The Government of St. Kitts and Nevis Ministry of ...

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


© 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

Executive summary

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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.


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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.


18

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.


20

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.


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.


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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.


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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


ASER 5 years old


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


Secondary NER


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.


24

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


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.


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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%


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.


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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.


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.


28

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


Grade 5


Grade 6



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


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


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


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


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


32

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


• 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


Curriculum and

assessment

Quality and relevant teaching

and learning

Professionalizing the teaching force

Knowledge management for decision making

Leadership and

accountability


34

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

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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


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


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


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


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


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


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


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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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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

tified

• Q

uart

erly

fina

ncia

l rep

orts

from

bu

dget

mai

ntai

ning

ent

ities

su

bmitt

ed

• Le

ad: D

irect

or o

f EM

IS,

Pers

onne

l Offi

cer,

As

sist

ant S

ecre

tary

: Fi

nanc

e•

Prim

ary

colla

bora

tors

: C

EO/P

EO, H

eads

of

inst

itutio

ns

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.


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.


70

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.


72

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.


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.


74

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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


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


6.3.2. 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.


78

OU

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79


OU

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(max

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rmed

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ET c

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com

puls

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pro

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d an

d ge

nder

di

spar

ities

in p

artic

ipat

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in T

VET

cour

ses

are

redu

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at s

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vel a

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eyon

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of p

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and

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stio

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com

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Stu

dent

tran

sitio

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d pr

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polic

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are

info

rmed

by

an e

valu

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pra

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as re

gard

s to

stu

dent

m

otiv

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d eq

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% o

f pub

lic s

choo

ls th

at

impl

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t evi

denc

e-ba

sed

polic

ies

on s

trea

min

g an

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tom

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pro

mot

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and

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latio

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data

, sch

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s

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are

able

to a

cces

s qu

ality

ca

re a

nd in

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th

e id

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choo

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peci

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need

s, a

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peci

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alic

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text

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for

whi

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ver

the

cour

se o

f the

pla

n pe

riod

.


80

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Out

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and

com

plet

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in h

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edu

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n

GER

17-

20M

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26%

Scho

ol Q

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, SIS

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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


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

%


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


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


84

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 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


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


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


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


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


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%


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


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


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


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

99


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


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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

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