FIJI FIJI 1. Planning documents driving education policy Notes - - PowerPoint PPT Presentation

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FIJI

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FIJI

• 1. Planning documents driving

education policy

Planning Document Period Covered Reviews Responsible/consultation 2013 Fiji Constitution National Level 5 Yrs and 20 Yrs National Development Plan 5Yrs & 20Yrs Ministry of Economy –Department of Strategic Planning Education Sector Strategic Plan 4 Yrs After 4 Yrs

• Planning Unit/Corporate Services

Section

• Consultation done with all the

Education Sector Stakeholders ACP & ABP 1 Yr. Yearly

• Planning Unit /Corporate Services

Section

• Consultation done with all the

Education Sector Stakeholders

Notes Provide details of all planning documents driving education policy. Include: National plans Education sector plans Any other planning documents relevant to the education sector Details to provide: What period they cover? Reviews of these documents (eg, mid-term)? Who is responsible for their production, and who else is consulted in their production

• 2. Key focus areas of education development
• Provide details of the key areas of development currently being focused
• n in the education sector in your country.

KEY AREAS OF DEVELOPMENT FOR THE MINISTRY

• ACCESS, RETENTION AND COMPLETION
• QUALITY CURRICULUM AND ASSESSMENT
• STUDENTS’ WELFARE
• PRODUCTIVE WORKFORCE
• TECHNOLOGY AND EMPLOYMENT SKILLS TRAINING
• STAKEHOLDER PARTNERSHIP
• PROCESSES AND SYSTEMS
• HERITAGE AND ARTS
• HIGHER EDUCATION

▪ Weighing in terms of importance is the same for all

Guideline Notes ▪ Provide details of the key areas of development currently being focused on in the education sector in your country. Examples of some issues include:

• Access to education: participation

rates of children in education (including drop-out prevalence, attendance)

• Quality of education (Student

Learning Outcomes in Literacy and Numeracy)

• Teacher Development: Teacher

qualification and certification

• Quality of schools and facilities
• Pathways linking levels of schooling

and beyond (TVET, Tertiary) ▪ Which of the areas you listed receive the most focus

• 3. Indicator frameworks to monitor education development

Output Strategies Indicator Access, retention, progression, completion and quality education at all levels improved [ESSDP 1.1] Establishment of new ECE centers in Primary Schools Number of ECE centers attached to primary schools Proportion of ECE Centers meeting the minimum quality Standard Requirement Improved infrastructure standards by July 2018 Number of ECE centers upgraded Quarterly Reports on the number of ECE schools upgraded since beginning of the year Monthly Report on the Effective implementation of Building Grants [Direct Deposit and below $50k] Monthly reports on the monitoring of capital projects to meet the Government’s outcomes Biannual Reports on the dilapidated schools renovated through donors or communities Number of school improvement in infrastructure projects completed Strengthen support to improve access through the provision of education resources to students by Jul 2018 Monthly report on the Primary Schools assisted with furniture Quarterly Report on the accession listing of resources Number of primary schools supplied with science kits to enhance science teaching and learning experience Termly Reports on the improvement of schools using the TFFG Number of schools supplied with literacy and numeracy manuals for Year 3-4 Number of Year 3 & 4 teachers trained in the use of literacy and numeracy manuals. Number of teachers trained as “Mentors” on the use of Year 3 & 4 literacy and numeracy manuals Number of Head Teachers trained in the monitoring of the implementation of Year 3 & 4 literacy and numeracy strategies Improve school library standards by aligning to National School Library Policy Number of e-books made available to schools and library users Number of resources acquired, catalogued, classified, processed and distributed to ECE, Schools, public and community libraries Strengthening support towards equal access to education by July 2018 Number of schools assisted through lease renewals Number of EDA schools assisted Number of new EDA schools project completed. Number of ECE Resources and furniture acquired, processed and distributed to ECE centers

Guideline Notes ▪Provide details of the indicator frameworks (if any) which exist in planning/policy documents relating to education ▪Cut and paste these indicator frameworks in to your power point presentation in this section ▪Do you have a list of key tables and indicators your country focus on producing from your EMIS? ▪If yes, how well do these outputs from the EMIS align with specified indicator requirements in policy/planning documents? ▪Has work been undertaken to map these indicator frameworks against regional or global frameworks (eg, SDGs)? ▪If so - what was the outcome of these mapping activities? ACCESS, RETENTION AND COMPLETION

Output Strategies Indicator Quality curriculum implemented [ESSDP 2.1] ECE curriculum guidelines implemented in all ECE centers by July 2018 Number of untrained ECE teachers trained in the curriculum guidelines Quarterly reports of ECE teachers being trained in the curriculum guidelines and effectively implementing them Number of ECE Centers effectively implementing the Curriculum Number of ECE resources developed to assist ECE curriculum Number of ECE student workbooks and Teacher’s guide developed to assist ECE curriculum Biannual Reports on ECE Teachers effectively implementing ECE Curriculum and Feedback Reports from ECE Teachers Number of educational cartoons for ECE developed Facilitate relevant adaptations and modifications of the current curriculum to meet needs of students with special needs Number of students who have a quality IEP Number of students who sit exams with reasonable accommodation provided Number of students with special needs accessing quality curriculum specific to their learning needs Improved percentage of qualified teachers with a minimum qualification of a Certificate in special education by districts Monitor the use of effective teaching methods in Mathematics and Science in schools by July 2018 Increased number of teachers using effective teaching methods for Maths and Science Number of video resources developed to support effective teaching

• f Mathematics and Science

Increased awareness

• n the

Implementation of the revised Fiji National Curriculum Framework by July 2018 Increased number of administrators and Year 13 teachers trained to implement the NCF Monitoring of the implementation of NCF by July 2018 Biannual report on the Number of schools implementing NCF Reports on department feedback generated from term-end reports

STUDENT WELFARE QUALITY CURRICULUM AND ASSESSMENT

Output Strategies Indicator Effective and efficient responsiveness

• f school to

meet all educational needs [ESSDP 3.1] Increased school awareness on Drugs, Elimination of Child Abuse, Elimination of Violence Against Girls and Women, STI and HIV, LSRD & Basic Counselling Skills Number of Teachers trained in Drugs, HIVAIDS & Elimination of Child Abuse Number of Peer Educators trained in Drugs, HIV AIDS & elimination of Child Abuse Number of QRP & PD conducted by staff Quarterly report on provision of voluntary/referral counselling services conducted to student at risk Number of Student Leaders trained in identifying students at risk with social issues Quarterly report on provision of mentoring services conducted to student at risk Enhance students’ understanding of lifelong skills by July 2018 Number of primary schools that are registered as practicing Programs like Scouts, Girl Guides, Red Cross or any other clubs by districts. Number of secondary schools participating in programs like the Duke of Edinburgh Award, Cadet or any other Clubs by districts Sustain students’ understanding of national and cultural identities in 2017-2018 Number of schools implementing teaching of multi-cultural programs by district. Number of schools that celebrate religious festivals Strengthen awareness and programs on health and social issues Number of Wellness programs organized in schools Number of Oratory contests and Debates on social issues organized at District Level or in clusters Implementing measures that address Civil Service Code of Conduct compliance Number of schools that display and create awareness on code of conduct and Civil Service values and follow Virtues Program Number of schools organizing programs on values, virtues and civic education

Guideline Notes ▪Do you have a list of key tables and indicators your country focus on producing from your EMIS? ▪If yes, how well do these outputs from the EMIS align with specified indicator requirements in policy/planning documents? ▪Has work been undertaken to map these indicator frameworks against regional or global frameworks (eg, SDGs)? ▪If so - what was the outcome of these mapping activities?

Indicators from FEMIS ▪ Enrolment figures aggregated by gender, location type, districts ▪ Student attendance data ▪ Student subject information ▪ Percentage of Primary schools with ECE attached ▪ Schools internet connectivity ▪ Students with special needs ▪ Water, sanitation and hygiene (WASH) report ▪ Standard examination reports Currently in the FEMIS training ▪ GER ▪ NER ▪ School Life Expectancy ▪ Drop out ▪ Repeaters ▪ Teacher-pupil ratio ▪ Completion rate ▪ Pupil-toilet ratio

“Considerable work is being done to map the SDG indicators in

• FEMIS. The outcome are the reports in the FEMIS training

version which are being tested. The work is continuing to capture the other SDG indicators in FEMIS. This mapping is a priority in our current work plan”.

• 4. Policy alignment with budget allocation

▪What are some of the key education projects/programmes being undertaken in your country requiring significant budget allocations?

• Capital Projects – School Infrastructure improvement
• Transport Assistance

▪ What proportion of government spending has been allocated to education?

How well does the breakdown of the budget allocation for the education sector align with planning documents? The budget allocation will give the Finance the required activities in the plan. The plan is only for activities for which the budget has been approved. What processes are adopted to include education sector priorities (in development plans) into the budget? ▪ Consultation with different Sections of the Ministry ▪ Sections are required to submit their proposed activities with costing

SEG DESCRIPTION AMOUNT ($) % OF MINISTRY OF EDUCATION BUDGET 1 Established Staff $ 259,341,004 66.70 2 Government Wage Earners $ 2,493,300 0.64 3 Travel and Communications $ 1,396,264 0.35 4 Maintenance and Operations $ 1,300,610 0.33 5 Purchase of Goods and Services $ 11,371,394 2.92 6 Operating Grants and Transfers $ 94,538,081 24.3 7 Special Expenditures $ 9,850,710 2.53 8 Capital Constructions $ 594,289 0.15 9 Capital Purchases $ 160,000 0.041 10 Capital Grants and Transfers $ 3,817,067 0.98 13 Value Added Tax $ 4,099,466 1.05 Total Budget by SEGs $388,962,185 100%

MOE BUDGET ANALYSIS BY STANDARD EXPENDITURE GROUP (SEG

Year Budget Provision %T/Govt.Exp %GDP Actual T/Exp GDP [Nominal] 2010 301,835.6 17.6% 4.9% 301,847.2 1,715,453.5 6,188,337.0 2011 310,695.3 15.8% 5.0% 316,773.1 1,961,718.3 6,177,333.0 2012 325,939.1 15.7% 4.5% 336,780.1 2,077,929.3 7,223,737.0 2013 342,587.3 14.7% 4.4% 344,979.3 2,327,385.3 7,744,976.0 MOE, HEI, Vocational Training, Student Loan Scheme 2014 540,234.2 18.7% 6.5% 517,198.8 2,883,261.1 8,283,429.0 MOE, HEIs, Scholarship, Vocational Training (Agriculture) 2015 516,789.5 15.5% 6.0% 572,607.4 3,336,292.1 8,668,818.0 MOE, HEIs, Scholarship, Vocational Training (Agriculture) 2016-2017 632,562.6 17.4% 6.4% 594,010.1 3,643,356.1 9,866,790.0 MOE, HEI, Scholarship, Vocational Training 2017-2018 964,403.0 22.1% 8.8% 4,356,830.8 10,980,141.0 MOE, HEI, Scholarships, TC Winston construction of schools, Hilton special school

• 100,000.0

200,000.0 300,000.0 400,000.0 500,000.0 600,000.0 700,000.0

EDUCATION SECTOR BUDGET & ACTUAL [2010- 2016/2017]

Budget Provision Actual