Post on 04-Apr-2018
7/30/2019 Cook Islands Ministry of Education Statement of Intent 2010-2015
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7/30/2019 Cook Islands Ministry of Education Statement of Intent 2010-2015
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Statement of Intent
The Statement of Intent outlines the priorities of the Ministry
of Education for the next five years (2010- 2015). It provides
stakeholders with an outline of priority areas, their purpose,
specific outputs, desired outcomes and an undertaking fromthe Ministry as to how progress towards these will be
monitored.
The priorities are indicative of the current position of
education in the Cook Islands. Whilst not detracting from the
goals in entirety of the Education Master Plan, the priorities
reflect the areas that the Ministry believes are required as a
base for the remaining goals to be achieved and are areaswhere considerable gains need to and can be made. The
statement also reflects the priorities set out in the National
Sustainable Development Plan.
Achieving the outcomes of this statement will allow the
Ministry to live its vision and support the achievement of
national, regional and international goals.
Vision:
The Ministry of Education values the unique nature of the Cook Islands.
We contribute to the effective governance of our country and are recognised as leaders in
education throughout the region.
The Ministry of Education provides a dynamic and professional environment which promotes
and supports life long learning through the provision of quality services.
Ministry of Education, 2009
This Ministry vision works to support the Education Sector vision tobuild the skills, knowledge, attitudes
and values of Cook Islanders to put their capabilities to best use in all areas of their lives.
Ministry of Education, 2008
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Priority Outcome 1: Parents and the community have confidence in their own and the Ministrys ability to support
quality learning and development for the very young.
Why? Quality early childhood education and the skills it develops in the very young sets a base for positive
educational outcomes in formal schooling. Parents and the community have an important role to play in this
development and the Ministry must make sure it supports parents in this role as well as continuing to focus on quality
personnel and resources in the Early Childhood sector.
How?1. Increased participation although most young Cook Islands children do attend an ECE Centre, there are still
some children who do not have equity of access or participation. The Ministry will focus on engaging these
children in early childhood education through awareness and media programmes and individual community
based responses.
2. Quality Learning the Ministry will continue to support the professional development of ECE teachers andAdvisory staff and the development of ECE specific quality assurance programmes.
3. Parental Support the Ministry will further develop and implement the Te Kakaia programme to supportparents in being the leaders of their childs education.
4. ECE Resourcing resourcing for ECE (human, learning and consumables) is tagged within school budgets.5. Pay parity for ECE teachers with teachers at primary and secondary level.6. Provision of physical learning environments which reflect health and safety requirements and curriculum
intent.
Evidence of Success:
1. Gross Enrolment Rate for Early Childhood Education at least 95% across all islands.2. Successful completion of ECE specific courses and qualifications by teachers and advisory staff.3. ECE specific resourcing available in schools (including pay parity).4. Te Kakaia programmes successfully run to support parents in understanding learning and development in the
very young.
5. ECE buildings and environments are fit for their intended purpose.
Priority Outcome 2:That every child is literate and numerate by the end of Year 8
Why? Literacy and Numeracy are the foundation skills for all other learning. They also provide the foundation for life
skills that all individuals need to be active members of their communities. Success in literacy and numeracy leads to
positive learning outcomes in all essential learning areas of the Cook Islands Curriculum. The target of year 8 is to
ensure that students have the skills needed to access opportunities at secondary school level and to be able to
successfully gain recognized qualifications. The Ministry of Education considers attainment in both Maori and English
to be a requirement of the literate learner.
How?1. Lead Teacher Programmes professional and effective lead teachers in schools to support, monitor and
evaluate classroom programmes in literacy and numeracy.
2. Resourcing - a focus on resourcing Maori language with relevant high quality resources at all levels of
education.
3. The development of resourcing formulae for literacy and numeracy.
4 Assessment Tools to improve learning a range of assessment tools are used by teachers to assess learning in
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Evidence of Success:
1. Classroom teachers reflect best practice in their delivery of literacy and numeracy programmes.2. Valid and reliable Literacy and Numeracy data with national snapshots at Years 4 and 8 which meet set
targets.
3. Increase in resources (print and digital) available in Maori Language.4. Research conducted, recommendations implemented and findings published annually on best practice in
teaching literacy and numeracy in the Cook Islands.
5. Adherence to resourcing formulae developed.
Priority Outcome 3:Every young person has access to the opportunity to develop skills and knowledge and to gain
the qualification that they need to contribute to the development of the Cook Islands.
Why? Young Cook Islanders need to have the opportunity to gain the knowledge, skills and qualifications that will
equip them for the career and lifestyle of their choice. The NCEA qualification, accessed by schools in the Cook
Islands, allows for a significant range of subjects and linkages between academic, vocational and alternative courses.
The intent is to give learners access to seamless educational opportunities.
How?
1. Increase Subject Scope the Ministry will continue to review the scope of subjects available in senior
secondary school and add to this in a way that meets the interests and skills of students and provides young
Cook Islanders with the skills and qualifications needed to contribute to the national workforce.2. Dual Pathway Programmes in collaboration with other providers, the Ministry will continue to develop a
range of standard based programmes which students can utilize to gain credits towards both school based and
vocational qualifications eg carpentry, hospitality, automotive engineering.
3. Alternative Pathways the Ministry recognizes the traditional school based academic programmes do not suit
all learners. By creating alternative pathways for learning, the Ministry in collaboration with other providers,
can ensure that the learning needs of all students are met.
4. Increased access for students in isolated communities the Ministry wants students to be able to access quality
education on their home islands for as long as possible. New methods of providing access to educational
opportunities will be investigated and implemented in remote communities.5. Secondary literacy and numeracy professional support to all secondary teachers to be teachers of literacy and
numeracy.
6. Provide quality support and information on career opportunities and decision making continue to develop
careers education programmes in schools and support with well trained and resourced Careers Education
teachers.
Evidence of Success:
1. Student retention in education on home islands and in vocational education.2. Active participation of students in dual pathway programmes measured through the breadth of courses offered
and student participation.
3. Students have access to alternative programmes which provide the opportunity for success.4. Improved NCEA Literacy and Numeracy results to ensure increased student access to qualification
programmes.
5. Careers Education programmes at all levels of schooling from year 7.
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Priority Outcome 4:Learning needs of the wider community are acknowledged and addressed through collaboration
and partnerships with other agencies.
Why? The Education Master Plan has the catchphrase Learning for Life. As a key driver of the education sector, the
Ministry therefore has a major role to play in ensuring that all Cook Islanders have access to learning at all levels.
How?1. Community Education in collaboration with schools and other agencies, the Ministry will encourage and
support the development and implementation of programmes that provide learning opportunities to the wider
school community including parents, caregivers and other community stakeholders.
2. Life Skills Programmes the Ministry will work with schools, communities and other agencies to identify the
island/community specific skills that need support and will develop programmes in response.
3. Te Kakaia the Te Kakaia programme specifically supports parents/caregivers to understand and be able to
support their childs learning at all levels.
4. Resource Support the development of partnerships with community groups and other agencies to utilize
school resources for the purpose of providing formal and non-formal learning opportunities.
Evidence of Success:
1. Number of successful community education and life skills programmes offered measured throughparticipation, successful completion and course evaluation.
2. Te Kakaia programmes that meet the needs of different communities.3. Increased utilization of schools and their physical resources.
Priority Outcome 5:The Ministry of Education is capable, professional, efficient and responsive to the needs of and
opportunities provided to the education sector.
Why? The Ministry of Education is mandated to provide quality education to all Cook Islanders. It can only achieve
this if it develops and supports best practice models, operates quality assurance systems and monitors its performance
to ensure currency nationally, regionally and internationally.
How?
1. Safety the Ministry, in collaboration with CIIC, will work towards ensuring a fitness of purpose for schools.The Ministry will also continue to work with EMCI to ensure that schools and their communities are prepared
to respond to adverse events.
2. Health the Ministry, as a good employer, affords priority to the promotion of wellness, and aims to ensurethat all are free from harm.
3. Quality Assurance the Ministry will monitor and evaluate its own performance (internal) and be open toaudit from other agencies (external). This quality assurance includes school review and the development and
implementation of sound forward looking policy that meets the needs of the sector and its responsibility to the
wider community.
4. Development of research environment the Ministry will develop a culture of research across all levels of theeducation sector.
5. A Performance Development System that reflects professional standards and which is supported by purposefulprofessional development opportunities.
Evidence of Success:
1 Unqualified audit report and PSC endorsement
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7/30/2019 Cook Islands Ministry of Education Statement of Intent 2010-2015
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Five Year Action Plan
Focus Area: Taku Ipukarea Kia Rangitira
Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15
Improved
Maori
literacy at all
levels of
education
Relevant
Learning andTeaching
styles and
methods
identified and
developed
Develop as a
Centre of
Excellence
for all things
Cook Islands
65% G4 students with
Maori at or above
suggested standard.
60% Y8 students at or
above expected
standard.
At least one research
based publicationproduced each year.
At least 2 staff
presenting at national,
regional or
international
conferences per
annum.
By 2015 at least 3
standards for
traditional knowledge
registered on
qualifications
framework.
Maori Lang. Framework completed to Year 8 (SS)
Lead Teacher Pro rammes SS
Strengthening Secondary Maori: NCEA, Pedagogy (SS)
Resource Development (SS: Seconded project)
2010/12 ECE Grade 3 Grade 4-8
Year 9 - 13
Research Programmes (PPR/SS):
Literacy &Numeracy Research Sabbatical Programme Developed
EIU/ESD ECE
Scoping of Innovations Centre (PPR)
Development of traditional knowledge
standards (SS/PPR)
Register of Presentations maintained (HR): In response to abstract submission and invitation
Annual Research Publication PPR/SS
Development of
research library (PPR) On oin librar maintenance PPR
Eval.
Resources
EFAEFA
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Focus Area: Learning and Teaching
Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15
Equitableaccess for all
learners to
quality
learning
programmes
Improved
literacy andnumeracy for
all learners
NERG1-6>95%
Y11>90%
Y12>50%
Y13>30%
1011 retention >95%
Disaggregate data by
home island.
Review of CICF.
At least two
alternative pathway
programmes.
National English
Literacy >85%Northern Gp at least 5
percentage points per
year.
Numeracy
National >70%
Southern Gp >60%
Review of DFL modalities (ITC/SS)
Implementation of prioritized actions for DFL modalities (ITC/SS)
Annual needs analysis of senior secondary programmes available: increase scope (SS)
Review of CICF (SS) and
services
Development and implementation of
Enterprise/Financial Literacy Curriculum
Document. (SS)
Special
Review of
alternativecourses.(PPR)
Lead Teacher Programmes in Literacy and Numeracy (nb research in TIKR) (SS)
National Literacy
and Numeracy
Conference (SS)
Special Review:
(AE) Lead Teacher
Programme (PPR)
Development of further courses as informed by review (SS)
National assessment tool
development (SS, ITC)
Special Review:
Northern Group
Education (PPR)
Implementation of strategies to address findings of the review (SS, HR)
LAC/NAC courses for secondary teachers (SS)
Post review
development of
resourcing formulae
for Litand Num
PPR/SS
Isolated
student review
AE
Frameworks
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Goals
Increasedenrolment in
ECE Centres
Increased
access to
vocational
courses at
senior levels
Targets (2015)
GER>95% on every
islandNo. of Dip ECE>10
Resourcing Policy for
ECE (ECE tagged
budget and staff)
Te Kakaia ECE
specific programmes
>3 pa
Dual Pathway courses
>8
Taster Courses >4
OIs courses >6
ECE Media Campaign (ITC/SS)
Dip ECE Programme for teachers and advisors
in collaboration with USP (HR)
Post EFA ECEanalysis to identify
communities at risk
(PPR)
Implementation of programmes to address
communities at risk (SS)
ECE resourcing
policy (PPR)
2010/11 2011/12 2012/13 2013/14 2014/1
Ongoing implementation (HR/SS/F)
Te Kakaia Programme: ECE specific (SS)
ECE specific criteria
developed for
education review(PPR)
Ongoing coordination of programmes through facilitation with schools, DNHRD and other providers (SS)
Fitness of Purpose
standards
developed for ECE
(SS/PPR/F)
Work programme to address standards in units (SS/F)
Special Review:
Dual Pathway
Programmes
(PPR) (AE)
Special Review
(AE) ECE
programmes
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Goals
Systems thatenhance
student
wellbeing
Targets (2015)
All accredited schoolshave integrated
careers education
programmes
Careers Ed
programmes for Y7/8
School wide health
promotion
programmes
At least 2 local
guidance counselorsavailable to schools
2014/152013/142012/13
Development of
Careers
Education
programme for
Years 7&8 (SS)
Careers Education
staff ID and
training (SS/HR) Continued training support
(SS/HR)
Careers Teachers
intensive training
(HR/SS)
Programme
development
(SS)Health Promotion implementation (SS)
Guidance staff identification and
training (SS/HR)
2010/11 2011/12
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Focus Area: Learning and the Community
Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15Increased
participation
by parents in
education
policy and
decision
making
Wide
communitysupport and
understanding
of inclusive
education
All schools have
active committees
that meet compliance
requirements.
The Education
Advisory Board of
community
stakeholders meets at
least twice annually.
Policy consultation
programmes utilized.
Community
stakeholder meetings
and media releases(x 2 per year).
Involvement in
Principal appraisal.
100% of children
access educationfrom age 5.
Media Campaign (PPR, ITC)
SchoolCommittee
Training (PPR)
SchoolCommittee
Training (PPR)
Annual Stakeholder Reports & Expo: variety of audiences (PPR)
Early Intervention
Specialist
Programmes (SS)
Early Intervention
Specialist
Programmes (SS)
Completion of
IE policy (SS)
Teacher Aide
training programmes
(SS)
Teacher Aide
training
programmes (SS)
Media Awareness Programme (SS, ITC)
PDS involvement in PDS for Principals (HR)
AE AE
Special Review
(AE):TeacherAide Programmes
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Increased
participationof the wider
community in
ongoing
learning
Annual Programmes
-
5 Te Kakaia- At least twocommunity
education
programmes
per island
- At least twolife skills
programmes
per island
At least 10 school
communities actively
utilizing school
resources for formal
and informal
education.
Te Kakaia Programme
(SS)
Policy development
on Life skills
Courses (PPR/SS) Development and implementation of Life skills Action Plan (SS)
Policy development
on Community Ed.
Courses (PPR/SS)
Development and implementation of Community Ed Action Plan (SS)
From Comm. Ed
policy, develop
guidelines for
school policy
development oncommunity
utilization (PPR)
Monitor policy implementation (SS:Comm Ed/PPR:Policy)
Media awareness
(run by schools)
AE: Lifeskills
andComm
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Focus Area: Infrastructure and Support
Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15
Adequate
budget
resources for
education
High quality
buildings,
grounds and
facilities
Unqualified audit
report
Fully integrated
finance systems
100% of schools
rreecceeiivvee aannnnuuaall
wwaarrrraanntt ooffffiittnneessss
All teachers haveaccess to ICT
facilities for
professional and
learning
development
purposes
Completion of new
MoE headquarters
(F)
Development of specialized learning areas: (F)
10/11 11/12 12/13
Science graphics tourism
ICT wshops hospitality
Complete libraries
Development and
resourcing of health and
safety standards for
schools (PPR/F)
Development and implementation of IT
action plan (ITC)
Development and implementation of work programme to address issues. Fitness of
Purpose focus. (with CIIC) (F)
Annual budget policy submissions, business plans and budgets prepared (F/PPR)
Maximum alignment of donor and local funding and systems (F/PPR)
All requirements from
2008 Audit report and
June 2010 inventory
report addressed (F)
Development of
IT replacement
programme(ITC/F)
MYOB
implementation (F)
Fitness of
purpose focus.
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Effective well
qualified and
resourced
teachers,
administrators
and support
staff
All new buildings
have disability
access and facilities.
110000%% aatttteessttaattiioonn
All schools fully
staffed
Certified:95%
Academic Quals:
90%
First degree or
higher:40%
New PDS system
implemented and
reviewed (HR)
HR strategy & policy
development (HR)
Staffing forecast
models developed
(HR)
Review of
disability
access in
schools (SS/F)
Ongoing PD programmes developed from PDS (HR)
Professional
standards foradvisors
developed and
implemented
(HR/SS)
Annual recruitment, induction and orientation programmes (HR)
Training programmes identified and developed to meet forecasted needs (HR)
Prioritise and implement outcomes of review (SS/F)
Scoping and
resourcing of
Mentoring
position
description
(HR/SS)
Professional mentoring
programme in schools (SS)
Special
Review:
Mentoring
Systems
(PPR)
Special
Review (AE):
HRM and
Professional
Development
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High quality
management
systems
Education Bill
passed to Crown
Law (PPR)
Review of
School Audit
Process (PPR)
Scoping and development of capacity in Internal Quality
Assurance (PPR/SMT)
Developing internal
QA policy (PPR)
Develop policy development and
management processes (PPR)
Completion
and
endorsement
of strategic
policies(PPR) Development of supporting operational and issues policies (PPR and relevant
Divisions)
Com Ed Language
AE: QMS
AE: Policy
Managment
EA: School
Review
Processes
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