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Country PresentationVANUATU
Presented By:Team Vanuatu• National Statistics Office• Ministry of Education• Department of Strategic
Planning and Aid Coordination (DSPPAC)
Vanuatu National Planning Structure
1. Planning documents driving education policy
Planning Documents Driving Education Policy
Responsible(Department/Person)
Period Review Date
National SustainableDevelopment Plan 2016-2030 (NSDP)
NSDP Monitoring and Evaluation Framework
Department of Strategic and Policy Planning and Aid Coordination
The Department of Strategic Planning and Aid Coordination
2016-2030
2016-2030
2020
2020
MoET Corporate Plan Ministry of Education and Training 2013 - 2017
2018Currently Under
Review
Interim VETSS 2017-2018 Ministry of Education and Training 2017-2018 2018
Education Act No. 9 of 2014 Parliament of Vanuatu
NSDP: Society Goal 2-Quality Education An inclusive, equitable and quality education system with life-long learning for all.
• SOC2.1 Ensure every child, regardless of gender, location, educational needs or circumstances has access to the education system
• SOC2.2 Build trust in the education system through improved performance
management systems, teacher training, and the reliable delivery of quality services
• SOC2.3 Formalise early childhood education and life-long learning opportunities within the education system
• SOC2.4 Increase higher education opportunities, including technical and vocational training and skills
2. Key focus areas of education development
Education Goal Statements VETSS Strategies Key Activities (Focus Areas)
Increase equitable ACCESS to education for all people at all levels of education of Vanuatu
1. Provide Fee Subsidy 1. Improve school funding process2. Inclusive Education Policy Implementation3. Implementation of Education in Emergency (EIE) Policy2. Promote and mainstream Inclusive Education
3. Development of proper school Infrastructures and National School Development Plan
4. (Primary) School Construction Program5. School Maintenance Planning
Improve the QUALITY of education 4. Mainstream Early Childhood Care and Education (ECCE) 1. ECCE Policy Implementation
5. Teachers training and development and implementation of a National Teacher Development Plan
2. Professional Development (PD) to Support New Curriculum 3. VITE Institutional Strengthening
6. Integrate and consolidate the Curriculum reforms, strengthening assessment systems
7. Teachers training and development and implementation of a National Teacher Development Plan
8. Integrate and consolidate the Curriculum reforms, strengthening assessment systems
4. Curriculum Implementation5. Assessment, Reporting and Monitoring6. Language Policy Implementation
9. Development and implementation of bilingual/ plurilingual education policy and system
10. Strengthened Basic and Secondary Education 7. Implementation Basic and Secondary Education Policies
11. Ensuring equitable and inclusive access to a quality assured and appropriately resourced Post School Education and Training system
8. Implementation of the Post School Education and Training Policy 2016-2020
Improve planning , fiscal and financial MANAGEMENT 12. Promote educational and Training standards, sound legislation, evidence base policy development, strengthening ICT use, planning, budgeting and implement M&E reporting
1. Education Management systems implemented
13. Rationalization of resources 2. Developed education service delivery to schools3. Evidenced based policy
14. Re-structuring and Devolution of MoET functions
15. Strengthen Governance, partnerships and communications 4. School Leaders Program
5. Development and implementation of a MoET communication Plan
3. Indicator frameworks to monitor education development
MoET Results Framework 2018 – 2020
OBJECTIVES
(What you want to achieve)
INDICATORS
(How to measure change)
MEANS OF
VERIFICATION
(Where & how to get
information)
Frequency
of Data
Collection
ASSUMPTIONS
(What else to be aware of)
End Outcome Access:
All students have opportunity to
access schools within a reasonable
distance and at a reasonable cost.
• Net Enrolment Rate (NER),
Kindergarten and schooling Years 1 - 3
(age 6 schooling Year 1; Age 7 schooling
Year 2; age 8 schooling Year 3)
• % of schools schooling Years
Kindergarten and 1 - 13 Standards for
children with special needs.
Open VEMIS
AnnualBehaviours and decisions around
child enrolment are understood
and contextualised.
Access outcome
Cont..
NSDP outcome 1: Ensure every child, regardless of gender,
location, education needs or circumstances has access to the
education system
• Percentage of age 6 in Yr. 1 who attended
kindergarten
• Survival rates Yr. 1 - 6, 1 – 13.
Open VEMIS Annual
National campaign on right age
of schooling (6 years, class
one).
Literacy & numeracy standards
achieved and socioeconomic
factors correlated with
children/students completing a
level of schooling.
Output 1.1.
All school age children in Y1-10 attend school
• Net Enrolment Rate Primary and Junior Secondary Open VEMIS Annual National campaign on right age
of schooling (6 years, class one)
• # of children with special needs (or disadvantaged
children) accessing schoolsOpen VEMIS/Disability society Annual
Decisions around sending
children with specific needs to
school are understood and
supported
• # of schools that has a Comprehensive Safety Plan in
placedSIU/Open VEMIS Annual
Trainings provided to school
principals to develop and
implement School
Comprehensive Safety Plan
Output 1.2.
Infrastructure planning to support quality facilities and
improved safety access to learning
• # of primary schools that completes an asset survey
(facilities) and the survey information’s are entered in
OV
Facilities /Open VEMIS On going
Primary schools facilities survey
related to primary school asset
survey
• # of schools with new classrooms built and occupied Facilities Unit AnnualQuality new classrooms are
funded by projects
• # of schools implementing maintenance plans SIU/OV AnnualSchools have established
maintenance plan
• # of schools that engage community support for
accessible facilities in primary schoolsOpen VEMIS Annual
Responses and participation of
communities understood and
contextualized
• # of schools with infrastructure improved and wash
improvement projects implemented
UNICEF report/Facilities
unit/Open VEMISAnnual
Quality of infrastructure
correlated with location of
schools and leadership in the
schools
Quality outcome
End Outcome Quality:
Enhanced teaching leading to
broader learning and social results
within schools.
• % of student meeting literacy and
numeracy standards in year 4.• Annual data
collection
through
evaluation
studies
• Open VEMIS
Annual • Literacy and numeracy rates
correlated to new
curriculum roll-out and
teacher training efforts.
NSDP 2.1.
Formalize early childhood education
and life-long learning opportunities
within the education system.
• Percentage of students meeting
literacy and numeracy standardsVANSTA/Open VEMIS Annual
Literacy and numeracy
standards correlated with life-
long learning opportunities
NSDP Outcome 2.2.
Increase higher education
opportunities, including technical
and vocational training and skills.
• No of technical & Vocational
schools that are certified and
registered under the Vanuatu
Qualifications Authority to
operate
VQA records Annual
Mechanisms established to
assist TVET institutions to meet
VQA standards
Output 2.3.
Strengthened ECCE to support early
years learning.
• # of Kindies implement ECCE policy
of school readiness
Open VEMIS/ECCE
coordinatorAnnual
ECCE policy of school readiness
has a clear implementation plan
• % of ECCE teachers trained on the
new ECCE curriculum
Open VEMIS/ ECCE
CoordinatorAnnual
ECCE teachers trained obtain a
certification
Cont..Output 2.2.
Training (pre-service and in-service)
programs for teachers updated to
meet quality standards.
• # of schools with teachers trained
in new curriculum (for Years 1-3 as
rolled out);
Open VEMIS/ISU/VITE Annual
Training in new curriculum
conducted in both in-service and
pre-service
• # of schools with principals trained
in new curriculumOpen VEMIS/ISU/VITE Annual
Principals have the capacity to
support teachers in delivering
new curriculum
• # of VITE courses reviewed and
certified by VQAVQA records Annual
All VITE courses are reviewed to
guarantee bachelor program
Output 2.3.
New curriculum implemented
• # of schools receiving and
implementation new curriculumCDU records Ongoing
Non-Government (private)
schools implement additional
curriculum
• VANSTA administered in Open
VEMISEAU TBC
EAU has another standalone
system to administer VANSTA
Output 2.4.
SIPs and grants are monitored by
provincial school improvement
officers and inspectorates and
auditors.
• # of schools (Primary & Secondary)
having developed and
implementing their SIP
SIU/Open VEMIS AnnualSIP to be standardized and
applied in PS & SS
• # of schools (Primary & Secondary)
producing financial reports
Open VEMIS/Finance
UnitAnnual
Schools need clear direction on
financial reports
• # of schools that meet relevant
Minimum Quality Standards (MQS)Open VEMIS/SIU Annual
SIPs are developed and
implemented to meet the MQS
Output 2.5.
Scholarship support is provided to
students to have access to accredit
training within a tertiary and higher
education framework
• # of TVET institutions accredited by
VQAVQA records Annual
Processes of registering and
accrediting TVET institutions are
in place
• # of students enrolled in TVET
institutionsOpen VEMIS Annual
TVET institutions need to
registered and their courses
accredited by VQA
• # of scholarship awarded per year
Scholarship
records/Open
VEMIS/DFAT/MFAT
Annual
All scholarship awarded based
on VanGov Scholarship Priority
Framework
Management OutcomeEnd Outcome Management: School service
delivery meeting MQS requirements
• % schools meeting relevant MQS on an
annual basis
Open VEMIS/SIUAnnual
MQS standards clearly defined and
applied (i.e. shared criteria)
NSDP Outcome 3.
Build trust in the education system
through improved performance
management systems, teacher training,
and reliable delivery of quality services
• Percentage of schools demonstrating
effective implementation and
management of school grants
Open VEMIS/Finance
Unit / IAUAnnual
School principals were trained &
supported to manage the school
grants
Output 3.1.
Strengthen performance management
systems (reporting against plans and
standards), at all institutional levels,
including appraisal of managers, principals,
teachers, staff
• # of provinces with capacity for devolved
responsibilities for the management of
teachers and schools. VESP progress report Annual
The six provincial education offices
have differing capacity levels
• # of eligible primary schools receive and
acquit school grants on time
Open VEMIS/Finance
UnitAnnual
The capacity/capability of principals
to produce acquittals is understood
and assistance provided
Output 3.2.
Provincial management to support service
delivery at school level
• Quarterly reports are produced. PPD Quarterly Managers timeliness of producing
the QRs
• # of schools (ECCE, Primary, & Secondary)
producing annual reportsOpen VEMIS Annual
All schools (PS & SS) should have the
capacity to produce annual reports
• Performance appraisal for PSC and TSC
staff conducted annuallyHRM/TSC records Annual
Mechanisms for performance
appraisal are in place
• # of schools using Open VEMIS Open VEMIS Annual
Internet connectivity is still a
challenge for schools in the
rural/remote areas
• # of school support centers established VESP progress reports Annual SSC concept understood &
contextualized
Cont..
Output 3.3.
School leadership to support
improved learning in classrooms
• # of schools with school
improvement plans (SIPS)Open VEMIS/SIU Annual
SIPs are applied at PS & SS and
aligned to high level plans for
MoET
• # of school principals trained Open VEMIS/SIU Annual School principals are community
leaders
Output 3.4.
Community engagement to support
improved quality, access and
participation in schooling
• # of schools that engage with
communities to enroll children at
right age into Year 1 VESP progress reports Annual Participation of communities are
understood and contextualized
• # of Education Governance Bodies
that are effectively functioning
Assessment
report/Education
sector review report
Annual
All education governance bodies
exist (i.e. appointed by the
Minister)
4. Policy alignment with budget allocation
Education Projects/Programs funded by Government and Donor Agencies:
• School Grant payment – Paid to ECCE to Year 6 and Tuition fees paid to year 7 and 8. Funded by Government, MFAT & DFAT
• Grants to Vanuatu Institute of Technology & Vanuatu Institute of Teachers Education . Funded by Government
• Development of Open VEMIS Database – Supported by VESP (MFAT & DFAT)
• TC PAM Classroom Reconstruction Project – Funded by ADB/VESP
• Piloting National School Infrastructure Development Plan. Funded by VESP (MFAT & DFAT)
• School Improvement Plan Awareness and Training. Funded by VESP (MFAT & DFAT)
Cont..
6%
MoET - 22%
7%
MFEM - 32%
10%
7%
• Current 2017 MoET Ceiling: 4,471,301,120 VT vs 2018 MoET Ceiling: 4,526,147,293 VT(Less TVET Operations Budget: 8million vatu, Add Parliamentary Secretary budget: 28,683,109 vatu and Primary School Grant budget: 34,163,064 vatu)
• Comprises 22% of total Government budget.
(2nd highest Budget Ceiling after Ministry of Finance & Economic Management)
• MoET ceiling does Not include Scholarship Budget of 509 million vatu which is managed by MFEM.
Proportion of Government Budget Allocation for Year 2018
2018 Budget Allocation by DepartmentsDEPARTMENT OPREATION BUDGET (VT) PAYROLL BUDGET (VT) TOTAL BUDGET
(VT)
MoET Cabinet 7,600,017 0.7% 37,943,506 1.1% 45,543,523
MoET Parliamentary Secretary
12,647,853 1.2% 16,035,256 0.5% 28,683,109
Education Service Directorate 781,165,606 74.9% 3,043,993 87.4% 3,825,158,701
Directorate General Directorate
9,674,942 0.9% 38,335,275 1.1% 48,010,217
Education Commissions and Councils
33,069,341 3.2% 16,935,247 0.5% 50,004,588
Finance & Administration Directorate
119,159,301 11.4% 43,444,663 1.2% 162,603,964
Policy & Planning Directorate 6,925,207 0.7% 26,811,584 0.8% 33,736,791
Tertiary Education Services 72,082,960 6.9% 260,323,440 7.5% 332,406,400
Grand Total 1,042,325,227 3,48,822,066 4,526,147,293
Government Vs MoET Expenditure in Billions (Vatu).
16,72617,523 17,773
4,285 4,180 4,303
2013 2014 2015
Government Budget MoET Budget
Donor Contribution in Education in 2017
Donor Budget %Australia 785,830,695 85.0
A.D.B 42,461,282 4.6Japan 36,029,927 3.9Kuwait 17,314,530 1.9
New Zealand 4,385,497 0.5UNESCO 12,382,072 1.3
VESP (MFAT/DFAT) 10,693,842 1.2SPC 7,113,150 0.8
UNICEF 5,024,795 0.5Common Wealth 3,029,544 0.3
Total 924,265,334
Tenk iu Tumas!