and evaluation system for TVET.
Cost and financing
The plan financing gap was established by comparing the estimated cost of the plan with the projected financing available for implementation.
Plan financing gap
2017 2018 2019 2020 2021% of potential recurrent budget 0.0% 4.5% 7.4% 4.2% 2.1%
% of potential capital budget 2.8% 9.4% 10.9% 8.2% 5.8%
% of total budget 0.8% 5.9% 8.4% 5.1% 2.9%
Source: St. Kitts and Nevis Island Administration Budget Estimates and SKN ESP Simulation Model, IIEP.
The financing gap over the total budget is sustainable with an average gap of 4.6% over the plan period. The average gap over the recurrent and capital budget is 3.6% and 7.4%, respectively. Importantly, the MoE is seeking to strengthen partnerships with non-state actors to defray the cost of implementation; if necessary, targets will be adjusted to align with available financing.
Monitoring and evaluation
Using monitoring tools developed by the Education Planning Division, the Education Sector Plan Monitoring and Evaluation Committee (EMEC) will conduct quarterly and annual progress reviews to identify challenges in implementation and make corrective actions, in the case of the former, and measure progress against key performance
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indicators (KPIs) and set annual targets for the following year, in the case of the latter. A mid-term and final evaluation will be conducted in 2019 and 2021, respectively.
The following KPIs can be reliably monitored throughout the plan period.
Policy goals KPIs Gender Baseline2013
Target2021
Improved and more equitable access and participation at all levels
GER 4 years old. M 101% 95%
F 92% 95%
GIR (KG) primary M 78% 105%
F 83% 105%
Transition rate from Grade 6 M 101% 100%
F 101% 100%
Dropout rate: Form 4 M 30% 14%
F 17% 8%
GER Post-secondary 17-20 M 20% 35%
F 38% 43%
Improved and more equitable learning outcomes at all levels
Average score on Grade 6 ToS M 51% 60%
F 54% 60%
% of secondary school students sitting CSEC exams in Forms 4 and 5
M TBD TBD
F TBD TBD
% of secondary students sitting exams that achieve five or more CSEC passes, including Mathematics and English
M 24% 30%
F 23% 30%
Number of persons certified at CVQ Levels I, II, and III
M 0% 22%
F 0% 20%
Improved efficiency and effectiveness of the education sector through enhanced governance planning and management
Evidence of medium to long-term human, material, and financial resource planning
NA TBD Medium to long-range resource planning is
implemented
Number of policies enacted to support ESP implementation
NA 1 17
% of Ministry Department Heads and Education Officers trained in leadership and management
NA NA 95%
% of schools with PTAs and Student Councils that contribute to decision making at the school
NA NA 80%
% of institutions assessed annually using performance management system to be established
NA NA 90%
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List of acronyms
AVEC Advanced Vocational Education CentreASER Age-specific Enrolment Rate CARICOM Caribbean Community and Common MarketCBIS Cecele Browne Integrated SchoolCBA Cost-benefit Analysis CCSLC Caribbean Certificate of Secondary Level CompetenceCDU Curriculum Development UnitCEO Chief Education OfficerCFBC Clarence Fitzroy Bryant CollegeCFBC DTVEMS Division of Technical and Vocational Education and Management StudiesCFS Child-Friendly SchoolsCIC Chamber of Industry and CommerceCOR Child Observation RecordCPD Continuous Professional DevelopmentCSEC Caribbean Secondary Education CertificateCSME Caribbean Single Market EconomyCTCS Cotton Thomas Comprehensive SchoolCVQ Caribbean Vocational QualificationCXC Caribbean Examination CouncilDoE Department of EducationDRR Disaster Risk ReductionECD Early Childhood Development EMEC Education Sector Plan Monitoring and Evaluation CommitteeEMIS Education Management Information SystemEO Education OfficerEPD Education Planning DivisionESL English as a Second LanguageESP Education Sector PlanGDP Gross Domestic ProductGER Gross Enrolment RatioGIR Gross Intake RateGoSKN Government of St Kitts and NevisGPI Gender Parity IndexHR Human ResourcesICT Information and Communication TechnologyIEP Individualized Education PlanKPI Key Performance Indicators M&E Monitoring and EvaluationMIS Management Information SystemMoE Ministry of Education MoF Ministry of FinanceMoH Ministry of HealthMoSCDCGA Ministry of Social and Community Development, Culture, and Gender AffairsMoU Memorandum of UnderstandingNA Not Applicable
List of acronyms
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NDMD Nevis Disaster Management DepartmentNEMA National Emergency Management AgencyNER Net Enrolment RatioNGO Non-Governmental OrganizationNIA Nevis Island AdministrationNQF National Qualification FrameworkNSTP National Skills Training ProgrammeNVQ National Vocational QualificationOECS Organization of Eastern Caribbean StatesOECS EDMU OECS Education Development Management UnitOESS OECS Education Sector StrategyPEO Principal Education OfficerPLAR Prior Learning Assessment and RecognitionPS Permanent SecretaryPTA Parent Teacher AssociationQTLF Quality Teaching and Learning FrameworkSDG Sustainable Development GoalSELF Student Education Learning FundSES Socio-economic StatusSIDF Sugar Industry Diversification FundSIDS Small Island Developing StateSIP School Improvement PlanSIS School Information SystemSKN St. Kitts and NevisSKNAB St. Kitts and Nevis Accreditation BoardSKNIS St. Kitts Nevis Information ServiceSMART Specific, Measurable, Attainable, Relevant, and Time-boundSSS Student Support ServicesTBD To Be DeterminedToR Terms of ReferenceToS Test of StandardsTRC Teacher Resource CentreTVET Technical and Vocational Education and TrainingUNESCO United Nations Educational, Scientific and Cultural OrganizationIIEP-UNESCO UNESCO International Institute for Educational PlanningUWI University of the West IndiesUWI JBTE UWI Joint Board of Teacher Education
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Acknowledgements
The Ministry of Education (MoE) extends its gratitude to all individuals, groups, and organizations – locally, regionally, and internationally – for their invaluable involvement in the development of the Federation’s 2017–2021 Education Sector Plan. For the external assessment of the education policy context that has informed this plan, gratitude is extended to the UNESCO Division for Policies for Lifelong Learning Systems, specifically the Policy Review Team led by Megumi Watanabe, with coordination and oversight provided by Francesc Pedró and David Atchoarena. For technical expertise in programme design, simulation modelling, cost and finance, and plan layout, the Ministry sincerely appreciates the investments made by the UNESCO International Institute for Educational Planning (IIEP), specifically Anton De Grauwe and Farid Abilliama, of the Technical Cooperation Unit, and Marcus Edward, IIEP consultant. Additionally, for his advocacy and support of the strategy development effort, appreciation is extended to Robert Parua, former Programme Specialist for Education at the UNESCO Kingston Cluster Office, Jamaica.For their contribution to the development of the Sector Plan, the Ministry is grateful to:
❚ Hon. Shawn Richards, Deputy Prime Minister and Minister of Education ❚ Hon. Vance Amory, Premier and Minister of Education in Nevis ❚ Dr Neva Pemberton, Chief of Education Planning, for leading the plan preparation process with the
members of the Core Planning Team: Quinton Morton, Education Planner, Eleanor Phillip, Senior Assistant Secretary, and Christopher Herbert, Director of EMIS
❚ Mr William Hodge, Permanent Secretary, Ministry of Education, St. Kitts ❚ Mr Wakely Daniel, Permanent Secretary, Ministry of Education, Nevis ❚ Dr Tricia Esdaille, Chief Education Officer and other Education Officers, St. Kitts ❚ Mrs Palsy Wilkin, Principal Education Officer, and other Education Officers, Nevis ❚ Mr Antonio Maynard, General Secretary, UNESCO ❚ Dr Eva Bowrin, Director, and Subject Coordinators, Curriculum Development Unit/Teacher Resource Centre ❚ Mrs June Wallace, Director and Resource Teachers, Early Childhood Development Unit, St. Kitts ❚ Mr Kertney Thomson, Chief Executive Officer-TVET, and other TVET Officers ❚ Mr Clyde Christopher, Director, Advanced Vocational Education Centre ❚ Mrs June James, Director, National Skills Training Programme ❚ Mrs Maria Crawford, Coordinator, and other officers of the Education Media Unit ❚ Ms Donna Bassue, Coordinator, Students’ Education Learning Fund ❚ Principals and teachers of primary and secondary schools, St. Kitts and Nevis ❚ Groups of students from primary and secondary schools, St. Kitts and Nevis ❚ Executive Members of Parent Teachers’ Associations, St. Kitts and Nevis ❚ Secretariat and staff of the Education Planning Division ❚ Members of the Education Advisory Board ❚ Trisha Francis, Executive Director, Accreditation Secretariat ❚ Mrs Susan Owen, Head of the UWI Open Campus, and Mrs Isabel Byron, UWI Open Campus Coordinator
Nevis ❚ Mrs Joycelyn Pennyfeather, Dean of Teacher Education Division, Clarence Fitzroy Bryant College (CFBC)
and other CFBC faculty ❚ Ms Adele Williams, Director, New Horizon Rehabilitation Centre ❚ Teachers’ Unions, St. Kitts and Nevis ❚ Christian Councils, St. Kitts and Nevis ❚ Evangelical Associations, St. Kitts and Nevis ❚ Organisation of Rastafari in Unity ❚ Chamber of Industry and Commerce ❚ Operation Future ❚ Nevis Youth Council ❚ Ripple Institute ❚ Legacy International ❚ Hon. Nigel Carty, Former Minister of Education, St. Kitts ❚ Mr Osmond Petty, Former Permanent Secretary, St. Kitts ❚ Mrs Ionie Liburd Willett, Former Permanent Secretary, St. Kitts ❚ Mr Ian Morson, Former EMIS Director, St. Kitts ❚ Dr Bronte Gonsalves, Former Education Planner and Education Consultant, Nevis ❚ Mrs Jacqueline Morris Former Director, Early Childhood Development Unit, St. Kitts
Acknowledgements
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Ministries with responsibility for: ❚ Finance ❚ Youth ❚ Sports ❚ Culture ❚ Social Services
Media Houses: ❚ St. Kitts Nevis Information System (SKNIS) ❚ ZIZ Radio and Television ❚ Winn FM Radio Station ❚ Freedom FM Radio Station ❚ Nevis Newscast (NNC)
As a result of the meaningful participation and rich contributions of stakeholders during the strategy development process, the Ministry is confident that the plan is responsive to the needs of the sector and stakeholders, which, in turn, will help to pave the way for effective implementation.
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The Education Sector is one of the main sectors contributing to the social and economic growth of our country. It is for this reason that the Government invests significant revenue in the Ministry of Education, thereby demonstrating that education remains a priority for the Team Unity Government. Greater spending on education, however, must yield greater returns. Furthermore, spending has to match our outputs and outcomes. This means that a transformation of our Education System is necessary.
We have made considerable strides in education, compared with other states in the region, but we still have a long way to go! A sense of purpose and direction is needed to produce the expected results. To this end, we must ask ourselves four questions: What are we doing? Where do we want to go? How we will get there? And how shall we know if we are moving in the right direction? With technical support from UNESCO and IIEP, we embarked on the process of systematically answering these four key questions. This process led to the formulation of our Education Sector Strategic Plan.
This Education Sector Strategic Plan is our vehicle for transforming the Education Sector so as to increase our outputs and outcomes. These will be achieved by: (i) improving equitable access to and participation in education at all levels; (ii) strengthening the quality and relevance of education at all levels, thereby improving learning outcomes; and (iii) enhancing governance, planning, and management so as to improve efficiency and effectiveness throughout the sector. The policy goals, intermediate outcomes, strategies, and key targets contained in this Strategic Plan describe what will be the Ministry of Education’s course of action over the next five years. They also signal the Ministry’s commitment to deliver quality education and contribute to the social and economic growth of our country.
I wish to thank the Core Planning Team for working diligently to develop this Education Sector strategy and the wide cross-section of stakeholders for their participation and input during the consultations and the writing process. I encourage all stakeholders to do their part in implementing the activities in the Plan. The successful implementation of the activities will result in the provision of holistic lifelong education for all. This will contribute to sustainable development, build civic responsibility, and foster in individuals the ability to succeed locally and globally. I hereby offer to you, the people of the Federation of St. Kitts and Nevis, the Ministry of Education Sector Strategic Plan 2017 to 2021.
The Honourable Shawn K. RichardsDeputy Prime Minister and Minister of Education
A message from the Deputy Prime Minister and Minister of Education
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Every nation needs a strong Education Sector Plan (ESP). Such a plan will help to mobilize necessary resources and actions needed to improve education provision in line with the developmental imperatives of the country. That is why we in St. Kitts and Nevis have made a significant effort to put together this comprehensive Education Sector Plan for the next five years – one that will prepare our people to thrive in the 21st century at home and abroad.
We have conducted an evaluation of the status of our education system and developed strategies based on what is working, what is not, and those areas where there is the greatest need for improvement. We have also taken into careful consideration the financing necessary to achieve our policy goals. Moreover, the team of professionals who put this ESP together, led by Dr Neva Pemberton, has made sure that sustainable procedures are in place to monitor and evaluate progress with implementation of the plan.
A wide cross-section of stakeholders offered valuable contributions to the development of the plan. The Ministry of Education sincerely appreciates the partnerships that have been forged, and those yet to be developed, as this plan necessitates strong collaboration among government and non-government actors to safeguard effective implementation.
The Nevis Island Administration (NIA) fully supports this ESP and will assist the Ministry of Education in attaining its vision for education: the provision of holistic lifelong education for all that contributes to sustainable development, builds civic responsibility, and fosters in individuals the ability to succeed both locally and globally.We are well aware that quality education and training is critical to the socio-economic health of a country, and are therefore committed to improving the education system to contribute to a more cohesive society and stronger economy.
This ESP targets areas including, but not limited to, teacher training, leadership and accountability, and equity in access and participation. Additionally, it places significant focus on curriculum reform to ensure students in basic education develop the foundation needed to support lifelong learning. With these objectives in mind, the NIA feels certain that effective implementation of the ESP will result in tremendous benefits for our people, our society, and our economy in the not too distant future.
The Honourable Vance AmoryPremier and Minister responsible for Education
Nevis Island Administration
A message from the Premier and Minister responsible for Education, Nevis Island Administration
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1. Introduction
1.1. Background
The Government of St. Kitts and Nevis (GoSKN), through the Ministry of Education (MoE), has developed this five-year Education Sector Plan (ESP) for 2017–2021 to provide strategic direction for the accomplishment of key policy priorities to improve education provision and administration in the Federation. The ESP builds upon the imperatives communicated in the MoE White Paper on Education Development and Policy 2009–2019, which has guided the delivery and management of education since its publication. It also takes into account lessons learned from the implementation of the White Paper, including the need for a strong performance assessment framework and the required cost and finance components to sustain efficient and effective plan execution.The ESP responds to many developmental priorities formulated at national, regional, and global levels. At the national level, the plan is guided by the 2005 Education Act and related regulations. It supports sustainable development efforts articulated in documents including, but not limited to, the 2006–2016 National Adaptation Strategy, the 2011–2015 National Poverty Reduction Strategy and the subsequent 2012–2016 National Social Protection Strategy, as well as the 2013 Technical and Vocational Education and Training (TVET) Policy. Critically, the plan also responds to crucial issues identified in the locally derived 2016 MoE Education Sector Diagnosis and the externally driven 2016 UNESCO Education Sector Policy Review, which was commissioned to analyse major policy gaps in four key areas in education: (i) governance, planning and management, including monitoring and evaluation; (ii) curriculum and assessment; (iii) academic staff policies; and (iv) teaching and learning environments.At the regional level, the plan is aligned, where relevant, with the Organisation of Eastern Caribbean States (OECS) 2012–2021 sub-regional Education Sector Strategy (OESS) and seeks to contribute to economic integration and human development efforts substantiated through the Caribbean Community (CARICOM) Single Market Economy (CSME) and the concept of the ‘Ideal Caribbean Person’. At the international level, the plan upholds the United Nations (UN) Convention of the Rights of the Child (OHCHR, 1989) and responds to the new global mandate for education development, captured in UN Sustainable Development Goal (SDG) 4, which states that, by 2030, countries are to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (see Figure 1).3
Figure 1: Education Sector Plan commitments
Global• UN 2030 Sustainable Development Goals• Convention of the Rights of the Child
• CARICOM: Single Market Economy (CSME) and ‘Ideal Caribbean Person’• 2012-2021 OECS Education Sector Strategy (OESS)
• 2005 Education Act, 2009 White Paper on Education Development and Policy, 2013 TVET Policy, 2012-2016 National ECD Policy• 2006-2016 National Adaptation Strategy, 2011-2015 National Poverty Reduction and 2012-2016 National Social Protection Strategy, Draft 2013 National Youth Policy
Regional
National
3. See www.uis.unesco.org/Education/Documents/wef-framework-for-action.pdf.
Consultation on ESP with secondary school students.
Education for All: Embracing Change, Securing the Future
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1.2. The goals, core values, and theme of the ESP
The MoE’s goals and objectives
The overarching goals and objectives of the education sector are captured in the 2005 Education Act, which provides the legal framework for education policies and provision (see Box 1).
Box 1: Goals and objectives of the education sector
Goals: 1. The establishment and strengthening of a varied and comprehensive educational system that is based on societal needs.2. The provision of access to quality education for all the nationals of St. Kitts and Nevis in institutions that foster the spiritual, cultural, moral, intellectual, physical, social, and economic development of the individual and the community. Objectives:(a) encourage and promote the development of basic knowledge and skills in all persons, including:
(i) the skills of literacy, listening, speaking, reading, writing, numeracy, mathematics, analysis, problem solving, information processing, computing; (ii) critical and creative thinking skills for today’s world; (iii) an understanding of the role of science and technology in society together with scientific and technological skills; (iv) an appreciation and understanding of creative arts; (v) physical development and personal health and fitness; and (vi) the creative use of time;
(b) develop self-worth through positive educational development; (c) promote the importance of the family and community; (d) provide opportunities to reach maximum potential; (e) promote recognition, understanding, and respect for the constitution, laws, and national symbols of the state; (f) develop an understanding of the principle of gender equality and other forms of equality as defined in the Constitution; (g) promote an understanding of the history, language, culture, rights, and values of Saint Kitts and Nevis and their role in contemporary society; (h) increase awareness and appreciation of the natural environment; (i) promote a national and Caribbean identity through regional cooperation and integration; (j) develop an understanding of the historical and contemporary role of labour and business in society; (k) prepare for participation in the affairs of St. Kitts and Nevis and the global society.
Source: Education Act, GoSKN, 2005.
Taking these overall goals and objectives into account, and in line with the OESS vision that ‘Every Learner Succeeds’ (OECS, 2012), the Ministry of Education is guided by the following vision and mission statements:Vision: The provision of holistic lifelong education for all that contributes to sustainable development, builds civic responsibility, and fosters in individuals the ability to succeed locally and globally.Mission: To provide for all citizens and residents, in collaboration with other stakeholders, a comprehensive course of quality lifelong education, which will enable individuals to develop and achieve their full potential, allowing them to make meaningful contributions to national development.The GoSKN, through the MoE, is committed to providing quality and relevant education for learners of all ages that allows for individual empowerment and national sustainable development.
The MoE’s core values and guiding actions
Eight core values or central tenets have been identified as key to the MoE’s pursuit of its vision, mission, and implementation of the ESP. These are supported by several guiding actions that take the form of approaches to implement the eight core values (see Table 1).
1. Introduction
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Table 1: Core values and guiding actions
Eight core values Guiding actions
Accountability • Establish and adhere to MoE and civil service standards, policies, and procedures.• Communicate rights and due processes for Ministry officials, institutions and their staff,
students, and parents.
Efficiency • Ensure and maintain Ministry-wide proactive and responsive services.• Maximize resources to improve educational outcomes.
Empowerment • Provide learners, educators, and administrators with the tools and support needed to reach their full potential.
• Emphasize critical thinking and individual agency in teaching and learning, and cultivate in learners a strong sense of self-worth, cultural awareness, and pride, as well as a positive moral disposition.
Equity • Establish systems to ensure resources (human, financial, and material) are allocated to supporting the improvement of educational outcomes for all learners.
• Redress inequalities by providing opportunities for quality learning outcomes to all students through close monitoring of resources and educational performance, and through collaboration with partner entities.
Excellence • Entrench high-quality standards of performance throughout the system.
Learner-centredness • Commit to providing educational experiences that are responsive to individual learning needs.
• Include learners in decision-making processes regarding teaching-learning.
Integrity • Adhere to applicable standards and maintain confidentiality.• Establish and sustain a circle of trust among education stakeholders.
Partnership • Consult and collaborate with a wide range of diverse stakeholder groups in the provision of education to maximize resources and achieve shared education goals.
• Engage the public to build common expectations and gain support for education reforms.
The ESP was devised around these core values and, through its implementation, seeks to operationalize these guiding actions.
The theme of the ESP
Taking into consideration the various commitments to national, regional, and global development efforts and the significant shift in the approach to education management and delivery necessary to achieve the objectives of the plan, the MoE has chosen the following central theme for the ESP: Education for All: Embracing the Change, Securing the Future.
1.3. Plan preparation process
Plan preparation was both highly collaborative and used as a capacity-building process in strategic planning for MoE personnel. A wide cross-section of stakeholders within and beyond the education sector were consulted at each important phase of plan development. Additionally, local writing teams composed of Ministry and institutional-level personnel were responsible for developing plan strategies in each key programme area under the expert guidance of a consultant for the UNESCO International Institute of Educational Planning (IIEP)4. This approach was critical to improving national ownership of the plan and efficacy of implementation. IIEP-UNESCO also offered vital technical expertise with monitoring and evaluation (M&E) as well as the cost and finance elements of the plan.
4. A list of stakeholders involved in the plan preparation process can be found in Annex 1.
Ministry of Education officials preparing Sector Plan.
Education for All: Embracing Change, Securing the Future
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1.4. Organization of the ESP
Chapter 1 offered relevant background information on the Ministry of Education, which provided a foundation for the development of the ESP, along with salient information on the plan preparation process and structure. Chapter 2 offers an abridged education sector diagnosis, inclusive of identified policy priorities. Chapter 3 presents the policy goals and strategies to be pursued in the ESP through six key programme areas, and includes a discussion of cross-cutting themes and targets for key performance indicators. Chapter 4 provides detailed implementation arrangements for the ESP, while Chapter 5 presents the cost and finance components associated with implementation. Chapter 6 sets out the comprehensive M&E framework for the plan.
19
2. Education sector diagnosis
A clear understanding of the background and environment in which the education sector operates, along with sound analyses of the strengths and weaknesses of the system, are critical to developing a relevant education development strategy. Accordingly, in 2015 the Ministry of Education conducted and validated an education sector diagnosis (ESD), which contextualized education provision in the Federation and then examined the education system in terms of: (i) access and participation, (ii) quality and relevance, (iii) costs and finance, and (iv) governance and management, with equity as a cross-cutting angle of analysis, as applicable. This assessment, which was informed by several complementary sector analyses, both internally and externally driven,5 brought key policy issues to the fore, which are now taken up in this ESP. A truncated version of the ESD is presented below.
2.1. Context
Historical background
St. Kitts and Nevis (SKN) was colonized by Great Britain in the 1620s,6 and remained a British colony until 1983 when political independence was achieved, making the Federation the youngest sovereign nation in the Americas (Bekkers, 2009; Inniss, 1983, 1985).7 However, education provision has been the responsibility of the nation since 1967, when St. Kitts and Nevis became an Associate State with internal autonomy to govern local affairs. The Saint Christopher and Nevis Constitution Order 1983 holds the GoSKN as the highest governing authority in the Federation, yet also grants the island of Nevis, governed by the Nevis Island Assembly, significant autonomy with respect to local governance, including the delivery and management of education (Bekkers, 2009; GoSKN, 2014a). Understanding the constitutional responsibilities assigned to the two levels of government is important, as developing education policy is a federal undertaking; yet policy implementation, if it is to be effective, must be sensitive to the contextual specificities of each jurisdiction that have developed because of autonomy between the islands in managing the day-to-day provision of education.
Geography and demography
SKN is a small island developing state (SIDS) in the Caribbean Leeward Islands Chain. The islands are separated by a 3-km channel, known as The Narrows. The combined total land area of SKN is 261 km2 (St. Kitts: 168 km2/Nevis: 93 km2), 19.2% of which is arable. Each island is divided into administrative parishes with nine in St. Kitts and five in Nevis. The Federation, like many of the neighbouring islands, is home to beautiful beaches and vibrant ecosystems that are increasingly threatened by climate change. Additionally, the islands are susceptible to natural disasters such as tropical storms and hurricanes, which have caused significant infrastructural damage over the last 20 years (CDB, 2009). Such disasters can negatively impact the delivery of education, and as such potential hazards should be planned for and mitigated through the implementation of appropriate crisis/disaster risk reduction strategies.Population growth has been negligible over the last century and 2011 census data indicate that the total population of the Federation is 47,149 (49% male and 51% female), with 34,872 persons, or 74%, living in St. Kitts (16,869 males and 18,003 females) and 12,277, or 26%, living in Nevis (6,126 males and 6,151 females) (see Figure 2). In St. Kitts, the largest share of the population lives in the capital city of Basseterre (36%), followed by the rural parishes of St. Peter (13%) and St. Mary (10%). In Nevis, the largest share of the population lives in the rural parish of St. Johns (31%), followed by the rural parish of St. Georges (20%); only 15% lives in the capital of Charlestown. In terms of ethnic composition, 90% of the population are of African descent, 3% are of East Indian origin, 2.7% are Caucasian, and 2.6% are registered as ‘mixed’. The 2001 census was the first to incorporate the category of ‘Hispanic’ in the list of ethnicities, with 1.2% of the population identifying as such.8 Although still a small share of the population, this reflects the growing number of persons from the Dominican Republic immigrating to SKN, for whom English is not a first language. Given this reality, the education sector must be prepared to accommodate learners with potential language barriers.
5. Internal analyses included the GoSKN Ministry of Education Education Sector Situation Analysis (2013e) and the Education Sector Policy Review Country Background Report (GoSKN, 2014a). External analyses included the UNESCO St. Kitts and Nevis TVET Policy Review (2014), the 2016 UNESCO Education Sector Policy Review on Governance, Planning and Management (including M&E, curricula, academic staff policies, and teaching and learning), and the World Bank Functional Review of the Ministry of Education (draft) (World Bank, 2015a, 2015b).
6. St. Kitts was colonized in 1624 and Nevis in 1628.7. Anguilla was a member island of the Presidency of St. Kitts-Nevis-Anguilla until 1967.8. 1.9% of the Nevis population reported being born in the Dominican Republic, making this group the second largest immigrant group
following the Guyanese, who comprise 8% of the island’s population. No federal data are available.
Education for All: Embracing Change, Securing the Future
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Figure 2: SKN population pyramid, 2011
90+85-8980-8475-7970-7465-6960-6455-5950-5445-4940-4435-3930-3425-2920-2415-1910-14
5-90,4
6 4 2 0 2 4 4
% Male % Female Percent of Population
Age
Gro
up
Source: Ministry of Sustainable Development, St. Kitts; Department of Statistics, Nevis.
Per 2011 census data, 22% of the population is below the age of 15, and approximately 21% is 15–24 years of age. Considering the size of the 15–24 age group and the length of time these persons could productively contribute to or be a strain on the economy and society, this demographic characteristic indicates the critical role that education must play in ensuring that earners of all ages can be integrated into the existing and emerging labour market.
Economy and society
The economy is open yet dependent, and since independence, macro-economic performance has been wide-ranging. The closure of the sugar industry in 2005–2006 contributed to an acute recession, which was exacerbated by the global economic downturn in 2008, but the country has been recovering steadily since 2012. SKN’s proximity to the United States, which is an export market for the Federation as well as a source for students in the growing offshore higher education sector, has contributed to the recovery (UNESCO, 2014).
Figure 3: SKN GDP composition by sector in 2013 in constant prices (base 2006)
Manufacturing7%
Construction15%
Hotels and Restaurants6%
Wholesale andRetail Trade7%
Financial Intermediation10%
Education5%
Agriculture,Mining and Fishing
2%
Real Estate18%
Other Services30%
Source: Ministry of Sustainable Development, St. Kitts; Department of Statistics, Nevis.
2. Education sector diagnosis
21
Services, including tourism, are the largest contributor to gross domestic product (GDP) at over 80% (Figure 3) and are a major contributor to national economic diversification efforts. Sectors such as information and communication technology (ICT), transportation, construction, and personal services, including Citizenship By Investment, are expected to grow (GoSKN, 2013c, 2017).According to the most recent labour market survey (2009), the labour force participation rate is 73% (73.8% in St. Kitts and 70.8% in Nevis) and the unemployment rate is 6.5% (6.0% in St. Kitts and 8.2% in Nevis). Notably, the unemployment rate of the 20–24 age group (12%) is almost double the national unemployment rate. This underlines the importance of strengthening the external efficiency of the education system, as prolonged unemployment among this population group could significantly undermine economic and social stability (Bekkers, 2009; UNESCO, 2014).SKN is classified by the UNDP (2016) as a High Human Development Country; nevertheless, poverty and social vulnerability remain present on both islands, with an overall poverty rate of 23.7% in St. Kitts and 15.9% in Nevis (CDB, 2009). In terms of the geographical dispersion of poverty, poverty is concentrated in St. Georges-East and West (Basseterre) (30.52%), St. Johns (20.9%), and St. Mary’s (17.1%) in St. Kitts, while the parish of St. John’s in Nevis has the highest percentage of persons living in poverty (39.3%). With respect to poverty and gender, more women than men were living in poverty in St. Kitts, while the opposite was true in Nevis. Critically, young persons aged 0–14 comprised 40% of persons living in poverty, with 1 in 3 children in St. Kitts and 1 and 4 in Nevis found in this population group. In addition to youth below the poverty line, there are several other vulnerable demographic groups for which careful investments should be made to promote equity in educational access and learning outcomes. These include: (i) low-wage workers without (sufficient) educational certification (49.9% of males and 47.3% of females in the lowest poverty quintile), (ii) disillusioned youth (especially boys and teenage mothers who run the risk of not completing compulsory schooling,9 and (iii) non-English speaking immigrant groups (GoSKN, 2012c).Culturally, the Federation abounds with indigenous knowledge, traditions, and art forms that have been historically marginalized through formal schooling. This marginalization is a socio-cultural legacy of the colonial education system that was designed to devalue expressions of local culture and African heritage and fashion loyal British subjects (Pemberton, 2010). Across the Caribbean, this lack of cultural pride has been put forward as a factor in negative affective development of youth and perceived social decline in the region. The curriculum, in all its iterations (intended, implemented, and hidden), transmits cultural values and, as such, has a significant role to play in fostering cultural empowerment and positive affective development in learners (Miller et al., 1991, 2000, Pemberton, 2010).
Structure of the education system
Early childhood development (ECD) caters for children aged 0–5 and is provided through a combination of nurseries (0–2 years of age), preschools (3–5 years of age), and day cares (0–5 years of age). Primary and secondary education are free and compulsory for children aged 5–16, with primary school comprising Kindergarten to Grade 5, and secondary school comprising Forms 1 to 5. At the secondary level,10 students in each form are grouped into ‘ability streams’, based on academic performance, and many of the students in the lowest stream of Form 4 have historically left school at the age of 16 before continuing to the final year of secondary school.11 For learners with a range of special education needs, education and training is provided at the Cotton Thomas Comprehensive School (CTCS) in St. Kitts or the Cicele Brown Integrated School (CBIS) in Nevis. Higher education consists of formal and non-formal post-secondary TVET as well as national, regional, and off-shore tertiary level institutions. The GoSKN MoE manages education and training through the post-secondary/non-tertiary level in St. Kitts (ISCED 4) and the NIA MoE manages education provision up to the tertiary short cycle (ISCED 5) through the Nevis Sixth Form College.
9. 14.5% of births in 2011 were to women aged 19 or younger (Vassell, 2014).10. Streaming also occurs in some primary schools with multiple classes per grade.11. Although the trajectory of these students has not been tracked, it is safe to say that some of these students are absorbed into formal
and non-formal post-secondary technical and vocational training (TVET) and/or work placement programmes.
Education for All: Embracing Change, Securing the Future
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Figure 4: Number and distribution of education and training institutions by level, status, and island, 2013–2014
80
70
60
50
40
30
20
10
0Public Private Public Private Public Private
St. Kitts Nevis Federal
Pre-Primary
Secondary
Pre-Secondary/Non-Tertiary
Primary
Special Education
Tertiary
Source: GoSKN, 2014c.
2.2. Access and participation
This section presents enrolment data for ECD through the tertiary level and describes the internal efficiency of compulsory education.12 Equity in access and participation is taken up at the end of the section.
Early childhood education
Although this level of schooling is not compulsory, the GoSKN has taken great effort to improve access and participation to high-quality early childhood education, given its contribution to improving learning outcomes later in life, especially for the vulnerable. Efforts to increase access have included expanding existing centres and establishing new ones, implementing the Reaching the Unreached programme for home-based nursery providers, and ensuring that public centres can be accessed by persons with physical disabilities (GoSKN, 2013a).As of 2013, net enrolment for the 0-2 age group across the Federation stood at 40% (46% in St. Kitts (SK) and 26% in Nevis (N)), with more boys than girls enrolled (GPI: 0.88). The significant difference in enrolment at this level between the islands is likely attributed to the fact that there are no public nurseries in Nevis, so services at this level are only available in private centres at a cost to families. For families living in or vulnerable to poverty on the island, this reality puts them at a disadvantage, which presents an equity issue for access and participation at this level (Clarke, 2014). For the 3–4 age group, net enrolment was 85% (84% SK, 89% N), with almost the same number of males and females participating (GPI: 0.98). Importantly, with an age-specific enrolment rate (ASER) of 100%, all five-year-olds access either ECD or Kindergarten, which is the compulsory age for schooling (see Table 2).
Primary and secondary education
The ability to provide access for 100% of the five-year-old population is an accomplishment of the private ECD sector and the Ministry of Education. However, according to the Education Act 2005, this age group should be catered for in the primary cycle. Given a gross intake rate (GIR) of 78% for males and 83% for females at this level, there is an indication that many five year olds are remaining in ECD, rather than commencing Kindergarten. This points to the need to ensure that the Ministry monitors more closely compliance with legislation on age of entry to the primary cycle (see Table 3).
12. Data are drawn from reconstructed population estimates and EMIS data from 2008, 2009, 2012, and 2013, as complete datasets were only available for these years. 2014-2015 and 2015-2016 data are being collected in the first quarter of 2017. The actual population by age is not available from the 2011 census.
2. Education sector diagnosis
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Table 2: St. Kitts and Nevis enrolment indicators, 2013
NER ages 0-2
Males 42.2%Females 37.0%All 39.6%GPI 0.88
NER ages 3-4
Males 86.1%Females 84.3%All 85.2%GPI 0.98
ASER 5 years old
Males 100.0%Females 100.0%All 100.0%GPI 1.00
Source: GoSKN, 2014c; population projections from the SKN ESP Simulation Model, IIEP.
Table 3: Primary and secondary school Net Enrolment Ratio and Gender Parity Indices, 2013
Primary NER
Males 93.2%Females 94.3%All 93.8%GPI 1.01
Secondary NER
Males 82.3%Females 80.3%All 81.3%GPI 0.98
Source: GoSKN, 2014c; population projections from the SKN ESP Simulation Model, IIEP.
Nonetheless, for decades, the Ministry has provided for universal education at the primary and secondary level. Using provisional population estimates, as of 2013, the gross enrolment ratio (GER) at the primary level stood at 98% (100% SK, 94% N) and net enrolment was 94% (95% SK, 90% N).13 The male-to-female ratio at this level indicates that gender parity has been achieved. Additionally, SKN boasts a transition rate from primary to secondary of 100%At the secondary level, despite the provision of free and compulsory comprehensive education since the 1960s, sustaining universal access and participation at this level has been challenging. Using 2013–2014 data, GER is 90% (90% SK, 88% N) and NER is 81% (82% SK, 79% N), which indicates that 19% of secondary school students are either over- or underage. In terms of participation by gender, the overall enrolment ratio of males to females is roughly equal (GPI 0.98) (see Figure 5).14
Figure 5: Students by grade and age condition (%), 2013–2014
100%90%80%70%60%50%40%30%20%10%
0%Preschool
% Under age % Expected age % 1 Year over age % 2 Years over age % 3+ Years over age
Kinder G1 G2 G3
PrimaryEC Secondary
G4 G5 G6 G1 G2 G3 G4 G5
15%
85%
4%
73%
23%
4%
73%
23%
5%
71%
24%
8%
70%
21%
9%
69%
22%
9%
67%
23%
8%
69%
23%
12%
70%
18%
16%
88%
85%
18%
65%
15%
4,5%
57%
12%
26% 27%
4,8%
54%
13%
Source: EMIS data as depicted in UNICEF (2016), Graph 7.
13. The NER is lower than a number of key stakeholders believe to be true. MoE officials, officials with responsibility for the household registry in the Ministry of Social Development, principals, and community members alike express confidence that all primary school-age children are indeed in school. The low NER may be attributed to the single age disaggregation population reconstruction.
14. Without reliable age-disaggregated population information and complete enrolment datasets prior to 2013/2014, ascertaining GER before 2013/2014 was not feasible. GER/NER for 2013/2014 was projected by building population data in line with primary school demography, as it can be safely assumed that all primary school children are, indeed, in school.
Education for All: Embracing Change, Securing the Future
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Data on repetition and dropout are also instructive in homing in on access and participation challenges in compulsory education. As shown for 2013–2014, enrolment at the primary level is stable throughout each grade, however repetition is greatest in Kindergarten, which can likely be attributed to the significant number of students who are underage (23%) and may not have entered formal schooling with the ‘learning readiness skills’ needed for success in the early grades. At the secondary level, while repetition is generally low in Forms 1, 2, and 5 (2% each), it is higher in Form 3 (4%) and highest in Form 4 (7%), which contributes to the increasing share of the overage student body in Forms 3–5. Although the transition rate from lower to upper secondary is high at 99%, the repetition rates in Forms 3 and 4 presented above suggest that this transition can be difficult for some students.
Figure 6: Student enrolment pyramid by grade, gender, and repeater conditions, 2013–2014
5th Form
4th Form
3rd Form
2nd Form
6th grade
5th grade
4th grade
3rd grade
2nd grade
1st grade
Kindergarten
Preschool
–600 –400
336
428
455
443
442
402
403
371
356
367
423
362
396
461
434
469
422
374
386
367
396
385
372
377
459
Males – New students Males – Repeaters Females – New students Females – Repeaters
–200 0 200 400 600
Pri
mar
yLo
wer
Sec
Upp
er
Sec 8
40
18
10
8
0
7
1
1
2
1
23
0
5 334
25
17
7
7
7
1
2
1
3
31
0
Source: EMIS data as depicted in UNICEF (2016), Graph 3.
Nonetheless, there is diminishing enrolment between Forms 1 and 5, especially between Forms 4 and 5, as indicated in Figure 7. While a comprehensive cohort analysis has not yet been conducted, assuming cohorts of a stable size, the 22% gap in enrolment between Form 1 and Form 5 points to significant retention issues that ought to be explored and addressed.15 In fact, data further indicate that for the 2013–2014 year, 1 out of 7 students aged 14 and older left secondary school before completing the cycle, and the dropout rate was 27% in Form 4 (GoSKN, 2014c; UNICEF, 2015). It should be noted, however, that the significant decline in enrolment between Form 4 and 5 is sanctioned by the MoE, as students in the lowest academic streams of Forms 4 are considered ‘school leavers’, since they are not expected to progress to Form 5 to take the Caribbean Examination Council (CXC) Caribbean Certification of Secondary Level Competence (CSEC Exams).16
While data on the trajectories of out-of-school children have not been collected, EMIS data for 2014 indicate that out of the 229 students leaving school after Form 4 in 2013-2014, 183 (86 male and 97 female) or 80% were absorbed into remedial post-secondary programmes offered by the Advanced Vocational Education Centre (AVEC). Others were likely benefit from post-secondary ‘safety-net training’ provided through the MoE and Ministries of Social Development in St. Kitts and Nevis.17 Considering both the significant expense and typically lower terminality rates of post-secondary level training, increasing retention rates and improving learning support in secondary education would be more sustainable and cost effective (UNESCO, 2014).
15. This indicator was not derived from a cohort analysis, but is a proxy for what the size of the fifth form should look like assuming stable cohorts at the level.
16. Students in the lowest academic streams in Form 4 attend school part time to complete academic subjects (English, Mathematics, and other topics that vary by school) and participate in a job attachment programme on a part-time basis. In St. Kitts, the school-to-work-based programme is the A’Ganar Programme, coordinated through the post-secondary National Skills Training Programme. In Nevis, individual secondary schools organize job attachments for identified students.
17. The social protection programmes MEND/RISE will strategically address some issues pertaining to school dropout in families (i.e. skill development, continuing education opportunities, access to employment, access to government assistance pending employment) and build on existing programmes in St. Kitts and Nevis. Existing programmes in Nevis include, but are not limited to, ‘Youth at Work’ and the ‘Second Chance Teen Mothers’ programme.
2. Education sector diagnosis
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Figure 7: Gap between first and fifth forms, 2013–2014
1.000
900
800
700
600
500
400
300
200
100
–1st form 5th form
683
879
Gap: 22%
Source: EMIS data as depicted in UNICEF (2016), Graph 10.
Special education
Special education services are to be provided in the ‘the least restrictive and most enabling environment to the extent that resources permit’ (Education Act, GoSKN, 2005, p. 41). In St. Kitts, there are approximately 107 students aged 5–19 enrolled at the CTCS, and 19 students aged 5–15 enrolled at CBIS in Nevis, with a range of cognitive, learning, behavioural, and physical disabilities. However, data are not available on the number of students who may need special education services but are not receiving them, and anecdotal evidence suggests that, owing to societal stigma, some parents/guardians are unwilling to have their dependant(s) assessed for special educational needs or enrolled in CTCS/CBIS despite official recommendations from the MoE. Low academic performance in mainstream education hints that additional students may need special education/learning support services. Additionally, owing to resource constraints for promoting inclusion in general education, CBIS and CTCS also serve students who are cognitively capable of attending mainstreams schools, but owing to certain disabilities (e.g. vision impairments) are attending special education institutions.
Higher education
The 2009 White Paper made it clear that improving GER in higher education is a key policy goal;18 however, weaknesses in data capture and management do not permit a close analysis of participation at this level. Population projections indicate that GER in post-secondary (ages 17–20) is 20% for males and 38% for females, while available raw enrolment figures suggest low levels of access and disparities between the genders in participation. Approximately 758 persons enrolled in post-secondary and tertiary-level TVET programmes, offered by the MoE and CFBC, in 2013–2014.19 There were gender biases in subject selection with the result that few females selected TVET areas that are historically male dominated and vice versa. Several other issues constrain adequate provision of and equitable participation in post-secondary and tertiary-level TVET, as indicated in Box 2. There are plans to address many of the issues by operationalizing the 2013 TVET Policy, which provides a framework to institutionalize ‘TVET for All’. Translating the policy into practice has begun by: (i) developing a regionally aligned National Qualifications Framework; and (ii) inaugurating the GoSKN and Caribbean Development Bank (CDB) TVET Project, which will, among other things, assist in rationalizing and expanding TVET programmes, upgrading TVET facilities to meet occupational standards, establishing a robust monitoring and evaluation system (M&E) for TVET, and providing institutional strengthening for the TVET Council and capacity building for TVET providers.
18. By 2020, 50% of the secondary school leaving cohort should be enrolled in higher education, with 20% enrolled in university programmes (GoSKN, 2009: 111).
19. Enrolment from 2012 for AVEC was used. The figure includes enrolment at the CFBC DTVEMS and Adult and Continuing Education.
Education for All: Embracing Change, Securing the Future
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Critically, enrolment in general tertiary-level education is also low, with approximately 1,011 persons enrolled across the Clarence Fitzroy Bryant College (115 males, 384 females), the University of the West Indies Open Campus (90 males, 287 females), and Nevis Sixth Form College (46 males, 89 females).20 In general, there are more females than males enrolled at the tertiary level. With respect to participation at this level by island, it should be noted that enrolment at the Nevis Sixth Form College is hindered by narrow course offerings and physical space constraints, as it is housed on the crowded campus of the Charlestown Secondary School.
Box 2: TVET constraints
❚ TVET suffers from low status and the misperception that the courses are for less able students. ❚ Poor articulation of programmes (formal and non-formal) constrains the ability to easily navigate
TVET opportunities and progress to higher levels of training. ❚ There are weak links between the needs of the labour market and TVET offerings, partly because of
the lack of adequate labour market information and inadequate private sector involvement in TVET management.
❚ No formal post-secondary TVET opportunities are offered in Nevis. ❚ There is limited TVET offering in high-skill areas and at management or advanced levels. ❚ Demand for National Skills Training Programme (NSTP) courses has declined due to increased
enrolment in the People Employment Programme, which provides on-the-job training and pays a salary.
❚ The value and portability of existing certification is limited. ❚ The mechanism for recognizing and assessing prior learning is not in place.
Source: GoSKN, 2013b, 2014a; UNESCO, 2014; and World Bank, 2015a, 2015b cited in GoSKN, 2016.
Equity in access and participation
To support the access and participation of children from low-income households, the GoSKN and the NIA have implemented social assistance programmes to defray the costs of school meals, textbooks, examinations, and uniforms, where applicable.21 However, as captured in the 2012–2017 National Social Protection Strategy, better collaboration between the Ministries of Education and Ministries of Social Development on both islands is needed to improve targeting and reduce inefficiency in service delivery, as there are errors of inclusion and exclusion in existing service provision.Differences between males and females in participation have been noted at the secondary level and beyond. These will need to be addressed if SKN is to meet Target 4.5 for SDG 4, which aims to eliminate gender disparities in participation by 2030. Additionally, meaningful participation may be constrained for English language learners, taking into consideration the growing number of persons immigrating from the Dominican Republic in the Federation, for many of whom English is not a first language. This is an area for further investigation. Lastly, the extent to which persons with physical disabilities can access and participate in mainstream schools is limited, as most education and training institutions are not handicapped accessible.
2.3. Quality and relevance
This section presents information on the quality and relevance of early childhood to tertiary education in the Federation, and contemplates not only outputs from the system (i.e. student performance), but also inputs and teaching and learning conditions that contribute to the quality of the system’s output. The section also takes a cursory look at the external efficiency of the system, and presents issues of equity, as applicable.
20. Enrolment for 2013-2014 used for the CFBC, but excludes Adult and Continuing Education and DVETMS, as enrolment for these programmes is captured under post-secondary and tertiary level TVET.
21. School Meals are free in St. Kitts, but not Nevis.
2. Education sector diagnosis
27
Early childhood development
ECD in the Federation has been touted by development partners (e.g. OECS and UNICEF) as a model for the region owing to its focus on establishing and maintaining high-quality standards in the sector. An ECD Minimum Standard Checklist was developed with assistance from UNICEF, and is used for licensing centres, while a standard Programme Quality Assessment Tool is used to monitor strengths and weaknesses in programme delivery at each centre. As of 2015, 21 centres in St. Kitts and seven in Nevis were licensed using the Minimum Standard Checklist. Work continues to: (i) license the remaining centres, and (ii) implement standard licensing procedures for home-based providers. Teaching and learning at this level is informed by the High Scope Curriculum and a common curriculum framework is developed at the OECS level.Nonetheless, quality at this level is compromised by several factors. Few providers are teacher-trained (8% of teachers and 25% of supervisors),22 and unlike the mandate for new and untrained teachers at the primary and secondary level, who are expected to attend the CFBC Teacher Education programme after two years of service, teacher training or certification is not compulsory for ECD providers. While the Associate Degree programme in ECD at the CFBC offers an avenue for improving teacher qualifications at this level, it is not mandatory. Furthermore, the relevance of the degree programme needs improvement, as the content is not well-aligned with the High Scope approach followed in the centres. Other challenges to quality at this level include an inadequate number of staff to monitor and supervise ECD providers and a need for more material resources to effectively implement the High Scope Curriculum (UNESCO, 2016).
Primary and secondary education
With respect to teacher qualifications, according to EMIS data for the academic years 2011/2 to 2013/14, 71% of public primary teachers (78% in St. Kitts and 59% in Nevis) and 51% of public secondary teachers (54% in St. Kitts and 47% in Nevis) are teacher-trained.23 The Federation also benefits from low teacher-pupil ratios: at the primary level the teacher-pupil ratio is 1:14 (1:15 in SK, 1:10 N and 1:15 SKN Private), with an average class size of 16, and at the secondary level the ratio is 1:8 (1:9 in SK, 1:8 N and 1:5 SKN Private) with an average class size of 21. The teaching force predominantly consists of female teachers (100% at ECD, 90% at primary, and 69% at secondary level).24
Notwithstanding many trained teachers and small class sizes, student performance on national and regional assessments is indicative of deep-seated quality constraints. At the primary level, mediocre and below average performance on the National Test of Standards (ToS), which is mandatory in Grades 3–6 in all public and assisted private schools, highlights quality issues in curriculum and assessment, as well as the teaching-learning environment. For 2011–2014, average performance across subjects for Grades 3–6 was 58%, 54%, 50%, and 55%, respectively, with Nevis consistently yet marginally returning better results than St. Kitts. Average scores on Grade 6 Language Arts (47% in St. Kitts and 54% in Nevis) and Mathematics ToS (54% in St. Kitts and 63% in Nevis), indicate that the literacy and numeracy skills needed for secondary school are underdeveloped in many students (see Table 4). At the secondary level, the current standard of success in secondary school is performance on the Caribbean Examination Council (CXC) Caribbean Secondary Education Certificate (CSEC), typically taken in Form 5. Since 2010, the national pass rate on CSEC exams has averaged 79%, which is markedly higher than the regional average of 61% (2014). This certainly heralds a high level of attainment for those who take CSEC examinations; however, approximately 71% of secondary school students take the CSEC examination (69% in St. Kitts and 78% in Nevis), which means that approximately 29% of students are leaving secondary school without a standard benchmark of achievement. Approximately 50% of secondary students sat and passed English A (48% in St. Kitts and 51% in Nevis),
22. These figures are based on available data on teacher training; however the response rate from ECD providers was unsatisfactory.23. The EMIS department is working to build historical data on teacher qualifications, but these are not yet available. Principals and
education officers have informally noted that, over time, the qualifications of teachers have generally improved.24. As of 2014-2015, one male joined the ECD teaching force in St. Kitts.
Orientation workshop for new preschool teachers.
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36% sat and passed Mathematics (37% in St. Kitts and 36% in Nevis), and 60% sat and passed ICT subjects.25 Only 2–6% of students participated in critical TVET areas such as Mechanical Engineering, Agriculture, Electrical and Electronic Technology, and Building Technology Construction (Caribbean Development Bank, 2015).
Table 4: Average test of standards performance, 2011–2014 (%)
Nevis St. Kitts
2011 2012 2013 2014 2011 2012 2013 2014
Grade 3
Language Arts 61 58 61 65 56 54 56 59Mathematics 55 67 64 58 51 61 59 53Social Studies 66 61 58 58 65 58 56 54Science 45 64 51 62 43 66 52 61Total 56 62 58 61 54 60 56 57
Grade 4
Language Arts 60 56 54 56 54 49 50 54Mathematics 62 59 59 59 54 52 52 55Social Studies 50 63 53 53 48 58 48 53Science 51 52 52 59 46 48 48 44Total 56 58 55 57 51 52 50 52
Grade 5
Language Arts 48 48 45 46 40 42 43 41Mathematics 56 65 53 53 44 61 49 46Social Studies 55 47 49 54 49 44 44 53Science 54 56 55 56 47 55 53 48Total 53 54 51 52 45 51 47 47
Grade 6
Language Arts 57 58 48 51 47 44 46 52Mathematics 58 70 62 62 46 59 57 53Social Studies 56 60 57 62 48 51 56 53Science 58 57 64 62 50 51 64 55Total 57 61 58 59 48 51 56 53
Source: GoSKN, 2014c.
Furthermore, less than 25% of males and females who take CSEC exams pass at least five, including Mathematics and English, which can be reduced to approximately 18% when the percentage of students sitting examinations is taken into consideration. Because this level of attainment is the current threshold for many entry-level positions in the world of work and for matriculation to many CFBC higher education programmes, it is cause for concern that so many students leave without these basic qualifications. It must be noted, however, that while additional students are developing fundamental literacy and numeracy skills assessed by the CXC Caribbean Certificate of Secondary Level Competence (CCSLC), this examination is not uniformly implemented across institutions and, importantly, lacks currency for a few reasons, chief among them being lack of recognition and value by employers and the wider community (see Figure 8).
Figure 8: Percentage of students achieving five CSEC subject passes including English and Mathematics
2009 2010 2011 2012 2013 2014
Year
40%
20%
0%
Per
cent
age
of s
tude
nts
Male
Female
Source: GoSKN, 2014c.
National and school-based assessments are heavily scrutinized for their inability to adequately measure the learning of all students. The nationally organized primary school ToS and lower secondary school Common Exams are criticized for their utility and relevance, as neither are tethered to specific competency standards for each grade. Using CSEC examinations as the single determinant of secondary level achievement has also been criticized as this approach
25. This indicator was derived by dividing the reported pass rate for the subject by the percentage of students taking exams on each island (69% in St. Kitts and 78% in Nevis).
29
2. Education sector diagnosis
does not: (i) cater for all secondary school leavers, or (ii) offer a good indicator of a students’ ability to perform at work and/or integrate into society after leaving school. Additionally, there is an over-reliance on summative paper and pencil assessments at the school level, and the quality of tests varies widely.
Box 3: Challenges with teacher supply, demand, and management
❚ Attracting suitably qualified people ❚ Teacher recruitment practices ❚ Deployment and utilization of teachers ❚ Teacher retention and attrition ❚ Initial training procedures and
programmes ❚ Continuing professional development
opportunities ❚ Teacher evaluation ❚ Quality assurance and accountability
Source: UNESCO, 2016.
The GoSKN 2014 Education Sector Policy Review Country Background Report and the 2016 UNESCO Education Sector Policy Review highlighted several additional quality concerns in compulsory education that impact the outputs of education. These include: (i) an underdeveloped curriculum framework and absence of clear assessment policy to guide teaching and learning; (ii) constraints in the educational environment, such as insufficient student support services for students in need, absence of a Quality Teaching and Learning and ICT integration framework, over-reliance on rote methodology, and lack of differentiated teaching, as well as potential equity issues in access to quality learning outcomes for those in lower academic streams; and (iii) challenges with teacher supply, development, and management that negatively impacted recruitment and retention of qualified personnel (see Box 3).
Special education
With respect to special education, all students at CTCS and CBIS schools have individualized education plans (IEPs) to meet their specific learning needs and are exposed to a Special Education Curriculum designed to develop functional literacy, numeracy, and life and vocational skills for independent living. Unlike mainstream schools, students must complete at least 50 hours of community service and/or on-the-job training to graduate. To the improved quality and relevance of special education services, the following issues must be addressed: (i) inadequate diagnostic testing and fragmented documentation of students’ history, (ii) need for additional therapeutic equipment, (iii) insufficient training for staff in mainstream and special needs schools, (iv) insufficient student support services for students with special education needs in mainstream schools, and (v) lack of support for gifted and talented special needs students.
Higher education and external efficiency
Data on achievement in and graduates from higher education are not currently managed by the MoE. This information gap needs to be filled. Approaches to improve quality assurance in the sector include efforts to: (i) strengthen the regulatory roles of the TVET Council/Secretariat and SKN Accreditation Board/Secretariat, and (ii) develop a National Qualification Framework and supporting Quality Assurance and Validation Policies, Procedures, and Guidelines Manual. The CFBC has begun the accreditation process, which will help the college strengthen quality provision. The University of the West Indies (UWI) Open Campus is reviewed regularly by the UWI Quality Assurance Unit, and annual academic reports since 2011 and a recent self-study report are indicative of effective quality assurance processes and improved teaching and learning. However, with respect to post-secondary and tertiary TVET provision, quality and relevance has been compromised, in part, by weak links between labour market demands (present and anticipated) and the TVET offer, as well as the under-involvement of the private sector in TVET management (UNESCO, 2014).It is difficult to effectively analyse the external efficiency of the system without tracer studies, and the available labour market and socio-cultural data are limited. However, based on the most recent labour market assessment (2009), the education and training system is not adequately developing learners’ skill sets for participation in economic sectors slated for growth (e.g. ICT) or, more generally, for participation in the 21st century knowledge economy. The labour market is bifurcated, with 46% of employees occupying positions that require at least five CSEC passes and 53% of employees occupying positions without such requirements. The demand for workers with higher education qualifications is substantiated by the shortage of persons with higher education degrees (50% at the post-graduate level and 24% at the Bachelors level). Moreover, employers in the public and private sector have expressed general frustration with the quality of service provided by employees with the requisite CSEC passes and from various local TVET programmes (UNESCO, 2014). With respect to education’s role in sustainable socio-cultural development, this is an area for further study, as little research has been done to date in this regard.26
26. With respect to developing culturally empowered citizens, one doctoral dissertation posits that national curriculum reforms to date have fallen short of this educational objective (Pemberton, 2010).
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2.4. Education costs and financing
Education is primarily funded by the GoSKN in St. Kitts and the NIA in Nevis. Between 2006 and 2012, GoSKN spent on average 4.2% of the GDP on education (at market prices), with very little fluctuation over the period (0.6%),27 and each island invested an average of 11% of their budgets in the sector. In 2013, 16% of the GoSKN budget and 13% of the NIA budget was committed to the sector, indicating the high value placed on education and training (see Figure 9). Nevertheless, additional investments must be made if the MoE is to adhere to global recommendations that countries invest 20% of their public budget in education to achieve SDG 4.
Figure 9: Percentage of total budget spent on education in SKN, 2006–2013
16%
14%
12%
10%
8%
6%
4%
2%
0%2006 2007 2008 2009 2010 2011 2012 2013
% Budget Spent on Education (SKN) % Budget Spent on Education (Nevis)
Year
Per
cent
age
Source: GoSKN, 2014c.
With respect to recurrent expenditure on education, the GoSKN dedicates the largest share to compulsory education, with an average of 33% and 34% spent at the primary and secondary levels in St. Kitts between 2006 and 2013. Included in this expenditure is the School Meals Programme, which provides free lunches to all primary school students, as well as the Student Education Learning Fund (SELF) programme, which provides textbooks for families in need and covers the costs of CSEC exams taken at secondary schools.28 Over the same time period, recurrent expenditure for NIA stood at 35% for primary level and 38% at secondary. In 2013, recurrent expenditure at pre-primary level was 6.7% in St Kitts and 3.5% in Nevis; special education was allocated 1.5% and 1.4%, respectively, and recurrent expenditure at post-secondary level was 12% in St. Kitts and 0.4% in Nevis. Taking into consideration the imperative to improve access, quality, and relevance in post-secondary and tertiary level TVET, staffing expenditure at the post-secondary level is rather low at only 20% of the value of expenditure on secondary education (UNESCO, 2014).29
Since 2008, expenditure per pupil has trended slightly upwards, likely linked to inflation rates. In 2013, approximately XCD $6,568.00 (USD $2,432) was spent per child at the primary level and XCD $8,349 (USD $3,092) was spent per child at secondary school.30 In Nevis, expenditure per child was XCD $4,689.00 (USD $1,736) at the primary level and XCD $6,416.00 (USD $2,376) at secondary. There is no reliable information on household costs for education; however, because most Nevis households are responsible for the cost of CSEC exams, school meals (XCD $20–25 per week), and textbooks, it is arguable that household costs for education are higher in Nevis than in St. Kitts.31
Because public expenditure accounts for the lion’s share of recurrent spending (primarily for employee compensation), little funding from the public purse is available for capital projects and other programming. As a result, development aid is often sought and secured for many education initiatives. However, it is difficult to assess the level of external
27. See http://data.un.org/CountryProfile.aspx?crName=Saint%20Kitts%20and%20Nevis.28. Families with a household income of XCD $4,000 or less qualify for SELF textbooks. The School Meals programme is not free in Nevis.29. Average expenditure in higher education in the OECD is approximately 50% of the value invested in secondary education (OECD, 2011:
203-223).30. Expenditure per child was calculated using recurrent expenditure in primary and secondary education and the total number of students
at each level.31. The Ministry of Social Development on both islands assists identified poor and indigent families with the cost of uniforms, school
meals, exam registration fees, etc.
31
2. Education sector diagnosis
financing in the system as data on investments from development partners are not centrally managed in the MoE. Additionally, although annual budget objectives and key performance indicators are derived from goals and strategies articulated in existing policy documents, the organization of the Budget Estimates documents, with respect to budgeted line items contained therein, does not facilitate the monitoring of expenditure in relation to budget objectives; this makes it very difficult to systematically analyse Ministry progress in aligning expenditure with policy priorities (GoSKN, 2014a; World Bank, 2015a). Efforts to take stock of existing challenges related to access and participation, and quality and relevance in education, and to analyse the effectiveness and efficiency of public spending and development aid in the sector would shed light on barriers to existing resource allocation to meet sector objectives.
2.5. Governance and management
Based on provisions in The Saint Christopher and Nevis Constitution Order 1983 (Constitution), education governance is deconcentrated between the GoSKN and the NIA with respect to education policy. This is to ensure compliance with polices set at the Federal level. Governance is decentralized with respect to administrative and financial responsibilities, as the GoSKN MoE is responsible for managing the day-to-day operations of the education system in St. Kitts, and the NIA is responsible for the same operations in Nevis. In each jurisdiction, overall governance is centralized within the Ministry of Education. The legal framework for governance and management in the sector is provided by the 2005 Education Act and its accompanying regulations. Significantly, in terms of distributing governance responsibilities, the Act sanctions the establishment of several entities that could aid in management throughout the sector. However, some of these bodies are not functioning effectively (e.g. the Education Advisory Board), while others have not yet been established (e.g. the Council on Early Childhood Education, the Education Review Committee, the National Student Council and the National PTA Association, School Boards). Additionally, although education legislation is quite comprehensive, there is a need in some instances for reform to ensure legislation supports policy priorities. For example, corporal punishment is legislated as a mechanism of last resort with respect to student discipline, yet SKN has ratified the UN Convention on the Rights of the Child (CRC) and adopted the UNICEF-supported Effective/ Child-Friendly Schools (CFS) Framework, which is rooted in the CRC. As corporal punishment erodes children’s right to attend school in a safe environment free from harm, existing legislation provides a challenge to effective implementation of the Effective/CFS framework. Beyond the need to ensure that legislation undergirds policy directives, several other governance constraints have been identified and are presented below:
❚ Policy development and coordination is fragmented, which negatively impacts effective policy implementation, as indicated in the 2016 UNESCO SKN Education Policy Review. For example, since the publication of the White Paper in 2009, more than a dozen policies covering areas such as, but not limited to, ICT in education, curriculum, school safety and maintenance, student behaviour, and teacher performance appraisals have been developed to support improved education provision; however, all remain in draft form and are yet to be fully implemented. Additionally, there is a need to develop and implement policies to guide monitoring and evaluation of equity in the system, as well as financial, material, and human resource management. With respect to the latter, policies on succession planning, teacher training, and continuous professional development are key. Notably, to strengthen this strategic function, the GoSKN has appointed an officer in the Education Planning Division with responsibility for supporting the Permanent Secretary (PS) in policy development and coordination.
❚ The organizational structure and functions of MoE positions are unclear. For example, over time reporting protocols as depicted in the MoE organigram do not correspond with actual reporting practices and overlapping functions have emerged between MoE Departments, without a clear understanding of how such functions may be complementary (e.g. curriculum oversight by Curriculum Officers versus Education Officers) (World Bank, 2015a). Further, staff at all levels have noted a lack of clarity with respect to roles and responsibilities, as many job descriptions are out of date, and for some positions none exist. This breakdown in organizational structure and functions contributes to low levels of accountability in the system.
❚ Long-term resource planning (human, financial, and material) is not in place, and information and data needed for decision making at the Ministry and school levels are fragmented, insufficient, or unavailable in some cases. This is largely due to limitations in the existing Education Management Information System (EMIS) system. While the overall quality of the SKN EMIS, as measured by the World Bank SABER–EMIS Assessment tool (SEAT), was better than the OECS average (the SKN overall score was 0.65 in comparison to the OECS average of 0.59) (World Bank, 2012), the system does not capture a sufficiently wide range of information (e.g. budgetary, teaching force, student performance and enrolment by stream, socio-economic, tertiary, etc.) to effectively monitor performance and equity in the system. Additionally, there is
Education for All: Embracing Change, Securing the Future
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a need for sufficiently qualified staff with responsibility for data management at the MoE and institutional levels. Critically, the MoE has procured a web-based EMIS to improve data management and support evidence-based planning and decision making at all levels (UNESCO, 2016; World Bank, 2015b).
❚ Performance assessment systems are in need of standardization. Beyond the limitations with accurately measuring student learning (indicated in section 2.3), the existing clinical supervision and teacher appraisal system is not implemented in a uniform manner and the data are not used systematically for decision making with respect to professional development, disciplinary action, and career advancement. In this regard, there are no MoE performance assessment systems in place for non-teaching staff (e.g. guidance counsellors), principals, or Ministry officials. With respect to institutional performance assessments, objective rubrics and standards to guide school performance review processes are not in place.
❚ Effective management at the level of the institution needs strengthening. While the majority of principals are teacher-trained (94% at the primary level and 64% at the secondary level), and incoming principals are expected to have at least a Bachelor’s Degree, few principals have been trained in educational lead-ership and administration.32 With respect to school management teams, no terms of reference exist for their operation. As such, their operation differs between institutions, with varying levels of participation from key actors such as student councils and Parent Teacher Associations (PTAs). Additionally, although most schools have School Improvement Plans (SIPs), the quality of such plans and their use in guiding management decisions varies widely between institutions.
Governance and management arrangements in a small state or Ministry are typically more flexible and less formal than in larger contexts, owing to the multiple roles/functions that administrators typically fulfil. Nevertheless, the challenges mentioned above have limited strategic capacity as well as leadership and accountability within the MoE, which, in turn, compromises effective governance and management.
2.6. Summary of key policy issues
This chapter has presented available data and information on the strengths and weaknesses in the sector from various angles of analysis. Table 5 provides a list of key policy issues to be taken up in the ESP. These are discussed further in Chapter 3 on policy goals and strategies.
Table 5: Summary of key policy issuesDomain Key policy issues
Access and participation
• Need to increase enrolment in quality ECD, especially for ages 0–2• Need to improve retention in upper secondary school• Lack of access to quality and relevant TVET • Need to reduce gender disparities in participation at the secondary level and beyond• Need to increase participation in higher education• Lack of clarity on the influence of existing promotion and transition policies on students’ motivation
to learn and equity in access to quality teaching and learning (also a quality and relevance issue)• Need to ensure that students with special education needs can access quality teaching and learning
in the least restrictive school environment• Need to safeguard equity in access and participation for vulnerable groups
Quality and relevance
• Inadequate student learning outcomes • Need to improve teacher supply, development, and management, with less gender imbalance in the
teaching force• Outdated national curriculum and an underdeveloped curriculum development and evaluation
framework • Lack of policies on quality and safety standards for education and training institutions• Underdeveloped student support services at all levels• Weak links between post-secondary and tertiary level programming and labour market needs
Governance, finance, and management
• Lack of clarity in organizational structure • Need to strengthen leadership and accountability throughout the system• Need to establish and use an evidence base for decision making, including improving EMIS• Need for improved medium- and long-term education planning • Challenges with policy development, coordination, and implementation• Underdeveloped performance assessment system for personnel and institutions• Need for improved financial and human resources management systems • Lack of analysis on effectiveness of financial investments in education
32. The NIA Department of Education mandated a six-week UWI course in Supervisory Management for all primary and secondary public school principals and deputies in 2015 and GoSKN MoE pursued the same in 2016.
33
3. Policy goals and strategies The key policy issues presented in the education sector diagnosis (Chapter 2) must be taken up if the education system in SKN is to successfully contribute to individual and national development needs and uphold its commitment to the sub-regional education sector strategy (OESS), as well as the global mandate for education captured in SDG 4. As such, three overarching policy goals have been identified to strengthen the Ministry’s capacity to attain its vision and mission and realize the objectives of the 2005 Education Act. The three policy goals and six thematic programme areas through which policies are operationalized are outlined below.
Table 6: Policy goals and programme areas
Policy Goals Programme Areas
I. Improve equitable access to and participation in education at all levels
1. Access and Participation
II. Strengthen the quality and relevance of education at all levels to improve learning outcomes
2. Curriculum and Assessment3. Quality and Relevant Teaching and Learning4. Professionalizing the Teaching Force
III. Enhance governance, planning, and management to improve efficiency and effectiveness throughout the sector
5. Knowledge Management for Decision Making6. Leadership and Accountability
These policy goals provide a long-term view for the direction of education development and policy in SKN over the next 10 years. While they will need to be supported by sustained and relevant interventions over the long term to enable full actualization, this plan presents intermediate outcomes, strategies, and targets that will move the Federation closer to accomplishing these goals over the five-year period 2017–2021.Significantly, while strategies within each programme area are designed to respond to specific components of each policy goal, strategies in all programme areas also respond to four cross-cutting themes central to achieving all three policy goals. These themes are: (i) policy development, (ii) ICT integration as a value-added pedagogical and management tool, (iii) increased focus on equity in education, and (iv) TVET as a driving and valued force in education sector development. The remainder of this chapter discusses each policy
goal and presents intermediate outcomes, strategies, and targets for 2021, with cross-cutting themes taken up in programme areas where relevant.
3.1. Policy Goal 1: Improve equitable access to and participation in education at all levels
Given the GoSKN’s efforts to ensure widespread access to high-quality early childhood development and care, participation at the ECD level must be improved (NER 0–2: 40%, NER 3–4: 85%). With respect to compulsory education, while the majority of primary school-aged children are in school (NER 94%) with access and participation equal for males and females (GPI: 100%), repetition rates in kindergarten are relatively high and should be lowered (males 8% and females 5% versus 1–2% for other grades).33 More significantly, taking into consideration the 100% transition rate from primary to secondary school for both genders, the current dropout rate from Form 4 (30% for males and 17% for females) indicates that retention in secondary schools must be improved. Additionally, given the MoE 2013 TVET Policy, which emphasizes mainstreaming TVET, it is important that all students have access to TVET competencies throughout compulsory education and beyond, if so inclined.
33. Strategies to decrease repetition in kindergarten are taken up by addressing improving student support services at the primary level, described under Policy Goal 2.
Figure 10: Cross-cutting themes
4 Themes1. Policy development
2. ICT integration 3. TVET 4. Equity
Access and participation
Curriculum and
assessment
Quality and relevant teaching
and learning
Professionalizing the teaching force
Knowledge management for decision making
Leadership and
accountability
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In terms of equity in access to high-quality and inclusive learning environments, it is important that: (i) existing transition and promotion policies are reviewed, taking into consideration their impact on student motivation to learn and retention; (ii) students with special education needs are able to access teaching-learning in the least restrictive school environment; and (iii) special attention is paid to identifying all vulnerable groups in education and monitoring their access and participation. Furthermore, a GER of 20% for males and 38% for females at the post-secondary level and of 47% for males and 86% for females at the tertiary level provide evidence for the need to improve access to higher and continuing education overall, and to address significant gender disparities in participation. As such, seven intermediate outcomes were identified to contribute to the achievement of Policy Goal 1.
Table 7: Policy Goal 1: Programme area, rationale, and intermediate outcomes
Programme Area
Rationale Intermediate Outcomes
1. Access and Participation
Improving equitable access to and participation in education at all levels is foundational to facilitating quality and relevant lifelong learning for all
1. Universal ECD for the 3–4 age group and growth in enrolment of the 0–2 age group in high-quality home and centre-based settings is achieved
2. Universal secondary education is provided for all students through Form 5
3. Universal access to TVET competencies in compulsory education is provided and gender disparities in participation in TVET courses are reduced at the secondary level and beyond
4. Student transition and promotion policies are informed by an evaluation of current practices regarding student motivation and equity
5. Students from ECD-post-secondary with special educational needs are able to access quality care and instruction in the least restrictive school environment
6. Increased enrolment and completion in higher and continuing education
7. Vulnerable and non-vulnerable groups are able to access quality education at all levels equally
Programme Area 1: Access and Participation
Intermediate Outcome 1: Universal ECD for the 3–4 age group and growth in enrolment of the 0–2 age group in high-quality home and centre-based settings is achievedStrategies: The MoE seeks to provide adequate space for children aged 0–5, including those with special needs in a combination of public and private-assisted centres by increasing the number of day-care and preschool spaces. To do this, it will be necessary to determine current and projected ECD needs and establish a sustainable approach to expanding the sector that considers both the expansion of government centres and subsidizing the expansion of the private sector, which currently comprises 59% of service providers at this level. Additionally, effort will be made to expand and augment the Reaching the Unreached Programme, which provides early stimulation and education training to home-based providers, many of whom serve the most vulnerable in the 0–2 age group.
Intermediate Outcome 2: Universal secondary education is provided for all students through Form 5.Strategies: Efforts will be focused on reducing the dropout rate throughout the secondary cycle, and, particularly at the Form 4 level. To do this, academic, behavioural, psychosocial, and career-oriented student support services will be strengthened in secondary schools to assist students at risk
Secondary school students’ cook-off competition.
TARGETS ❚ NER of 60% for children aged
2 years old and GER of 95% for children aged 4 years old for both males and females
TARGETS ❚ Dropout rates of no more than 1%
for Forms 1-3 and 5% for Form 4 for both males and females
35
3. Policy goals and strategies
of leaving school prematurely. Secondary-level programming will also be modified and expanded to cater to more and diverse students, especially in Form 5. And last, but most critically, regulatory action will be taken to ensure that there is no longer a sanctioned ‘school leaving group’ in Form 4.
Intermediate Outcome 3: Universal access to TVET competencies in compulsory education is provided and gender disparities in participation in TVET courses are reduced at secondary level and beyondStrategies: Building from the 2013 TVET Policy, which situates TVET as a vehicle for human and sustainable development and lifelong learning, the MoE will take steps to ensure that all students in primary and secondary school have access to TVET competencies such as problem solving, critical thinking, and other ‘employability skills’.34 To do this, such competencies will be embedded in the revised national curriculum to be developed over the next five years. With regard to generating demand for and redressing disparities in participation in TVET at the secondary level and beyond, the MoE, with financial support from the Caribbean Development Bank (CDB), is implementing the 2016–2020 TVET Enhancement Project to develop a high-quality, relevant, and gender-responsive TVET system in SKN. The scope of the project will include, but not be limited to, expanding and rationalizing the TVET offer in line with labour market needs and occupational standards as well as the development of a gender-responsive TVET strategic plan that will provide a road map for expanding access to quality and relevant TVET moving forward. Marketing campaigns to promote ‘TVET for All’ will also be critical.
Intermediate Outcome 4: Student transition and promotion policies are informed by an evaluation of current practices regarding student motivation and equityStrategy: Without the requisite remediation and other support services in place, equitable access to high-quality teaching and learning may be constrained by the existing policy of automatic promotion. Additionally, wholesale academic streaming at the secondary level, and in some instances the primary level, limits curriculum exposure and may contribute to demotivation and disillusionment in students, which are arguably factors contributing to high dropout rates at the secondary level. As such, over the plan period, research will be conducted to assess the influence of streaming and automatic promotion on students’ motivation to learn and equity in access to quality teaching and learning, with a view to informing policy decisions and actions.
Intermediate Outcome 5: Students from ECD to post-secondary with special educational needs are able to access quality care and instruction in the least restrictive school environment for the identified needStrategies: Wherever feasible, the MoE seeks to provide inclusive learning environments for students with special education needs and disabilities. This will necessitate strengthening the regulatory framework that guides access and the participation of students with special education needs. Critically, this will include developing a special education policy that defines and operationalizes terms including, but not limited to, ‘least restrictive environment’ and ‘inclusion’. Based on this policy, the institutional infrastructure will be retrofitted and learning spaces will be equipped to serve a diversity of students with special education needs. Additionally, teachers and auxiliary staff in mainstream and special education schools will be trained to provide quality care and instruction to learners with special education needs.
Intermediate Outcome 6: Increased enrolment and completion in higher and continuing educationStrategies: Through the TVET Enhancement Project, the MoE will expand access to higher education and lifelong learning opportunities by offering a rationalized TVET system, which includes both formal and non-formal programmes. Programmes will be informed by labour market information to ensure relevance, and the sector will implement Prior Learning Assessment and Recognition (PLAR) to facilitate access to skills training for persons with industry experience but without sufficient formal qualifications. Additionally,
34. Such employability skills include the ability to: collect and analyse information, communicate ideas and information, plan and organize activities, work with others in a team, use mathematical ideas and techniques, and use technology (OAS Assessor Training Course, OAS Hemispheric Project (2007) cited in GoSKN (2013b)).
TARGETS ❚ 100% of primary and lower
secondary school students build TVET competencies through core subject areas
❚ Increased proportion of males to females in traditionally female-dominated TVET subjects and vice versa
TARGETS ❚ 100% of public schools implement
evidence-based policies on streaming and automatic promotion
TARGETS ❚ At least four mainstream public
schools (two primary and two secondary) provide appropriate accommodation for special needs students, per Special Education Policy to be developed
TARGETS ❚ Post-secondary GER (ages 17–20) of
35% for males and 43% for females ❚ 50% reduction in dropout rates from
local post-secondary and tertiary level programmes
Education for All: Embracing Change, Securing the Future
36
effort will be made to improve coordination and collaboration between the MoE and higher education providers at home and abroad in widening access for citizens. The MoE will continue to implement the Supporting Advancement of Further Education (SAFE) programme, which provides financial support for students on a needs basis, and will incentivize learners pursuing higher education in fields of national interest, through scholarships and other means to be identified during the plan period.
Intermediate Outcome 7: Vulnerable and non-vulnerable groups are able to access quality education at all levels equallyStrategies: To safeguard equity in access to and participation of vulnerable groups in education, the MoE will collaborate with the Ministry of Social Development, and other partners, to develop programmes, where necessary, and improve the targeting of existing support programmes for vulnerable groups. For existing programmes, efforts will be made to address errors of inclusion and exclusion for beneficiaries, as well as any differences in service offer that negatively impacts or privileges students from a particular island. Additionally, research will be conducted to identify vulnerable groups that may not be adequately served by the education system. One programme already identified for development and implementation is teaching English as a Second Language for non-English speakers in mainstream schools. These strategies will complement existing strategies to promote equity, described previously.
3.2. Policy Goal 2: Strengthen the quality and relevance of education at all levels to improve learning outcomes
While increasing access to and participation in education and training will strengthen the MoE’s contribution to national sustainable development efforts, there is an equally critical need to focus on improving learning outcomes for all. At the primary level, average performance on the Grade 6 Language Arts and Mathematics Tests of Standards is 51% and 61%, respectively. At the secondary level, although the Federation’s pass rate on CXC CSEC exams (79%) is higher than the regional average (61%), only about 71% of students take CSEC exams, which indicates that around 29% of secondary students leave school without accepted benchmarks of achievement. Of those that sit CSEC exams, approximately 50% of secondary school students leave with accepted literacy benchmarks, 35% with mathematics benchmarks, and 18% with at least five CSEC passes, including Mathematics and English. Because the latter comprise the minimum qualifications for many entry level positions in the public and private sector and for matriculation to the tertiary level, this level of performance is a significant concern. Of equal concern is the reliance on using CSEC passes as the only valued determinant of success at the secondary level.Inadequate learning outcomes are linked to several factors that compromise the quality and relevance of the education system. These include: (i) an out-of-date national curriculum and learning assessment system; (ii) challenges with teacher supply, demand, and management; (iii) teaching and learning constraints such as: underdeveloped support services for students, insufficient use of ICT as a value-added pedagogical tool, lack of differentiated instruction, and the absence of policies on quality and safety standards for institutions, and (iv) weak linkages between the higher and continuing education offer and labour market needs. Taking into account these main constraints, the MoE will work toward six intermediate outcomes, organized under three programme areas, in order to attain the ultimate target of improved and more equitable learning outcomes for all.
TARGETS ❚ Improved parity in access and
participation indicators for vulnerable and non-vulnerable groups
Student-led secondary school demonstration lesson in auto mechanics.
37
3. Policy goals and strategies
Programme Area 2: Curriculum and Assessment
Intermediate Outcome 8: A revised national curriculum and learning assessment system is implementedStrategies: The Ministry has begun the process of curriculum review by developing National Interim Curriculum Guides for existing core subjects at the primary level. While this curriculum provides more structure than obtained in previous curriculum guides, there is a need to overhaul the national curriculum and learning assessment system to ensure that it: (i) is learner-centred and inclusive; (ii) aligns with the 2005 Education Act and national sustainable development goals; and (iii) is built upon a set of core competencies (transversal and discipline specific), as well as clear learning standards for each level. As such, the MoE will first focus on developing the requisite curriculum development, M&E frameworks, and related policies. The curriculum M&E framework will contain a revised approach to learning assessments in the Federation and, critically, will include graduation criteria for the secondary level, as this is necessary to ensure that all students are holistically assessed by the end of compulsory education. Using these frameworks, National Curriculum Guides will be produced and the requisite curriculum and assessment resources, including ICTs, will be procured for schools. The revised national curriculum and assessment system will subsequently be piloted before full implementation at the end of the plan period. Additionally, because there is limited capacity in curriculum development, monitoring, and assessment, effort will be made to build such competencies in the MoE to support ongoing curriculum development and learning assessment needs.
Table 8: Policy Goal 2: Programme areas, rationale, and intermediate outcomes
Programme Area Rationale Intermediate Outcomes
2. Curriculum and Assessment
Ensuring that curriculum and assessment support the attainment of desired learning outcomes is central to improving the quality and relevance of education
8. A revised national curriculum and learning assessment system is implemented
3. Quality and Relevant Teaching and Learning
The environment and context in which education and training take place must be conducive for learning to support improved student outcomes
9. All education and training institutions adhere to quality safety and security standards and processes
10. Comprehensive student support services are available to learners in all institutions to support improved learning
4. Professionalizing the Teaching Force
Establishing a respected teaching profession will aid in attracting and retaining high-quality teachers
11. Increase in the percentage of qualified teachers at all levels and improved gender parity in the teaching force
12. Qualified teachers are equitably deployed within and between institutions at the ECD to post-secondary level and, where relevant, teach within their field of expertise
13. Effective quality assurance, accountability, and support mechanisms are in place in the teaching profession
Programme Area 3: Quality and Relevant Teaching and Learning
Intermediate Outcome 9: All education and training institutions adhere to quality, safety, and security standards and processes
Strategies: While comprehensive quality and safety standards are available for the early childhood and TVET sectors, these need to be fully implemented and enforced. Additionally, such standards are piecemeal and not formalized for compulsory education. Thus, the MoE will take steps to facilitate compliance with existing safety and quality standards, and will develop and implement a Quality Teaching and Learning Framework (QTLF) that outlines the expectations for quality teaching and learning in compulsory education, including the use of ICTs as a value-added pedagogical tool. A school safety and security policy will also be developed and implemented. With respect to quality assurance of education and training institutions at the post-secondary level and higher, the MoE will work to strengthen the operational effectiveness and regulatory role of the SKN Accreditation Board, the TVET Council, and supporting Secretariats. This will include, but not be limited to, full implementation of the National Qualifications Framework and Register, updating legislation guiding the Accreditation Board, and the development and implementation of a quality assurance system for TVET, with this last activity supported by the CDB and MoE TVET Enhancement Project 2016–2020.
TARGETS ❚ 100% of primary and secondary
and 75% of preschool and post-secondary institutions implement the revised national curriculum and assessment system
TARGETS ❚ 90% compliance rate with preschool
minimum standards ❚ 80% compliance rate with QTLF and
safety and security standards to be developed
❚ 75% of post-secondary and tertiary programmes meet minimum quality and safety standards
Education for All: Embracing Change, Securing the Future
38
Intermediate Outcome 10: Comprehensive student support services are available to learners in all institutions to support improved learningStrategies: With a focus on inclusion and providing equitable access to quality learning outcomes, the MoE recognizes that significant investments in improving student support services must be made to optimize each learner’s education and training achievements. Thus, over the plan period, the MoE will establish a fully functional student support services unit in the MoE and ensure that comprehensive support services (academic, behavioural, psycho-social, early-intervention, social safety net) are available to learners in all institutions. In addition to staffing the unit with personnel with the requisite expertise, material resources to support improved student support services (e.g. screening tools), will be purchased and deployed as necessary. At the school level, staff will receive in-service training in maintaining inclusive classrooms and differentiated instruction, identifying learners with special needs, and behaviour management. Funding to support certification and/or degree-level training in key areas of need will also be sought. As mentioned under Intermediate Outcome 2, specific programming will be implemented at the secondary level to support students at risk of leaving school before Form 5. Additionally, parent sensitization sessions on available student support services will be held.
Programme Area 4: Professionalizing the Teaching Force
Intermediate Outcome 11: Increase in the percentage of qualified teachers at all levels and improved gender parity in the teaching forceStrategies: Quality teachers can be considered the lynchpin of quality education provision. With the percentage of trained teachers at only 8%, 71%, and 51% at ECD, primary, and secondary levels, respectively, and a teaching force that is predominantly female (100% at ECD, 90% at primary, and 69% at secondary), the Ministry will take several steps to recruit and retain qualified teachers. First, it will implement a proactive and data-driven recruitment process. This will be informed by data on teaching gaps, as well as facilitators and deterrents to entering the profession, with additional emphasis on strategies to recruit qualified males. Second, as is done in many other countries around the world, the Ministry will work to institutionalize pre-service training for teachers by establishing the necessary frameworks over the plan period. With this framework in place, by 2030 no teacher should be recruited into the classroom unless already teacher-trained. Third, the Ministry will seek to improve the retention of qualified teachers by implementing a continuous professional development framework and improving career path motivation. Additionally, in TVET areas at the secondary and post-secondary levels, the MoE, with support from the Caribbean Development Bank, will provide certification training up to the degree level for approximately 45 instructors.
Intermediate Outcome 12: Qualified teachers are equitably deployed within and between institutions at the ECD to post-secondary level and, where relevant, teach within their field of expertiseStrategies: As the deployment of qualified teachers to schools and placement within schools is not systematically monitored, the Ministry will analyse current deployment and placement practices and, where necessary, redeploy qualified teachers to ensure equity within and across schools. It is important that all schools have approximately equal numbers of qualified teachers and that, within schools, qualified teachers are not concentrated in certain grades or ability streams. The issue of equitable deployment of qualified teachers will also form part of the upcoming equity policy, to be developed (Intermediate Outcome 19). During the plan period, the level of and factors for out-of-field teaching will also be explored to inform strategies to decrease this phenomenon. The development and utilization of a teacher database, including data on teachers’ qualifications and placements, will help meet this outcome (Intermediate Outcome 14).
TARGETS ❚ Fully functioning student support
services unit in the MoE ❚ 100% of mainstream schools with
access to comprehensive student support services
❚ 90% of teachers trained in differentiated instruction and inclusion
TARGETS ❚ 15% of ECD, 80% of primary, and
60% of secondary teachers are teacher-trained
❚ 80% of full-time instructors at post-secondary and tertiary level have at least a post-graduate certification or equivalent
❚ Males comprise 3% of the ECD, 15% of the primary, and 37% of the secondary teaching force
TARGETS ❚ Share of trained teachers deployed
to each primary and secondary school is approximately equal
❚ Share of trained teachers in primary school is evenly distributed between infant, lower, and upper sections
❚ Share of trained teachers is evenly distributed between lower and upper secondary and across ability streams
❚ Fewer out-of-field teachers
39
3. Policy goals and strategies
Intermediate Outcome 13: Effective quality assurance, accountability, and support mechanisms are in place in the teaching professionStrategies: To raise the esteem of the teaching profession, the MoE will work with Human Resources, the Public Service Commission, and the Teachers’ Union to establish a National Teaching Council to assist with the overall management and quality assurance of the profession. In this regard, a set of professional standards, including a code of ethics, will be developed and implemented for the profession, based on the draft CARICOM Professional Standards for Teachers. Additionally, in collaboration with the CFBC Division of Teacher Education and Technical Vocational and Management Studies, M&E of initial MoE and CFBC teacher training programmes will be systematized. Initiatives to support the welfare of teachers will also be implemented annually at Ministry and institutional levels.
3.3. Policy Goal 3: Enhance governance, planning, and management to improve efficiency and effectiveness throughout the sector
To attain the desired gains in education provision presented under Policy Goals 1 and 2, it is critical to enhance governance, planning, and management, in order to improve effectiveness and efficiency throughout the sector. At the Ministry level there is need for: (i) a more functional organizational structure to improve operations; (ii) a stronger strategic focus including enhanced education planning, policy coordination, and evidence-based decision making; and (iii) closer monitoring and evaluation of the level of investment and utilization of resources (human, financial, material) in the sector. Additionally, there are significant challenges throughout the education system with leadership and accountability that can be tied to the need for relevant job descriptions, strong performance assessment systems, and a core set of competencies and practices for school and Ministry leaders.To tackle these governance issues, the MoE has developed six intermediate outcomes organized under two programme areas, in order to improve efficiency and effectiveness throughout the sector.
Table 9: Policy Goal 3: Programme areas, rationale, and intermediate outcomes
Programme Area Rationale Intermediate Outcomes
5. Knowledge Management for Decision Making
An evidence base must be established and maintained to support informed decision making and enhanced coordination of policy development and implementation, with a view to improving the efficiency and effectiveness of desired policy actions
14. Education planning, policies, and resource management are informed by data
15. Knowledge management and policy development and implementation are efficient and well-coordinated
6. Leadership and Accountability
Effective leadership and strong accountability mechanisms are necessary to sustain transparent and efficient education administration
16. An efficient and effective organizational structure is in place to support Ministry functions
17. The leadership skills of system leaders are enhanced and there is evidence of participatory decision making and distributed management at the Ministry and institutional level
18. Performance management systems are in place and functional for all personnel and educational institutions
19. Strong accountability mechanisms are in place and functioning to effectively manage resources and equity at all levels
TARGETS ❚ 80% adherence rate to professional
standards to be developed ❚ 100% of teachers in initial teacher
training monitored and evaluated using guidelines to be developed
❚ National Teaching Council operational
Education for All: Embracing Change, Securing the Future
40
Programme Area 5: Knowledge Management for Decision Making
Intermediate Outcome 14: Education planning, policies, and resource management are informed by dataStrategies: In order to develop and maintain a strong evidence base to support improved governance in education, the MoE will implement long-range resource planning by: (i) building technical capacity in the use of simulation models and financial forecasting; (ii) obtaining and using appropriate tools and databases for human, material, and financial resource management; and (iii) operationalizing a web-based school information system (SIS. Such data management tools will aid the MoE in generating comprehensive and reliable data/information to monitor and evaluate the performance of and equity in the education system. Additionally, a tailored M&E system for TVET will be implemented to support sub-sector development.
Intermediate Outcome 15: Knowledge management and policy development and implementation are efficient and well-coordinatedStrategies: The MoE will enhance policy development and implementation by: (i) establishing a function for policy coordination in the Education Planning Division to: (ii) ensure that education priorities are supported by regulated policies and legislation, as necessary; (iii) provide training for MoE officials in policy development and technical writing; and (iv) improve public awareness of and access to Ministry policy documents. With respect to improving collaboration in knowledge management and policy development, the MoE will establish processes to improve information sharing between government departments and other key entities, as well as work with development partners to build local knowledge management capacity.
Programme Area 6: Leadership and Accountability
Intermediate Outcome 16: An efficient and effective organizational structure is in place to support Ministry functionsStrategies: To strengthen the operations of the MoE, the organizational structure will be modified to improve work flow, communication and reporting, and grouping of related functions. This work will be informed by relevant recommendations from the 2015 World Bank Functional Review of the MoE. Additionally, relevant job descriptions will be provided for all MoE staff and standard operating procedures established at the level of each department.
Intermediate Outcome 17: Leadership skills of system leaders are enhanced and there is evidence of participatory decision making and distributed management at the Ministry and institutional levelStrategies: The following actions will be taken to develop the leadership capabilities of system leaders and establish functioning entities at the Ministry and institutional levels to contribute to decision making. At the level of the Ministry, a senior leadership meeting comprising all Heads of Division will be put in place and a MoE Budget Committee set up. Leadership and management workshops for all MoE officers with supervisory responsibilities will be implemented, and entities sanctioned by the 2005 Education Act to assist with education governance will be strengthened, or established, where necessary. At the institution level, leadership standards for principals and terms of reference for school management teams will be established, and principals will be given training in instructional leadership and supervisory management.
TARGETS ❚ Medium- to long-term resource
planning is implemented ❚ 80% of new MoE policies are
informed by an evidence base ❚ 95% of schools use school-level data
in relevant management decisions
TARGETS ❚ Common mechanisms to share
information and collaborate in policy development in the MoE and with partner Ministries are established and utilized
❚ All (17) policies/regulations listed in the ESP are in place
TARGETS ❚ A revised organizational structure is
formalized ❚ 100% of positions in the MoE
have relevant and up-to-date job descriptions
❚ 100% of departments have written standard operating procedures
TARGETS ❚ 100% of principals adhere to
leadership standards, to be developed
❚ 100% of school principals and Ministry officials with supervisory responsibility are trained in leadership and management
❚ At least three additional entities sanctioned by the 2005 Education Act to assist in governance are operational
❚ 80% of schools have PTA and Student Councils that contribute to decision-making processes
41
3. Policy goals and strategies
Intermediate Outcome 18: Performance management systems are in place and operational for all personnel and educational institutionsStrategies: Emphasis will be placed on improving existing clinical supervision and teacher appraisal forms, as well as on developing performance management systems for school and Ministry leaders; all of which will be utilized in decision making concerning professional development and human resource management. Additionally, a performance review process for education and training institutions will be standardized by level and type of institution. School improvement plans linked to the ESP and performance reviews will be implemented at all institutions.
Intermediate Outcome 19: Strong accountability mechanisms are in place and functioning to effectively manage resources and equity at all levelsStrategies: In addition to improving performance management systems, policies will be developed and implemented to strengthen accountability. These will focus on: (i) equity in education; (ii) record keeping and reporting; (iii) financial, material, and data management; and (iv) human resource issues such as succession planning, teacher training, and continuous professional development. Additionally, the requisite ICTs to support improved resource management and utilization will be procured and deployed. With regard to the management of financial resources, collaboration with the Ministry of Finance on improved key performance indicators will help the MoE better track the distribution and use of financial resources in relation to budget objectives. Furthermore, a public expenditure tracking survey will be pursued to identify possible wastage and a database will be established to capture household and donor contributions to education, in addition to government expenditure at the central and school levels. Training for MoE and school-level officials in using the financial management database will also be provided. Lastly, expected reporting and documentation procedures for the management of resources will be developed and communicated to Ministry and school staff.Following on from the establishment of policy goals, intermediate outcomes, strategies, and key targets, Chapter 4 provides implementation arrangements for the strategy including detailed programme implementation matrices.
TARGETS ❚ 100% of teachers, principals, and
institutions are appraised using performance management systems, to be developed
❚ 100% of institutions have school improvement plans that are informed by performance review data
TARGETS ❚ All MoE divisions and 80% of
institutions comply with existing policies and those to be developed on equity, record keeping and reporting, and resource management
❚ Alignment between budget objectives and education expenditure is evident
❚ ICT platforms to support resource management are operational and utilized
42
4. Implementation arrangements
This chapter presents detailed programme matrices for the implementation of the sector plan and then discusses possible risks to effective implementation and identified mitigation strategies.
4.1. Programme matrices
Implementation arrangements for the six programme areas are presented on the following pages. Contained in each matrix are the intermediate outcomes, supporting strategies, SMART objectives,35 activities, outputs, and offices responsible for leading and collaborating in implementation. Importantly, while programme matrices outline the activities over the five-year period, annual operational plans will be developed for each Ministry of Education Department; critically, the annual operational plan for the Education Services Division as well as TVET and Accreditation Secretariats will inform the development of annual improvement plans for each education and training institution. Additionally, plan implementation will coincide with the calendar year to facilitate alignment with the budget cycle.
4.2. Implementation risks and mitigation strategies
Significant investments have been made to devise a plan that is feasible, desirable, and sustainable from the vantage points of policy-makers, technocrats, institutional-level staff, students, education partners, and the wider community. While this should help to improve implementation efficacy overall, a number of conceivable risks that could, nonetheless, undermine successful plan implementation have been identified. These potential risks, their level of severity, and the mitigation strategies to be enacted are presented in Table 10. Importantly, risk and mitigation strategies will be reviewed on a quarterly basis at Education Sector Plan Monitoring and Evaluation Committee (EMEC) and annual performance review meetings (see Chapter 6)
Table 10: Risk and mitigation strategies
Risk Rank (high, medium, low)
Mitigation strategies
Insufficient funding Medium • Seek financial support from the private sector, non-governmental entities, and developmental partners
• Renegotiate targets, activities, and time-lines for implementation
Lack of buy-in Medium to high • Conduct widespread sensitization sessions and consultations on plan implementation
• Develop and implement relevant communication strategy for various audiences
• Conduct informed public awareness activities
Limited baseline and monitoring data
Medium to high • Implement web-based SIS and enhance data management practices and capacity at institutional and MoE levels
Lack of political will Medium • Maintain the participation of Government and Opposition leaders in monitoring plan implementation and determining annual performance targets
35. SMART is an acronym for Specific, Measurable, Attainable, Relevant, and Time-bound.
43
4. Implementation arrangements
Prog
ram
me
Impl
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tatio
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trai
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cour
se fo
r 30
per
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kills
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pow
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tabl
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of R
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stru
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A
Education for All: Embracing Change, Securing the Future
44
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 2:
Uni
vers
al s
econ
dary
edu
catio
n is
pro
vide
d fo
r al
l stu
dent
s th
roug
h Fo
rm 5
2.1.
Red
uce
the
drop
out
rate
in s
econ
dary
sch
ool,
espe
cial
ly a
t the
For
m 4
le
vel
2.1a
. Mod
ify a
nd e
xpan
d pr
ogra
mm
ing
at th
e se
cond
ary
leve
l, w
ithin
an
d be
twee
n in
stitu
tions
, to
faci
litat
e pr
ogre
ssio
n of
al
l sec
onda
ry s
tude
nts
to
Form
5, i
nclu
ding
thos
e in
the
lear
ning
sup
port
de
part
men
ts, b
y 20
20
• Es
tabl
ish
a ta
sk fo
rce
with
rele
vant
re
pres
enta
tion
(e.g
. CD
U, L
earn
ing
Supp
ort,
Stud
ent S
uppo
rt/G
uida
nce
Cou
nsel
lors
, TVE
T co
unci
l, sc
hool
s,
MoS
CD
CG
A, e
tc.)
to id
entif
y fe
asib
le
stra
tegy
(ies)
to d
iver
sify
sec
onda
ry-l
evel
pr
ogra
mm
ing
for
all l
earn
ers
and
exte
nd
teac
hing
-lea
rnin
g op
port
uniti
es fo
r le
arni
ng s
uppo
rt d
epar
tmen
ts th
roug
h Fo
rm 5
•
Iden
tify
and
addr
ess
addi
tiona
l spa
ce
requ
irem
ents
that
may
be
need
ed to
ac
com
mod
ate
dive
rsifi
ed a
nd e
xpan
ded
prog
ram
min
g•
Con
side
r of
feri
ng s
peci
alty
pro
gram
mes
at
sch
ools
(Cen
tres
of E
xcel
lenc
e)•
Impl
emen
t rec
omm
enda
tions
from
the
Task
For
ce to
exp
and
prog
ram
min
g at
the
seco
ndar
y le
vel
• Ta
sk F
orce
est
ablis
hed
and
stra
tegi
es to
div
ersi
fy
and
expa
nd p
rogr
amm
ing
iden
tified
• Pr
ogra
mm
es a
t the
se
cond
ary
leve
l div
ersi
fied
to in
clud
e a
wid
er a
rray
of
stru
ctur
ed te
achi
ng-l
earn
ing
oppo
rtun
ities
and
exp
ande
d to
acc
omm
odat
e le
arni
ng
supp
ort s
tude
nts
thro
ugh
Form
5
• Le
ad: C
EO/P
EO T
ask
Forc
e•
Prim
ary
colla
bora
tors
: Se
cond
ary
Scho
ol
Man
agem
ent T
eam
s,
MoS
CD
CG
A
2.1b
. Dra
ft re
gula
tions
to
ensu
re th
at th
ere
is n
o ‘s
choo
l lea
ving
gro
up’ f
or
stud
ents
in F
orm
4 b
y 20
18
• C
olla
bora
te w
ith th
e le
gal d
epar
tmen
t to
draf
t app
ropr
iate
legi
slat
ion
proh
ibiti
ng
the
impl
emen
tatio
n of
a ‘s
choo
l lea
ving
gr
oup’
in F
orm
4
• R
egul
atio
ns in
pla
ce
• Le
ad: P
S-M
oE, P
EO/C
EO/
Educ
atio
n Pl
anne
rs•
Prim
ary
colla
bora
tor:
Le
gal D
epar
tmen
t2.
1c. S
tren
gthe
n st
uden
t su
ppor
t ser
vice
s fo
r st
rugg
ling
lear
ners
and
th
ose
at r
isk
of e
arly
sch
ool
leav
ing
at th
e se
cond
ary
leve
l, by
202
1
• R
evie
w a
nd im
prov
e pr
oces
ses
to id
entif
y st
rugg
ling
seco
ndar
y sc
hool
stu
dent
s an
d th
ose
who
are
vul
nera
ble
to s
choo
l le
avin
g be
fore
For
m 5
• Ex
pand
aca
dem
ic s
cree
ning
and
in
terv
entio
n su
ppor
ts (n
umer
acy,
lit
erac
y, ti
me
man
agem
ent,
stud
y sk
ills,
etc
.) fo
r st
rugg
ling
lear
ners
and
th
ose
who
are
vul
nera
ble
to le
avin
g sc
hool
bef
ore
Form
5, i
nclu
ding
the
use
of In
divi
dual
ized
Edu
catio
n Pl
ans
for
iden
tified
stu
dent
s
• Al
l stu
dent
s in
nee
d of
sup
port
se
rvic
es (a
cade
mic
, psy
cho-
soci
al, b
ehav
iour
al, e
tc.)
are
iden
tified
at t
he s
choo
l lev
el•
All s
econ
dary
sch
ools
offe
r a
suite
of a
cade
mic
sup
port
s fo
r st
uden
ts a
nd u
se IE
Ps fo
r id
entifi
ed s
tude
nts
• St
uden
ts id
entifi
ed a
s vu
lner
able
to e
arly
sch
ool
leav
ing
part
icip
ate
in
psyc
ho-s
ocia
l/beh
avio
ural
an
d/or
aca
dem
ic s
uppo
rt
prog
ram
mes
• Le
ad: C
EO/P
EO
Stud
ent S
uppo
rt O
ffice
r,
Lear
ning
Sup
port
Offi
cers
•
Prim
ary
colla
bora
tors
: Se
cond
ary
Scho
ol
Man
agem
ent T
eam
s,
Gui
danc
e C
ouns
ello
rs,
MoS
CD
CG
A
45
4. Implementation arrangements
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
• In
col
labo
ratio
n w
ith th
e M
oSC
DC
GA
and
the
Dep
artm
ent o
f You
th: (
i) es
tabl
ish,
w
here
nec
essa
ry, a
nd e
xpan
d ac
cess
to
exi
stin
g ps
ycho
-soc
ial/b
ehav
iour
al
supp
ort p
rogr
amm
es (m
ento
ring
/you
th
IEPs
em
pow
erm
ent,
targ
eted
cou
nsel
ling
etc.
) for
stu
dent
s vu
lner
able
to le
avin
g sc
hool
bef
ore
Form
5; (
ii) im
plem
ent
dive
rsio
n pr
ogra
mm
es w
ith a
n ed
ucat
ion
com
pone
nt fo
r st
uden
ts s
uspe
nded
from
sc
hool
s; (i
ii) im
plem
ent r
elev
ant c
aree
r co
unse
lling
; and
(iv)
faci
litat
e pa
rent
al
enga
gem
ent f
or le
arne
rs a
t ris
k•
Iden
tify
each
sec
onda
ry s
choo
l’s h
uman
an
d m
ater
ial r
esou
rce
need
s fo
r ef
fect
ive
stud
ent s
uppo
rt s
ervi
ces
• Tr
ain
a ca
dre
of te
ache
rs a
nd g
uida
nce
coun
sello
rs in
eac
h se
cond
ary
scho
ol
(to b
e id
entifi
ed) t
o w
ork
with
str
uggl
ing
lear
ners
and
thos
e vu
lner
able
to
leav
ing
scho
ol b
efor
e Fo
rm 5
, inc
ludi
ng
deve
lopi
ng a
nd m
anag
ing
IEPs
• Su
spen
ded
stud
ents
are
ca
tere
d fo
r by
div
ersi
on
prog
ram
min
g w
ith a
n ed
ucat
iona
l com
pone
nt•
Car
eer
coun
selli
ng a
nd
targ
eted
par
enta
l eng
agem
ent
prog
ram
mes
are
impl
emen
ted
• M
ater
ial r
esou
rces
are
pr
ovid
ed to
all
seco
ndar
y sc
hool
s to
sup
port
impr
oved
st
uden
t sup
port
s.•
An id
entifi
ed c
adre
in e
ach
seco
ndar
y sc
hool
is tr
aine
d to
add
ress
the
acad
emic
and
ps
ycho
-soc
ial/b
ehav
iour
al a
nd
care
er c
ouns
ellin
g ne
eds
of
stud
ents
at r
isk
Education for All: Embracing Change, Securing the Future
46
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 3:
Uni
vers
al a
cces
s to
TVE
T co
mpe
tenc
ies
in c
ompu
lsor
y ed
ucat
ion
is p
rovi
ded
and
gend
er d
ispa
ritie
s
in p
artic
ipat
ion
in T
VET
cour
ses
are
redu
ced
at s
econ
dary
leve
l and
bey
ond
3.1.
Incl
ude
TVET
co
mpe
tenc
ies
in th
e na
tiona
l cur
ricu
lum
at
prim
ary
and
seco
ndar
y le
vel
3.1a
. Inf
use
TVET
co
mpe
tenc
ies,
out
lined
in
the
Nat
iona
l TVE
T Po
licy,
in
core
cur
ricu
lum
are
as a
nd
thro
ugh
cros
s-cu
rric
ulum
le
arni
ng in
pri
mar
y an
d se
cond
ary
scho
ols
by 2
019
• Em
bed
TVET
com
pete
ncie
s fo
r al
l le
vels
and
abi
lity
grou
ps in
the
Nat
iona
l C
urri
culu
m F
ram
ewor
k, N
atio
nal
Cur
ricu
lum
Mon
itori
ng a
nd E
valu
atio
n Fr
amew
ork,
and
rela
ted
polic
y do
cum
ents
, gui
des,
and
ass
essm
ents
• N
atio
nal c
urri
culu
m a
nd
lear
ning
ass
essm
ents
re
flect
TVE
T co
mpe
tenc
ies
(e.g
. em
ploy
abili
ty s
kills
)
• Le
ad: C
EO-T
VET
Secr
etar
iat,
Dire
ctor
of C
DU
• Pr
imar
y co
llabo
rato
rs:
TVET
Cou
ncil,
CEO
/PEO
, C
urri
culu
m C
onsu
ltant
s an
d Lo
cal C
urri
culu
m
Com
mitt
ees
3.2 .
Impl
emen
t a s
trat
egic
pl
an a
nd m
arke
ting
and
prom
otio
n pl
an to
impr
ove
acce
ss, p
artic
ipat
ion,
and
le
arni
ng o
utco
mes
in T
VET
3.2a
Dev
elop
a g
ende
r-re
spon
sive
TVE
T St
rate
gic
Plan
by
2017
• Th
roug
h th
e TV
ET E
nhan
cem
ent P
roje
ct,
obta
in c
onsu
ltanc
y se
rvic
es to
ass
ist i
n de
velo
ping
a g
ende
r re
spon
sive
TVE
T st
rate
gic
plan
•
Impl
emen
t the
str
ateg
ic p
lan
• A
gend
er re
spon
sive
str
ateg
ic
plan
is in
pla
ce fo
r TV
ET
deve
lopm
ent
• Le
ad: C
EO-T
VET
Secr
etar
iat,
Proj
ect C
oord
inat
or T
VET
Enha
ncem
ent P
roje
ct•
Prim
ary
colla
bora
tors
: TVE
T Se
cret
aria
t and
Cou
ncil,
TVE
T C
oord
inat
or N
evis
, Hea
ds
of in
stitu
tions
, Cha
mbe
r of
In
dust
ry a
nd C
omm
erce
3.2b
. To
prep
are
and
exec
ute
a m
arke
ting
stra
tegy
that
pro
mot
es
‘TVE
T fo
r al
l’ an
d se
eks
to in
crea
se d
eman
d fo
r TV
ET a
nd re
duce
gen
der
ster
eoty
ping
in T
VET
by
2019
• C
ontr
act a
con
sulta
nt to
dev
elop
a
mar
ketin
g st
rate
gy th
at s
eeks
to c
hang
e th
e ge
nera
l per
cept
ion
of T
VET
• Im
plem
ent t
he m
arke
ting
stra
tegy
• M
arke
ting
stra
tegy
dev
ised
an
d im
plem
ente
d•
Lead
: CEO
-TVE
T Se
cret
aria
t, Pr
ojec
t Coo
rdin
ator
TVE
T En
hanc
emen
t Pro
ject
• Pr
imar
y co
llabo
rato
rs:
TVET
Sec
reta
riat
and
Cou
ncil,
M
oE M
edia
Uni
t, TV
ET C
oord
inat
or N
evis
SK
NIS
, NTV
, Cha
mbe
r of
In
dust
ry a
nd C
omm
erce
, N
atio
nal E
ntre
pren
euri
al
Dev
elop
men
t Div
isio
n of
D
epar
tmen
t of I
nter
natio
nal
Trad
eIn
term
edia
te O
utco
me
4: S
tude
nt tr
ansi
tion
and
prom
otio
n po
licie
s ar
e in
form
ed b
y an
eva
luat
ion
of c
urre
nt p
ract
ices
reg
ardi
ng s
tude
nt m
otiv
atio
n an
d eq
uity
4.1.
Ass
ess
the
influ
ence
of
stre
amin
g an
d au
tom
atic
pr
omot
ion
on: (
i) st
uden
ts’
mot
ivat
ion
to le
arn,
and
(ii)
equi
ty in
acc
ess
to q
ualit
y te
achi
ng-l
earn
ing
in o
rder
to
info
rm p
olic
y de
cisi
ons
on tr
ansi
tion
and
prom
otio
n pr
actic
es
4.1a
. Con
duct
rese
arch
on
the
influ
ence
of s
trea
min
g an
d au
tom
atic
pro
mot
ion
on s
tude
nts’
mot
ivat
ion
to
lear
n an
d eq
uity
in a
cces
s to
qua
lity
teac
hing
-lea
rnin
g to
info
rm p
olic
y de
cisi
ons
by 2
018
• D
evel
op re
sear
ch d
esig
n an
d co
nduc
t re
sear
ch•
Usi
ng re
sear
ch fi
ndin
gs, d
raft
polic
y re
com
men
datio
ns fo
r su
bmis
sion
to
Min
istr
y le
ader
ship
for
deci
sion
mak
ing
• Po
licy
deci
sion
take
n an
d im
plem
ente
d
• R
esea
rch
repo
rt•
Polic
y st
atem
ents
form
ulat
ed
and
impl
emen
ted
• Le
ad: C
EO/P
EO, E
duca
tion
Plan
ners
, PS
• Pr
imar
y co
llabo
rato
rs:
Dire
ctor
EM
IS, P
rinc
ipal
s
4. Implementation arrangements
47
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 5:
Stu
dent
s fr
om E
CD to
pos
t-se
cond
ary
with
spe
cial
edu
catio
nal n
eeds
are
abl
e to
acc
ess
qual
ity c
are
an
d in
stru
ctio
n in
the
leas
t res
tric
tive
scho
ol e
nvir
onm
ent f
or th
e id
entifi
ed n
eed
5.1.
Str
engt
hen
the
regu
lato
ry fr
amew
ork
to s
uppo
rt im
prov
ed
acce
ss a
nd p
artic
ipat
ion
of s
tude
nts
with
spe
cial
ed
ucat
ion
need
s an
d di
sabi
litie
s
5.1a
. Sig
n th
e U
N
Con
vent
ion
on th
e R
ight
s of
Per
sons
with
Dis
abili
ties
by 2
018
• Pr
ovid
e ra
tiona
le a
nd s
uppo
rtin
g ev
iden
ce to
the
Offi
ce o
f the
Pri
me
Min
iste
r an
d M
embe
rs o
f Par
liam
ent o
n th
e ne
ed to
sig
n th
e C
onve
ntio
n
• SK
N is
a s
igna
tory
to th
e U
N
Con
vent
ion
on th
e R
ight
s of
Pe
rson
s w
ith D
isab
ilitie
s
• Le
ad: M
inis
ter,
Per
man
ent
Secr
etar
y•
Prim
ary
colla
bora
tors
: SK
N
Nat
iona
l Com
mis
sion
for
UN
ESC
O
5.1b
. Dev
elop
and
im
plem
ent a
spe
cial
ed
ucat
ion
polic
y by
201
9
• Es
tabl
ish
a ta
sk fo
rce
to d
raft
a sp
ecia
l ed
ucat
ion
polic
y th
at c
lear
ly d
efine
s an
d op
erat
iona
lizes
term
s in
clud
ing,
but
not
lim
ited
to, ‘
spec
ial e
duca
tion’
, ‘in
clus
ion’
, an
d ‘le
ast r
estr
ictiv
e en
viro
nmen
t’ •
Gui
ded
by th
e po
licy,
est
ablis
h fo
rmal
re
latio
nshi
ps b
etw
een
vari
ous
min
istr
ies
and
entit
ies
that
pro
vide
ser
vice
s fo
r le
arne
rs w
ith s
peci
al n
eeds
•
Impl
emen
t the
pol
icy
• Po
licy
and
form
al re
latio
nshi
ps
betw
een
min
istr
ies
and
othe
r re
leva
nt e
ntiti
es a
re
esta
blis
hed
• Pe
rson
s w
ith s
peci
al
educ
atio
n ne
eds
can
acce
ss
qual
ity e
duca
tion
in th
e le
ast
rest
rict
ive
envi
ronm
ent
• Le
ad: P
S-M
oE, C
EO/P
EO
• Pr
imar
y co
llabo
rato
rs:
Offi
cers
with
Res
pons
ibili
ty
for
Spec
ial E
duca
tion
and
Lear
ning
Sup
port
, Tea
cher
s’
Uni
ons,
Hea
ds o
f Lea
rnin
g Su
ppor
t Dep
artm
ents
, Hea
ds
of C
BIS
and
CTC
S
5.2.
Upg
rade
inst
itutio
nal
infr
astr
uctu
re a
nd le
arni
ng
faci
litie
s, a
nd p
rovi
de s
taff
trai
ning
in o
rder
to p
rovi
de
acce
ssib
le a
nd q
ualit
y ca
re
to le
arne
rs w
ith s
peci
al
educ
atio
n ne
eds
in th
e le
ast
rest
rict
ive
envi
ronm
ent f
or
the
iden
tified
nee
d
5.2a
. Ret
rofit
infr
astr
uctu
re
and
equi
p le
arni
ng s
pace
s in
mai
nstr
eam
and
spe
cial
ne
eds
scho
ols
to a
lign
with
sa
fety
sta
ndar
ds, w
here
ne
cess
ary,
to a
ccom
mod
ate
lear
ners
with
spe
cial
ed
ucat
ion
need
s an
d di
sabi
litie
s by
202
1
• Id
entif
y a
set o
f mai
nstr
eam
pri
mar
y an
d se
cond
ary
inst
itutio
ns o
n bo
th is
land
s to
be
mod
ified
to b
ette
r se
rve
stud
ents
with
id
entifi
ed s
peci
al e
duca
tion
need
s •
Dev
elop
a p
rior
itize
d lis
t of s
truc
tura
l m
odifi
catio
ns (r
amps
, etc
.) an
d le
arni
ng
reso
urce
s (e
.g. B
raill
e bo
oks,
spe
cial
ized
co
mpu
ters
, etc
.) ne
eded
for
iden
tified
m
ains
trea
m a
s w
ell a
s sp
ecia
l nee
ds
inst
itutio
ns a
nd s
eek
gove
rnm
ent a
nd
exte
rnal
fina
ncin
g fo
r th
e pr
iori
tized
list
• En
sure
all
new
con
stru
ctio
n is
acc
essi
ble
to p
erso
ns w
ith p
hysi
cal d
isab
ilitie
s (e
.g. r
amps
, etc
.).
• Pr
iori
tized
and
cos
ted
list o
f st
ruct
ural
mod
ifica
tions
to b
e m
ade
and
lear
ning
reso
urce
s ne
eded
sub
mitt
ed to
the
MoE
• In
stitu
tions
retr
ofitt
ed a
nd
lear
ning
reso
urce
s ob
tain
ed
whe
re id
entifi
ed•
New
con
stru
ctio
n is
fully
ac
cess
ible
to p
erso
ns w
ith
disa
bilit
ies
• At
leas
t tw
o m
ains
trea
m
publ
ic p
rim
ary
and
seco
ndar
y sc
hool
s pr
ovid
e ap
prop
riat
e ac
com
mod
atio
n fo
r sp
ecia
l ne
eds
stud
ents
, per
the
Spec
ial E
duca
tion
Polic
y to
be
deve
lope
d
• Le
ad: C
EO/P
EO, S
uppo
rt a
nd
Stud
ent S
uppo
rt O
ffice
rs,
Offi
cer
with
ove
rsig
ht fo
r ci
vil w
orks
in M
oE P
roje
ct
Man
agem
ent U
nit
• Pr
imar
y co
llabo
rato
rs:
Prin
cipa
ls, H
eads
of C
BIS
an
d CT
CS,
Pub
lic W
orks
D
epar
tmen
t
Education for All: Embracing Change, Securing the Future
48
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
5.2b
. Tra
in te
ache
rs a
nd
iden
tified
aux
iliar
y st
aff i
n m
ains
trea
m a
nd s
peci
al
educ
atio
n sc
hool
s to
pr
ovid
e qu
ality
car
e an
d in
stru
ctio
n to
lear
ners
with
sp
ecia
l nee
ds b
y 20
20
• C
olla
bora
te w
ith th
e C
FBC
to im
plem
ent
a m
anda
tory
cou
rse
in th
e Te
ache
r Ed
ucat
ion
Prog
ram
me
on w
orki
ng w
ith
lear
ners
with
spe
cial
edu
catio
n ne
eds
at
ECD
to s
econ
dary
leve
l•
Con
duct
cap
acity
-bui
ldin
g w
orks
hops
for
teac
hers
and
iden
tified
sch
ool a
uxili
ary
staf
f on
wor
king
with
spe
cial
nee
ds
lear
ners
• C
ours
e of
fere
d at
CFB
C•
Five
day
s of
trai
ning
offe
red
annu
ally
for
50 te
ache
rs p
er
year
• Le
ad: C
EO/P
EO, D
ivis
ion
of
Teac
her
Ed u
catio
n: C
FBC
• Pr
imar
y co
llabo
rato
rs:
Lear
ning
Sup
port
and
St
uden
t Sup
port
Offi
cers
Inte
rmed
iate
Out
com
e 6:
Incr
ease
d en
rolm
ent a
nd c
ompl
etio
n in
hig
her
and
cont
inui
ng e
duca
tion
6.1.
Exp
and
acce
ss to
pos
t-se
cond
ary
and
tert
iary
-le
vel t
rain
ing
and
lifel
ong
lear
ning
opp
ortu
nitie
s
6.1a
. Offe
r a
rang
e of
wel
l-ar
ticul
ated
form
al a
nd n
on-
form
al T
VET
and
cont
inui
ng
educ
atio
n pr
ogra
mm
es th
at
alig
n w
ith n
atio
nal i
nter
ests
an
d ar
e in
form
ed b
y la
bour
m
arke
t inf
orm
atio
n by
202
0
• U
tiliz
e la
bour
mar
ket i
nfor
mat
ion
to
desi
gn n
ew a
nd re
fine
exis
ting
TVET
and
co
ntin
uing
edu
catio
n pr
ogra
mm
es
• Th
roug
h th
e TV
ET E
nhan
cem
ent P
roje
ct,
rest
ruct
ure
the
exis
ting
TVET
trai
ning
of
fer
to d
evel
op a
n in
tegr
ated
trai
ning
sy
stem
•
Util
ize
the
Nat
iona
l Qua
lifica
tion
Fram
ewor
k (N
QF)
to p
rovi
de a
pat
hway
fo
r pr
ogra
mm
e de
velo
pmen
t and
the
artic
ulat
ion
of h
ighe
r an
d co
ntin
uing
ed
ucat
ion
qual
ifica
tions
• Po
st-s
econ
dary
pro
gram
mes
ar
e of
fere
d th
at a
lign
with
na
tiona
l int
eres
t and
labo
ur
mar
ket n
eeds
•
Inte
grat
ed p
ost-
seco
ndar
y TV
ET s
yste
m is
in p
lace
• N
QF
is u
sed
as a
tool
by
inst
itutio
ns a
nd th
e M
oE in
pr
ogra
mm
e de
velo
pmen
t and
ar
ticul
atio
n
• Le
ad: C
EO: T
VET,
TVE
T Se
cret
aria
t and
Cou
ncil,
Pr
ojec
t Man
agem
ent E
ntiti
es:
TVET
Enh
ance
men
t Pro
ject
•
Colla
bora
tors
: SK
N
Accr
edita
tion
Boa
rd, A
dult
and
Con
tinui
ng E
duca
tion
Coo
rdin
ator
Nev
is, P
ost-
seco
ndar
y an
d te
rtia
ry-l
evel
in
stitu
tions
, Pub
lic W
orks
D
epar
tmen
t, D
epar
tmen
t of
Labo
ur6.
1b. F
acili
tate
acc
ess
for
pers
ons
in in
dust
ry to
ent
er
post
-sec
onda
ry a
nd te
rtia
ry
leve
l TVE
T pr
ogra
mm
es b
y 20
18
• Im
plem
ent P
rior
Lea
rnin
g As
sess
men
t an
d R
ecog
nitio
n (P
LAR
) pol
icie
s w
ithin
ed
ucat
ion
and
trai
ning
inst
itutio
ns to
as
sist
with
the
mat
ricu
latio
n of
per
sons
w
ithou
t typ
ical
ent
ry re
quire
men
ts
• PL
AR p
roce
sses
ope
ratio
nal
and
func
tiona
l in
inst
itutio
ns
and
at th
e M
oE
• Le
ad: C
EO: T
VET
Secr
etar
iat
and
TVET
Cou
ncil
• Pr
imar
y co
llabo
rato
rs:
Post
-sec
onda
ry a
nd te
rtia
ry
TVET
Inst
itutio
ns, S
KN
Ac
cred
itatio
n B
oard
6.1c
. Upg
rade
pos
t-se
cond
ary
trai
ning
op
port
uniti
es in
Nev
is b
y 20
21
• Ex
pand
and
out
fit th
e M
ulti-
Purp
ose
Cen
tre
to tr
ansf
orm
it in
to a
pos
t-se
cond
ary
TVET
trai
ning
inst
itutio
n ab
le
to a
dequ
atel
y se
rve
adul
t and
con
tinui
ng
educ
atio
n TV
ET n
eeds
whi
le c
ontin
uing
to
serv
e se
cond
ary
scho
ol s
tude
nts
• Es
tabl
ish
the
Nev
is S
ixth
For
m C
olle
ge
as a
n in
stitu
tion
auto
nom
ous
from
the
Cha
rles
tow
n Se
cond
ary
Scho
ol
• Fo
rmal
pos
t-se
cond
ary
leve
l TV
ET tr
aini
ng o
ffere
d in
Nev
is•
Nev
is S
ixth
For
m C
olle
ge
esta
blis
hed
as d
istin
ct fr
om
the
Cha
rles
tow
n Se
cond
ary
Scho
ol
• Le
ad: P
S-M
inis
try
of
Educ
atio
n N
evis
, Pro
ject
M
anag
emen
t Ent
ities
: TVE
T En
hanc
emen
t Pro
ject
, D
irect
or o
f Hig
her
and
Con
tinui
ng E
duca
tion
• Pr
imar
y co
llabo
rato
rs:
Nev
is S
ixth
For
m C
olle
ge
Dire
ctor
, Dire
ctor
AV
EC, C
FBC
49
4. Implementation arrangements
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
6.1d
. Im
prov
e co
ordi
natio
n an
d co
llabo
ratio
n be
twee
n th
e M
oE a
nd lo
cal/
regi
onal
/inte
rnat
iona
l hi
gher
and
con
tinui
ng
educ
atio
n in
stitu
tions
in
prov
idin
g lif
elon
g le
arni
ng
oppo
rtun
ities
by
2018
• As
sign
an
offic
er in
the
MoE
with
the
resp
onsi
bilit
y fo
r co
ordi
natio
n of
hig
her
and
cont
inui
ng e
duca
tion
oppo
rtun
ities
in
St. K
itts
• Es
tabl
ish
form
al c
olla
bora
tion
mec
hani
sms
betw
een
the
MoE
and
hi
gher
and
con
tinui
ng e
duca
tion
inst
itutio
ns to
sup
port
the
rele
vant
pr
ogra
mm
e/co
urse
offe
r
• O
ffice
r re
spon
sibl
e fo
r m
anag
ing
the
coor
dina
tion
of h
ighe
r an
d co
ntin
uing
ed
ucat
ion
in S
t. K
itts
is in
pl
ace
• In
crea
se in
the
num
ber
of
post
-sec
onda
ry a
nd a
dult
educ
atio
n co
urse
s of
fere
d lo
cally
• Le
ad: P
S, C
EO
Dire
ctor
of H
ighe
r an
d C
ontin
uing
Edu
catio
n N
evis
• Pr
imar
y co
llabo
rato
rs:
Post
-sec
onda
ry a
nd te
rtia
ry
leve
l ins
titut
ions
, Adu
lt an
d C
ontin
uing
Edu
catio
n O
ffice
r N
evis
6.1e
. Inc
entiv
ize
lear
ners
pu
rsui
ng h
ighe
r ed
ucat
ion
in fi
elds
of n
atio
nal i
nter
est
by 2
018
• Su
bmit
prio
rity
are
as fo
r hi
gher
and
co
ntin
uing
edu
catio
n sc
hola
rshi
ps•
Res
truc
ture
exi
stin
g fu
ndin
g pr
ogra
mm
es, w
here
rele
vant
, and
de
velo
p ad
ditio
nal o
nes,
whe
re
nece
ssar
y, to
pro
vide
fund
ing
to le
arne
rs
purs
uing
stu
dies
in fi
elds
of n
atio
nal
inte
rest
• D
evel
op p
ublic
-pri
vate
par
tner
ship
s to
in
crea
se s
chol
arsh
ip o
fferi
ngs
• In
crea
sed
finan
cial
sup
port
for
high
er e
duca
tion
in fi
elds
of
natio
nal i
nter
est
• Le
ad: P
S, D
irect
or o
f Hig
her
and
Con
tinui
ng E
duca
tion
Nev
is•
Prim
ary
colla
bora
tors
: Pe
rson
nel O
ffice
r, E
duca
tion
Plan
ners
, Hum
an R
esou
rces
D
epar
tmen
t, pu
blic
and
pr
ivat
e fu
ndin
g en
titie
s
Inte
rmed
iate
Out
com
e 7:
Vul
nera
ble
and
non-
vuln
erab
le g
roup
s ar
e ab
le to
acc
ess
qual
ity e
duca
tion
at a
ll le
vels
equ
ally
7.1.
Dev
elop
, whe
re
nece
ssar
y, a
nd im
prov
e th
e ta
rget
ing
of e
xist
ing
prog
ram
mes
to s
uppo
rt
vuln
erab
le g
roup
s in
ac
cess
ing
qual
ity e
duca
tion
7.1a
. Im
prov
e th
e ta
rget
ing
of e
xist
ing
soci
al a
ssis
tanc
e pr
ogra
mm
es fo
r le
arne
rs
from
low
er s
ocio
-eco
nom
ic
back
grou
nds
by 2
018
• In
col
labo
ratio
n w
ith M
oSC
DC
GA,
ass
ess
the
effe
ctiv
enes
s of
cur
rent
targ
etin
g m
echa
nism
s fo
r ex
istin
g pr
ogra
mm
es•
Mod
ify a
nd s
tren
gthe
n th
e ta
rget
ing
of e
xist
ing
assi
stan
ce p
rogr
amm
es
base
d on
info
rmat
ion
gath
ered
from
as
sess
men
t
• An
effe
ctiv
e ta
rget
ing
syst
em
for
soci
al s
ervi
ce a
ssis
tanc
e pr
ogra
mm
es is
in p
lace
• Le
ad: C
EO/P
EO, S
ELF
coor
dina
tor
• Co
llabo
rato
rs: D
irect
or o
f So
cial
Ser
vice
s, E
duca
tion
Offi
cers
, Pri
ncip
als,
Gui
danc
e C
ouns
ello
rs
7.1b
. Est
ablis
h ta
rget
ed
prog
ram
mes
whe
re
nece
ssar
y to
sup
port
ac
cess
of v
ulne
rabl
e gr
oups
by
201
9
• C
ondu
ct re
sear
ch to
iden
tify
all
vuln
erab
le g
roup
s an
d th
e su
ppor
t se
rvic
es n
eede
d to
impr
ove
part
icip
atio
n in
edu
catio
n•
Dev
elop
and
impl
emen
t an
Engl
ish
as a
Se
cond
Lan
guag
e (E
SL) P
rogr
amm
e fo
r no
n-En
glis
h sp
eake
rs in
mai
nstr
eam
sc
hool
s•
Dev
elop
pro
gram
min
g, a
s ne
cess
ary,
to
faci
litat
e ac
cess
for
vuln
erab
le g
roup
s no
t be
ing
reac
hed
by e
xist
ing
prog
ram
mes
• Pu
rsue
equ
ity b
etw
een
the
isla
nds
in
offe
ring
soc
ial a
ssis
tanc
e an
d le
arni
ng
supp
ort s
ervi
ces
to v
ulne
rabl
e st
uden
ts
• Al
l vul
nera
ble
grou
ps
iden
tified
• ES
L pr
ogra
mm
ing
offe
red
in m
ains
trea
m s
choo
ls w
ith
sign
ifica
nt S
pani
sh-s
peak
ing
popu
latio
ns
• Pr
ogra
mm
es fo
r vu
lner
able
gr
oups
not
cat
ered
for
by
exis
ting
prog
ram
mes
are
de
velo
ped
• Vu
lner
able
stu
dent
s in
St.
Kitt
s as
wel
l as
Nev
is c
an a
cces
s si
mila
r so
cial
ass
ista
nce
and/
or le
arni
ng s
uppo
rt
prog
ram
mes
• Le
ad: C
EO/P
EO, P
lann
er,
PS-M
oE•
Prim
ary
colla
bora
tors
: D
irect
or o
f Soc
ial S
ervi
ces,
Pr
inci
pals
and
Gui
danc
e C
ouns
ello
rs, L
earn
ing
Supp
ort O
ffice
r, S
tude
nt
Supp
ort O
ffice
r
Education for All: Embracing Change, Securing the Future
50
Prog
ram
me
Impl
emen
tatio
n M
atri
x 2:
Cur
ricu
lum
and
Ass
essm
ent
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 8:
A r
evis
ed n
atio
nal c
urri
culu
m a
nd le
arni
ng a
sses
smen
t sys
tem
is im
plem
ente
d8.
1. D
evel
op a
Nat
iona
l C
urri
culu
m F
ram
ewor
k an
d re
late
d po
licy
docu
men
ts fo
r EC
D to
po
st-s
econ
dary
8.1a
. Dra
ft a
Nat
iona
l Cur
ricu
lum
Fra
mew
ork
and
rela
ted
polic
ies
by 2
017
that
em
phas
ize:
• le
arne
r-ce
ntre
dnes
s, in
clus
ivity
, and
ge
nder
equ
ity•
alig
nmen
t with
the
Educ
atio
n Ac
t and
na
tiona
l sus
tain
able
dev
elop
men
t goa
ls•
core
com
pete
ncie
s an
d cl
ear
lear
ning
st
anda
rds
for
all l
evel
s an
d ab
ility
gro
ups,
in
clud
ing
TVET
com
pete
ncie
s fo
r al
l•
alig
nmen
t of c
onte
nt w
ith ti
me
for
deliv
ery
• cr
oss-
curr
icul
um le
arni
ng
• th
e ro
les
of v
ario
us s
take
hold
ers
in
curr
icul
um d
evel
opm
ent
• fle
xibi
lity
to in
corp
orat
ing
rele
vant
lear
ning
in
itiat
ives
• D
raft
term
s of
refe
renc
e (T
oRs)
for
Con
sulta
ncy
serv
ices
for
deve
lopi
ng th
e fr
amew
ork
and
rela
ted
polic
ies
• D
evel
op T
oRs
for
loca
l adv
isor
y an
d w
ritin
g gr
oups
•
Bas
ed o
n th
e To
Rs
for
cons
ulta
nt(s
), ad
viso
ry g
roup
, and
wri
ting
team
s,
draf
t and
vet
the
Nat
iona
l Cur
ricu
lum
Fr
amew
ork
and
rela
ted
polic
ies
• Su
bmit
them
to C
abin
et fo
r ap
prov
al
• N
atio
nal C
urri
culu
m
Fram
ewor
k an
d re
late
d po
licie
s ar
e ap
prov
ed
• Le
ad: D
irect
or C
DU
-Te
ache
r R
esou
rce
Cen
tre
(TR
C)
• Pr
imar
y co
llabo
rato
rs:
CEO
, TVE
T Se
cret
aria
t, EC
D D
irect
or, a
dvis
ory
grou
ps, w
ritin
g te
ams,
Acc
redi
tatio
n Se
cret
aria
t, co
nsul
tant
s, S
ubje
ct
Coo
rdin
ator
, Chi
ef o
f Ed
ucat
ion
Plan
ning
8.2.
Dev
elop
a N
atio
nal
Cur
ricu
lum
Mon
itori
ng
and
Eval
uatio
n fr
amew
ork
that
incl
udes
a
lear
ning
ass
essm
ent
fram
ewor
k fo
r EC
D to
po
st-s
econ
dary
8.2a
. Dra
ft th
e N
atio
nal C
urri
culu
m M
onito
ring
Ev
alua
tion
Fram
ewor
k an
d re
late
d po
licie
s,
incl
usiv
e of
a c
ompr
ehen
sive
lear
ning
as
sess
men
t fra
mew
ork,
in li
ne w
ith th
e N
atio
nal C
urri
culu
m F
ram
ewor
k by
201
7 th
at:
• is
fit f
or p
urpo
se,
• ou
tline
s ex
pect
ed le
arni
ng o
utco
mes
and
co
re c
ompe
tenc
ies
at a
ll le
vels
, inc
ludi
ng
clea
r gr
adua
tion
crite
ria
for
seco
ndar
y sc
hool
that
are
in li
ne w
ith th
e N
QF
and
incl
udes
mea
sure
men
t of s
ocia
l and
civ
ic
resp
onsi
bilit
y,
• in
tegr
ates
cla
ssro
om, s
choo
l, na
tiona
l, an
d cr
oss-
natio
nal a
sses
smen
ts, w
here
re
leva
nt, f
rom
EC
D to
pos
t-se
cond
ary,
an
d in
corp
orat
es c
ontin
uous
, mul
timod
al,
form
ativ
e, a
nd s
umm
ativ
e co
mpo
nent
s,
• is
incl
usiv
e an
d pr
ovid
es a
ccom
mod
atio
n fo
r pe
rson
s w
ith id
entifi
ed le
arni
ng s
uppo
rt
need
s•
prov
ides
gui
delin
es fo
r th
e us
e of
ICT
for
asse
ssm
ent,
• de
scri
bes
the
role
of s
take
hold
ers
in
curr
icul
um m
onito
ring
and
eva
luat
ion,
in
clud
ing
lear
ner
asse
ssm
ent
• D
raft
ToR
s fo
r co
nsul
tanc
y se
rvic
es a
nd
loca
l adv
isor
y gr
oups
/wri
ting
team
s fo
r th
e de
velo
pmen
t of t
he fr
amew
orks
• B
ased
on
the
ToR
s fo
r th
e co
nsul
tant
(s),
advi
sory
gro
up, a
nd
wri
ting
team
s, d
raft
and
vet t
he
Nat
iona
l Cur
ricu
lum
Mon
itori
ng a
nd
Eval
uatio
n Fr
amew
ork
and
rela
ted
polic
ies
• Su
bmit
them
to C
abin
et fo
r ap
prov
al
• To
Rs
draf
ted
• N
atio
nal C
urri
culu
m
Mon
itori
ng a
nd
Eval
uatio
n fr
amew
ork,
in
clus
ive
of L
earn
ing
Asse
ssm
ent
Fram
ewor
k, a
nd
rela
ted
polic
ies
appr
oved
• Le
ad: D
irect
or C
DU
-TR
C•
Prim
ary
colla
bora
tors
: C
EO, T
VET
Secr
etar
iat,
ECD
Dire
ctor
, adv
isor
y gr
oups
, wri
ting
team
s, A
ccre
dita
tion
Secr
etar
iat,
cons
ulta
nts,
Sub
ject
C
oord
inat
or, C
hief
of
Educ
atio
n Pl
anni
ng
51
4. Implementation arrangements
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
8.3.
Dev
elop
, im
plem
ent,
mon
itor,
and
eva
luat
e th
e na
tiona
l cur
ricu
lum
8.3a
. Util
ize
the
curr
icul
um fr
amew
orks
and
po
licie
s to
dra
ft/re
vise
the
Nat
iona
l Cur
ricu
lum
G
uide
s fo
r re
spec
tive
leve
ls fr
om E
CD
to p
ost-
seco
ndar
y by
201
8
• D
evel
op c
urri
culu
m g
uide
s in
co
llabo
ratio
n w
ith w
ritin
g te
ams
and
cons
ulta
nts
• C
ondu
ct c
onsu
ltatio
ns w
ith a
wid
e cr
oss-
sect
ion
of s
take
hold
ers
for
sens
itiza
tion,
buy
-in,
and
feed
back
• C
ompi
le th
e dr
aft fi
nal c
urri
culu
m
guid
es fo
r pi
lotin
g
• R
evis
ed c
urri
culu
m
guid
es
• Le
ad: D
irect
or C
DU
-TR
C•
Prim
ary
colla
bora
tors
: ad
viso
ry g
roup
s,
wri
ting
team
s,
cons
ulta
nts,
Sub
ject
C
oord
inat
or
8.3b
. Util
ize
the
curr
icul
um fr
amew
orks
, re
late
d po
licie
s, a
nd d
raft
of th
e N
atio
nal
Cur
ricu
lum
Gui
des
to d
evel
op/o
btai
n a
suffi
cien
t num
ber
of h
igh-
qual
ity
inst
ruct
iona
l res
ourc
es, i
nclu
ding
ICTs
, to
aid
impl
emen
tatio
n of
the
natio
nal c
urri
culu
m
for
each
leve
l fro
m E
CD
to p
ost-
seco
ndar
y se
cond
ary
by 2
019
• Id
entif
y an
d pr
ocur
e th
e re
leva
nt
inst
ruct
iona
l res
ourc
es n
eede
d to
su
ppor
t cur
ricu
lum
impl
emen
tatio
n as
out
lined
in th
e cu
rric
ulum
gui
des
(incl
udin
g IC
Ts: s
ee IC
T po
licy
in Q
TLF)
• R
elev
ant i
nstr
uctio
nal
reso
urce
s ob
tain
ed
and
equi
tabl
y de
ploy
ed
to in
stitu
tions
• Le
ad: D
irect
or C
DU
-TR
C a
nd E
duca
tion
Plan
ners
•
Prim
ary
colla
bora
tors
: C
EO/P
EO S
ubje
ct
Coo
rdin
ator
s an
d Ed
ucat
ion
Offi
cers
w
ith re
spon
sibi
lity
for
curr
icul
um, I
T de
part
men
ts, S
ELF
Coo
rdin
ator
8.3c
. Im
plem
ent t
he N
atio
nal C
urri
culu
m
(gui
de a
nd re
late
d in
stru
ctio
nal r
esou
rces
) and
th
e M
onito
ring
and
Eva
luat
ion
and
Lear
ning
As
sess
men
t Fra
mew
orks
from
EC
D to
pos
t-se
cond
ary
by 2
021
• Pr
ovid
e tr
aini
ng fo
r ed
ucat
ion
offic
ials
with
resp
onsi
bilit
y fo
r th
e cu
rric
ulum
and
sch
ool s
taff
in u
se o
f th
e cu
rric
ulum
gui
des,
inst
ruct
iona
l re
sour
ces,
and
impl
emen
tatio
n of
the
M&
E fr
amew
ork
and
rela
ted
polic
ies
• Eq
uita
bly
depl
oy in
stru
ctio
nal
reso
urce
s to
all
publ
ic s
choo
ls in
the
Fede
ratio
n•
Pilo
t the
Nat
iona
l Cur
ricu
lum
and
M&
E fr
amew
ork
• R
evis
e th
e N
atio
nal C
urri
culu
m
and
M&
E fr
amew
ork
base
d on
an
eval
uatio
n of
the
pilo
t, w
here
nec
essa
ry•
Impl
emen
t the
Nat
iona
l Cur
ricu
lum
an
d M
&E
fram
ewor
k at
all
leve
ls in
all
inst
itutio
ns
• Al
l edu
catio
n of
ficia
ls
with
resp
onsi
bilit
y fo
r cu
rric
ulum
, hea
ds o
f in
stitu
tions
, tea
cher
s/in
stru
ctor
s tr
aine
d in
th
e us
e of
inst
ruct
iona
l re
sour
ces
and
impl
emen
ting
the
M&
E fr
amew
ork
and
rela
ted
polic
ies
• In
stru
ctio
nal
reso
urce
s ar
e eq
uita
bly
depl
oyed
to
inst
itutio
ns•
Pilo
t im
plem
ente
d an
d ev
alua
ted
• N
atio
nal C
urri
culu
m
and
M&
E fr
amew
ork
and
polic
ies
impl
emen
ted
in a
ll in
stitu
tions
• Le
ad: D
irect
or C
DU
-TR
C, C
EO/P
EO•
Prim
ary
colla
bora
tors
: Ed
ucat
ion
Offi
cers
, Pr
inci
pals
, Sub
ject
C
oord
inat
ors,
Dea
n C
FBC
Tea
cher
Ed
ucat
ion
Div
isio
n,
SELF
and
DoE
in N
evis
Education for All: Embracing Change, Securing the Future
52
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
8.4.
Bui
ld h
uman
re
sour
ce c
apac
ity to
m
anag
e cu
rric
ulum
de
velo
pmen
t, m
onito
ring
, an
d as
sess
men
t
8.4a
. Dev
elop
the
hum
an re
sour
ce c
apac
ity
of th
e C
urri
culu
m D
evel
opm
ent U
nit,
TVET
Cou
ncil,
EC
D U
nit a
nd o
ther
rele
vant
de
part
men
ts in
cur
ricu
lum
dev
elop
men
t, m
onito
ring
and
ass
essm
ent b
y 20
21
• B
ased
on
the
Nat
iona
l Cur
ricu
lum
Fr
amew
ork
and
Polic
ies,
as
wel
l as
the
M&
E Fr
amew
ork,
iden
tify
the
hum
an
reso
urce
gap
s (te
chni
cal a
nd p
erso
nnel
ne
eds)
to e
ffect
ivel
y de
velo
p, m
onito
r,
man
age,
and
ass
ess
the
natio
nal
curr
icul
um•
Prio
ritiz
e tr
aini
ng a
reas
for
incl
usio
n on
nat
iona
l tra
inin
g pr
iori
ty li
st in
co
nsul
tatio
n w
ith P
S an
d H
R•
Secu
re fu
ndin
g fo
r tr
aini
ng b
ased
on
the
prio
rity
list
, with
at l
east
2 p
erso
ns
acce
ssin
g tr
aini
ng b
y 20
19•
Plan
with
CFB
C, U
WI,
and
regi
onal
an
d in
tern
atio
nal o
rgan
izat
ions
, whe
re
rele
vant
, to
deve
lop
a co
ntin
uous
pr
ofes
sion
al d
evel
opm
ent (
CPD
)/tr
aini
ng p
rogr
amm
e on
cur
ricu
lum
de
velo
pmen
t, in
stru
ctio
n, a
nd
asse
ssm
ent f
or e
xist
ing
pers
onne
l
• H
uman
reso
urce
gap
s id
entifi
ed (p
erso
nnel
an
d te
chni
cal)
• C
urri
culu
m a
nd
inst
ruct
ion/
asse
ssm
ent o
n na
tiona
l tra
inin
g pr
iori
ty li
st
• Sc
hola
rshi
ps o
btai
ned
for
cert
ifica
tion
trai
ning
for
at le
ast
two
pers
ons
in a
reas
on
the
prio
rity
list
•
Shor
t cou
rses
and
C
PD fo
r al
l CD
U s
taff,
Ed
ucat
ion
offic
ers
with
resp
onsi
bilit
y fo
r cu
rric
ulum
and
in
stru
ctio
n, a
nd
reso
urce
offi
cers
in th
e EC
D a
nd T
VET
Cou
ncil
in p
rior
ity a
reas
• Le
ad: P
.S-
MoE
, Pe
rson
nel O
ffice
r•
Prim
ary
colla
bora
tors
: D
irect
or C
DU
-TR
C,
Hum
an R
esou
rce
Dep
artm
ent,
CFB
C,
UW
I
53
4. Implementation arrangements
Prog
ram
me
Impl
emen
tatio
n M
atri
x 3:
Qua
lity
and
Rel
evan
t Tea
chin
g an
d Le
arni
ng
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e: 9
. All
edu
catio
n an
d tr
aini
ng in
stitu
tions
adh
ere
to q
ualit
y, s
afet
y, a
nd s
ecur
ity s
tand
ards
and
pro
cess
es9.
1. D
evel
op, w
here
la
ckin
g, a
nd e
nfor
ce
com
plia
nce
with
ex
istin
g qu
ality
st
anda
rds
for
educ
atio
n an
d tr
aini
ng
prog
ram
mes
at a
ll le
vels
, and
str
engt
hen
the
regu
lato
ry ro
le o
f th
e SK
N A
ccre
dita
tion
Boa
rd, T
VET
Cou
ncil,
an
d su
ppor
ting
Secr
etar
iats
9.1a
. Fac
ilita
te c
ompl
ianc
e of
all
inst
itutio
ns w
ith
exis
ting
safe
ty a
nd q
ualit
y st
anda
rds
by 2
020
• U
pgra
de T
VET
faci
litie
s pe
r CV
Q/N
VQ
occu
patio
nal s
tand
ards
•
Enfo
rce
com
plia
nce
to m
inim
um q
ualit
y st
anda
rds
for
ECD
pro
vide
rs•
Prov
ide
ongo
ing
trai
ning
for
ECD
and
TVE
T pr
ovid
ers
and
man
ager
s on
impl
emen
ting
qual
ity s
tand
ards
• Al
l EC
D a
nd T
VET
inst
itutio
ns
oper
atin
g pe
r es
tabl
ishe
d qu
ality
st
anda
rds
• Al
l pub
lic E
CD
Sup
ervi
sors
and
EC
D
Uni
t sta
ff tr
aine
d in
EC
D q
ualit
y st
anda
rds
• Al
l Hea
ds o
f Dep
artm
ent f
or T
VET
subj
ects
, Edu
catio
n O
ffice
rs fo
r TV
ET,
and
Dire
ctor
s of
TVE
T in
stitu
tions
tr
aine
d in
impl
emen
ting
qual
ity
stan
dard
s
• Le
ad: E
CD
Dire
ctor
, C
EO-T
VET
• Pr
imar
y co
llabo
rato
rs:
CEO
/PEO
, Hea
ds o
f in
stitu
tions
9.1b
. Dev
elop
and
im
plem
ent a
Qua
lity
Teac
hing
and
Lea
rnin
g Fr
amew
ork
(QTL
F) fo
r EC
D
to p
ost-
seco
ndar
y by
201
9
• O
btai
n co
nsul
tanc
y se
rvic
es a
nd e
stab
lish
a ta
sk fo
rce,
with
repr
esen
tatio
n fr
om e
ach
leve
l of t
he e
duca
tion
syst
em, t
he M
oE,
and
the
Teac
hers
’ Uni
ons,
to d
evel
op th
e fr
amew
ork,
whi
ch s
houl
d, a
mon
g ot
her
thin
gs, b
uild
upo
n Ef
fect
ive/
CFS
pri
ncip
les,
in
tegr
ate
ICT
as a
val
ue-a
dded
teac
hing
and
le
arni
ng to
ol, a
nd a
ddre
ss is
sues
suc
h as
co
ntac
t tim
e•
Rev
ise
the
ICT
polic
y to
sup
port
and
gui
de
its u
se a
s a
valu
e-ad
ded
teac
hing
/lear
ning
to
ol a
nd d
evel
op a
n IC
T in
tegr
atio
n st
rate
gy
(see
als
o 14
.1-3
)•
Whe
re re
leva
nt, u
pgra
de IC
T fa
cilit
ies
to fa
cilit
ate
ICT-
inte
grat
ed te
achi
ng a
nd
lear
ning
, and
obt
ain
rele
vant
ICT
and
lear
ning
enr
ichm
ent r
esou
rces
and
ens
ure
equi
tabl
e de
ploy
men
t (se
e al
so 8
.3 a
nd
14.1
-3)
• Tr
ain
Educ
atio
n O
ffice
rs a
nd In
stitu
tion
man
agem
ent t
eam
s in
the
use
of th
e Q
TLF
• U
tiliz
e th
e fr
amew
ork
in c
ondu
ctin
g pe
rfor
man
ce a
sses
smen
ts
• Q
TLF
esta
blis
hed
• Po
licy
on IC
T in
teac
hing
-lea
rnin
g is
es
tabl
ishe
d •
All E
duca
tion
Offi
cers
and
EC
D to
po
st-s
econ
dary
man
agem
ent t
eam
s tr
aine
d in
QTL
F•
ICT
faci
litie
s up
grad
ed in
all
publ
ic
prim
ary
to p
ost-
seco
ndar
y in
stitu
tions
• Q
TLF
is u
sed
in c
ondu
ctin
g pe
rfor
man
ce a
sses
smen
ts
• Le
ad: C
EO/P
EO•
Prim
ary
colla
bora
tors
: EC
D D
irect
or, H
eads
of
Dep
artm
ent,
Teac
hers
’ U
nion
s , IT
dep
artm
ents
9.1c
. Im
plem
ent t
he N
QF
by 2
018
• Se
nsiti
ze a
nd p
rovi
de ta
rget
gro
ups
iden
tified
in
the
NQ
F im
plem
enta
tion
plan
with
trai
ning
an
d su
ppor
t in
the
use
of th
e N
QF
• Ta
rget
gro
ups
are
sens
itize
d on
the
bene
fits
and
use
of th
e N
QF
• Le
ad: S
KN
AB, D
irect
or
CD
U
Education for All: Embracing Change, Securing the Future
54
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
• Al
ign
curr
icul
um a
nd a
sses
smen
t pro
vide
d in
sec
onda
ry s
choo
ls (i
nclu
ding
gra
duat
ion
crite
ria)
and
pos
t-se
cond
ary
inst
itutio
ns
with
the
lear
ning
out
com
es/le
vels
indi
cate
d in
the
NQ
F
• C
urri
culu
m a
nd a
sses
smen
t at
seco
ndar
y an
d po
st-s
econ
dary
leve
ls
are
alig
ned
with
the
NQ
F, in
clud
ing
seco
ndar
y sc
hool
gra
duat
ion
crite
ria
• Pr
imar
y co
llabo
rato
rs:
TVET
Cou
ncil
CEO
/PE
O, H
eads
of
seco
ndar
y an
d po
st-
seco
ndar
y in
stitu
tions
9.1d
. Dev
elop
and
im
plem
ent a
qua
lity
assu
ranc
e sy
stem
for
TVET
by
201
8
• Th
roug
h th
e TV
ET E
nhan
cem
ent P
roje
ct,
obta
in c
onsu
ltanc
y se
rvic
es to
dev
elop
a
qual
ity a
ssur
ance
sys
tem
for
TVET
an
d pr
ovid
e tr
aini
ng in
impl
emen
ting,
m
aint
aini
ng, a
nd m
onito
ring
the
qual
ity
assu
ranc
e sy
stem
.•
Impl
emen
t the
qua
lity
assu
ranc
e sy
stem
• A
rele
vant
qua
lity
assu
ranc
e sy
stem
fo
r TV
ET is
ope
ratio
nal
• Le
ad: C
EO-T
VET,
Pr
ojec
t Coo
rdin
ator
-TV
ET E
nhan
cem
ent
Proj
ect
• Pr
imar
y co
llabo
rato
rs:
TVET
Cou
ncil,
SK
NAB
, C
EO/P
EO H
eads
of
seco
ndar
y an
d po
st-
seco
ndar
y in
stitu
tions
9.1e
. Str
engt
hen
the
regu
lato
ry ro
le o
f the
SK
N A
ccre
dita
tion
Boa
rd
and
Secr
etar
iat a
nd th
e TV
ET C
ounc
il in
man
agin
g qu
ality
ass
uran
ce in
pos
t-se
cond
ary
and
tert
iary
-lev
el
trai
ning
by
2018
• Fi
naliz
e an
d ga
zett
e re
vise
d Ac
cred
itatio
n Ac
t •
Rev
ise
and
deve
lop
polic
y re
gula
tions
to
supp
ort t
he fu
nctio
ns a
nd re
spon
sibi
litie
s of
th
e Ac
cred
itatio
n B
oard
and
TVE
T C
ounc
il•
Prov
ide
cont
inuo
us p
rofe
ssio
nal
deve
lopm
ent f
or A
ccre
dita
tion
and
TVET
Se
cret
aria
t Boa
rd m
embe
rs in
qua
lity
assu
ranc
e at
pos
t-se
cond
ary
and
tert
iary
le
vel
• Le
gisl
atio
n on
the
rem
it of
the
SKN
Ac
cred
itatio
n B
oard
is u
pdat
ed
• Po
licie
s an
d re
gula
tions
for
the
SKN
AB a
nd T
VET
Secr
etar
iat a
nd
Cou
ncil
are
upda
ted
• Al
l SK
NAB
and
TVE
T C
ounc
il m
embe
rs tr
aine
d in
qua
lity
assu
ranc
e
• Le
ad: S
KN
AB a
nd
Exec
utiv
e D
irect
or o
f th
e SK
NAB
Sec
reta
riat
• Pr
imar
y co
llabo
rato
r:
Min
iste
r
9.2.
Dev
elop
, whe
re
lack
ing,
and
enf
orce
co
mpl
ianc
e w
ith s
afet
y an
d se
curi
ty s
tand
ards
fo
r al
l edu
catio
n an
d tr
aini
ng in
stitu
tions
9.2a
. Dev
elop
and
im
plem
ent s
choo
l saf
ety
and
secu
rity
pol
icy
by 2
020
• Es
tabl
ish
a ta
sk fo
rce
incl
udin
g, b
ut
not l
imite
d to
, the
MoE
, Pub
lic W
orks
D
epar
tmen
t, N
EMA/
ND
MD
, Pol
ice,
Fire
D
epar
tmen
ts, M
oH, R
ed C
ross
, sch
ool
repr
esen
tativ
es, a
nd L
and
and
Hou
sing
to
draf
t a c
ompr
ehen
sive
sch
ool s
afet
y an
d se
curi
ty p
olic
y, w
hich
incl
udes
a c
ompo
nent
on
dis
aste
r ri
sk re
duct
ion
(DR
R).
• Id
entif
y at
eac
h in
stitu
tion
a pr
iori
tized
an
d co
sted
list
of s
afet
y an
d se
curi
ty
mod
ifica
tions
to b
e m
ade
(e.g
. fire
ex
tingu
ishe
rs, m
ultip
le e
xits
, rai
lings
, PA
syst
em, e
tc.)
• Se
ek g
over
nmen
t and
ext
erna
l fina
ncin
g fo
r th
e pr
iori
tized
list
• Pr
ovid
e re
sour
ces
to u
pgra
de e
duca
tion
and
trai
ning
inst
itutio
ns’ f
acili
ties
per
esta
blis
hed
safe
ty a
nd s
ecur
ity s
tand
ards
• En
sure
all
new
con
stru
ctio
n is
bui
lt pe
r sa
fety
and
sec
urity
sta
ndar
ds
• Po
licie
s an
d st
anda
rds
for
scho
ol
safe
ty a
nd s
ecur
ity, i
nclu
ding
DR
R,
are
in p
lace
• Pr
iori
tized
and
cos
ted
list o
f req
uire
d sa
fety
and
sec
urity
mod
ifica
tions
is
subm
itted
to th
e M
oE•
Inst
itutio
ns m
odifi
ed a
nd s
afet
y an
d se
curi
ty re
sour
ces
obta
ined
•
New
con
stru
ctio
n ad
here
s to
saf
ety
and
secu
rity
sta
ndar
ds
• Le
ad: C
EO/P
EO T
ask
Forc
e•
Prim
ary
colla
bora
tors
: C
hief
of E
duca
tion
Plan
ning
, PS,
MoF
, and
in
stitu
tions
55
4. Implementation arrangements
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 10
: Com
preh
ensi
ve s
tude
nt s
uppo
rt s
ervi
ces
are
avai
labl
e to
lear
ners
in a
ll in
stitu
tions
to s
uppo
rt im
prov
ed le
arni
ng
10.1
. Est
ablis
h a
fully
fu
nctio
nal S
tude
nt
Supp
ort S
ervi
ces
Uni
t in
the
MoE
and
impl
emen
t co
mpr
ehen
sive
stu
dent
su
ppor
t ser
vice
s in
in
stitu
tions
to fa
cilit
ate
acad
emic
, beh
avio
ural
, ea
rly
inte
rven
tion,
so
cial
ass
ista
nce,
and
ot
her
rele
vant
stu
dent
su
ppor
t mec
hani
sms,
as
nee
ded,
for
lear
ners
10.1
a. E
stab
lish
a fu
lly
func
tiona
l Stu
dent
Sup
port
Se
rvic
es U
nit i
n th
e M
oE b
y 20
21
• D
evel
op th
e Fr
amew
ork/
ToR
s fo
r th
e U
nit a
nd id
entif
y ke
y po
sitio
ns to
be
fille
d to
ens
ure
all i
nstit
utio
ns h
ave
acce
ss to
sp
ecia
lists
with
exp
ertis
e in
suc
h ar
eas
as:
liter
acy
and
num
erac
y de
velo
pmen
t, ch
ild/
scho
ol p
sych
olog
y, b
ehav
iour
man
agem
ent,
spec
ial n
eeds
scr
eeni
ng, e
tc.
• H
ire p
erso
nnel
and
/or
secu
re fu
ndin
g to
pr
ovid
e ce
rtifi
catio
n tr
aini
ng fo
r in
divi
dual
s al
read
y in
key
pos
ition
s •
Proc
ure
the
requ
isite
reso
urce
s (e
.g. s
cree
ning
and
ass
essm
ent t
ools
) to
assi
st th
e w
ork
of th
e U
nit
• C
olla
bora
te w
ith S
ELF,
Sch
ool M
eals
, th
e M
inis
try
of S
ocia
l Dev
elop
men
t and
ot
her
rele
vant
min
istr
ies/
entit
ies
to d
eliv
er
an a
dequ
ate
soci
al s
afet
y ne
t and
oth
er
supp
ort s
ervi
ces
to s
tude
nts
• St
uden
t Sup
port
Ser
vice
s Fr
amew
ork
and
ToR
s es
tabl
ishe
d fo
r th
e U
nit
• Th
e U
nit i
s st
affe
d w
ith a
min
imum
of
one
scho
ol p
sych
olog
ist,
two
stud
ent
supp
ort c
oord
inat
ors,
and
thre
e re
sour
ce p
erso
nnel
• Ac
adem
ic a
nd p
sych
olog
ical
sc
reen
ing
and
asse
ssm
ent t
ools
pr
ocur
ed a
nd u
tiliz
ed•
Proc
ess/
MoU
est
ablis
hed
for
deliv
erin
g st
uden
t sup
port
ser
vice
s or
gani
zed
thro
ugh
part
ner
min
istr
ies
(see
als
o 14
–15)
• Le
ad: C
EO/P
EO•
Prim
ary
colla
bora
tors
: PS
, MoS
CD
CG
A
10.1
b. Im
plem
ent
com
preh
ensi
ve s
tude
nt
supp
ort s
ervi
ces
in
inst
itutio
ns to
pro
vide
ac
adem
ic, b
ehav
iour
al,
earl
y in
terv
entio
n, s
ocia
l as
sist
ance
, and
oth
er
rele
vant
stu
dent
sup
port
m
echa
nism
s, a
s ne
eded
, for
le
arne
rs b
y 20
21
• Pr
ovid
e tr
aini
ng fo
r sc
hool
sta
ff (te
ache
rs,
guid
ance
cou
nsel
lors
) in:
iden
tifyi
ng
lear
ners
in n
eed
of e
arly
inte
rven
tion/
stud
ent s
uppo
rt s
ervi
ces,
pro
vidi
ng b
asic
ac
adem
ic a
nd b
ehav
iour
al s
uppo
rts
for
stud
ents
mai
ntai
ning
incl
usiv
e cl
assr
oom
s an
d ut
ilizi
ng d
iffer
entia
ted
inst
ruct
ion
• Pr
iori
tize
trai
ning
are
as in
stu
dent
sup
port
fo
r in
clus
ion
on th
e na
tiona
l tra
inin
g pr
iori
ty li
st (e
.g. l
itera
cy a
nd n
umer
acy
deve
lopm
ent,
child
/sch
ool p
sych
olog
y,
beha
viou
r m
anag
emen
t, sp
ecia
l edu
catio
n)
and
secu
re fu
ndin
g fo
r at
leas
t one
per
son
in re
leva
nt a
reas
• Es
tabl
ish
targ
eted
stu
dent
sup
port
ser
vice
s fo
r st
rugg
ling
lear
ners
at r
isk
of e
arly
sc
hool
leav
ing
at th
e se
cond
ary
leve
l (se
e al
so 2
.1c.
)•
Impl
emen
t par
ent s
ensi
tizat
ion
and
trai
ning
se
ssio
ns o
n st
uden
t sup
port
ser
vice
s
• At
leas
t 70
scho
ol s
taff
trai
ned
annu
ally
(40
St. K
itts
and
30 N
evis
) in
diff
eren
tiate
d in
stru
ctio
n an
d in
clus
ion
• Al
l stu
dent
s in
nee
d of
stu
dent
su
ppor
t ser
vice
s ar
e id
entifi
ed a
nd
rece
ive
nece
ssar
y se
rvic
es•
At le
ast o
ne p
erso
n re
ceiv
es
cert
ifica
tion/
degr
ee tr
aini
ng in
are
a of
ne
ed id
entifi
ed.
• Al
l ins
titut
ions
hav
e ac
cess
to
acad
emic
, beh
avio
ural
-psy
chos
ocia
l, an
d so
cial
saf
ety
net s
uppo
rt s
ervi
ces
• Pa
rent
edu
catio
n pr
ogra
mm
es
impl
emen
ted
on e
ach
isla
nd
• Le
ad: C
EO/P
EO•
Prim
ary
colla
bora
tors
: Pe
rson
nel O
ffice
r,
PS, S
tude
nt S
uppo
rt
Offi
cer,
Coo
rdin
ator
s fo
r Le
arni
ng S
uppo
rt
and
Rea
ding
, Hea
d of
Lea
rnin
g Su
ppor
t D
epar
tmen
t in
seco
ndar
y sc
hool
s,
Gui
danc
e C
ouns
ello
rs
Education for All: Embracing Change, Securing the Future
56
Prog
ram
me
Impl
emen
tatio
n M
atri
x 4:
Pro
fess
iona
lizin
g th
e Te
achi
ng F
orce
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 11
: Inc
reas
e th
e pe
rcen
tage
of q
ualifi
ed p
erso
ns in
the
teac
hing
ser
vice
at a
ll le
vels
and
impr
oved
gen
der
pari
ty in
the
teac
hing
forc
e
11.1
. Dev
elop
and
im
plem
ent a
pro
activ
e re
crui
tmen
t pro
cess
th
at is
dat
a dr
iven
and
re
spon
sive
to is
sues
of
gend
er e
quity
to a
ttra
ct
qual
ified
can
dida
tes
11.1
a. E
stab
lish
a pr
oact
ive
and
data
-dri
ven
recr
uitm
ent p
roce
ss fo
r th
e te
achi
ng s
ervi
ce b
y 20
19
• C
ondu
ct re
sear
ch to
det
erm
ine
the
fact
ors
that
faci
litat
e an
d de
ter
cand
idat
es w
ith
entr
y le
vel r
equi
rem
ents
to/f
rom
ent
erin
g th
e te
achi
ng p
rofe
ssio
n•
Use
ava
ilabl
e da
ta o
n te
achi
ng n
eeds
to
info
rm re
crui
tmen
t effo
rts
• O
ffer
care
er g
uida
nce
and
coun
selli
ng a
t se
cond
ary
scho
ol a
nd c
olle
ge to
enc
oura
ge
cand
idat
es w
ith e
ntry
-lev
el re
quire
men
ts
to a
pply
for
teac
hing
pos
ition
s•
Bas
ed o
n re
sear
ch, d
evel
op a
nd im
plem
ent
a m
arke
ting
cam
paig
n (e
.g. m
ultim
edia
) an
d ad
ditio
nal s
trat
egie
s to
att
ract
pr
ospe
ctiv
e ca
ndid
ates
with
ent
ry-l
evel
re
quire
men
ts
• In
crea
sed
num
ber
of p
erso
ns w
ith
entr
y-le
vel r
equi
rem
ents
app
lyin
g fo
r te
achi
ng
• R
ecru
itmen
t effo
rts
guid
ed b
y da
ta
on te
achi
ng n
eeds
• Le
ad: C
EO/P
EO,
Educ
atio
n Pl
anne
rs,
Pers
onne
l Offi
cer
• Pr
imar
y co
llabo
rato
rs:
EMIS
, Med
ia U
nit
11.1
b. In
crea
se th
e nu
mbe
r of
qua
lified
mal
es re
crui
ted
in th
e se
rvic
e by
202
1
• C
ondu
ct re
sear
ch to
det
erm
ine:
(i) w
hat
faci
litat
es a
nd d
eter
s m
ale
cand
idat
es w
ith
entr
y-le
vel r
equi
rem
ents
to/f
rom
ent
erin
g th
e te
achi
ng p
rofe
ssio
n, a
nd (i
i) w
hat
mot
ivat
es m
ale
teac
hers
to re
mai
n in
or
leav
e te
achi
ng
• O
ffer
care
er g
uida
nce
and
coun
selli
ng a
t se
cond
ary
scho
ol a
nd c
olle
ge to
enc
oura
ge
mal
es to
ent
er te
achi
ng
• B
ased
on
rese
arch
, dev
elop
and
impl
emen
t a
mar
ketin
g ca
mpa
ign
(e.g
. mul
timed
ia)
and
addi
tiona
l str
ateg
ies
to a
ttra
ct
pros
pect
ive
mal
e ca
ndid
ates
with
ent
ry-
leve
l req
uire
men
ts
• In
crea
sed
num
ber
of m
ales
with
en
try-
leve
l qua
lifica
tions
app
lyin
g to
th
e te
achi
ng s
ervi
ce
• Le
ad: C
EO/P
EO,
Educ
atio
n Pl
anne
rs,
Pers
onne
l Offi
cer
• Pr
imar
y co
llabo
rato
rs:
EMIS
, Med
ia U
nit
11.2
. Wor
k to
in
stitu
tiona
lize
pre-
serv
ice
trai
ning
for
teac
hers
at a
ll le
vels
11.2
a. E
stab
lish
a fr
amew
ork
to
inst
itutio
naliz
e pr
e-se
rvic
e tr
aini
ng fo
r te
ache
rs a
t all
leve
ls b
y 20
21
• Ev
alua
te th
e st
reng
ths
and
wea
knes
ses
of c
urre
nt in
itial
trai
ning
pra
ctic
es a
nd
the
CFB
C in
-ser
vice
Tea
cher
Edu
catio
n Pr
ogra
mm
e•
Initi
ate
disc
ussi
ons
with
CFB
C, U
WI J
BTE
, an
d Te
ache
rs U
nion
s on
how
bes
t to
esta
blis
h a
pre-
serv
ice
teac
her
trai
ning
m
odel
• D
evel
op a
fram
ewor
k fo
r im
plem
entin
g m
anda
tory
pre
-ser
vice
trai
ning
(leg
al,
finan
cial
, ped
agog
ical
)
• Fr
amew
ork
for
pre-
serv
ice
trai
ning
est
ablis
hed
and
read
y fo
r im
plem
enta
tion
• Le
ad: C
EO/P
EO,
Educ
atio
n Pl
anne
rs,
PS•
Prim
ary
colla
bora
tors
: D
ean
of T
each
er
Educ
atio
n C
FBC
, Te
ache
rs’ U
nion
s
57
4. Implementation arrangements
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
11.3
. Im
plem
ent
a C
ontin
uous
Pr
ofes
sion
al
Dev
elop
men
t Fr
amew
ork
and
mot
ivat
ing
care
er
path
to in
crea
se th
e re
tent
ion
of q
ualifi
ed
pers
ons
in th
e te
achi
ng
serv
ice
11.3
a. D
evel
op a
nd
impl
emen
t a C
ontin
uous
Pr
ofes
sion
al D
evel
opm
ent
Fram
ewor
k by
202
1
• M
odify
the
exis
ting
initi
al tr
aini
ng
prog
ram
me
to p
rovi
de q
ualit
y pr
ofes
sion
al
deve
lopm
ent f
or u
ntra
ined
teac
hers
in th
e sy
stem
bef
ore
mat
ricu
latio
n to
Tea
cher
s’
Col
lege
, whi
ch in
clud
es a
men
tori
ng
com
pone
nt
• C
ontr
act a
con
sulta
nt to
dev
elop
a C
PD
fram
ewor
k w
hich
sho
uld
incl
ude,
but
not
be
lim
ited
to:
– pa
ram
eter
s on
the
num
ber
of h
ours
and
sc
ope
of tr
aini
ng, t
rain
ing
oppo
rtun
ities
, re
sear
ch/p
ublis
hing
sab
batic
als
for
thos
e w
ho q
ualif
y (q
ualifi
catio
ns T
BD
)–
a st
anda
rd a
ppro
ach
to th
e in
itial
trai
ning
pr
ogra
mm
e fo
r un
trai
ned
teac
hers
in th
e sy
stem
bef
ore
mat
ricu
latio
n to
CFB
C-
Teac
her
Educ
atio
n, w
hich
incl
udes
a
men
tori
ng c
ompo
nent
• Im
plem
ent t
he C
PD fr
amew
ork
• B
uild
par
tner
ship
s w
ith re
gion
al a
nd
inte
rnat
iona
l tra
inin
g in
stitu
tions
to d
eliv
er
reco
gniz
ed C
PD
• In
itial
trai
ning
pro
gram
me
mod
ified
• C
PD fr
amew
ork
esta
blis
hed
and
impl
emen
ted
• Pa
rtne
rs in
impl
emen
ting
CPD
id
entifi
ed a
nd fo
rmal
agr
eem
ents
es
tabl
ishe
d
• Le
ad: C
EO/P
EO•
Prim
ary
colla
bora
tors
: D
ean
of T
each
er E
d C
FBC
, Edu
catio
n Pl
anne
rs, P
S, H
ead
of
UW
I
11.3
b. E
stab
lish
and
impl
emen
t a c
aree
r pa
th to
re
tain
qua
lified
per
sonn
el
by 2
021
• W
ork
with
con
sulta
ncy
serv
ices
to re
vise
th
e ex
istin
g ca
reer
pat
h an
d al
ign
it w
ith
the
CPD
fram
ewor
k to
be
deve
lope
d•
Cos
t the
impl
emen
tatio
n of
the
care
er p
ath
• Im
plem
ent t
he c
aree
r pa
th
• U
pdat
ed a
nd c
oste
d ca
reer
pat
h do
cum
ent
• C
aree
r pa
th im
plem
ente
d
• Le
ad: C
EO/P
EO•
Prim
ary
colla
bora
tors
: PS
, Tea
cher
s’ U
nion
, As
sist
ant S
ecre
tary
: Fi
nanc
e, M
oF
11.4
. Pro
vide
ce
rtifi
catio
n an
d de
gree
tr
aini
ng fo
r TV
ET
inst
ruct
ors
11.4
a. D
evel
op a
cad
re o
f sk
illed
TVE
T In
stru
ctor
s at
the
seco
ndar
y le
vel a
nd
beyo
nd b
y 20
21
• Th
roug
h th
e TV
ET E
nhan
cem
ent p
roje
ct,
iden
tify
prio
rity
TVE
T ar
eas
in n
eed
of
capa
city
dev
elop
men
t or
addi
tiona
l pe
rson
nel,
and
prov
ide
cert
ifica
tion
trai
ning
up
to th
e de
gree
leve
l for
iden
tified
TV
ET in
stru
ctor
s at
the
seco
ndar
y an
d po
st-s
econ
dary
leve
l
• 45
teac
hers
and
inst
ruct
ors
trai
ned
• Le
ad: C
EO-T
VET
• Pr
imar
y co
llabo
rato
rs:
PO-T
VET
Nev
is, P
roje
ct
Coo
rdin
ator
s, H
eads
of
sec
onda
ry s
choo
ls
and
post
-sec
onda
ry
inst
itutio
ns
Education for All: Embracing Change, Securing the Future
58
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 12
. Qua
lified
teac
hers
are
equ
itabl
y de
ploy
ed w
ithin
and
bet
wee
n in
stitu
tions
at t
he E
CD to
pos
t-se
cond
ary
leve
l an
d te
ach
with
in th
eir
field
of e
xper
tise
12.1
. Im
plem
ent
equi
tabl
e de
ploy
men
t of
qua
lified
teac
hers
to
and
with
in in
stitu
tions
, an
d in
crea
se th
e nu
mbe
r of
qua
lified
te
ache
rs te
achi
ng in
th
eir
field
of e
xper
tise
12.1
a. E
stab
lish
mec
hani
sms
to a
naly
se
the
need
s of
inst
itutio
ns
as th
ey re
late
to te
ache
r qu
alifi
catio
ns to
gui
de th
e de
ploy
men
t of q
ualifi
ed
teac
hers
by
2019
• In
clud
e a
polic
y st
atem
ent o
n th
e eq
uita
ble
depl
oym
ent o
f tea
cher
s/in
stru
ctor
s in
eq
uity
pol
icy,
to b
e de
velo
ped
(see
als
o 19
.1a)
• U
tiliz
e EM
IS a
nd th
e te
ache
r da
taba
se,
to b
e de
velo
ped,
to a
naly
se th
e cu
rren
t de
ploy
men
t of q
ualifi
ed te
ache
rs a
nd th
e nu
mbe
r of
out
-of-
field
teac
hers
• R
edep
loy
qual
ified
teac
hers
, whe
re
nece
ssar
y, to
impr
ove
the
equi
tabl
e de
ploy
men
t of q
ualifi
ed te
ache
rs to
and
w
ithin
inst
itutio
ns
• R
esea
rch
cont
ribu
ting
fact
ors
for
out-
of-
field
teac
hing
• U
sing
rese
arch
resu
lts, d
evel
op s
trat
egie
s to
incr
ease
the
num
ber
of te
ache
rs p
lace
d in
thei
r fie
ld o
f exp
ertis
e
• D
eplo
ymen
t pra
ctic
es id
entifi
ed•
Qua
lified
teac
hers
dep
loye
d eq
uita
bly
with
in a
nd b
etw
een
scho
ols
• C
ontr
ibut
ing
fact
ors
for
out-
of-fi
eld
teac
hers
iden
tified
• In
crea
sed
num
ber
of te
ache
rs p
lace
d in
thei
r fie
ld o
f exp
ertis
e
• Le
ad: C
EO/P
EO/
Pers
onne
l Offi
cer
or N
evis
offi
cer
iden
tified
for
pers
onne
l m
anag
emen
t•
Prim
ary
colla
bora
tors
: D
irect
or E
MIS
, CEO
/PE
O, H
eads
of
inst
itutio
ns, E
duca
tion
Plan
ners
Inte
rmed
iate
Out
com
e 13
. Eff
ectiv
e qu
ality
ass
uran
ce, a
ccou
ntab
ility
, and
sup
port
mec
hani
sms
are
in p
lace
in th
e te
achi
ng p
rofe
ssio
n
13.1
. Im
plem
ent
prof
essi
onal
sta
ndar
ds
for
teac
hers
and
in
itiat
ives
to s
uppo
rt
thei
r w
elfa
re
13.1
a. E
stab
lish
and
impl
emen
t pro
fess
iona
l st
anda
rds
for
the
teac
hing
pr
ofes
sion
by
2018
• O
btai
n co
nsul
tanc
y se
rvic
es a
nd in
stal
l a
task
forc
e to
dev
elop
and
vet
pro
fess
iona
l st
anda
rds
(CAR
ICO
M P
rofe
ssio
nal
Stan
dard
s fo
r Te
ache
rs to
be
used
a a
s gu
ide)
• C
ondu
ct c
onsu
ltatio
ns o
n dr
aft s
tand
ards
•
Impl
emen
t pro
fess
iona
l sta
ndar
ds
• Pr
ofes
sion
al s
tand
ards
are
im
plem
ente
d •
Lead
: CEO
/PEO
• Pr
imar
y co
llabo
rato
rs:
PO, T
each
ers’
Uni
ons,
Pr
inci
pals
13.1
b. D
evel
op a
nd
impl
emen
t ini
tiativ
es to
su
ppor
t tea
cher
wel
fare
by
2018
• Es
tabl
ish
a co
mm
ittee
with
MoE
, sch
ool,
and
Teac
hers
’ Uni
ons
repr
esen
tatio
n to
id
entif
y ke
y w
elfa
re in
itiat
ives
and
ann
ual
reco
gniti
ons
syst
ems
for
thos
e in
the
teac
hing
ser
vice
• Es
tabl
ish
a bu
dget
for
iden
tified
wel
fare
in
itiat
ives
and
ann
ual r
ecog
nitio
n sy
stem
s at
MoE
and
inst
itutio
nal l
evel
• W
elfa
re in
itiat
ives
est
ablis
hed
in
colla
bora
tion
with
the
Teac
hers
’ U
nion
• An
nual
reco
gniti
on s
yste
ms
impl
emen
ted
at th
e M
oE le
vel a
nd a
t ea
ch p
ublic
pri
mar
y-po
st-s
econ
dary
in
stitu
tion
• Le
ad: C
EO/P
EO,
Teac
hers
’ Uni
ons
• Pr
imar
y co
llabo
rato
rs:
Hea
ds o
f ins
titut
ions
, As
sist
ant S
ecre
tary
: Fi
nanc
e, C
ham
ber
of
Com
mer
ce
59
4. Implementation arrangements
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
13.2
. Est
ablis
h a
Nat
iona
l Tea
chin
g C
ounc
il to
ass
ist w
ith
the
man
agem
ent o
f the
te
achi
ng p
rofe
ssio
n
13.2
a. E
stab
lish
a N
atio
nal
Teac
hing
Cou
ncil
by 2
019
• O
btai
n co
nsul
tanc
y se
rvic
es a
nd c
reat
e a
com
mitt
ee to
ove
rsee
the
form
atio
n an
d de
velo
pmen
t of t
he T
oRs/
fram
ewor
k fo
r a
Nat
iona
l Tea
chin
g C
ounc
il•
Dra
ft th
e ne
cess
ary
legi
slat
ion
• Es
tabl
ish
the
Cou
ncil
incl
udin
g, b
ut
not l
imite
d to
, rep
rese
ntat
ion
from
th
e Te
ache
rs’ U
nion
s, D
epar
tmen
t of
Educ
atio
n, a
nd H
uman
Res
ourc
es
• C
ounc
il es
tabl
ishe
d an
d fu
nctio
ning
• Le
ad: P
S•
Prim
ary
colla
bora
tors
: C
EO/P
EO, P
erso
nnel
O
ffice
r, H
uman
R
esou
rces
, Leg
al
Dep
artm
ent,
Teac
hers
’ U
nion
s
13.3
. Str
engt
hen
mon
itori
ng a
nd
eval
uatio
n of
teac
her
trai
ning
13.3
a. D
evel
op a
nd
impl
emen
t M&
E pr
otoc
ols
for
all f
orm
s of
teac
her
trai
ning
by
2019
• C
olla
bora
te w
ith th
e C
FBC
Tea
cher
Ed
ucat
ion
Div
isio
n an
d th
e D
ivis
ion
of
Tech
nica
l Voc
atio
nal a
nd M
anag
emen
t St
udie
s (D
TVEM
S) to
dev
elop
M&
E gu
idel
ines
for
teac
her
trai
ning
at C
FBC
• D
evel
op M
&E
guid
elin
es fo
r in
itial
trai
ning
of
fere
d by
the
MoE
to u
ntra
ined
teac
hers
be
fore
mat
ricu
latio
n to
CFB
C-T
each
er
Educ
atio
n (li
nked
to 1
1.3a
)•
Dev
elop
M&
E in
stru
men
ts•
Trai
n ed
ucat
ion
offic
ers,
cur
ricu
lum
of
ficer
s, C
FBC
Tea
cher
Edu
catio
n st
aff,
and
prin
cipa
ls in
usi
ng th
e m
onito
ring
sy
stem
and
eva
luat
ion
inst
rum
ent(s
)•
Pilo
t and
impl
emen
t use
of t
he
inst
rum
ents
• G
uide
lines
and
inst
rum
ents
for
M&
E•
Initi
al tr
aini
ng a
nd fo
rmal
teac
her
trai
ning
est
ablis
hed
• Ed
ucat
ion
and
curr
icul
um o
ffice
rs
and
CFB
C T
each
er E
duca
tion
staf
f tr
aine
d in
M&
E te
ache
r tr
aini
ng
prog
ram
mes
• In
duct
ion,
in-s
ervi
ce, a
nd fo
rmal
te
ache
r tr
aini
ng p
rogr
amm
es g
uide
d by
dat
a fr
om M
&E
effo
rts
• Le
ad: C
EO/P
EO,
Educ
atio
n Pl
anne
rs,
PS•
Prim
ary
colla
bora
tors
: D
ean
of T
each
er
Educ
atio
n C
FBC
, D
irect
or C
DU
-TR
C,
Teac
hers
’ Uni
ons
Education for All: Embracing Change, Securing the Future
60
Prog
ram
me
Impl
emen
tatio
n M
atri
x 5:
Kno
wle
dge
Man
agem
ent f
or D
ecis
ion
Mak
ing
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 14
: Edu
catio
n pl
anni
ng, p
olic
ies,
and
res
ourc
e m
anag
emen
t are
info
rmed
by
data
14.1
. Im
plem
ent
med
ium
- to
long
-ter
m
hum
an, m
ater
ial,
and
finan
cial
reso
urce
pl
anni
ng
14.1
a. B
uild
MoE
tech
nica
l ca
paci
ty in
med
ium
- to
lo
ng-t
erm
reso
urce
pla
nnin
g by
201
8
• Se
cure
fund
ing
to tr
ain
at le
ast f
our
pers
ons
in th
e pl
anni
ng a
nd e
duca
tion
serv
ices
div
isio
n in
sim
ulat
ion
mod
ellin
g an
d fin
anci
al fo
reca
stin
g •
Iden
tify
trai
ning
age
nt o
r fa
cilit
y an
d m
ode
of tr
aini
ng
• At
leas
t fou
r pe
rson
s tr
aine
d in
si
mul
atio
n m
odel
ling
and
finan
cial
fo
reca
stin
g•
Educ
atio
n pl
anni
ng a
nd e
duca
tion
serv
ices
div
isio
n eq
uipp
ed w
ith
tech
nica
l cap
acity
for
sim
ulat
ion
mod
ellin
g an
d fin
anci
al fo
reca
stin
g
• Le
ad: C
hief
of
Educ
atio
n Pl
anni
ng, P
S•
Prim
ary
colla
bora
tors
: EM
IS D
irect
or,
Pers
onne
l Offi
cer,
CEO
/PE
O F
inan
ce O
ffice
r
14.1
b. D
evel
op a
nd u
se
sim
ulat
ion
tool
s an
d ap
prop
riat
e da
taba
ses
for
hum
an a
nd fi
nanc
ial
reso
urce
pla
nnin
g an
d fo
reca
stin
g by
201
9
• Pr
ocur
e/de
velo
p ap
prop
riat
e hu
man
re
sour
ce m
anag
emen
t sys
tem
s an
d da
taba
ses/
sim
ulat
ion
tool
s fo
r hu
man
and
fin
anci
al re
sour
ce m
anag
emen
t
• Si
mul
atio
n m
odel
s fo
r st
rate
gic
plan
ning
pro
cure
d an
d fu
nctio
ning
• H
uman
and
fina
nce
man
agem
ent
syst
ems
deve
lope
d/pr
ocur
ed a
nd
func
tioni
ng
• Le
ad: C
hief
of
Educ
atio
n Pl
anni
ng•
Prim
ary
colla
bora
tors
: EM
IS D
irect
or,
Fina
nce
Offi
cer,
Pe
rson
nel O
ffice
r, C
EO,
PEO
, HR
Dep
artm
ent,
MoF
14.2
. Bui
ld th
e ca
paci
ty
of s
yste
m le
ader
s an
d te
ache
rs in
usi
ng IC
Ts
to m
anag
e da
ta fo
r de
cisi
on m
akin
g
14.2
a. P
rovi
de tr
aini
ng to
Ed
ucat
ion
Adm
inis
trat
ion
Offi
cial
s, s
choo
l m
anag
emen
t, an
d te
ache
rs/
inst
ruct
ors
in u
sing
ICTs
to
inpu
t, m
anag
e, a
nd m
onito
r da
ta b
y 20
18
• Tr
ain
six
pers
ons
from
the
Educ
atio
n Pl
anni
ng D
ivis
ion
(EPD
), th
ree
MoE
ad
min
istr
ator
s, a
ll Ed
ucat
ion
Offi
cers
and
sc
hool
hea
ds, a
nd a
t lea
st tw
o pr
imar
y an
d th
ree
seco
ndar
y sc
hool
offi
cial
s to
in
put,
man
age,
mon
itor,
and
use
dat
a fo
r de
cisi
on m
akin
g •
Des
ign
and
impl
emen
t tar
gete
d tr
aini
ng
prog
ram
mes
• C
olla
bora
te w
ith te
ache
r ed
ucat
ion
at
CFB
C to
inte
grat
ing
data
man
agem
ent
into
teac
her
trai
ning
• Si
x pe
rson
s in
the
EPD
, thr
ee
MoE
adm
inis
trat
ors,
all
Educ
atio
n O
ffice
rs a
nd s
choo
l pri
ncip
als,
an
d at
leas
t tw
o pr
imar
y an
d th
ree
seco
ndar
y sc
hool
sta
ff an
d tr
aine
d to
use
ICT
to m
anag
e an
d m
onito
r da
ta in
the
EMIS
sys
tem
• Te
ache
rs’ E
duca
tion
divi
sion
of
CFB
C in
corp
orat
es d
ata
man
agem
ent i
nto
the
trai
ning
pr
ogra
mm
e
• Le
ad: E
MIS
Dire
ctor
, C
hief
of E
duca
tion
Plan
ning
• Pr
imar
y co
llabo
rato
rs:
CEO
/PEO
, Hea
ds o
f in
stitu
tions
, Hea
ds o
f D
epar
tmen
ts, D
ean
of
Teac
her
Ed C
FBC
14.3
. Gen
erat
e co
mpr
ehen
sive
an
d re
liabl
e da
ta/
info
rmat
ion
to
mon
itor
and
eval
uate
pe
rfor
man
ce a
nd e
quity
in
the
syst
em
14.3
a. O
pera
tiona
lize
EMIS
pl
atfo
rms
by 2
020
• Id
entif
y in
dica
tors
/dat
a to
be
capt
ured
in
EMIS
pla
tform
s to
mon
itor
perf
orm
ance
an
d eq
uity
at t
he in
divi
dual
, ins
titut
iona
l, an
d sy
stem
-wid
e le
vel,
incl
udin
g TV
ET
(see
15.
3b).
• In
trod
uce
a w
eb-b
ased
SIS
in th
e M
inis
try
and
inst
itutio
ns to
cap
ture
sch
ool-
leve
l da
ta
• W
eb-b
ased
SIS
ope
ratio
nal i
n al
l pr
imar
y an
d se
cond
ary
scho
ols
and
data
acc
essi
ble
to M
oE
• Pl
atfo
rms/
syst
ems
to m
anag
e fin
anci
al a
nd h
uman
reso
urce
dat
a ut
ilize
d•
Qua
ntita
tive
and
qual
itativ
e da
ta
are
used
to e
valu
ate
perf
orm
ance
an
d eq
uity
in th
e sy
stem
• Le
ad: E
duca
tion
Plan
ners
• Pr
imar
y co
llabo
rato
rs:
EMIS
Dire
ctor
, CEO
, PE
O (P
S/Pl
anne
r/IT
), in
stitu
tiona
l sta
ff,
PS-M
oE
61
4. Implementation arrangements
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
• D
evel
op o
r pr
ocur
e ot
her
plat
form
s/sy
stem
s to
man
age
finan
cial
and
hum
an
reso
urce
dat
a (s
ee a
lso
19.1
b)•
Proc
ure
the
requ
isite
infr
astr
uctu
re
com
pone
nts
for
inst
itutio
nal,
plan
ning
, an
d ad
min
istr
ativ
e de
ploy
men
t of E
MIS
pl
atfo
rms
• In
put s
uffic
ient
and
rele
vant
dat
a in
to th
e pl
atfo
rms
• Es
tabl
ish
clea
r po
licie
s an
d ne
cess
ary
legi
slat
ion
on re
quire
men
ts fo
r pr
ovid
ing
requ
ired
data
/info
rmat
ion
and
cons
eque
nces
for
non-
com
plia
nce
• Po
licy/
legi
slat
ion
on d
ata
subm
issi
on re
quire
men
ts is
in
plac
e
14.3
b. D
evel
op a
nd
impl
emen
t an
M&
E sy
stem
fo
r TV
ET b
y 20
18
• O
btai
n co
nsul
tanc
y se
rvic
es to
dev
elop
a
rele
vant
M&
E sy
stem
for
TVET
, inc
lusi
ve
of a
n on
line
MIS
and
trac
er s
tudy
m
etho
dolo
gy•
Assi
gn a
n of
ficer
with
resp
onsi
bilit
y fo
r M
&E
to th
e TV
ET S
ecre
tari
at
• R
elev
ant M
&E
syst
em fo
r TV
ET
esta
blis
hed
and
impl
emen
ted
• O
ffice
r fo
r M
&E
assi
gned
to th
e TV
ET S
ecre
tari
at
• Le
ad: P
roje
ct
Coo
rdin
ator
TVE
T En
hanc
emen
t Pro
ject
, C
EO-T
VET,
Edu
catio
n Pl
anne
rs•
Prim
ary
colla
bora
tors
: TV
ET C
oord
inat
or N
evis
, D
irect
or o
f Hig
her
and
Con
tinui
ng E
duca
tion
Nev
is, L
abou
r C
omm
issi
oner
14.3
c. E
xpan
d th
e op
erat
ions
of
the
Educ
atio
n Pl
anni
ng
Div
isio
n to
incl
ude
rese
arch
an
d ev
alua
tion,
and
a
stro
nger
EM
IS D
epar
tmen
t, an
d en
sure
ade
quat
e re
sear
ch/
data
man
agem
ent/
plan
ning
ca
paci
ty in
Nev
is b
y 20
19
• As
sess
exi
stin
g pe
rson
nel t
hat c
ould
be
reas
sign
ed to
func
tion
as re
sear
ch o
ffice
rs
and
iden
tify
new
pos
ts to
be
adde
d, w
here
ne
cess
ary
• B
ased
on
an a
sses
smen
t of e
xist
ing
data
an
d in
form
atio
n m
anag
emen
t sys
tem
s an
d st
ruct
ures
, dev
elop
and
impl
emen
t a
stra
tegy
to im
prov
e op
erat
ion
of th
e EM
IS D
epar
tmen
t to
supp
ort b
ette
r in
form
atio
n an
d da
ta m
anag
emen
t th
roug
hout
the
sect
or•
Bud
get f
or n
ew p
ositi
ons
and
capa
city
bu
ildin
g•
Esta
blis
h a
full-
time
EMIS
offi
cer
in N
evis
• R
esea
rch
and
eval
uatio
n ca
paci
ty
esta
blis
hed
in E
DP
• R
esea
rch
and
eval
uatio
n pr
ojec
ts
form
par
t of t
he re
gula
r sc
ope
of w
ork
for
the
EPD
of E
duca
tion
Plan
ning
• In
form
atio
n an
d kn
owle
dge
man
agem
ent s
trat
egy
impl
emen
ted
• Sc
ope
of w
ork
and
pers
onne
l ex
pand
ed in
the
EMIS
Dep
artm
ent
• EM
IS o
ffice
r in
pla
ce in
Nev
is
• Le
ad: P
S, C
hief
of
Educ
atio
n Pl
anni
ng•
Prim
ary
colla
bora
tors
: EM
IS D
irect
or, P
EO,
CEO
, Per
sonn
el O
ffice
r,
MoF
Education for All: Embracing Change, Securing the Future
62
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 15
: Kno
wle
dge
man
agem
ent a
nd p
olic
y de
velo
pmen
t and
impl
emen
tatio
n ar
e ef
ficie
nt a
nd w
ell-
coor
dina
ted
15.1
. Dev
elop
sys
tem
s an
d ca
paci
ty w
ithin
th
e M
oE to
sup
port
im
prov
ed p
olic
y de
velo
pmen
t and
im
plem
enta
tion
15.1
a. E
stab
lish
mec
hani
sms
to e
nsur
e th
at e
duca
tion
prio
ritie
s an
d st
rate
gies
are
su
ppor
ted,
whe
re n
eces
sary
, by
rele
vant
and
regu
late
d po
licie
s an
d le
gisl
atio
n by
20
18
• D
evel
op fr
amew
ork/
guid
elin
es fo
r th
e de
velo
pmen
t, m
onito
ring
and
ev
alua
tion
of p
olic
ies
with
in th
e M
oE•
Rev
iew
exi
stin
g ed
ucat
ion
polic
ies
and
regu
latio
ns fo
r al
ignm
ent w
ith e
duca
tion
man
date
s an
d re
vise
, or
deve
lop,
whe
re
nece
ssar
y
• Fr
amew
ork
for
polic
y de
velo
pmen
t, m
onito
ring
, and
eva
luat
ion
is in
pl
ace
• U
pdat
ed p
olic
ies
and
regu
latio
ns
that
alig
n w
ith e
duca
tion
man
date
s ar
e in
pla
ce
• Le
ad: P
S, C
hief
of
Educ
atio
n Pl
anni
ng•
Prim
ary
colla
bora
tors
: C
EO/P
EO, M
oE H
eads
of
Dep
artm
ent
15.1
b. P
rovi
de c
ertifi
ed
trai
ning
and
pro
fess
iona
l de
velo
pmen
t tra
inin
g fo
r M
oE o
ffici
als
in p
olic
y de
velo
pmen
t by
2018
• C
ondu
ct w
orks
hops
in b
asic
pol
icy
deve
lopm
ent f
or 1
0 M
inis
try
offic
ials
in
polic
y de
velo
pmen
t•
Offe
r ce
rtifi
ed tr
aini
ng fo
r fo
ur M
inis
try
Adm
inis
trat
ors
• 10
Min
istr
y of
ficia
ls tr
aine
d in
bas
ic
polic
y de
velo
pmen
t gui
delin
es a
nd
four
Min
istr
y of
ficia
ls c
ertifi
ed in
po
licy
wri
ting
• Le
ad: P
S, C
hief
of
Educ
atio
n Pl
anni
ng
• Pr
imar
y co
llabo
rato
rs:
Hea
ds o
f Dep
artm
ents
, C
EO/P
EO, A
ssis
tant
Se
cret
ary:
Fin
ance
15.2
. Est
ablis
h m
echa
nism
s fo
r im
prov
ed c
olla
bora
tion
and
info
rmat
ion
shar
ing
with
edu
catio
n pa
rtne
rs to
str
engt
hen
polic
y de
velo
pmen
t, im
plem
enta
tion,
an
d kn
owle
dge
man
agem
ent
15.2
a. F
acili
tate
dat
a/in
form
atio
n sh
arin
g an
d ef
fect
ive
polic
y de
velo
pmen
t be
twee
n go
vern
men
t de
part
men
ts a
nd lo
cal
stak
ehol
ders
(NG
Os,
C
ham
ber,
CFB
C, l
ine
min
istr
ies
and
othe
r tr
aini
ng
inst
itutio
ns) b
y 20
18
• Es
tabl
ish
proc
esse
s an
d M
oUs,
whe
re
rele
vant
, with
par
tner
min
istr
ies
(Soc
ial
Serv
ices
, Hea
lth, e
tc.)
with
resp
ect
to in
form
atio
n sh
arin
g an
d po
licy
deve
lopm
ent a
nd im
plem
enta
tion
• D
evel
op a
vir
tual
pla
tform
for
colla
bora
tive
know
ledg
e m
anag
emen
t
• Vi
rtua
l kno
wle
dge
man
agem
ent
plat
form
est
ablis
hed
• M
echa
nism
s es
tabl
ishe
d fo
r da
ta
shar
ing
betw
een
min
istr
ies
and
othe
r lo
cal e
duca
tion
stak
ehol
ders
(e
.g. M
oUs)
• Le
ad: P
S, C
hief
of
Educ
atio
n Pl
anni
ng•
Prim
ary
colla
bora
tors
: EM
IS D
irect
or
15.2
b. C
olla
bora
te w
ith,
OEC
S ED
MU
and
oth
er
regi
onal
/ glo
bal p
artn
ers
to d
evel
op lo
cal k
now
ledg
e m
anag
emen
t cap
acity
• Pa
rtic
ipat
e, w
here
feas
ible
, in
all O
ECS
EDM
U-l
ed e
duca
tion
plan
ning
and
kn
owle
dge
man
agem
ent i
mpr
ovem
ent
initi
ativ
es•
Seek
opp
ortu
nitie
s to
dev
elop
loca
l kn
owle
dge
man
agem
ent a
nd p
lann
ing
capa
city
from
regi
onal
/glo
bal p
artn
ers
• SK
N in
volv
ed in
regi
onal
and
glo
bal
educ
atio
n kn
owle
dge
man
agem
ent
capa
city
dev
elop
men
t effo
rts
• Le
ad: C
hief
of
Educ
atio
n Pl
anni
ng, P
S •
Prim
ary
colla
bora
tors
: EM
IS D
irect
or
15.2
c. D
evel
op p
ublic
aw
aren
ess
with
resp
ect
to M
inis
try
polic
ies
and
ensu
re th
at e
xist
ing
polic
ies
are
read
ily a
vaila
ble
to a
ll st
akeh
olde
rs b
y 20
17
• Pr
oduc
e po
licy
mat
eria
ls fo
r di
ssem
inat
ion
to th
e pu
blic
• C
reat
e a
port
al o
n M
oEsk
n.or
g w
ith a
link
to
pol
icie
s•
Org
aniz
e ra
dio
and
TV p
rogr
amm
es, h
ost
cons
ulta
tion
sess
ions
with
sta
keho
lder
s,
and
orga
nize
tow
n ha
ll fo
rum
s to
sen
sitiz
e va
riou
s au
dien
ces
to M
oE p
olic
ies
• Pu
blic
-fri
endl
y po
licy
mat
eria
l av
aila
ble
• Po
licie
s av
aila
ble
on w
ebsi
te
• Le
ad: C
hief
of
Educ
atio
n Pl
anni
ng,
CEO
/PEO
• Pr
imar
y co
llabo
rato
rs:
Web
site
Adm
inis
trat
or,
Med
ia U
nit
63
4. Implementation arrangements
Prog
ram
me
Impl
emen
tatio
n M
atri
x 6:
Lea
ders
hip
and
Acco
unta
bilit
y
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
Inte
rmed
iate
Out
com
e 16
: An
orga
niza
tiona
l str
uctu
re is
in p
lace
to s
uppo
rt e
ffici
ent a
nd e
ffec
tive
Min
istr
y fu
nctio
ns
16.1
. Rev
ise
the
orga
niza
tiona
l st
ruct
ure
and
upda
te/
draf
t job
des
crip
tions
to
acc
urat
ely
refle
ct
the
func
tions
of t
he
Min
istr
y of
Edu
catio
n an
d ar
ticul
ate
the
repo
rtin
g/co
mm
unic
atio
n pr
otoc
ols
betw
een
posi
tions
16.1
a. Im
prov
e th
e or
gani
zatio
nal s
truc
ture
and
en
sure
that
all
staf
f in
the
Min
istr
y un
ders
tand
thei
r ro
les
and
resp
onsi
bilit
ies,
by
the
end
of 2
019
• D
esig
n a
clea
rly
outli
ned
and
func
tiona
l or
gani
zatio
nal s
truc
ture
/cha
rt
inco
rpor
atin
g re
leva
nt re
com
men
datio
ns
from
the
Wor
ld B
ank
Func
tiona
l Rev
iew
20
15
• D
evel
op s
tand
ard
oper
atin
g pr
oced
ures
fo
r ea
ch D
ivis
ion/
Dep
artm
ent
• Pr
ovid
e re
leva
nt jo
b de
scri
ptio
ns fo
r al
l po
sitio
ns m
anag
ed b
y th
e M
oE•
Dev
elop
and
impl
emen
t ori
enta
tion
prog
ram
mes
for
all p
ositi
ons
man
aged
by
the
MoE
• A
func
tiona
l org
aniz
atio
nal
stru
ctur
e/ch
art
• Jo
b de
scri
ptio
ns fo
r al
l pos
ition
s•
Stan
dard
ope
ratin
g pr
oced
ures
an
d or
ient
atio
n pr
ogra
mm
es
impl
emen
ted
in a
ll M
oE D
ivis
ions
• Le
ad: P
S, P
erso
nnel
O
ffice
r•
Prim
ary
colla
bora
tors
: M
oE H
eads
of D
ivis
ions
/ D
epar
tmen
ts, C
hief
of
Educ
atio
n Pl
anni
ng,
Hum
an R
esou
rces
D
epar
tmen
t
Inte
rmed
iate
Out
com
e 17
: Lea
ders
hip
skill
s of
sys
tem
lead
ers
are
enha
nced
and
ther
e is
evi
denc
e of
par
ticip
ator
y de
cisi
on m
akin
g an
d di
stri
bute
d m
anag
emen
t at t
he M
inis
try
and
inst
itutio
nal l
evel
17.1
. Enh
ance
le
ader
ship
ski
lls
of s
yste
m le
ader
s an
d es
tabl
ish
func
tioni
ng e
ntiti
es
at th
e in
stitu
tiona
l an
d M
inis
try
leve
ls
to c
ontr
ibut
e to
pa
rtic
ipat
ory
deci
sion
m
akin
g
17.1
a. D
evel
op a
nd im
prov
e th
e le
ader
ship
cap
abili
ties
of
syst
em le
ader
s an
d sc
hool
m
anag
emen
t tea
ms
by 2
019
• In
stitu
te m
anag
emen
t tea
ms
in M
oE
Div
isio
ns a
nd e
stab
lish
a B
udge
t C
omm
ittee
in th
e M
oE
• D
evel
op a
nd im
plem
ent p
rinc
ipal
le
ader
ship
sta
ndar
ds, i
nclu
ding
a re
leva
nt
prin
cipa
ls’ h
andb
ook
• Es
tabl
ish
clea
r To
Rs
for
scho
ol
man
agem
ent t
eam
s th
at o
utlin
e, a
mon
g ot
hers
, the
role
of t
he P
TA a
nd s
tude
nts
in
scho
ol-l
evel
dec
isio
n m
akin
g•
Org
aniz
e M
inis
try-
coor
dina
ted
lead
ersh
ip
and
man
agem
ent t
rain
ing
wor
ksho
ps
for
30 M
oE o
ffici
als
and
all p
ublic
-sch
ool
Prin
cipa
ls, a
nd s
choo
l-ba
sed
trai
ning
se
ssio
ns fo
r sc
hool
man
agem
ent t
eam
s •
Con
duct
cap
acity
-bui
ldin
g se
ssio
ns fo
r al
l sch
ool s
uper
viso
rs a
nd m
anag
emen
t te
ams
on re
leva
nt p
olic
ies,
regu
latio
ns,
and
legi
slat
ions
to s
uppo
rt a
n ef
fect
ive
acco
unta
bilit
y pr
oces
ses
• M
anag
emen
t tea
ms
and
Bud
get
Com
mitt
ee in
MoE
est
ablis
hed
and
func
tiona
l•
Lead
ersh
ip s
tand
ards
and
pr
inci
pals
’ han
dboo
k fin
aliz
ed•
Man
agem
ent t
eam
s in
inst
itutio
ns
func
tioni
ng p
er T
oRs
• Al
l Pri
ncip
als
and
30 M
oE
offic
ials
trai
ned
in le
ader
ship
and
m
anag
emen
t•
Man
agem
ent t
eam
s ex
pose
d to
po
licie
s an
d le
gisl
atio
n to
sup
port
le
ader
ship
and
acc
ount
abili
ty in
th
e sc
hool
• Le
ad: P
S, E
duca
tion
Plan
ners
, CEO
/PEO
,•
Prim
ary
colla
bora
tors
: H
eads
of D
epar
tmen
t, Ed
ucat
ion
Offi
cers
, Pr
inci
pals
Education for All: Embracing Change, Securing the Future
64
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
17.1
b. S
tren
gthe
n an
d es
tabl
ish,
whe
re n
eces
sary
, en
titie
s sa
nctio
ned
by th
e Ed
ucat
ion
Act t
o as
sist
in
gove
rnan
ce b
y 20
18
• St
reng
then
the
func
tioni
ng o
f exi
stin
g en
titie
s an
d es
tabl
ish,
whe
re re
leva
nt,
advi
sory
/man
agem
ent e
ntiti
es th
at a
re
sanc
tione
d by
the
Educ
atio
n Ac
t: –
Stre
ngth
en: E
duca
tion
Advi
sory
Boa
rd,
TVET
Cou
ncil
– Es
tabl
ish:
Edu
catio
n R
evie
w C
omm
ittee
, N
atio
nal P
TA, N
atio
nal S
tude
nt C
ounc
il As
soci
atio
n, S
choo
l Boa
rds,
etc
.•
Prov
ide
ToR
s ba
sed
on th
e Ed
ucat
ion
Act
for
all e
ntiti
es•
Con
duct
ori
enta
tion
sess
ions
for
mem
bers
of a
ll en
titie
s to
app
rise
them
of
thei
r ro
les,
resp
onsi
bilit
ies,
and
repo
rtin
g pr
otoc
ols
• D
evis
e re
gula
r pl
atfo
rms
for
info
rmat
ion
shar
ing
and
clea
r re
port
ing
prot
ocol
s be
twee
n M
inis
try
lead
ersh
ip a
nd a
dvis
ory/
man
agem
ent e
ntiti
es in
alig
nmen
t with
re
vise
d M
inis
try
orga
niza
tiona
l str
uctu
re
• Al
l ent
ities
fully
inst
alle
d an
d fu
nctio
ning
per
ToR
s•
Lead
: Min
iste
r, P
S•
Prim
ary
colla
bora
tors
: C
EO/P
EO, E
duca
tion
Plan
ners
, Dire
ctor
EC
D,
CEO
of T
VET,
Pri
ncip
als
Inte
rmed
iate
Out
com
e 18
: Per
form
ance
man
agem
ent s
yste
ms
are
in p
lace
and
func
tiona
l for
all
per
sonn
el a
nd e
duca
tiona
l ins
titut
ions
18.1
. Est
ablis
h,
whe
re n
eces
sary
, an
d st
reng
then
pe
rfor
man
ce
asse
ssm
ent s
yste
ms
for
MoE
-man
aged
pe
rson
nel a
nd
inst
itutio
ns
18.1
a. Im
prov
e, d
evel
op, a
nd
impl
emen
t per
form
ance
m
anag
emen
t sys
tem
s th
at h
ave
form
ativ
e an
d su
mm
ativ
e co
mpo
nent
s an
d ar
e us
ed fo
r de
cisi
on m
akin
g re
gard
ing
prof
essi
onal
de
velo
pmen
t and
hum
an
reso
urce
dec
isio
ns b
y 20
19
• D
evel
op p
erfo
rman
ce a
sses
smen
t pol
icy
and
tool
s fo
r:
– al
l sta
ff in
the
Min
istr
y (a
uxili
ary
staf
f, cl
erks
, Edu
catio
n O
ffice
rs a
nd C
urri
culu
m
Offi
cers
, Hea
ds o
f Dep
artm
ents
, and
all
othe
r M
inis
try
Adm
inis
trat
ors)
–
Prin
cipa
ls a
nd H
eads
of i
nstit
utio
ns
– sc
hool
sup
port
sta
ff (G
uida
nce
Cou
nsel
lors
, lib
rari
ans,
etc
.) an
d au
xilia
ry
staf
f –
TVET
Inst
ruct
ors
– PE
, Com
pute
r Te
ache
rs, e
tc.
• R
evis
e ex
istin
g cl
inic
al s
uper
visi
on a
nd
teac
her
appr
aisa
l pol
icy,
and
tool
s fo
r te
ache
rs u
tiliz
ing
info
rmat
ion
from
the
OEC
S R
evie
w o
f Tea
cher
Per
form
ance
Ap
prai
sal S
yste
m –
Apr
il 20
15•
Con
duct
trai
ning
for
all M
inis
try
and
scho
ol s
taff
invo
lved
in c
ondu
ctin
g pe
rfor
man
ce a
sses
smen
ts•
Impl
emen
t per
form
ance
ass
essm
ent
syst
ems
per
polic
y
• Pe
rfor
man
ce a
sses
smen
t sys
tem
s im
plem
ente
d fo
r al
l per
sonn
el in
th
e M
inis
try
• Pe
rfor
man
ce a
sses
smen
t dat
a ca
ptur
ed in
rele
vant
dat
abas
es
(HR
, web
-bas
ed S
IS, e
tc.)
and
used
fo
r de
cisi
on m
akin
g•
Syst
em a
nd in
stitu
tiona
l lea
ders
ha
ve re
cord
s of
sta
ff pe
rfor
man
ce
asse
ssm
ent d
ata
• Le
ad: P
S, P
erso
nnel
O
ffice
r, C
EO/P
EO, C
hief
of
Edu
catio
n Pl
anni
ng•
Prim
ary
colla
bora
tors
: Pr
inci
pals
, Hea
ds o
f D
epar
tmen
ts, M
embe
rs
of m
anag
emen
t tea
ms
4. Implementation arrangements
65
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
18.1
b. Im
plem
ent s
tand
ard
perf
orm
ance
revi
ews
of
inst
itutio
ns b
y 20
18
• R
evie
w e
xist
ing
inst
itutio
n re
view
pr
oces
ses
and
deve
lop
a st
anda
rdiz
ed
perf
orm
ance
revi
ew p
roce
ss fo
r EC
D,
com
puls
ory,
and
pos
t-se
cond
ary
leve
ls
• EC
D, c
ompu
lsor
y, a
nd p
ost-
seco
ndar
y in
stitu
tions
revi
ewed
us
ing
a st
anda
rdiz
ed p
roce
ss fo
r ea
ch le
vel/t
ype
of p
rovi
der
• Le
ad: C
EO/P
EO
Dire
ctor
EC
D
CEO
TVE
T Ed
ucat
ion
Plan
ners
• Pr
imar
y co
llabo
rato
rs:
Hea
ds o
f ins
titut
ions
, m
embe
rs o
f m
anag
emen
t tea
ms,
Te
ache
rs’ U
nion
s TV
ET C
ounc
il SK
NAB
H
ighe
r an
d co
ntin
uing
ed
ucat
ion
Inte
rmed
iate
Out
com
e 19
: Str
ong
acco
unta
bilit
y m
echa
nism
s ar
e in
pla
ce a
nd fu
nctio
ning
to e
ffec
tivel
y m
anag
e re
sour
ces
and
equi
ty a
t all
leve
ls
19.1
. Im
plem
ent
polic
ies
to s
tren
gthe
n eq
uity
and
reso
urce
m
anag
emen
t at a
ll le
vels
19.1
a. E
nfor
ce e
xist
ing
polic
ies/
regu
latio
ns a
nd
impl
emen
t new
pol
icie
s an
d le
gisl
atio
n to
str
engt
hen
hum
an, m
ater
ial,
and
finan
cial
reso
urce
m
anag
emen
t and
equ
ity a
t al
l lev
els
by 2
020
• Es
tabl
ish
com
preh
ensi
ve d
ocum
enta
tion
and
repo
rtin
g pr
oced
ures
for
the
man
agem
ent o
f hum
an, fi
nanc
ial,
and
mat
eria
l res
ourc
es a
t all
leve
ls•
Con
duct
sta
ff se
nsiti
zatio
n se
ssio
ns
on e
xist
ing
polic
ies,
regu
latio
ns,
and
legi
slat
ion,
and
exp
ecta
tions
for
adhe
renc
e at
all
leve
ls•
Dev
elop
and
impl
emen
t hum
an re
sour
ce
polic
ies
on s
ucce
ssio
n pl
anni
ng, a
cces
sing
te
ache
r tr
aini
ng, c
ontin
uous
pro
fess
iona
l de
velo
pmen
t, an
d te
ache
r ut
iliza
tion
• R
evis
e IC
T po
licy
to in
crea
se e
ffici
ency
in
reso
urce
and
dat
a m
anag
emen
t thr
ough
us
e of
ICTs
• R
evie
w a
nd re
vise
exi
stin
g po
licie
s, a
nd
deve
lop,
whe
re n
eces
sary
, add
ition
al
polic
ies
on fi
nanc
ial a
nd m
ater
ial
man
agem
ent
• D
evel
op a
nd im
plem
ent a
n eq
uity
pol
icy
to g
uide
M&
E of
equ
ity in
the
educ
atio
n sy
stem
• R
epor
ting
and
docu
men
tatio
n pr
oced
ures
for
the
man
agem
ent
of h
uman
, fina
ncia
l, an
d m
ater
ial
reso
urce
s, a
t all
leve
ls, a
re
impl
emen
ted
• A
com
preh
ensi
ve s
et o
f hum
an,
mat
eria
l, an
d fin
anci
al re
sour
ce
man
agem
ent p
olic
ies
and
regu
latio
ns in
pla
ce•
Equi
ty p
olic
y in
pla
ce
• Le
ad:
PS-M
oE,
Educ
atio
n Pl
anne
rs,
CEO
/PEO
, Pe
rson
nel O
ffice
r,
Fina
nce
Offi
cer
• Pr
imar
y co
llabo
rato
rs:
Hum
an R
esou
rces
, Pu
blic
Wor
ks, M
inis
try
of S
usta
inab
le
Dev
elop
men
t Le
gal D
epar
tmen
t
Education for All: Embracing Change, Securing the Future
66
Stra
tegi
esO
bjec
tives
Act
iviti
esO
utpu
tsR
espo
nsib
ility
19.1
b. Im
prov
e th
e hu
man
, fin
anci
al, a
nd m
ater
ial
man
agem
ent s
yste
ms
to
bett
er tr
ack/
mon
itor
the
dist
ribu
tion
and
usag
e of
hum
an a
nd fi
nanc
ial
reso
urce
s by
201
9
• D
evel
op a
nd m
aint
ain
a co
mpr
ehen
sive
st
aff d
atab
ase
• Es
tabl
ish
a ro
le/f
unct
ion
in th
e N
evis
MoE
fo
r hu
man
reso
urce
man
agem
ent
• D
evel
op a
nd m
aint
ain
a fin
anci
al
reso
urce
s m
anag
emen
t sys
tem
that
ca
ptur
es g
over
nmen
t, ho
useh
old,
and
do
nor
(loca
l, re
gion
al, i
nter
natio
nal)
finan
cing
at M
inis
try
and
inst
itutio
nal
leve
ls (s
ee a
lso
14.1
b)•
Trac
k bu
dget
reve
nue
and
expe
nditu
re
in re
latio
n to
bud
get o
bjec
tives
and
im
plem
ent a
Pub
lic E
xpen
ditu
re T
rack
ing
Surv
ey to
iden
tify
poss
ible
was
tage
•
Trai
n at
leas
t tw
o sc
hool
offi
cial
s an
d at
le
ast o
ne s
taff
mem
ber
in e
ach
budg
et-
mai
ntai
ning
ent
ity to
ope
rate
the
finan
cial
m
anag
emen
t sys
tem
to b
ette
r tr
ack/
mon
itor
the
dist
ribu
tion
and
usag
e of
fin
ance
s in
edu
catio
nal a
dmin
istr
atio
n an
d at
var
ious
edu
catio
n le
vels
in re
latio
n to
bu
dget
obj
ectiv
es
• St
aff d
atab
ase
and
finan
cial
sy
stem
util
ized
to m
anag
e re
sour
ces
• Pe
rson
app
oint
ed in
Nev
is M
oE fo
r hu
man
reso
urce
man
agem
ent
• At
leas
t tw
o sc
hool
offi
cial
s an
d at
leas
t one
sta
ff m
embe
r in
eac
h bu
dget
-mai
ntai
ning
ent
ity tr
aine
d to
ope
rate
fina
ncia
l man
agem
ent
syst
em
• W
asta
ge o
f pub
lic fu
nds
iden
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67
5. Cost and financing
This chapter presents key data from the SKN ESP Simulation Model, which was developed with technical support from IIEP-UNESCO to aid in establishing feasible plan targets by projecting the costs associated with implementing the strategic Programme Areas presented in Chapter 4. The cost of plan implementation depends on several factors, which can be grouped as follows:
❚ The main policy objectives. Significant plan costs are associated with policy objectives that seek to expand as well as improve quality and relevance in the system, as indicated by the enrolment and internal efficiency targets in the Access and Participation programme area (see Programme Implementation Matrix 1), as well as the targets for stronger quality and safety standards for institutions and enhanced student support services in the Quality and Relevant Teaching and Learning programme area (see Programme Implementation Matrix 3).
❚ Assumptions about the cost of the required resources (e.g. salaries, operational costs, etc.). These costs are estimated using the St. Kitts and Nevis Estimates for the Year 2017 Volumes I and II and the Nevis Island Administration Recurrent and Capital Budget Estimate of Expenditure and Revenue for the Year 2017 by category of cost. Notably, the cost of salaries is projected to grow slowly, in line with the pace of GDP per capita (see Table 13).
❚ Assumptions about economic growth. Recent values and projections of GDP are extracted from the IMF World Economic Outlook Database, as of October 2016. The projection for GDP growth was estimated at 3.5% for 2016 and 2017, decreasing to 2.8% in 2021. Because GDP growth is estimated to outpace population growth, which is projected to remain stable at 1.2% over the plan period, this should lead to an increase of national wealth measured per capita (see Table 8).
Having outlined the factors involved in projecting plan costs and financing, the following sections provide detailed information on: (i) the estimated cost of the plan, (ii) the estimated financing of the plan, and (iii) the estimated plan financing gap that must be managed to meet policy goals and targets.
5.1. Cost of the plan
The following tables present the overall cost of the plan, including the share of costs associated with various sub-sectors and programme areas. All costs are expressed in constant XCD prices for 2016.Table 11 presents the estimated costs by sub-sector for each year of the plan. Recurrent and capital costs are included, and programme costs are excluded.
Table 11: Estimates of yearly cost (recurrent and capital included, programmes excluded) by level of education, constant XCD thousands, 2016
Education sub-sector 2017 2018 2019 2020 2021
ECD 8,929 10,416 10,895 11,390 11,904
Primary 24,752 25,782 26,841 28,230 29,548
Secondary 41,090 40,382 40,607 40,817 42,297
Post-secondary 4,196 4,206 4,122 4,007 3,853
Special education 1,991 2,221 2,453 2,706 2,963
Tertiary 14,240 13,783 13,097 12,341 11,520
Administration 16,172 16,013 15,933 15,989 16,171
Total 111,371 112,803 113,949 115,479 118,256
Source: GoSKN (2013d, 2014b, 2015, 2016, 2017), Nevis Island Administration (2012a, 2012b, 2013a, 2013b, 2014a, 2014b, 2015a, 2015b) and SKN ESP Simulation Model, IIEP.
The annual increase in costs in the ECD, primary, and special education sub-sectors is a result of forthcoming efforts to widen access to quality ECD and special education services, and assumptions regarding the slightly increasing salary costs in line with projected GDP per capita growth. The increasing recurrent and capital cost at the secondary level between 2018 and 2021 are a result of forthcoming efforts to reduce the dropout rate in Form 4, which will necessitate structural expansion at institutions and additional personnel. Table 12 below captures both the annual and total costs associated with implementing each programme area.
Education for All: Embracing Change, Securing the Future
68
Table 12: Summary of programme expenditure, by programme area, constant XCD thousands, 2016
2017 2018 2019 2020 2021 Plan total
1. Access and Participation 5,691 5,170 6,536 6,340 5,589 29,327
2. Curriculum and Assessment 400 1,101 344 341 345 2,531
3. Quality and Relevant Teaching and Learning 4,201 3,700 3,934 608 632 13,076
4. Professionalizing the Teaching Force - 285 38 - - 323
5. Knowledge Management for Decision Making 373 481 164 132 127 1,278
6. Leadership and Accountability - 226 36 20 17 298
TVET 6,885 8,009 7,712 5,134 1,490 29,230
Total 17,550 18,973 18,764 12,576 8,200 76,062
Source: GoSKN (2013d, 2014b, 2015, 2016, 2017), Nevis Island Administration (2012a, 2012b, 2013a, 2013b, 2014a, 2014b, 2015a, 2015b) and IMF (2016).
Access and Participation is the most costly of the six Programme Areas. This is expected as the price of expansion comes with high recurrent and capital costs, as shown by the increase in operational costs of XCD $14.3 million over the plan period. Programme costs related to Quality and Relevant Teaching and Learning are also relatively high, as targets for improved quality and safety standards and strengthened student support services will necessitate capital investments in infrastructure, increased recurrent expenditure in salaries for student support service personnel, and a number of singular investments in special programmes to strengthen ICT integration and implement a Quality Teaching and Learning Framework in schools, among others. While TVET is a cross-cutting theme and not a programme area, it is included in Table 12 as the GoSKN has already made a significant financial commitment in this area for the plan period, having received guaranteed financing from the CDB of XCD $29.2 million for the 2016–2020 TVET Enhancement Project. Notably, the costs of programmes are more concentrated over the first three years of the plan. In addition to the sizable costs associated with expansion of the system, this is a result of the significant initial investments that must be made in Curriculum and Assessment, Quality and Relevant Teaching and Learning, Knowledge Management for Decision Making, and Leadership and Accountability if the Federation is to lay the foundation to achieve improved learning outcomes for all students, and enhance governance and efficiency in the system by the end of the plan period.Additionally, it should be noted that a number of critical programme areas, such as Professionalizing the Teaching Force and Leadership and Accountability, will contribute tremendously to improving and sustaining quality and governance in the sector, but are not cost-intensive. This reality can be leveraged as needed in annual budgeting processes.
5.2. Estimating plan financing
Calculations to estimate total government funding of the plan depend on three main factors: ❚ growth in GDP; ❚ the share of the overall government budget in GDP; and ❚ the share of the education budget within the government budget.
The following assumptions were used to estimate each of these factors: ❚ According to national and international estimates (IMF), GDP growth is estimated to decrease from 3.5%
in 2017 to 2.8% in 2021. ❚ Based on IMF projections of estimated federal resources and budget data from the Ministry of Finance
(MoF), the share of government resources in GDP is expected to remain at its present value of 23%. Additionally, federal recurrent expenditure is projected to remain stable at 66.3% for 2019, and federal capital expenditure is expected to remain at its projected level of 19% for the same time period.
❚ The share of education recurrent expenditure in overall government recurrent expenditure is assumed to remain at 19.4% throughout the plan period, as this share has been relatively steady over the recent period, remaining between 18.6% (2015) and 20.5% (2014 and 2016).
Guided by these assumptions, the resources available for recurrent spending on education are summarized in Table 13. On the basis of these projected costs and the estimated available financing for plan implementation, the last section outlines the plan financing gap.
5. Cost and financing
69
Table 13: Education budget
2017 2018 2019 2020 2021
Macro-economic framework
Population 56,923 57,579 58,287 58,977 59,678
Population growth 1.2% 1.2% 1.2% 1.2% 1.2%
GDP at current prices* 2,715 2,866 3,015 3,167 3,323
GDP at constant prices* 2,670 2,760 2,842 2,923 3,006
Economic growth 3.5% 3.4% 3.0% 2.8% 2.8%
GDP per capita at current prices 47,696 49,775 51,727 53,699 55,682
GDP per capita at constant prices 46,910 47,934 48,765 49,566 50,365
Projected government budget
Government resources as % of GDP 25.0% 23.8% 23.0% 23.0% 23.0%
Government resources* 678 681 693 728 764
Current expenditure as % of resources 70.3% 68.3% 66.3% 66.3% 66.3%Capital expenditure as % of resources 21.2% 19.8% 19.0% 19.0% 19.0%
Current expenditure* 477 465 460 483 506
Capital expenditure* 144 135 132 138 145
Projected education budget
Current in % of government current expenditure 19.4% 19.4% 19.4% 19.4% 19.4%Capital in % of government capital expenditure 13.3% 13.3% 13.3% 13.3% 13.3%
Education current expenditure** 92,284 90,070 88,973 93,459 98,062
Education capital expenditure** 19,087 17,866 17,483 18,365 19,270
Education total expenditure** 111,371 107,936 106,457 111,824 117,332
Source: GoSKN (2013d, 2014b, 2015, 2016, 2017), Nevis Island Administration (2012a, 2012b, 2013a, 2013b, 2014a, 2014b, 2015a, 2015b) and IMF (2016). Note: *constant XCD millions 2016; **constant XCD thousands 2016.
5.3. Estimating and managing the plan financing gap
The plan financing gap is calculated by comparing the estimated cost of the plan with the projected financing available for implementation, and including guaranteed funding for special programmes. Additionally, as shown at the bottom of Table 14, a second calculation recalculates the gap over investment and programme costs to account for financing likely to be obtained.As shown, the financing gap over the recurrent budget is reasonably sustainable, with a peak of 7.4% in 2019; this is attributed to the previously mentioned targeted expansion of the system. It represents an average gap of 3.6% over the plan period. The financing gap over the potential capital budget is more difficult to discuss owing to the variability of capital budget year to year. Using estimations of likely financing for certain special programmes (e.g. USAID/OFDA support of school safety policy in Quality and Relevant Teaching and Learning, or UNICEF support of ECD development initiatives in Access and Participation), the financing gap over the capital budget still shows a peak of 10% in 2019. It represents an average gap of 7.5% over the plan period. Considering the scope of the strategies to be implemented, the financing gap over the recurrent and investment budgets are expected yet manageable. This analysis is perhaps optimistic, but it is anticipated that the MoF will respond positively to requests for increased budgetary allocations in pursuit of this strategy. Recent reforms in the annual budget negotiation process have highlighted the criticality of using strategic plans, with clear monitoring frameworks and cost components, to bring to bear fruitful budget negotiations. Accordingly, this plan meets MoF expectations for considering increased allocations to the MoE, within the government’s Medium-Term Expenditure Framework (MTEF). Additionally, the MoE will work to strengthen partnerships with the private sector, donors, and other non-state providers to defray the cost of plan implementation. Where austerity measures are necessary, annual plan targets and activities will be modified to align with the available financing. This will be done through the annual performance plan preparation and review processes. Last, but certainly not least, as the MoE strengthens knowledge management for decision making and builds capacity in financial forecasting and planning, unit costs will be reviewed and amended as necessary, which may lower estimated plan costs.
Education for All: Embracing Change, Securing the Future
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Table 14: Financing gap, constant XCD thousands, 2016
2017 2018 2019 2020 2021
Plan expenditure
Current expenditure 92,284 94,168 95,577 97,384 100,166
Capital expenditure 19,087 18,634 18,373 18,094 18,090
Programme expenditure 17,550 18,973 18,764 12,576 8,200
Total 128,921 131,775 132,713 128,054 126,456
Potential budget
Current expenditure 92,284 90,070 88,973 93,459 98,062
Capital expenditure 19,087 17,866 17,483 18,365 19,270
Programme expenditure (guaranteed) 16,546 16,511 15,990 9,978 5,568
Total 127,917 124,447 122,446 121,802 122,900
Financing gap
Gap on current expenditure 0 4,098 6,603 3,926 2,104
Gap on capital + programme expenditure 1,005 3,230 3,663 2,327 1,451
Total 1,005 7,328 10,266 6,252 3,555
% of potential recurrent budget 0.0% 4.5% 7.4% 4.2% 2.1%
% of potential capital budget 2.8% 9.4% 10.9% 8.2% 5.8%
% of total budget 0.8% 5.9% 8.4% 5.1% 2.9%
Programme expenditure (likely) 14 108 286 16 16
New capital + programme potential budget 35,647 34,485 33,759 28,359 24,854
New funding gap for capital + programme expenditure 991 3,122 3,377 2,311 1,435
New % of potential capital budget (including likely financing) 2.8% 9.1% 10.0% 8.1% 5.8%
Source: GoSKN (2013d, 2014b, 2015, 2016, 2017), Nevis Island Administration (2012a, 2012b, 2013a, 2013b, 2014a, 2014b, 2015a, 2015b) and SKN ESP Simulation Model, IIEP.
71
6. Monitoring and evaluation
Monitoring processes allow for the systematic gathering and examination of data regarding strengths and weaknesses in plan implementation, while evaluation processes allow for in-depth analyses of the extent to which desired outcomes and, where relevant, the long-term impact of the plan have been attained. As such, effective monitoring and evaluation (M&E) of the education sector plan is necessary for the MoE and other key stakeholders to be able to accurately measure progress toward policy goals and, where necessary, inform corrective action to improve plan efficacy. Strong M&E systems have three key components: (i) a functional management structure for M&E; (ii) a clear monitoring procedure and data review process; and (iii) a logical indicator system, inclusive of key performance indicators (IIEP-UNESCO, 2010). The specifics of each component are presented below.
6.1. M&E management structure
Monitoring and evaluating plan implementation will take place at both the technical and policy levels, utilizing three planning and management entities (see Figure 11).
Figure 11: ESP M&E Management Structure
CorePlanningTeam
Department Department Department
Pol
icy
Tech
nica
l
Minister of Education
Senior LeadershipTeam
ESP Monitoring & Evaluation Committee (EMEC)
Senior Leadership Committee: At the policy level, this existing management entity will be responsible for advising the Minister on policy decisions regarding plan implementation and acting on Ministry policy decisions. The Committee comprises the Permanent Secretary, Heads of MoE Divisions, and MoE Personnel and Finance Officers. This committee, which meets at least once a month, is chaired by the Minister or Permanent Secretary.ESP Monitoring and Evaluation Committee (EMEC): At the uppermost technical level, this committee will be responsible for monitoring and evaluating overall plan implementation in a coordinated and comprehensive way. Given the small state context within which the MoE operates, this committee will be responsible specifically for devising the MoE annual performance plan and reviewing progress on plan implementation on a quarterly basis. The committee will be constituted by persons filling the post with ‘lead responsibility’ in the Programme Implementation Matrices presented in Chapter 4.36 The committee will be chaired by the Chief of Education Planning, or another designate of the Permanent Secretary. Significantly, because Heads of Divisions will comprise part of this committee, as indicated in Chapter 3, these persons will be responsible for cascading the MoE annual performance plan into annual operational plans for the departments in their respective Division, and in the case of the Chief Education Officer ensuring that School/Institutional Improvement Plans are in line with the operational plan for the Education Services Division. Critically, stakeholders identified for participation in the annual performance review (see below) will also be asked to contribute to the establishment of the annual performance plan.
36. The committee predominantly consists of officials within the MoE; however representatives from partner ministries and the private sector will be asked to contribute to the development of the annual performance plan, as well as participate in the annual review meeting.
Education for All: Embracing Change, Securing the Future
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Core Planning Team: This existing planning team will be responsible for ensuring the requisite M&E activities take place at all levels. The team will lead the preparation of the MoE annual performance operational plans and prepare overarching technical documents for all identified review processes to be held at specified intervals. As such, this team functions as the secretariat for the EMEC and all periodic review processes. The Core Planning Team will also provide guidance to and build capacity among Heads of Divisions and institutions in developing relevant annual Departmental operational plans and school/institutional improvement plans that are in line with the MoE annual/performance operational plan.Additionally, while the Education Advisory Board will not have direct responsibility for monitoring plan implementation, this entity may also, at the request of the Minister, provide policy and implementation guidance to the senior leadership and the Sector Plan Monitoring and Evaluation Committee.
6.2. M&E procedures and review processes
Sources of information captured in the Performance Monitoring Matrix, presented in section 6.3.2, will enable the monitoring of plan implementation on an ongoing basis at the level of the institution and the MoE through standing meetings and required reports.Institutional Level: Progress on School/Institutional Improvement Plans will be discussed and reviewed regularly at staff meetings, which are typically held monthly. Each term, the institution will draft an End of Term report on School/Institutional Improvement Plan Progress, which will be shared with the CEO. The Core Planning Team will work with the CEO on the format for this report.MoE Divisions: Heads of Division will be responsible for ensuring that adequate quantitative and qualitative data are captured on plan implementation. Each technical officer in MoE divisions will submit monthly updates to Heads of Division that will capture, where relevant, activities executed in line with the annual operational plan for the ESP. These will be discussed in regularly scheduled Divisional meetings, chaired by the Head of each Division. Heads of Division will also submit monthly reports to the Permanent Secretary, which will outline salient developments in plan implementation. These will be reviewed at the level of senior leadership, which includes the Chief of Education Planning.Instructional Leadership Meeting: An instructional leadership meeting will be held at least once per term to discuss general issues related to teaching-learning. During these meetings, progress related to strategies in all six programme areas can be discussed as relevant. Minutes from this meeting will be kept and shared with the senior leadership and, where relevant, the Core Planning Team. This meeting is chaired by the Chief Education Officer; meeting attendees will include, but are not be limited to the Permanent Secretary, the Principal Education Officer in Nevis, the Director of the Curriculum Development Unit, the CFBC Teacher Education Representative, ECD Direct, the CXC Registrar, the Director for the Student Education Learning Fund, Student Support and Learning Support Officers, and the Chief Librarian.Several periodic performance reviews will also be conducted:Quarterly Progress Review: Heads of Division and other identified persons with ‘lead responsibility’ will prepare quarterly progress reports on plan implementation for their area of responsibility for discussion at the quarterly EMEC meetings. In an effort to minimize what could become an overly bureaucratic and cumbersome reporting process, reports are to provide brief updates of major plan activities and, where relevant, focus on challenges to implementation in an effort to identify corrective actions. The Core Planning Team will provide a template for this report and will also be responsible for producing a global quarterly progress report on plan implementation to be shared with the senior leadership committee and other MoE stakeholders, including institutions. Risks and mitigation strategies will be addressed at these meetings, as necessary.Annual Performance Review: Nationally, plan performance will be reviewed to: (i) measure progress against key performance indicators at the input and outcome levels, and (ii) identify key strategies and activities for the following annual performance plan. Specifically, data and information from quarterly progress reports will be synthesized into an annual review report that critically analyses the performance of each programme area against agreed-upon targets, noting risks and mitigation strategies where relevant. The review will be held annually in June to ensure recommendations for action can be included in the budget preparation processes for the subsequent cycle, as necessary. Critically, where performance targets have not been met, contributing factors will be identified and strategies adjusted. Where necessary, targets will be modified to improve feasibility. Participants will include, but not be limited to, MoE senior leadership and members of the EMEC committee, along with representatives from the Education Advisory Board, the Teachers’ Union, the Chamber of Industry and Commerce, the CFBC, and other ministries such as Finance, Sustainable Development, and Social Development.
6. Monitoring and evaluation
73
Mid-term and Final Evaluation: In 2019, a mid-term evaluation will take place to: (i) evaluate progress in meeting plan targets and the process of plan implementation, utilizing data from internal quarterly progress and annual reviews, as well as special evaluation studies as needed; and (ii) revise targets and programme strategies, as necessary, for the remainder of the plan period. At the end of 2021, a final evaluation will be conducted to evaluate the plan’s outcomes, relevance, and cost-effectiveness, including an analysis of success and challenges in plan implementation, in order to frame the development of the subsequent medium- to long-term plan. The Senior Leadership Committee will decide whether these evaluations are conducted internally, by an external body, or through a combination of approaches.Significantly, M&E findings will be used not only to guide policy and planning, but also to promote transparency, accountability, and capacity building among education stakeholders.
Table 15: Summary of M&E processes
Types of M&E Processes
Timeframe Responsibility Use of information
Day-to-day monitoring
Monthly Institution, Department, and Division Heads Accountability and capacity building of education stakeholders
Quarterly Progress Review
Four times per year
EMEC Committee members, Core Planning Team
Accountability and capacity building of education stakeholders
Annual Performance Review
Annually in June
Members of the Senior Leadership Committee and EMEC, Core Planning Team, and other key representatives from the private sector, government ministries, Teachers’ Unions and CFBC
Improve policy and planning and accountability in plan implementation
Mid-term Evaluation
2019 Members of the Senior Leadership Committee, Members of the EMEC Committee, the Core Planning Team, other key representatives from the private sector, government ministries, Teachers’ Unions, CFBC and, possibly, an external evaluator
Improve policy and planning and accountability in plan implementation
Final Evaluation 2021–2022 Improve policy and planning and accountability in plan implementation
6.3. M&E framework
With targeted outputs outlined for each SMART objective contained in the Programme Area Matrices (see Chapter 4), this section presents the performance monitoring framework for the Policy Goals and Intermediate Outcomes of the sector plan. First, it presents a narrative summary of the results chain for the plan period. Then it outlines key performance indicators for assessing policy goals, along with outcome level indicators/measures, and accompanying baselines and targets where applicable. Given the foundational work that will be undertaken to improve the availability and quality of data for decision making over the plan period, a deliberate decision has been taken to ensure that indicators can be calculated and M&E questions can be feasibly answered with data available over the plan period. As such, impact evaluation will be measured by the extent to which policy goals have been achieved. While it is best practice to evaluate the impact of education sector plans on their contribution to long-term development goals (e.g. poverty reduction, economic growth, social integration, cultural empowerment), this plan period will focus sharply on gathering the kinds of education data needed and collaborating with other entities to ensure that complementary information is available to reliably answer such complex impact evaluation questions for future plans.
6.3.1. Mapping programme logic and plan results
Being able to establish and communicate the logical relationship between inputs, outputs, and outcomes of a given programme or plan is central to effectively monitoring and evaluating plan implementation. Below is a narrative summary of the results chain for the ESP, which highlights the following aspects for each programme area: (i) financial input, (ii) key outputs critical for successful implementation of the plan, (iii) intended programme results in the form of intermediate outcomes, and (iv) policy-level outcomes/impacts.
Education for All: Embracing Change, Securing the Future
74
Tabl
e 16
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Sect
or P
lan
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lts
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n
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ram
me
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and
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d po
licie
s •
Rev
isio
n of
the
Nat
iona
l Cur
ricu
lum
with
cur
ricu
lum
re
sour
ces
obta
ined
and
dep
loye
d•
Pilo
ting
of th
e re
vise
d N
atio
nal C
urri
culu
m•
The
Cur
ricu
lum
Dev
elop
men
t Uni
t has
ade
quat
e pe
rson
nel
with
exp
ertis
e in
cur
ricu
lum
dev
elop
men
t and
test
ing
and
mea
sure
men
t
8.
A re
vise
d na
tiona
l cur
ricu
lum
and
lear
ning
as
sess
men
t sys
tem
is im
plem
ente
dIm
prov
ed a
nd m
ore
equi
tabl
e le
arni
ng
outc
omes
at a
ll le
vels
75
6. Monitoring and evaluation
Prog
ram
me
area
Map
ping
pro
gram
me
resu
lts
Key
inpu
tsK
ey o
utpu
tsIn
term
edia
te o
utco
mes
Out
com
es/I
mpa
cts
Qua
lity
Rel
evan
t Te
achi
ng a
nd L
earn
ing
Fina
ncia
l inv
estm
ent i
n pr
ogra
mm
e:XC
D $
13,0
76,0
00
• D
evel
opm
ent a
nd im
plem
enta
tion
of q
ualit
y, s
afet
y, a
nd
secu
rity
sta
ndar
ds, w
here
thes
e w
ere
abse
nt•
Esta
blis
hmen
t and
use
of a
Qua
lity
Teac
hing
and
Lea
rnin
g Fr
amew
ork
incl
udin
g an
ICT
inte
grat
ion
polic
y fo
r co
nduc
ting
perf
orm
ance
ass
essm
ents
of a
ll EC
D to
pos
t-se
cond
ary
inst
itutio
ns•
Dev
elop
men
t and
ope
ratio
n of
a Q
ualit
y As
sura
nce
Syst
em fo
r TV
ET•
Alig
nmen
t of s
econ
dary
and
pos
t-se
cond
ary
prog
ram
mes
w
ith th
e N
atio
nal Q
ualifi
catio
n Fr
amew
ork
• C
reat
ion
of a
Stu
dent
Sup
port
Ser
vice
s U
nit i
n th
e M
oE w
ith
adeq
uate
stu
dent
sup
port
ser
vice
s av
aila
ble
to s
choo
ls
• Im
plem
enta
tion
of p
aren
t edu
catio
n pr
ogra
mm
es o
n ea
ch
isla
nd
9.
All e
duca
tion
and
trai
ning
inst
itutio
ns a
dher
e to
qu
ality
, saf
ety,
and
sec
urity
sta
ndar
ds a
nd p
roce
sses
10.
Com
preh
ensi
ve s
tude
nt s
uppo
rt s
ervi
ces
are
avai
labl
e to
lear
ners
in a
ll in
stitu
tions
to s
uppo
rt im
prov
ed
lear
ning
Prof
essi
onal
izin
g th
e Te
achi
ng F
orce
Fina
ncia
l inv
estm
ent i
n pr
ogra
mm
e:
XCD
$32
3,00
0
• An
incr
easi
ng n
umbe
r of
peo
ple
with
ent
ry-l
evel
re
quire
men
ts a
re a
pply
ing
for
teac
hing
, with
a s
peci
al
emph
asis
on
mal
es•
Esta
blis
hmen
t of a
fram
ewor
k fo
r pr
e-se
rvic
e tr
aini
ng
• Es
tabl
ishm
ent a
nd im
plem
enta
tion
of th
e C
ontin
uous
Pr
ofes
sion
al D
evel
opm
ent f
ram
ewor
k •
Impl
emen
tatio
n of
a m
otiv
atio
nal c
aree
r pa
th
• Pu
blic
atio
n of
Pro
fess
iona
l Sta
ndar
ds fo
r Te
ache
rs
• Es
tabl
ishm
ent o
f the
Nat
iona
l Tea
chin
g C
ounc
il•
Equi
tabl
e de
ploy
men
t of q
ualifi
ed te
ache
rs w
ithin
and
be
twee
n in
stitu
tions
• Pu
blic
atio
n an
d im
plem
enta
tion
of g
uide
lines
and
in
stru
men
ts fo
r m
onito
ring
and
eva
luat
ing
teac
her
trai
ning
11.
Incr
ease
in th
e pe
rcen
tage
of q
ualifi
ed te
ache
rs a
t al
l lev
els
and
impr
oved
gen
der
pari
ty in
the
teac
hing
fo
rce
12.
Qua
lified
teac
hers
are
equ
itabl
y de
ploy
ed w
ithin
and
be
twee
n in
stitu
tions
at t
he E
CD
to p
ost-
seco
ndar
y le
vel a
nd, w
here
rele
vant
, tea
ch w
ithin
thei
r fie
ld o
f ex
pert
ise
13.
Effe
ctiv
e qu
ality
ass
uran
ce, a
ccou
ntab
ility
, and
su
ppor
t mec
hani
sms
are
in p
lace
in th
e te
achi
ng
prof
essi
on
Education for All: Embracing Change, Securing the Future
76
Prog
ram
me
area
Map
ping
pro
gram
me
resu
lts
Key
inpu
tsK
ey o
utpu
tsIn
term
edia
te o
utco
mes
Out
com
es/I
mpa
cts
Kno
wle
dge
Man
agem
ent f
or
Dec
isio
n M
akin
g
Fina
ncia
l inv
estm
ent i
n pr
ogra
mm
e:XC
D $
1,27
8,00
0
• U
se o
f sim
ulat
ion
mod
els
and
finan
cial
fore
cast
ing
in
plan
ning
• Fu
lly fu
nctio
nal o
nlin
e EM
IS is
in u
se a
t MoE
and
inst
itutio
nal
leve
ls fo
r de
cisi
on m
akin
g•
Esta
blis
hmen
t of a
n M
&E
syst
em fo
r TV
ET
• Im
plem
enta
tion
of a
n in
form
atio
n an
d kn
owle
dge
man
agem
ent s
trat
egy
• C
reat
ion
of h
uman
and
fina
ncia
l man
agem
ent s
yste
ms
• C
reat
ion
of re
sear
ch a
nd e
valu
atio
n ca
paci
ty w
ithin
the
Plan
ning
Div
isio
n•
Avai
labi
lity
of p
ublic
-fri
endl
y po
licy
mat
eria
l •
Esta
blis
hmen
t of a
vir
tual
kno
wle
dge
man
agem
ent p
latfo
rm
14.
Educ
atio
n pl
anni
ng, p
olic
ies,
and
reso
urce
m
anag
emen
t are
info
rmed
by
data
15.
Kno
wle
dge
man
agem
ent a
nd p
olic
y de
velo
pmen
t and
im
plem
enta
tion
are
effic
ient
and
wel
l-co
ordi
nate
d
Impr
oved
effi
cien
cy
and
effe
ctiv
enes
s of
th
e ed
ucat
ion
sect
or
thro
ugh
enha
nced
go
vern
ance
pla
nnin
g an
d m
anag
emen
t
Lead
ersh
ip a
nd
Acc
ount
abili
ty
Fina
ncia
l inv
estm
ent i
n pr
ogra
mm
e:
XCD
$29
8,00
0
• R
evis
ion
of M
oE’s
org
aniz
atio
nal s
truc
ture
with
upd
ated
St
anda
rd O
pera
ting
Proc
edur
es•
Publ
icat
ion
of re
leva
nt jo
b de
scri
ptio
ns fo
r al
l pos
ition
s•
Dev
elop
men
t of l
eade
rshi
p st
anda
rds
for
Prin
cipa
ls
• Sc
hool
Man
agem
ent T
eam
s ar
e fu
nctio
ning
• G
over
nanc
e en
titie
s ci
ted
in th
e Ed
ucat
ion
Act a
re o
pera
tiona
l•
Impl
emen
tatio
n of
per
form
ance
ass
essm
ent s
yste
ms
for
all
pers
onne
l in
the
Min
istr
y•
Dev
elop
men
t and
impl
emen
tatio
n of
an
Equi
ty P
olic
y •
Impl
emen
tatio
n of
a c
ompr
ehen
sive
set
of h
uman
reso
urce
, fin
anci
al, a
nd m
ater
ial m
anag
emen
t pol
icie
s •
Avai
labi
lity
of a
Pub
lic E
xpen
ditu
re T
rack
ing
Surv
ey o
r re
sults
to
info
rm M
oE b
udge
ting
proc
esse
s•
Upd
atin
g of
pol
icie
s an
d re
gula
tions
in li
ne w
ith e
duca
tion
man
date
s
16.
An e
ffici
ent a
nd e
ffect
ive
orga
niza
tiona
l str
uctu
re is
in
plac
e to
sup
port
Min
istr
y fu
nctio
ns.
17.
Lead
ersh
ip s
kills
of s
yste
m le
ader
s ar
e en
hanc
ed
and
ther
e is
evi
denc
e of
par
ticip
ator
y de
cisi
on m
akin
g an
d di
stri
bute
d m
anag
emen
t at t
he M
inis
try
and
inst
itutio
nal l
evel
18.
Perf
orm
ance
man
agem
ent s
yste
ms
are
in p
lace
an
d fu
nctio
nal f
or a
ll pe
rson
nel a
nd e
duca
tiona
l in
stitu
tions
19.
Stro
ng a
ccou
ntab
ility
mec
hani
sms
are
in p
lace
and
fu
nctio
ning
to e
ffect
ivel
y m
anag
e re
sour
ce a
nd e
quity
at
all
leve
ls
77
6. Monitoring and evaluation
6.3.2. Performance monitoring matrix
Having established the desired results it is equally important to identify a set of good quantitative indicators and qualitative measures that are reliable, relevant, precise, agreed-upon, and easily understood by decision makers to aid in monitoring and evaluating the sector plan (IIEP-UNESCO, 2010). The Performance Monitoring Matrix on the following pages captures key performance indicators (KPIs) at the level of each Policy Goal followed by Outcome Indicators/Measures for each Intermediate Outcome that can be reliably monitored throughout the plan period. Baseline data from 2013/2017, milestones for 2017 and 2019, targets for 2021, and data sources for each indicator/measure are also provided, where available.37 Indicators for which data are not collected but that the MoE intends to track are presented in italics, as the Ministry aims to widen data capture to better monitor access and participation, as well as quality and equity in education provision and governance. As data collection, management, and information sharing with partner ministries and entities improves over the plan period, the Performance Monitoring Matrix will evolve to include indicators that can be disaggregated beyond gender to include geographic location (e.g. urban/rural), socio-economic status (SES), and ability stream, among others. Because this plan is intended to move the Federation closer to attainment of SDG 4, performance monitoring will also be expanded to include relevant indicators as data become available.
37. Baseline data are from 2013/2014 as these are the most reliable. Data for 2017 will also be collected to ensure accuracy. Milestones and targets will be adjusted as necessary, where relevant.
Education for All: Embracing Change, Securing the Future
78
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Polic
y G
oal 1
: Im
prov
ed
and
mor
e eq
uita
ble
acce
ss a
nd p
artic
ipat
ion
at a
ll le
vels
GER
4 y
ears
old
M10
1%98
%96
%95
%Sc
hool
Que
stio
nnai
re, S
IS,
Cen
sus
Dat
aF
92%
93%
94%
95%
GIR
M78
%91
%98
%10
5%
F83
%94
%10
0%10
5%
Tran
sitio
n ra
te fr
om
Gra
de 6
M10
1% 1
00%
100%
100%
F10
1%10
0%10
0%10
0%
Dro
pout
rat
e: F
4M
30%
30%
24%
14%
F17
%17
%11
%8%
GER
pos
t-se
cond
ary
17-2
0M
20%
27%
31%
35%
F38
%40
%42
%43
%
ECD
Inte
rmed
iate
Out
com
e 1:
Uni
vers
al E
CD
for
the
3-4
age
grou
p an
d gr
owth
in
enr
olm
ent o
f the
0-2
ag
e gr
oup
in h
igh-
qual
ity
hom
e an
d ce
ntre
-bas
ed
sett
ings
is a
chie
ved
NER
0 y
ears
old
M22
%24
%24
%25
%Sc
hool
Que
stio
nnai
re, S
IS,
Cen
sus
Dat
aF
22%
24%
24%
25%
NER
1 y
ear
old
M40
%42
%44
%45
%F
37%
41%
43%
45%
NER
2 y
ears
old
M65
%67
%69
%70
%F
53%
61%
66%
70%
% p
riva
te
65%
60%
57%
70%
NER
3 y
ears
old
M89
%92
%94
%95
%F
90%
93%
94%
95%
GER
4 y
ears
old
M10
1%98
%96
%95
%F
92%
93%
94%
95%
% p
riva
te65
%63
%64
%70
%
Prim
ary
Polic
y G
oal 1
(con
t’d).
No
rela
ted
inte
rmed
iate
ou
tcom
e
GIR
M78
%91
%98
%10
5%Sc
hool
Que
stio
nnai
re, S
IS,
Cen
sus
Dat
aF
83%
94%
100%
105%
Rep
etiti
on r
ate:
KG
M8%
4%3%
2%F
6%3%
2%2%
Rep
etiti
on r
ate:
oth
er
grad
es (m
ax)
M1%
1%1%
1%F
1%1%
1%1%
Dro
pout
rat
es: a
ll gr
ades
(m
ax)
M1%
1%1%
1%F
1%1%
1%1%
% p
riva
te23
%23
%23
%23
%
Perf
orm
ance
Mon
itori
ng M
atri
x
79
6. Monitoring and evaluation
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Seco
ndar
y
Inte
rmed
iate
Out
com
e 2:
Uni
vers
al s
econ
dary
ed
ucat
ion
is p
rovi
ded
for
all s
tude
nts
thro
ugh
Form
5
Tran
sitio
n ra
te fr
om
Gra
de 6
M10
1%10
0%10
0%10
0%Sc
hool
Que
stio
nnai
re, S
IS
F10
1%10
0%10
0%10
0%
Rep
etiti
on r
ate:
F4
M5%
100%
100%
100%
F8%
4%4%
4%
Dro
pout
rat
es: F
1 to
F3
(max
)M
1%6%
5%4%
F1%
1%1%
1%
Dro
pout
rat
e: F
4M
30%
30%
24%
5%
F17
%17
%11
%5%
% p
riva
te4%
4%4%
4%
Inte
rmed
iate
Out
com
e 3:
Uni
vers
al a
cces
s to
TV
ET c
ompe
tenc
ies
in
com
puls
ory
educ
atio
n is
pro
vide
d an
d ge
nder
di
spar
ities
in p
artic
ipat
ion
in T
VET
cour
ses
are
redu
ced
at s
econ
dary
le
vel a
nd b
eyon
d
100%
of p
rim
ary
and
low
er
seco
ndar
y sc
hool
stu
dent
s bu
ild T
VET
com
pete
ncie
s th
roug
h co
re s
ubje
ct
area
s*
NA
0%0%
75%
100%
Nat
iona
l Cur
ricu
lum
G
uide
s, c
urri
culu
m
mon
itori
ng o
bser
vatio
n da
ta
colle
ctio
n to
ols
Enro
lmen
t of m
ales
to
fem
ales
in n
on-t
radi
tiona
l sk
ill a
reas
and
vic
e-ve
rsa
NA
TBD
9%20
%25
%Sc
hool
Que
stio
nnai
re, S
IS,
TVET
cou
rse
enro
lmen
t dat
a
Inte
rmed
iate
Out
com
e 4:
Stu
dent
tran
sitio
n an
d pr
omot
ion
polic
ies
are
info
rmed
by
an e
valu
atio
n of
cur
rent
pra
ctic
es
as re
gard
s to
stu
dent
m
otiv
atio
n an
d eq
uity
% o
f pub
lic s
choo
ls th
at
impl
emen
t evi
denc
e-ba
sed
polic
ies
on s
trea
min
g an
d au
tom
atic
pro
mot
ion
NA
NA
NA
75%
100%
Polic
ies
and
regu
latio
ns,
SIS
data
, sch
ool t
imet
able
s
Spec
ial e
duca
tion
Inte
rmed
iate
Out
com
e 5:
Stu
dent
s fr
om E
CD
to
pos
t-se
cond
ary
with
sp
ecia
l edu
catio
n ne
eds
are
able
to a
cces
s qu
ality
ca
re a
nd in
stru
ctio
n in
the
leas
t res
tric
tive
scho
ol e
nviro
nmen
t for
th
e id
entifi
ed n
eed
GER
5-1
8M
2%2%
2%2%
Scho
ol Q
uest
ionn
aire
, SIS
, C
ensu
s D
ata
F1%
1%2%
2%
Num
ber
of s
choo
ls
with
app
ropr
iate
ac
com
mod
atio
n fo
r st
uden
ts w
ith s
peci
al
need
s, a
ccor
ding
to S
peci
al
Educ
atio
n Po
licy
to b
e de
velo
ped
NA
0%0%
100%
At le
ast 4
mai
nstr
eam
sc
hool
s (2
pri
mar
y an
d 2
seco
ndar
y) p
rovi
de
acco
mm
odat
ion
for
stud
ents
, acc
ordi
ng to
po
licy
Educ
atio
n O
ffice
r R
epor
ts,
scho
ol e
valu
atio
n re
port
s
*Not
e: It
alic
ized
text
iden
tifie
s in
dica
tors
for
whi
ch d
ata
is n
ot c
urre
ntly
cap
ture
d, b
ut is
inte
nded
to b
e ca
ptur
ed o
ver
the
cour
se o
f the
pla
n pe
riod
.
Education for All: Embracing Change, Securing the Future
80
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Post
-sec
onda
ry
Inte
rmed
iate
Out
com
e 6:
Incr
ease
d en
rolm
ent
and
com
plet
ion
in h
ighe
r an
d co
ntin
uing
edu
catio
n
GER
17-
20M
20%
20%
25%
26%
Scho
ol Q
uest
ionn
aire
, SIS
, C
ensu
s D
ata
F38
%38
%42
%43
%
Enro
lmen
t in
CFB
CM
335
TBD
420
555
F72
0TB
D80
085
0
Enro
lmen
t in
AVEC
M60
TBD
TB
D15
0
F44
TBD
TB
D15
0
Dro
pout
rat
e AV
EC/N
STP
MN
ATB
DTB
DTB
D
FN
ATB
DTB
DTB
D
Tert
iary
edu
catio
n
GER
17-
20M
47%
49%
49%
50%
Scho
ol Q
uest
ionn
aire
, SIS
C
ensu
s D
ata
F86
%86
%87
%87
%
Dro
pout
rat
e C
FBC
MTB
DTB
DTB
DTB
D
FTB
DTB
DTB
DTB
D
Inte
rmed
iate
Out
com
e 7:
Vul
nera
ble
and
non-
vuln
erab
le g
roup
s ar
e ab
le to
acc
ess
qual
ity
educ
atio
n at
all
leve
ls
equa
lly
Dis
aggr
egat
ed a
cces
s an
d pa
rtic
ipat
ion
indi
cato
rs b
y ge
nder
, and
if p
ossi
ble,
w
here
app
licab
le: u
rban
/ru
ral,
SES,
abi
lity
stre
am,
lang
uage
gro
up
TB
DTB
DTB
DIm
prov
ed p
arity
in a
cces
s an
d pa
rtic
ipat
ion
indi
cato
rs
for
vuln
erab
le a
nd n
on-
vuln
erab
le g
roup
s
Scho
ol Q
uest
ionn
aire
, SIS
, M
inis
try
of S
ocia
l Ser
vice
s M
IS d
ata
Polic
y G
oal 2
: Str
engt
hen
the
qual
ity a
nd r
elev
ance
of
edu
catio
n at
all
leve
ls
to im
prov
e le
arni
ng
outc
omes
Aver
age
scor
e on
Gra
de 6
To
SM
51%
TBD
55%
60%
ToS
Dat
a
F54
%TB
D57
%60
%
% o
f sec
onda
ry s
choo
l st
uden
ts s
ittin
g CS
EC
exam
s in
For
ms
4 an
d 5
MTB
DTB
DTB
DTB
DSI
S da
ta, C
XC re
gist
rar
data
FTB
DTB
DTB
DTB
D
% o
f sec
onda
ry s
tude
nts
sitt
ing
exam
s w
ho a
chie
ve
five
or m
ore
CSE
C p
asse
s,
incl
udin
g M
athe
mat
ics
and
Engl
ish
M24
%TB
D26
%30
%CX
C re
gist
rar
data
F23
%TB
D26
%30
%
Num
ber
of p
erso
ns
cert
ified
at C
VQ L
evel
s I,
II,
and
II
M0%
0%17
%22
%
F0%
0%13
%20
%
81
6. Monitoring and evaluation
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
% o
f stu
dent
s m
eetin
g na
tiona
lly d
evel
oped
gr
adua
tion
crite
ria
MTB
DTB
DTB
DTB
DTB
D
FTB
DTB
DTB
DTB
D
Inte
rmed
iate
Out
com
e 8:
A re
vise
d na
tiona
l cu
rric
ulum
and
le
arni
ng a
sses
smen
t is
impl
emen
ted
% o
f pre
scho
ol in
stitu
tions
im
plem
entin
g cu
rric
ulum
as
out
lined
in th
e re
vise
d na
tiona
l cur
ricu
lum
fr
amew
ork
to b
e de
velo
ped
NA
0%0%
40%
75%
ECD
Mon
itori
ng R
epor
ts,
natio
nal c
urri
culu
m
mon
itori
ng o
bser
vatio
n da
ta c
olle
ctio
n to
ols,
sch
ool
eval
uatio
n re
port
s
Sam
e as
abo
ve: p
rim
ary
NA
0%0%
40%
100%
Sam
e as
abo
ve: s
econ
dary
NA
0%0%
40%
100%
Sam
e as
abo
ve: p
ost-
seco
ndar
yN
A0%
0%40
%10
0%
% o
f pre
scho
ols
adhe
ring
to
lear
ning
ass
essm
ent
fram
ewor
k as
out
lined
in
the
curr
icul
um m
onito
ring
an
d ev
alua
tion
fram
ewor
k
NA
0%0%
40%
75%
ECD
Mon
itori
ng R
epor
ts,
natio
nal c
urri
culu
m
mon
itori
ng o
bser
vatio
n da
ta c
olle
ctio
n to
ols,
sch
ool
eval
uatio
n re
port
s
Sam
e as
abo
ve: p
rim
ary
NA
0%0%
40%
100%
Sam
e as
abo
ve: s
econ
dary
NA
0%0%
40%
100%
Sam
e as
abo
ve: p
ost-
seco
ndar
yN
A0%
0%40
%75
%
% o
f pre
scho
ol in
stitu
tions
w
ith s
uffic
ient
inst
ruct
iona
l re
sour
ces,
incl
udin
g IC
Ts, f
or c
urri
culu
m
and
asse
ssm
ent
impl
emen
tatio
n ac
cord
ing
to th
e N
atio
nal C
urri
culu
m
Fram
ewor
ks
NA
0%0%
40%
75%
ECD
Mon
itori
ng R
epor
ts,
curr
icul
um m
onito
ring
ob
serv
atio
n da
ta c
olle
ctio
n to
ols,
sch
ool e
valu
atio
n re
port
s, p
ost-
seco
ndar
y cu
rric
ulum
mon
itori
ng to
ols
(to b
e de
velo
ped)
Sam
e as
abo
ve: p
rim
ary
NA
0%0%
40%
100%
Sam
e as
abo
ve: s
econ
dary
NA
0%0%
40%
100%
Sam
e as
abo
ve: p
ost-
seco
ndar
yN
A0%
0%40
%75
%
Education for All: Embracing Change, Securing the Future
82
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Inte
rmed
iate
Out
com
e 9 :
All
educ
atio
n an
d tr
aini
ng in
stitu
tions
ad
here
to q
ualit
y sa
fety
an
d se
curi
ty s
tand
ards
an
d pr
oces
ses
Com
plia
nce
rate
with
EC
D m
inim
um s
tand
ards
nu
rser
y (to
be
deve
lope
d)
NA
TBD
TBD
TBD
80%
ECD
nur
sery
mon
itori
ng
chec
klis
ts
Com
plia
nce
rate
with
EC
D m
inim
um s
tand
ards
(p
resc
hool
)
NA
TBD
TBD
TBD
80%
ECD
pre
scho
ol m
onito
ring
ch
eckl
ists
Com
plia
nce
rate
with
QTL
F fr
amew
ork
to b
e de
velo
ped
(pri
mar
y)
NA
0%0%
25%
80%
Educ
atio
n O
ffice
r R
epor
ts,
curr
icul
um m
onito
ring
re
port
s, a
nd c
heck
lists
(to
be d
evel
oped
)Sa
me
as a
bove
: sec
onda
ryN
A0%
0%25
%80
%
Inst
itutio
nal c
ompl
ianc
e ra
te w
ith s
afet
y an
d se
curi
ty s
tand
ards
to b
e de
velo
ped
(pri
mar
y)
NA
0%0%
25%
80%
Educ
atio
n O
ffice
r R
epor
ts,
curr
icul
um m
onito
ring
re
port
s, a
nd c
heck
lists
(to
be d
evel
oped
)
Sam
e as
abo
ve s
econ
dary
NA
0%0%
25%
80%
% o
f pos
t-se
cond
ary
and
tert
iary
TVE
T in
stitu
tions
m
eetin
g m
inim
um q
ualit
y an
d sa
fety
sta
ndar
ds
acco
rdin
g to
qua
lity
assu
ranc
e sy
stem
to b
e de
velo
ped
for
TVET
and
up
date
d ac
cred
itatio
n re
gula
tions
NA
TBD
TBD
50%
80%
Accr
edita
tion
site
vis
it re
port
s, T
VET
mon
itori
ng
tool
s (to
be
deve
lope
d)
83
6. Monitoring and evaluation
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Inte
rmed
iate
Out
com
e 10
: Com
preh
ensi
ve
stud
ent s
uppo
rt s
ervi
ces
are
avai
labl
e to
lear
ners
in
all
inst
itutio
ns to
su
ppor
t im
prov
ed
lear
ning
Exis
tenc
e of
Stu
dent
Su
ppor
t Ser
vice
s U
nit w
ith
rele
vant
exp
ertis
e an
d re
sour
ces
in th
e M
oE
NA
NA
One
Sta
ff Co
ordi
nato
rSc
hool
Ps
ycho
logi
st a
nd
at le
ast o
ne o
ther
st
aff m
embe
r (b
ehav
iour
al,
rem
edia
tion,
etc
.) ad
ded;
scr
eeni
ng
and
rem
edia
tion
reso
urce
s pr
ocur
ed
Fully
func
tioni
ng (r
esou
rces
an
d st
aff)
unit
MoE
sta
ff lis
ts, b
udge
t al
loca
tion
% o
f mai
nstr
eam
sch
ools
th
at h
ave
acce
ss to
co
mpr
ehen
sive
stu
dent
su
ppor
t ser
vice
s (a
cade
mic
, beh
avio
ural
, ea
rly
inte
rven
tion,
psy
cho-
soci
al, s
ocia
l saf
ety
net)
NA
0%10
0% o
f sch
ools
ha
ve a
cces
s to
lim
ited
acad
emic
, be
havi
oura
l, an
d so
cial
saf
ety
net
serv
ices
70%
hav
e ac
cess
to
com
preh
ensi
ve
stud
ent s
uppo
rt
serv
ices
100%
hav
e ac
cess
to
com
preh
ensi
ve s
tude
nt
supp
ort s
ervi
ces
List
of s
uppo
rt s
ervi
ces
offe
red
by s
choo
ls a
nd
thro
ugh
the
MoE
, rec
ord
of u
se b
y sc
hool
s, s
choo
l sa
tisfa
ctio
n su
rvey
with
su
ppor
t ser
vice
s of
fere
d
% o
f tea
cher
s tr
aine
d in
di
ffere
ntia
ted
inst
ruct
ion
and
incl
usio
n (b
y sc
hool
, le
vel a
nd is
land
)
NA
25%
25%
70%
90%
MoE
and
sch
ool-
leve
l tr
aini
ng ro
ster
s
% o
f tea
cher
s de
mon
stra
ting
diffe
rent
iate
d in
stru
ctio
n an
d m
aint
enan
ce o
f in
clus
ive
clas
sroo
ms
NA
25%
25%
70%
90%
Scho
ol e
valu
atio
n re
port
s,
curr
icul
um m
onito
ring
do
cum
ents
, tea
cher
ap
prai
sal r
epor
ts
Education for All: Embracing Change, Securing the Future
84
OU
TCO
MES
Out
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e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Inte
rmed
iate
Out
com
e 11
: Inc
reas
e in
the
perc
enta
ge o
f qua
lified
te
ache
rs a
t all
leve
ls a
nd
impr
oved
gen
der
pari
ty in
th
e te
achi
ng fo
rce
% o
f tra
ined
teac
hers
in
ECD
NA
8%TB
D13
%15
%Sc
hool
Que
stio
nnai
re,
SIS,
hum
an re
sour
ce
data
base
to b
e de
velo
ped/
im
plem
ente
d
Scho
ol Q
uest
ionn
aire
, SI
S, h
uman
reso
urce
da
taba
se to
be
deve
lope
d/
impl
emen
ted
% o
f tra
ined
teac
hers
in
prim
ary
NA
73%
74%
74%
80%
% o
f tra
ined
teac
hers
in
seco
ndar
yN
A52
%53
%54
%60
%
% o
f ful
l-tim
e in
stru
ctor
s in
hig
her
educ
atio
n (p
ost-
seco
ndar
y an
d te
rtia
ry) w
ith a
t lea
st a
po
stgr
adua
te c
ertifi
catio
n or
hig
her
NA
TBD
TBD
TBD
80%
% o
f mal
e te
ache
rs in
EC
DN
A0%
0%2%
3%
% o
f mal
e te
ache
rs in
pr
imar
yN
A10
%TB
D13
%15
%
% o
f mal
e te
ache
rs in
se
cond
ary
NA
31%
TBD
35%
37%
% o
f tea
cher
s at
the
prim
ary
leve
l rec
eivi
ng
at le
ast 4
0 ho
urs
of C
PD
annu
ally
NA
TBD
TBD
TBD
90%
% o
f tea
cher
s at
the
seco
ndar
y le
vel r
ecei
ving
at
leas
t 40
hour
s of
CPD
an
nual
ly
NA
TBD
TBD
TBD
90%
85
6. Monitoring and evaluation
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Inte
rmed
iate
Out
com
e 12
: Qua
lified
teac
hers
ar
e eq
uita
bly
depl
oyed
w
ithin
and
bet
wee
n in
stitu
tions
at t
he E
CD
-po
st-s
econ
dary
leve
l and
, w
here
rele
vant
, tea
ch
with
in th
eir
expe
rtis
e
Shar
e of
trai
ned
teac
hers
by
sch
ool
NA
TBD
TBD
TBD
Shar
e of
trai
ned
teac
hers
in
eac
h pr
imar
y sc
hool
an
d ea
ch s
econ
dary
sc
hool
is a
ppro
xim
atel
y eq
ual t
o ot
her
prim
ary
and
seco
ndar
y sc
hool
s,
resp
ectiv
ely
Scho
ol Q
uest
ionn
aire
, SIS
, st
aff p
lace
men
t/tim
etab
le,
hum
an re
sour
ce d
atab
ase
to b
e de
velo
ped
Shar
e of
trai
ned
teac
hers
w
ithin
eac
h pr
imar
y sc
hool
at
infa
nt, l
ower
, and
upp
er
sect
ions
NA
TBD
TBD
TBD
Shar
e of
trai
ned
teac
hers
in
pri
mar
y is
eve
nly
dist
ribu
ted
betw
een
infa
nt,
low
er, a
nd u
pper
sec
tions
Shar
e of
trai
ned
teac
hers
at
low
er a
nd u
pper
se
cond
ary
scho
ol
NA
TBD
TBD
TBD
Shar
e of
trai
ned
teac
hers
is
even
ly d
istr
ibut
ed b
etw
een
low
er a
nd u
pper
sec
tions
Shar
e of
trai
ned
teac
hers
in
sec
onda
ry s
choo
ls in
ea
ch a
bilit
y st
ream
NA
TBD
TBD
TBD
Shar
e of
trai
ned
teac
hers
in
seco
ndar
y sc
hool
is e
venl
y di
stri
bute
d ac
ross
abi
lity
stre
ams
% o
f out
-of-
field
teac
hing
NA
TBD
TBD
TBD
TBD
Education for All: Embracing Change, Securing the Future
86
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Inte
rmed
iate
Out
com
e 13
: Effe
ctiv
e qu
ality
as
sura
nce,
acc
ount
abili
ty,
and
supp
ort m
echa
nism
s ar
e in
pla
ce in
the
teac
hing
pro
fess
ion
% o
f pri
mar
y te
ache
rs
adhe
ring
to p
rofe
ssio
nal
stan
dard
s to
be
deve
lope
d
NA
0%0%
0%80
%Te
ache
r ap
prai
sal r
epor
ts,
Prin
cipa
l Rep
orts
to C
EO
% o
f sec
onda
ry te
ache
rs
adhe
ring
to p
rofe
ssio
nal
stan
dard
s to
be
deve
lope
d
NA
0%0%
0%80
%
% o
f tea
cher
s-tr
aine
es
in M
oE a
nd C
FBC
initi
al
trai
ning
bei
ng m
onito
red
and
eval
uate
d ac
cord
ing
to
guid
elin
es to
be
deve
lope
d
NA
0%0%
0%10
0%C
ompl
eted
mon
itori
ng
and
eval
uatio
n fo
rms
to
be d
evel
oped
, lis
t of n
ew
teac
hers
in in
itial
trai
ning
% o
f tea
cher
s-tr
aine
es
in te
ache
r-tr
aini
ng
prog
ram
me
at th
e CF
BC
bein
g m
onito
red
and
eval
uate
d ac
cord
ing
to
guid
elin
es to
be
deve
lope
d
NA
0%0%
0%10
0%
Exis
tenc
e of
a N
atio
nal
Teac
hing
Cou
ncil
NA
Not
in
plac
eN
ot in
pla
ceN
atio
nal
Teac
hing
Cou
ncil
esta
blis
hed
with
su
ppor
ting
polic
y,
regu
latio
ns
Nat
iona
l Tea
chin
g C
ounc
il op
erat
iona
lD
ocum
ents
on
Cou
ncil
form
atio
n, p
olic
ies,
re
gula
tions
, ToR
s fo
r C
ounc
il, C
ounc
il ap
poin
tmen
t let
ters
% o
f pub
lic E
CD
inst
itutio
ns th
at im
plem
ent
teac
her
reco
gniti
on a
nd/
or w
elfa
re in
itiat
ives
in
stitu
tions
at l
east
an
nual
ly
NA
TBD
TBD
70%
100%
ECD
Dire
ctor
repo
rts
to
CEO
87
6. Monitoring and evaluation
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
% o
f pub
lic p
rim
ary
scho
ols
that
impl
emen
t te
ache
r re
cogn
ition
and
/or
wel
fare
initi
ativ
es a
t lea
st
annu
ally
NA
TBD
TBD
70%
100%
Prin
cipa
l rep
orts
to C
EO
% o
f pub
lic s
econ
dary
sc
hool
s th
at im
plem
ent
teac
her
reco
gniti
on a
nd/o
r w
elfa
re in
itiat
ives
at l
east
an
nual
ly
NA
TBD
TBD
70%
100%
Freq
uenc
y of
teac
her
reco
gniti
on a
t the
Min
istr
y le
vel
NA
TBD
TBD
At le
ast o
ne
Min
istr
y-or
gani
zed
teac
her
reco
gniti
on e
vent
Annu
al te
ache
r re
cogn
ition
bu
dget
ed fo
r an
d im
plem
ente
d
MoE
bud
get a
nd li
st o
f re
cogn
ition
act
iviti
es
Polic
y G
oal 3
: Enh
ance
go
vern
ance
, pla
nnin
g,
and
man
agem
ent t
o im
prov
e ef
ficie
ncy
and
effe
ctiv
enes
s th
roug
hout
th
e se
ctor
Evid
ence
of m
ediu
m-
to lo
ng-t
erm
hum
an,
mat
eria
l, an
d fin
anci
al
reso
urce
pla
nnin
g
NA
TBD
Sim
ulat
ion
mod
el
and
SIS
in p
lace
an
d op
erat
iona
l
Hum
an, fi
nanc
ial,
and
mat
eria
l re
sour
ce
man
agem
ent
plat
form
s in
pla
ce
and
oper
atio
nal
Med
ium
- to
long
-ran
ge
reso
urce
pla
nnin
g is
im
plem
ente
d
Sim
ulat
ion
mod
el, h
uman
re
sour
ce, a
nd fi
nanc
ial
data
base
info
rmat
ion,
an
nual
bud
get d
ocum
ents
, M
oE D
ivis
iona
l rep
orts
Num
ber
of p
olic
ies
enac
ted
to s
uppo
rt E
SP
impl
emen
tatio
n
NA
12
1517
Polic
y do
cum
ents
% o
f Min
istr
y D
epar
tmen
t H
eads
and
Edu
catio
n O
ffice
rs (E
Os)
trai
ned
in le
ader
ship
and
m
anag
emen
t
NA
NA
TBD
TBD
100%
MoE
trai
ning
rost
ers,
pa
ss r
ates
for
supe
rvis
ory
man
agem
ent c
ours
e
% o
f sch
ools
with
PTA
s an
d St
uden
t Cou
ncils
that
co
ntri
bute
to d
ecis
ion
mak
ing
at th
e sc
hool
NA
NA
TBD
TBD
80%
Educ
atio
n O
ffice
r re
port
s,
Surv
ey o
f PTA
and
Stu
dent
C
ounc
ils, s
choo
l rev
iew
re
port
s%
of i
nstit
utio
ns
asse
ssed
ann
ually
usi
ng
perf
orm
ance
man
agem
ent
syst
em to
be
esta
blis
hed
NA
NA
TBD
TBD
100%
Perf
orm
ance
revi
ew
repo
rts,
EO
s’ re
port
s, C
EO
Div
isio
nal R
epor
t
Education for All: Embracing Change, Securing the Future
88
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Inte
rmed
iate
Out
com
e 14
: Edu
catio
n pl
anni
ng,
polic
ies,
and
reso
urce
m
anag
emen
t are
in
form
ed b
y da
ta
Evid
ence
of m
ediu
m-
to lo
ng-t
erm
hum
an,
mat
eria
l, an
d fin
anci
al
reso
urce
pla
nnin
g
NA
TBD
Sim
ulat
ion
mod
el
and
SIS
in p
lace
an
d op
erat
iona
l
Hum
an, fi
nanc
ial,
and
mat
eria
l re
sour
ce
man
agem
ent
plat
form
s in
pla
ce
and
oper
atio
nal
Med
ium
- to
long
-ran
ge
reso
urce
pla
nnin
g is
im
plem
ente
d
Sim
ulat
ion
mod
el, h
uman
re
sour
ce, a
nd fi
nanc
ial
data
base
info
rmat
ion,
an
nual
bud
get d
ocum
ents
, M
oE D
ivis
iona
l rep
orts
% o
f new
MoE
pol
icie
s in
form
ed b
y an
evi
denc
e ba
se
NA
0%0%
50%
of p
olic
ies
liste
d in
ESP
de
velo
ped
utili
zing
re
leva
nt d
ata
80%
of p
olic
ies
liste
d in
ES
P de
velo
ped
utili
zing
re
leva
nt d
ata
Polic
y do
cum
ents
and
su
ppor
ting
evid
ence
bas
e (r
epor
ts, e
tc.)
% o
f ins
titut
ions
in
com
plia
nce
with
EM
IS
requ
irem
ents
(by
isla
nd)
NA
NA
TBD
75%
100%
EMIS
reco
rds
% o
f pub
lic E
CD
inst
itutio
ns u
sing
dat
a to
gui
de m
anag
emen
t de
cisi
ons
NA
NA
0%0%
80%
Scho
ol Im
prov
emen
t Pla
ns,
Prin
cipa
ls’ r
epor
t to
MoE
(m
onth
ly a
nd o
nce
per
term
)
Sam
e as
abo
ve: p
rim
ary
NA
NA
0%0%
100%
Sam
e as
abo
ve: s
econ
dary
NA
NA
0%0%
100%
Inte
rmed
iate
Out
com
e 15
: Kno
wle
dge
man
agem
ent a
nd
polic
y de
velo
pmen
t an
d im
plem
enta
tion
are
effic
ient
and
wel
l-co
ordi
nate
d
Exis
tenc
e of
com
mon
in
form
atio
n sh
arin
g an
d po
licy
deve
lopm
ent
plat
form
s an
d m
echa
nism
s
NA
NA
MoU
with
Soc
ial
Dev
elop
men
t on
use
of M
IS
Com
mon
pl
atfo
rms
and
mec
hani
sms
to
shar
e in
form
atio
n an
d co
llabo
rate
on
polic
y de
velo
pmen
t w
ithin
the
MoE
an
d w
ith p
artn
er
min
istr
ies
are
esta
blis
hed
Com
mon
pla
tform
s an
d m
echa
nism
s to
sha
re
info
rmat
ion
and
colla
bora
te
on p
olic
y de
velo
pmen
t w
ithin
the
MoE
and
with
pa
rtne
r m
inis
trie
s ar
e ut
ilize
d
Kno
wle
dge
shar
ing
and
polic
y de
velo
pmen
t pl
atfo
rms,
MoU
s w
ith
part
ner
min
istr
ies
on
info
rmat
ion
shar
ing,
logs
of
user
s fr
om p
latfo
rms
Num
ber
of p
olic
ies/
legi
slat
ion
enac
ted
to s
uppo
rt E
SP
impl
emen
tatio
n
NA
12
1517
(all
liste
d in
str
ateg
y)Po
licy
docu
men
ts
Inte
rmed
iate
Out
com
e 16
: An
effic
ient
and
ef
fect
ive
orga
niza
tiona
l st
ruct
ure
is in
pla
ce to
su
ppor
t Min
istr
y fu
nctio
ns
Evid
ence
of r
evis
ed M
oE
orga
nigr
amN
AN
AD
raft
revi
sed
MoE
str
uctu
re in
pl
ace
Rev
ised
or
gani
zatio
nal
stru
ctur
e fo
rmal
ized
Rev
ised
org
aniz
atio
nal
stru
ctur
e fo
rmal
ized
Org
anig
ram
89
6. Monitoring and evaluation
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
% o
f MoE
pos
ition
s w
ith
rele
vant
and
up
to d
ate
job
desc
ript
ions
TBD
TBD
75%
100%
Job
desc
ript
ions
% o
f MoE
Dep
artm
ents
w
ith w
ritte
n st
anda
rd
oper
atin
g pr
oced
ures
NA
0%0%
75%
100%
Stan
dard
ope
ratin
g pr
oced
ures
Inte
rmed
iate
Out
com
e 17
: Lea
ders
hip
skill
s of
sys
tem
lead
ers
are
enha
nced
and
ther
e is
ev
iden
ce o
f par
ticip
ator
y de
cisi
on m
akin
g an
d di
stri
bute
d m
anag
emen
t at
the
Min
istr
y an
d in
stitu
tiona
l lev
el
% o
f Min
istr
y D
epar
tmen
t H
eads
and
Edu
catio
n O
ffice
rs tr
aine
d in
lead
ersh
ip a
nd
man
agem
ent
NA
NA
TBD
TBD
100%
CEO
div
isio
nal r
epor
t; tr
aini
ng ro
ster
, MoE
sta
ff lis
t
% o
f ECD
pre
scho
ol
man
ager
s th
at a
dher
e to
le
ader
ship
sta
ndar
ds to
be
deve
lope
d
NA
NA
TBD
TBD
80%
ECD
mon
itori
ng re
port
s,
Dire
ctor
of E
CD
repo
rts,
C
EO D
ivis
iona
l rep
ort
Sam
e as
abo
ve: p
rim
ary
NA
NA
TBD
TBD
100%
Educ
atio
n O
ffice
rs’ R
epor
ts
and
CEO
div
isio
nal r
epor
t, sc
hool
revi
ew re
port
sSa
me
as a
bove
: sec
onda
ryN
AN
ATB
DTB
D10
0%
% o
f ECD
cen
tre
man
ager
s tr
aine
d in
lead
ersh
ip a
nd
man
agem
ent
NA
NA
TBD
70%
80%
MoE
trai
ning
rost
ers,
pa
ss r
ates
for
supe
rvis
ory
man
agem
ent c
ours
e
Sam
e as
abo
ve: p
rim
ary
prin
cipa
lsN
AN
ATB
D70
%10
0%
Sam
e as
abo
ve: s
econ
dary
pr
inci
pals
NA
NA
TBD
70%
100%
Num
ber
of o
pera
tiona
l en
titie
s sa
nctio
ned
by th
e Ed
ucat
ion
Act t
o as
sist
in
gove
rnan
ce
NA
2/10
2/10
4/10
5/10
ToR
s fo
r en
titie
s
% o
f pri
mar
y sc
hool
s w
ith
func
tioni
ng P
TAs
that
co
ntri
bute
to d
ecis
ion
mak
ing
at th
e sc
hool
NA
NA
TBD
TBD
80%
Educ
atio
n O
ffice
r re
port
s,
Surv
ey o
f PTA
and
Stu
dent
C
ounc
ils, s
choo
l rev
iew
re
port
sSa
me
as a
bove
: sec
onda
ryN
AN
ATB
DTB
D80
%%
of p
rim
ary
scho
ols
with
func
tioni
ng s
tude
nt
coun
cils
that
con
trib
ute
to d
ecis
ion
mak
ing
at th
e sc
hool
NA
NA
TBD
TBD
80%
Sam
e as
abo
ve: s
econ
dary
NA
NA
TBD
TBD
80%
Education for All: Embracing Change, Securing the Future
90
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
% o
f pri
mar
y sc
hool
s th
at
repo
rt p
rogr
ess
on th
e SI
P to
PTA
s
NA
NA
TBD
TBD
100%
PTA
min
utes
and
Sch
ool
SIPs
Sam
e as
abo
ve: s
econ
dary
NA
NA
TBD
TBD
100%
% o
f pri
mar
y sc
hool
s th
at
repo
rt p
rogr
ess
on th
e SI
P to
the
MoE
NA
NA
TBD
TBD
100%
Prin
cipa
l rep
orts
Sam
e as
abo
ve: s
econ
dary
NA
NA
TBD
TBD
100%
Inte
rmed
iate
Out
com
e 18
: Per
form
ance
m
anag
emen
t sys
tem
s ar
e in
pla
ce a
nd o
pera
tiona
l fo
r al
l per
sonn
el a
nd
educ
atio
nal i
nstit
utio
ns.
% o
f ECD
sta
ff ap
prai
sed
acco
rdin
g to
per
form
ance
m
anag
emen
t pol
icy
to b
e de
velo
ped
NA
NA
TBD
TBD
80%
Perf
orm
ance
app
rais
al
repo
rts,
EC
D D
irect
or
repo
rts,
CEO
Div
isio
nal
Rep
ort
Sa
me
as a
bove
: pri
mar
y te
ache
rsN
AN
ATB
DTB
D10
0%
Sam
e as
abo
ve: s
econ
dary
te
ache
rsN
AN
ATB
DTB
D10
0%
Sam
e as
abo
ve: p
ost-
seco
ndar
y te
ache
rsN
AN
ATB
DTB
D10
0%
% o
f ECD
Hea
ds a
ppra
ised
ac
cord
ing
to p
erfo
rman
ce
man
agem
ent p
olic
y to
be
esta
blis
hed
NA
NA
TBD
TBD
100%
Sam
e as
abo
ve: p
rim
ary
Prin
cipa
lsN
AN
ATB
DTB
D10
0%
Sam
e as
abo
ve: s
econ
dary
Pr
inci
pals
NA
NA
TBD
TBD
100%
Sam
e as
abo
ve: p
ost-
seco
ndar
yN
AN
ATB
DTB
D10
0%
% o
f stu
dent
sup
port
sta
ff be
ing
appr
aise
d pe
r th
e pe
rfor
man
ce m
anag
emen
t po
licy
NA
NA
TBD
TBD
100%
% o
f Min
istr
y O
ffici
als
appr
aise
d ac
cord
ing
to
perf
orm
ance
man
agem
ent
polic
y to
be
deve
lope
d
NA
NA
TBD
TBD
100%
% o
f ECD
cen
tres
with
Ce
ntre
impr
ovem
ent p
lans
lin
ked
to th
e ES
P
NA
NA
TBD
TBD
80%
Inst
itutio
nal S
IPs,
CEO
D
ivis
iona
l Rep
ort
6. Monitoring and evaluation
91
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
% o
f pub
lic E
CD c
entr
es
prod
ucin
g an
nual
repo
rts
linke
d to
the
ESP
NA
NA
TBD
TBD
100%
Annu
al in
stitu
tiona
l rep
orts
, in
stitu
tiona
l SIP
, CEO
D
ivis
iona
l Rep
ort
% o
f pri
mar
y sc
hool
s w
ith
SIPs
link
ed to
the
ESP
NA
NA
TBD
TBD
100%
% o
f pri
mar
y sc
hool
s pr
oduc
ing
annu
al re
port
s lin
ked
to th
e ES
P
NA
NA
TBD
TBD
100%
% o
f sec
onda
ry s
choo
ls
with
SIP
s lin
ked
to th
e ES
PN
AN
ATB
DTB
D10
0%
% o
f sec
onda
ry s
choo
ls
prod
ucin
g an
nual
repo
rts
linke
d to
the
ESP
NA
NA
TBD
TBD
100%
% o
f MoE
man
aged
pos
t-se
cond
ary
inst
itutio
ns w
ith
impr
ovem
ent p
lans
link
ed
to th
e ES
P
NA
NA
TBD
TBD
100%
% o
f MO
E-m
anag
ed p
ost-
seco
ndar
y in
stitu
tions
pr
oduc
ing
annu
al re
port
s lin
ked
to th
e ES
P
NA
NA
TBD
TBD
100%
% o
f EC
D in
stitu
tions
as
sess
ed a
nnua
lly
acco
rdin
g to
est
ablis
hed
perf
orm
ance
revi
ew
prot
ocol
s (li
cens
ing,
CO
R,
etc.
)
NA
NA
TBD
TBD
80%
Perf
orm
ance
revi
ew
repo
rts,
EC
D D
irect
or
repo
rts,
EO
’s re
port
, CEO
D
ivis
iona
l Rep
ort
% o
f pri
mar
y sc
hool
s as
sess
ed a
nnua
lly u
sing
in
stitu
tion
revi
ew s
ched
ule
and
prot
ocol
s to
be
esta
blis
hed
NA
NA
TBD
TBD
100%
Sam
e as
abo
ve: s
econ
dary
NA
NA
TBD
TBD
100%
Sam
e as
abo
ve: p
ost-
seco
ndar
yN
AN
ATB
DTB
D10
0%
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
% o
f pri
mar
y sc
hool
s th
at
repo
rt p
rogr
ess
on th
e SI
P to
PTA
s
NA
NA
TBD
TBD
100%
PTA
min
utes
and
Sch
ool
SIPs
Sam
e as
abo
ve: s
econ
dary
NA
NA
TBD
TBD
100%
% o
f pri
mar
y sc
hool
s th
at
repo
rt p
rogr
ess
on th
e SI
P to
the
MoE
NA
NA
TBD
TBD
100%
Prin
cipa
l rep
orts
Sam
e as
abo
ve: s
econ
dary
NA
NA
TBD
TBD
100%
Inte
rmed
iate
Out
com
e 18
: Per
form
ance
m
anag
emen
t sys
tem
s ar
e in
pla
ce a
nd o
pera
tiona
l fo
r al
l per
sonn
el a
nd
educ
atio
nal i
nstit
utio
ns.
% o
f ECD
sta
ff ap
prai
sed
acco
rdin
g to
per
form
ance
m
anag
emen
t pol
icy
to b
e de
velo
ped
NA
NA
TBD
TBD
80%
Perf
orm
ance
app
rais
al
repo
rts,
EC
D D
irect
or
repo
rts,
CEO
Div
isio
nal
Rep
ort
Sa
me
as a
bove
: pri
mar
y te
ache
rsN
AN
ATB
DTB
D10
0%
Sam
e as
abo
ve: s
econ
dary
te
ache
rsN
AN
ATB
DTB
D10
0%
Sam
e as
abo
ve: p
ost-
seco
ndar
y te
ache
rsN
AN
ATB
DTB
D10
0%
% o
f ECD
Hea
ds a
ppra
ised
ac
cord
ing
to p
erfo
rman
ce
man
agem
ent p
olic
y to
be
esta
blis
hed
NA
NA
TBD
TBD
100%
Sam
e as
abo
ve: p
rim
ary
Prin
cipa
lsN
AN
ATB
DTB
D10
0%
Sam
e as
abo
ve: s
econ
dary
Pr
inci
pals
NA
NA
TBD
TBD
100%
Sam
e as
abo
ve: p
ost-
seco
ndar
yN
AN
ATB
DTB
D10
0%
% o
f stu
dent
sup
port
sta
ff be
ing
appr
aise
d pe
r th
e pe
rfor
man
ce m
anag
emen
t po
licy
NA
NA
TBD
TBD
100%
% o
f Min
istr
y O
ffici
als
appr
aise
d ac
cord
ing
to
perf
orm
ance
man
agem
ent
polic
y to
be
deve
lope
d
NA
NA
TBD
TBD
100%
% o
f ECD
cen
tres
with
Ce
ntre
impr
ovem
ent p
lans
lin
ked
to th
e ES
P
NA
NA
TBD
TBD
80%
Inst
itutio
nal S
IPs,
CEO
D
ivis
iona
l Rep
ort
Education for All: Embracing Change, Securing the Future
92
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Inte
rmed
iate
Out
com
e 19
: Str
ong
acco
unta
bilit
y m
echa
nism
s ar
e in
pl
ace
and
func
tioni
ng
to e
ffect
ivel
y m
anag
e re
sour
ces
and
equi
ty a
t al
l lev
els
% o
f ECD
inst
itutio
ns
in c
ompl
ianc
e w
ith a
ll m
ater
ial r
esou
rce
reco
rd-
keep
ing
requ
irem
ents
to b
e fo
rmal
ized
NA
NA
TBD
TBD
80%
ECD
mon
itori
ng re
port
s,
Dire
ctor
of E
CD
repo
rts,
C
EO D
ivis
iona
l rep
ort
Sam
e as
abo
ve: p
rim
ary
NA
NA
TBD
TBD
90%
Educ
atio
n O
ffice
r qu
arte
rly
repo
rts,
sch
ool
perf
orm
ance
revi
ew re
port
, C
EO D
ivis
iona
l rep
ort
Sam
e as
abo
ve: s
econ
dary
NA
NA
TBD
TBD
90%
Sam
e as
abo
ve: M
oE
man
aged
pos
t-se
cond
ary
NA
NA
TBD
TBD
80%
% o
f ECD
inst
itutio
ns
in c
ompl
ianc
e w
ith a
ll fin
anci
al re
sour
ce re
cord
-ke
epin
g re
quire
men
ts to
be
form
aliz
ed
NA
NA
TBD
TBD
80%
ECD
mon
itori
ng re
port
s,
Dire
ctor
of E
CD
repo
rts,
C
EO D
ivis
iona
l rep
ort
Sam
e as
abo
ve: p
rim
ary
NA
NA
TBD
TBD
90%
Educ
atio
n O
ffice
r qu
arte
rly
repo
rts,
sch
ool
perf
orm
ance
revi
ew re
port
, C
EO D
ivis
iona
l rep
ort
Sam
e as
abo
ve: s
econ
dary
NA
NA
TBD
TBD
90%
Sam
e as
abo
ve: p
ost-
seco
ndar
yN
AN
ATB
DTB
D80
%
% o
f ECD
inst
itutio
ns in
co
mpl
ianc
e w
ith a
ll hu
man
re
sour
ce m
anag
emen
t po
licie
s to
be
form
aliz
ed
NA
NA
TBD
TBD
80%
ECD
mon
itori
ng re
port
s,
Dire
ctor
of E
CD
repo
rts,
C
EO D
ivis
iona
l rep
ort
Sam
e as
abo
ve: p
rim
ary
inst
itutio
nsN
AN
ATB
DTB
D90
%Ed
ucat
ion
Offi
cer
quar
terl
y re
port
s, s
choo
l pe
rfor
man
ce re
view
repo
rt,
CEO
Div
isio
nal r
epor
tSa
me
as a
bove
sec
onda
ry
inst
itutio
nsN
AN
ATB
DTB
D90
%
Sam
e as
abo
ve p
ost-
seco
ndar
y in
stitu
tions
NA
NA
TBD
TBD
80%
% o
f ECD
cen
tres
co
mpl
ying
with
repo
rtin
g re
quire
men
ts to
be
final
ized
NA
NA
TBD
TBD
80%
ECD
mon
itori
ng re
port
s,
Dire
ctor
of E
CD
repo
rts,
C
EO D
ivis
iona
l rep
ort
% o
f pri
mar
y sc
hool
s co
mpl
ying
with
repo
rtin
g re
quire
men
ts to
be
form
aliz
ed
NA
NA
TBD
TBD
90%
Educ
atio
n O
ffice
r qu
arte
rly
repo
rts,
sch
ool
perf
orm
ance
revi
ew re
port
, C
EO D
ivis
iona
l rep
ort
Sam
e as
abo
ve: s
econ
dary
sc
hool
sN
AN
ATB
DTB
D90
%
93
6. Monitoring and evaluation
OU
TCO
MES
Out
com
e In
dica
tors
/M
easu
res
Gen
der
Bas
elin
e 20
13A
ctua
l20
17M
ilest
one
2019
Targ
et20
21D
ata
Sour
ces
Sam
e as
abo
ve: p
ost-
seco
ndar
y sc
hool
sN
AN
ATB
DTB
D80
%
% o
f MoE
dep
artm
ents
ad
heri
ng to
fina
ncia
l re
cord
-kee
ping
re
quire
men
ts
NA
NA
TBD
TBD
100%
% o
f MoE
dep
artm
ents
ad
heri
ng to
mat
eria
l re
cord
-kee
ping
re
quire
men
ts to
be
final
ized
NA
NA
TBD
TBD
100%
% o
f Min
istr
y of
ficia
ls
subm
ittin
g re
port
s as
ou
tline
d by
Div
isio
n H
eads
NA
NA
TBD
TBD
95%
MoE
Div
isio
nal R
epor
ts, P
S re
cord
s
% o
f ECD
inst
itutio
ns
oper
atin
g in
acc
orda
nce
with
equ
ity p
olic
y to
be
deve
lope
d
NA
NA
TBD
TBD
80%
ECD
mon
itori
ng re
port
s,
Dire
ctor
of E
CD
repo
rts,
C
EO D
ivis
iona
l rep
ort
Sam
e as
abo
ve: p
rim
ary
inst
itutio
nsN
AN
ATB
DTB
D90
%Ed
ucat
ion
Offi
cer
quar
terl
y re
port
s, s
choo
l pe
rfor
man
ce re
view
repo
rt,
CEO
Div
isio
nal r
epor
tSa
me
as a
bove
: sec
onda
ry
inst
itutio
nsN
AN
ATB
DTB
D90
%
Sam
e as
abo
ve: p
ost-
seco
ndar
y in
stitu
tions
NA
NA
TBD
TBD
80%
Leve
l of a
lignm
ent o
f MoE
hu
man
reso
urce
, mat
eria
l, an
d fin
anci
al p
olic
ies
with
ov
er-a
rchi
ng e
quity
pol
icy
to b
e de
velo
ped
NA
NA
TBD
TBD
Clos
e al
ignm
ent o
f MoE
hu
man
reso
urce
, mat
eria
l, an
d fin
anci
al p
olic
ies
with
ov
er-a
rchi
ng e
quity
pol
icy
to b
e de
velo
ped.
Hum
an fi
nanc
ial,
mat
eria
l re
sour
ce m
anag
emen
t po
licie
s, e
quity
pol
icy
Leve
l of a
lignm
ent b
etw
een
budg
et o
bjec
tives
and
ed
ucat
ion
expe
nditu
re
NA
NA
TBD
TBD
Clos
e al
ignm
ent b
etw
een
budg
et o
bjec
tives
and
ed
ucat
ion
expe
nditu
re is
ev
iden
t
Annu
al b
udge
t doc
umen
t, bu
dget
repo
rts
Leve
l of I
CT in
tegr
atio
n to
sup
port
reso
urce
m
anag
emen
t
NA
NA
TBD
TBD
ICT
plat
form
s to
sup
port
hu
man
, mat
eria
l, an
d fin
anci
al re
sour
ce
man
agem
ent a
re
oper
atio
nal a
nd u
tiliz
ed
Plat
form
s, re
port
s ge
nera
ted
from
pla
tform
s
94
7. Conclusion
Primary school teacher engaging students
In providing a framework through which the MoE can demonstrate its eight core values (see Table 1), the ESP takes the MoE closer to its vision of providing holistic lifelong education for all. With its emphasis on improving access, equity, quality and relevance, and governance, the plan logically articulates how the MoE intends to contribute to national and regional sustainable development efforts, as well as the wider global mandate for education articulated by SDG 4. As evidenced by the ESP strategies and captured in the theme of the plan – Education for All: Embracing the Change, Securing the Future – to truly provide education for all, the MoE and its stakeholders will have to embrace change. Accordingly, the ESP presents a paradigm shift in the approach to education services and management. Importantly, if implemented with fidelity, the MoE will be better able to cater for a wider range of learners and to empower those it serves with a diverse set of competencies for meaningful participation in local and global societies and economies. It will also be in a much better position to efficiently manage education resources and plan for the provision of services over the long term.The MoE fully recognizes the transformative power of this ESP and, as such, will work assiduously to ensure adequate financing for plan implementation and to maintain close adherence to monitoring and evaluation processes. Support from entities beyond the MoE will be critical for effective plan implementation and, as such, the MoE looks forward to building and sustaining partnerships with public and non-state actors in the roll-out and uptake of this ESP.
95
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98
Annex 1: SKN ESP Stakeholder Consultation List
Ministry of Education Programme Development Teams
Access and ParticipationMrs June James Director, National Skills Training ProgrammeMrs Jacqueline M orris Director, Early ChildhoodMrs Carla Diamond Principal, Charles E Mills Secondary SchoolMs Donna Bassue SELF Coordinator, MoEMs Joy Napier Principal, Nevis International Secondary School/Private Secondary school Nevis Mr Orette Smith TVET Coordinator, NevisMrs Marvah Bradshaw EO, St. Kitts
Curriculum and AccessDr Eva Bowrin Director, CDUMr Kertney Thompson CEO-TVETMr Winsford King Testing and Measurement Coordinator, CDUMrs Josephine Claxton-Richardson Learning Support Coordinator, CDUMs Emileta Warner Paul EO, MoEMs Kenisha Lewis Teacher, Charlestown Secondary SchoolMs Michelle Sutton EO, MoE
Knowledge Management for Decision MakingMr Quinton Morton Education Planner, MoEMr Jafric Rhyner Administrative Officer/Technician, MoEMr Laurence Richards Education Officer, NevisMr John Gumbs Principal, St. Pauls PrimaryMrs Latoya Jeffers Principal, Charlestown Primary SchoolMr Tom Buchanan Finance Officer, MoE
Professionalizing the Teaching ForceMr Daryll Lloyd Education Officer, MoEMrs Lisa Pistana Education Officer, MoEMrs Avril Elliott Education Officer, DoE NevisMr Clyde Christopher Director of AVECMrs Florence Smithen Education Officer, DoE NevisMrs Michelle Jacobs Student Support Officer, MoEMrs Terres Dore Education Officer, DoE NevisMrs Trisha Francis Executive Director, SKNABMs Kerinda Warner Director, Project Strong
Leadership and AccountabilityMs Jackie Flemming Quality Assurance to TVETMs Palsy Wilkin PEO, DoE NevisMrs Janelle Williams-Jacobs Principal, Joshua Obediah PrimaryMs Stacy D Gumbs Personnel Officer, MoEMs Roxanne Webbe Teacher, Charlestown Secondary School
ConsultationsSt. Kitts and Nevis MinistriesMr Kertney Thompson CEO-TVET, MoEMs Azilla Clarke Director of Social & Community DevelopmentMr Anthony Wiltshire Director of Sports
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Mr Christopher Herbert Director of EMISMrs Celia Christopher Director of Gender AffairsMs Osslyn Ward Social Development Planner, Ministry of Sustainable DevelopmentMs Lucy Dawes New Horizons UNICEF ConsultantMs Adele Williams Director, New Horizon Rehabilitation CentreMr Clyde Christopher Director, AVECMr Clyde Williams Teacher, New Horizons Rehabilitation CentreMs Joan Pemberton Senior Budget Analyst, MoF NevisMs Esther Brooks Artistic Manager – Nevis Cultural and Development FoundationMr Keith Scarborough CEO, Nevis Cultural and Development FoundationMs Judy Nisbett Medical Officer of Health, MoH, NevisMrs Nadine Carty-Caines AIDS Programme Coordinator, Health Promotion Unit, NevisMs Mavis Parris TVET Council & Charlestown Secondary School, MultipurposeMs Sandra Maynard Director, Social Services, NevisMr Stanley Knight P.S, Ministry of Youth, Sport & Culture, St. KittsMr Antonio Maynard Secretary General, SKN National Commission for UNESCOMs Avril Elliott EO, DoE, NevisMs Ermileta Elliott EO, DoE, NevisMs Ilena Mills EO, DoE Nevis
Teachers’ UnionsMs Soretta Browne SKTUMs Jennifer Belle SKTUMs Tricia Williams NTUMs Paulette Pemberton NTUMs Philicia Walters NTUMs Adonis Rivers NTUMr Dalton N. Esdaille SKTUMr Dale Phipps SKTUMr Ron Dublin-Collins SKTUMs Ornette Webbe NTUMs Nadia Natta SKTUSeidu Amadu Joe-Barry SKTUMurriel Powell SKTUMs Violet Gordon SKTUMs Vera Jeffers NTUMs Ercia Blake NTUMrs Andrea Browne SKTUMrs Michelle Rochester-Woodley SKTUMs Juliette Claxton NTU
Education Institution Staff38
Ms Shea Swanston-Wilkin Principal, VOJNMs Daniele Wallace Principal, St. James’ Primary School Ms Marigold Wilkinson Director, Combermere Pre SchoolMr Garfield Virgo Director, Charlestown Secondary School, Multipurpose CentreMs Janice Whittaker-Richards Principal, Ivor Walters Primary SchoolMs Carissa David Principal, Charlestown Primary SchoolMs Lisa Lee Director, Charlestown Pre SchoolMs Omelle Browne Teacher, Ivor WaltersMs Norlene Smithen Principal, St. Thomas’ Primary SchoolMs Shenelle Pemberton Elizabeth Pemberton Primary SchoolMs Barbara Hendrickson Principal, Joycelyn Liburd PrimaryMs Josette Myers Director, Maude Smith Pre School
38. Principals of St. Kitts Institutions were also consulted during a regularly scheduled Principals’ meeting
Education for All: Embracing Change, Securing the Future
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Mr Edson Elliott Principal, Charlestown Secondary SchoolMs Pemalla Pemberton Director, Nevis Sixth Form CollegeWangechi Powell Teacher, Charlestown PrimaryMs Tanika Liburd Guidance Counselor, St. James PrimaryMs Shirley Wilkes Guidance Counselor, Gingerland HighMrs Lornette Swanston-Morton Guidance Counselor, Charlestown HighMs Alison Owens-Hull Guidance Counselor, Ivor Walters PrimaryMs Andie Neale-Wallace Guidance Counselor, Charlestown PrimaryMs Petra Matthew Guidance Counselor, Gingerland HighMs Tameshia Stanley Guidance Counselor, VOJN PrimaryMs Evette Jeffers Guidance Counselor, VOJN PrimaryMs Sandra Flemming Guidance Counselor, St. Thomas PrimaryMs Felicia Manners Guidance Counselor, VOJN PrimaryMrs Rushella Isles-Adams Guidance Counselor, VOJN Primary
Students Jermald Huggins Dieppe Bay PrimaryDaron Thomas Dieppe Bay PrimaryNaeem Gillard Dr William ConnorTanesha Warner Dr William ConnorSharde’ Audain Maurice Hillier MemorialJewel Debeson Maurice Hillier MemorialAlanya Huggins Beach Allen PrimaryXyarra Wilson Beach Allen PrimaryKarisn Burt Newton Ground PrimaryVallencia Newton Tyrell Williams PrimaryTakyla Hart Tyrell Williams PrimaryUzziel Thompson Joshua Obadiah PrimaryDennidra Evelyn Saddlers PrimaryCumarl Stevens Saddlers PrimaryMakari Gumbs Sandy Point PrimaryKhalell Mills Newton Ground PrimaryZavone Jeffers St.Pauls PrimaryZarina Roberts Tucker Clarke PrimaryShaquanna Isles Tucker Clarke PrimaryTerrel Etienne Irish Town PrimaryMakeyla Audain Irish Town PrimaryDerrica Gilbert Estridge PrimaryAlexandr Richards Estridge PrimaryNaniah St.Valle Deane-Glasford PrimaryRhoyana Warner Deane-Glasford PrimaryJahzara Williams Cayon PrimaryKashid Browne Cayon PrimaryCaylyn Duncan Sandy Point PrimaryBra Davis Joshua Obadiah PrimaryKalijah Caines St.Pauls PrimaryKymani Browne St.Thomas PrimaryAwanna Duberry St.Thomas PrimaryChadecia Hicks VOJN PrimaryHujay Jeffers VOJN PrimaryEvette Jeffers VOJN PrimaryYakira Elliott Ivor Walters PrimaryJahmoy Lewis Ivor Walters PrimaryTariq Sargeant Edgar T Morris PrimaryBianca Harris Washington Archibald High School (WAHS)
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Elvina Brown Washington Archibald High School (WAHS)Cykarani Bena Saddlers Secondary SchoolJcavier Mills Charles E Mills Secondary SchoolShavannah Henderson Cayon High SchoolRenee Henderson Cayon High SchoolSabita Jalim Saddlers Secondary SchoolRocquanna Walters Basseterre High SchoolBruce Moses Cayon High SchoolBreana Hutchinson Verchilds High SchoolCheyanne Govia Charles E Mills Secondary SchoolKexion Hodge Basseterre High SchoolNickhail Sutton Verchilds High SchoolAnilecia Gopi Cayon High School
UWI and CFBCMs Wanda Hughes CFBCMrs Gaile Grag Phillip CFBCMrs Lavern Dublin-Collins CFBC, DTVEMSMr Anthony Evelyn CFBC, DTVEMSMr Joseph O’Flaherty CFBC, DTVEMSMr Fritzroy Wilkin CFBC, DTVEMSMrs Susan Sarah Owen UWI Open Campus
Civil Society Groups, Private Sector, Development Partners, NGOsMr Terence Craig Representative of the OASMr Lauston Percival Operation FutureMr Dan Macmullin Operation FutureMr Ramie Gumbs Operation FutureMr Russell Williams SKN Chamber of Industry and Commerce, IT Facility RepresentativeDr. Izben C Williams The Ripple President Institute SKNP’Della’P Stanley The Ripple Institute SKN EXEC CoordinatorMr Eversley Pemberton Nevis Evangelical AssociationMs Camara Lee Nevis Youth CouncilDelroy Ras Iroy Pinney Organisation of Rastafari in UnityMs Violet Clarke Legacy International Inc, Principal Cicele Brown Integrated SchoolMs Adella Meade Community Representative, NevisMr Linkon Maynard Chamber of Industry and Commerce, Carib Brewery Representative SKN