GOVERNMENT OF GHANA
ANNUAL EDUCATION SECTOR OPERATIONAL PLAN (AESOP)
ESP VOLUME 3.1 – AESOP 2010 - 2012
Final Draft
Ministry of Education
Education Strategic Plan 2010 - 2020
Volume 3.1: Annual Education Sector Operational Plan 2010 - 2012
Introduction to AESOP 2011 - 2012
Volume 1 of the Education Strategic Plan (ESP) presents
policy areas, policy objectives, targets and a strategic
framework intended to develop and sustain education in
Ghana over the period 2010 to 2020. Volume 2 of ESP
presents a macro picture of targeted outcomes, associated
inputs and activities
Volume 2, the Work Programme of ESP 2010 - 2020, builds
on those chapters. It presents a macro-picture of targeted
outcomes, associated inputs, indicative activities and broad
responsibilities for the five education sub-sectors over the
plan period.
Volume 3, the Annual Education Sector Operational Plan
(AESOP), is a three-year rolling work plan in which activities
and costs within the ESP strategic framework and work
programme of have been set against medium term sector
targets for the period 2010 – 2012. The AESOP will be
rolled forward on an annual basis.
Contents
page
Introduction
1
Background
2
ESP 2010 - 2020
2
AESOP Structure
3
AESOP Process
3
List of Abbreviations
4
AESOP Operations and Targets
5
Basic Education
6
Second Cycle Education
Non Formal Education
Inclusive and Special Education
Tertiary Education
Background
ESP 2010 - 2020
The ESP 2010-20 aims to ensure that investment in the broad education
sector is fully consistent with national and regional policies. It is therefore
a long-term plan that supports the Ghana Poverty Reduction Strategy
(GPRS) and acts as a framework that reflects Ghana’s commitment to
achieve the Millennium Development Goals (MDGs) for education,
principally gender parity throughout basic education and Universal Basic
Education Completion by 2015. Basic education is therefore a priority
sub-sector within the ESP.
In line with the 2007 Education Reform ESP 2010 – 2020 is partitioned
into six focal areas, the first five of which are sub-sectoral. See the
following table:
Focal Areas of ESP 2010 – 2020
1 Basic Education (BE)
1
stcycle: kindergarten, primary, junior high
2 Second Cycle
Education (SC)
senior high (general and technical), technical
and vocational institutes, apprenticeship,
agriculture
3 Non-Formal
Education (NF)
complementary education, training, skills,
literacy, adult education; informal
apprenticeship
4 Inclusive and Special
Education (IS)
Inclusion of excluded children within
mainstream schools, special needs, special
schools and units
5 Tertiary Education
(TE)
3
rd
cycle: colleges of education, professional
institutes, polytechnics, universities, open
learning
6 Education
Management (EM)
planning, decision-making, accountability,
finance, decentralisation, capacity building
The strategic thrust of ESP 2010 – 2012 is to place education closer to the
daily lives of people:
to meet their expectations of schooling and basic health;
to provide them and their children with relevant skills to ensure
their personal development and enable them to make the best use
of future study and career opportunities;
to ensure that they receive value for money.
Therefore each of the five sub-sectoral areas is closely allied to three
cross-cutting thematic area that relate to these points:
Thematic areas of ESP 2010 - 2020
A: Socio-humanistic
(demand)
Expectations
access, equity, welfare
B: Educational
(demand)
Skills acquisition
quality, skills development
C: Economic
AESOP Structure
The AESOP is arranged in six sections that reflect the focal areas on page
2. Each section, with the exception of Education Management, is
presented by thematic area. In this respect, the AESOP reflects the order
of presentation and content of the ESP Work Programme (Volume 2).
The AESOP takes the form of a matrix under the following column
headings:
Indicative Targets 2020
A long term view of how aspects of education should appear in 2020
Base Line Indicators 2008
Related education sector indicators, where available
Indicative targets 2010, 2011, 2012
Outcomes to be achieved in the three-year medium term. Each year,
following the Annual Review, this will be reviewed and rolled forward (to
2011, 2012, 2013 and so on).
Activities
An indication of the kinds of activities that will bring about the desired
outcomes (these lists are unlikely to be fully comprehensive)
Budget 2010
The projected cost of achieving the outcomes in the first year of the
three-year term
Responsible Agency
Those departments and MDAs responsible for achieving the outcomes
Monitoring and Evaluation (M&E)
Those departments and MDAs that should check the extent to which the
outcomes are achieved and the reasons for success or otherwise
---AESOP Process
The AESOP) locates the ESP strategies and activities within a three-year
rolling work-plan, designed and timed to coincide with the production of the
Budget and the Medium Term Expenditure Framework (MTEF). The
AESOP is therefore a medium term implementation plan that is reviewed
and rolled forward annually. The following chart shows how AESOP fits
within the planning, budgeting and monitoring process:
The chart indicates that the AESOP occupies a pivotal position in the
annual budgeting and review process:
ESPR and AESR
As shown in the chart, the 3-year format of the AESOP makes it
particularly appropriate for application to the Budget process and, thereby,
the Medium Term Expenditure Framework (MTEF). The steps in the chart
are shown chronologically The steps shown in Figure 6.1 normally take
place in the sequence shown in the following table (which uses 2010 as a
sample year).
Annual Planning, Budgeting, Monitoring Cycle of Activities
Activity Date s(2010) Responsibility
Receive 2009 Education
Expenditure data April/May 2010
GES Receive EMIS 2009 data May 2010 EMIS Prepare ESPR 2009-10 May 2010
PBME Conduct AESR 2010 June/July 2010
Prepare Aide Memoire 2010 July 2010 Prepare AESOP 2011-13 August 2010 Prepare 2011 Budget Estimates
and incorporate within the MTEF
2011-13 September 2010
---Abbreviations
AF Administration and Finance Division (of GES) AFC Associates for Change
AS HIV&AIDS Secretariat (of MoE) BE Basic Education
BECE Basic Education Certificate Examination BED Basic Education Division
BoG Board of Governors (Senior High) CAL Computer Assisted Learning CBO Community Based Organisations
CBT Competency Based Training CD Compact Disc
Ch Dir Chief Director of MoE CL Complementary Learning CoE College(s) of Education COTVET Council for TVET
CPM Consultative Panel Meeting
CRDD Curriculum Research and Development Division (of GES) CRS Client Report System
CRT Criterion Referenced Tests
CSSPS Computerised School Selection and Placement System CWS Community Water and Sanitation
DA District Assembly
DEO District Education Office/Officer DG Director General of GES DP Development Partner(s) EFA Education For All EM Educational Management
EMIS Education Management Information System ERRC Education Reform Review Committee ESAR Education Sector Annual Review ESP Education Strategic Plan
ESPRR Education Sector Policy Review Report ESTAC Education Sector Technical Advisory Committee FBO Faith Based Organisations
FCUBE Free Compulsory Universal Basic Education FPMU Funds and Procurement Management Unit GAC Ghana Aids Commission
GBDC Ghana Book Development Council GDP Gross Domestic Product
GER Gross Enrolment Ratio GES Ghana Education Service GETFund Ghana Education Trust Fund GEU Girls Education Unit GLB Ghana Library Board
GNAPS Ghana National Association of Private Schools GNAT Ghana National Association of Teachers GoG Government of Ghana
GPI Gender Parity Index
GPRS Ghana Poverty Reduction Strategy
HIV&AIDS Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome
HQ Head Quarters
HRD Human Resource Development
HRMD Human Resource Management and Development (GES) HT Head Teacher
ICT Information and Communication Technology ICU Implementation Co-ordination Unit
IEC Information, Education, Communication IGO Inter-Governmental Organisation INSET In-Service Education of Teachers IS Inclusive and Special (Education) ISH Integrated School Health JH Junior High
JHS Junior High School KG Kindergarten
M&E Monitoring and Evaluation MDA Ministry Departments and Agencies MDG Millennium Development Goals MNS Minimum National Standards MoE Ministry of Education MoEP Ministry of Economic Planning MoF Ministry of Finance
MoH Ministry of Health
MoMYE Ministry of Manpower Youth and Employment MoYS Ministry of Youth and Sports
MTEF Medium Term Expenditure Framework NAB National Accreditation Board
NAP National Apprenticeship Programme NBSSI National Board of Small Scale Industries NCTE National Council for Tertiary Education NDP National Development Plan
NDPC National Development Planning Commission NEPAD New Partnerships for African Development NER Net Enrolment Ratio
NERIC National Education Reform Implementation Committee NF Non-Formal (Education)
NFED Non-Formal Education Division NGO Non-Governmental Organisation NIB National Inspection Board NSS National Service Secretariat NTC National Teaching Council NUGS National Union of Ghana Students OU Open University
PBME Planning, Budgeting, Monitoring and Evaluation PMT Performance Monitoring Tests
PRESET Pre-Service Education of Teachers
PRME Policy Research Monitoring and Evaluation unit (of PBME) PRU Public Relations Unit (of GES)
PS Private Sector
PTA Parent Teacher Association PTR Pupil Teacher Ratio
RECOUP Research Consortium on Educational Outcomes and Poverty
REO Regional Education Office/Officer SA Subject Associations
SED Secondary Education Division SEN(s) Special Education Needs(s) SFL Schools for Life
SH Senior High
SHEP School Health Education Programme SHS Senior High School
SL Supply and Logistics Division of GES) SMC School Management Committee SpED Special Education Division (of GES)
SPIP School Performance Improvement Programme SRC School Report Card system
SRIMPR Statistics, Research, Information Management and Public Relations SSCE Secondary School Certificate Examination
STD Sexually Transmitted Diseases
STEU Science and Technology Education Unit of GES STME Science, Technology, Mathematics Education SWOT Strengths, Weaknesses, Opportunities, Threats TA Technical Assistance
TE Tertiary Education
TED Teacher Education Division (of GES) TEU Technical Examinations Unit TOT Trainers of Trainers/Tutors/Teachers TKLM Teaching and Learning Materials TTC Teacher Training College
TVED Technical and Vocational Education Division (of GES) TVET Technical and Vocational Education and Training TVI Technical Vocational Institutions
TVSD Technical and Vocational Skills Development UBE Universal Basic Education
UDE University Department of Education
UENR University of Energy and Natural Resources (Sunyani) UHAS University of Health and Applied Sciences (Ho)
UNESCO United Nations Education, Scientific and Cultural Organisation UNICEF United Nations Children’s Fund
UTTDBE Untrained Teachers Diploma in Basic Education VTI Vocational Training Institute
AESOP OPERATIONS AND TARGETS 2010 - 2012
INDICATIVE TARGETS 2020
Achievement Level (Outcomes and
Outputs)
2007 /08 2010 2011 2012
Focal Area: BASIC EDUCATION LEVEL –
Strategic Goal: Provide equitable access to good-quality child-friendly universal basic education, by improving
opportunities for all children in the first cycle of education at kindergarten, primary and junior high school levels
Socio-humanistic- access, equity and welfare
KGs
GER: 100%(15) NER: 100% (20) GPI: 1.0 (15) PR
GER 120% (20) NER 90% (15) GPI: 1.0 (15) NAR: 100%(15) Comp. Rate 100%(15) JHS GER:110%(15) NER:100%(15) GAR:100%(15) NAR: 100%(15) GPI 1.0 (12)
Comp. Rate 100%(15) Reduce the % of classrooms needing major repairs
All BE schools rehabilitated in terms of safety, sanitation, health and first-aid facilities
Increase coverage of school feeding programme in basic
GER: 92.9% NER: 88.5% GPI: 0.99 GER 94.9% NER 88.5% GPI: 1.0 NAR: 72.1% Comp. Rate: 86.3% GER:80.6% NER:47.8% GAR:84.6% NAR: 43.6% GPI .93 Comp. Rate 75%
KG: 37% Deprived: 39% Prim: 28% Deprived: 30% JHS: 26% Deprived: 23%
48% with adequate facilities Coverage: 9% GER: 94.0% NER: 91.0% GPI: 1.0 GER 96% NER 91% GPI: 1.0 NAR: 78% Comp. Rate: 89.3% GER:84% NER:59% GAR:88% NAR: 53.6% GPI .94 Comp. Rate 79% KG: 34% Dprvd: 36% Prim: 25% Dprvd: 27% JHS: 23% Dprvd: 20% 55% with adequate facilities Coverage: 11% GER: 95.1% NER: 94.0% GPI: 1.0 GER 97% NER 94% GPI: 1.0 NAR: 84% Comp. Rate: 92.3% GER:88% NER:70% GAR:91% NAR: 65% GPI .95 Comp. Rate 83% KG: 31% Dprvd:33% Prim: 22% Dprvd: 24% JHS: 20% Dprvd:17% 60% with adequate facilities Coverage: 13% GER: 96.2% NER: 96.5% GPI: 1.0 GER 98% NER 96.5% GPI: 1.0 NAR: 90% Comp. Rate: 95.3% GER:92% NER:80% GAR:94% NAR: 65% GPI .96 Comp. Rate 87% KG: 28% Dprvd: 30% Prim: 28% Dprvd: 21% JHS: 17% Dprvd:14% 65% with adequate facilities Coverage: 15%
1) Develop child-friendly school standards and guidelines
2) Conduct periodic and appropriate school mapping 3) Distribute guidelines on KG staffing, materials and infrastructure to public primary schools, DAs, private sector and appropriate CBOs, NGOs, FBOs
4) Decentralize delivery of basic education through REOs, DEOs
5) Construct, refurbish, maintain KG, Primary, JHS
as necessary (including phased abolition of JHS) 6) Conduct feasibility study on KG, Primary and
JHS building programme
7) Construct basic schools as planned 8) Rehabilitate basic school buildings 9) Monitor school feeding programme under WFP,
extending where feasible 10) Abolish all forms of levy and 'extra fees'
11) EMIS to capture all forms of disadvantage (sex, hard to reach, out-of-school, children with SENs) 11) Enforce policies on non-repetition, except in cases of prolonged illness or other exceptional circumstances
12) Support hard-to-reach children and current complementary education programmes (e.g. SFL) Design monitoring indicators/tools to monitor the
schools: Increase in the number of schools
Deprived: 8%
KG: 11,827 Pr.: 13,510 JHS: 7,656
Deprived: 10%
KG: 13,427 Pr.: 13,760 JHS:7,906
Deprived: 12%
KG: 15,027 Pr.: 14,010 JHS:8,156
Deprived: 14%
KG: 16,627 Pr.: 14,260 JHS:8,406
school feeding programme
13) Provide specialized training in multi-grade teaching for rural areas and reward teachers accordingly (+20% allowance on basic salary) 14) Provide training for all teachers in SENs 15) Ensure that school infrastructure facilitates the accommodation of pupils/students with special needs
enrolment drives 16) Organise survey to determine participation of girls in school governance at the national level in JHS
17) Maintain and support Girls'clubs in JHS and the deployment of female role modelsin schools and communities
18) Conduct periodic school mapping (at least every 5 years) to determine extent of public and private KG classes, Primary schools and 19) Develop complementary basic education action plan
SHEP/DEO
BED/DEO
TED/SpED DA/GES-SpED
GEU
GEU
BED/DEO
PBME/BED
-do-100% of basic schools with potable drinking water facilities
100% of basic school kids to have access to sanitary-(toilet) facilities
HIV & AIDS
Coverage: 62% Deprived: 59%
Coverage-: Boys:67% Girls:63% Deprived: Boys:63% Girls:60%
Coverage: 69% Deprived: 63%
Coverage-: Boys:82% Girls:69% Deprived: Boys:70% Girls:70%
Coverage: 76% Deprived: 66%
Coverage-: Boys:87% Girls:75% Deprived: Boys:77% Girls:77%
Coverage: 83% Deprived: 69%
Coverage-: Boys:93% Girls:81% Deprived: Boys:84% Girls:84%
1) Drill boreholes in selected areas
2) Revise and distribute national guidelines on minimum standards for health, sanitation and safety for BE institutions at all levels. 3) Ensure implementation of the three pillars of the HIV Alert School Model in all ten regions. 4) Provide adequate safety, sanitation and basic health care facilities and access for children with disabilities, in accordance with national guidelines 5) Establish effective guidance and counselling systems for BE pupil/student welfare at all levels 6) Ensure each BE institution has a designated school health officer trained in basic first aid with
NSS/SHEP
SHEP/DEO
SHEP/DEO
SHEP/DEO
SHEP/DEO
Activity Report Activity Report
programmes in all BE schools
Teachers trained in STD/HIV & AIDS counselling, prevention care and support 65% (JHS) 75% 85% (JHS) 80% 90% (JHS) 90% 95% (JHS) 95%
access to a well-maintained First Aid kit 7) Incorporate basic rudimentary training in Primary Health care into CoE courses to improve mainstream teachers’ awareness of health issues 8) Ensure that there is potable water within 250 m of BE school sites and that there are adequate sanitation facilities on site (especially for girls and female teachers/SMC members) at all institutions 9) Implement the harmonised HIV Alert School Model into pre-service teacher training colleges
SHEP/DEO SHEP/DEO SHEP/DEO SHEP/DEO Activity Report Activity Report Activity Report
Educational (quality and skills development)
Increase the % of trained teachers in schools: KG: 95%
Prim: 95%
JSS: 95%
Deprived Districts: Untrained BE teachers reduced to no more than 5% of the teaching force (% defined by payroll criteria
Pupil time-on-task: 80% (Minimum) by 2015
PTR:
KG: 25:1 Prim.: 35:1 Dprvd: 35:1
KG: 42.9%
Prim: 59.4%
Dprvd: 37.2%
JSS: 76.4%
Dprvd: 62.9%
Untrained teachers Primary: 21% JHS: 13%
Pupil time on task: 39%
KG: 51.5:1 Prim.: 34:1 Dprvd: 38:1
KG: 45%
Prim: 63%
Dprvd: 40%
JSS: 79%
Dprvd: 66%
Untrained Trs Primary: 18% JHS: 10%
Pupil time on task: 45%
KG: 45: 1 Prim.: 35:1 Dprvd: 37:1
KG: 48%
Prim: 66%
Dprvd: 43%
JSS: 82%
Dprvd: 69%
Untrained Trs Primary: 15% JHS: 9%
Pupil time on task: 60%
KG: 40: 1 Prim.: 35:1 Dprvd: 35:1
KG: 51%
Prim: 69%
Dprvd: 46%
JSS: 85%
Dprvd: 72%
Untrained Trs Primary: 13% JHS: 8%
Pupil time on task: 75%
KG: 35: 1 Prim.: 35:1 Dprvd: 35:1
1) Develop modules for untrained teachers programme ( UTTDBE)
2) Train selected pre-school teachers in the
integration of ICT in teaching and learning
3 ) Provide specialised INSET training in
multi-grade teaching for teachers in rural areas
4) Use ODL approaches to upgrade untrained teachers (UTTDBE Programme)
5) Gradually rationale teacher supply, transferring teachers to rural areas, merging small schools and introducing multi-grade teaching
6) Teachers redeployed according to teacher requirements identified by Districts 7) Strengthen in-school monitoring and
supervision of BE literacy and numeracy teaching (head teachers and SMCs)
8) Provide at least one specialist teacher in literacy and one in numeracy to serve a cluster of primary schools
JSS: 25:1 Dprvd: 25:1
Continue to provide all basic schools with TLMs
Pupil : Textbook Ratio
(PTbR) Prim: 1:1
JSS: 1:1
Improve Performance of Pupils in SEA/NEA
To tackle all Subjects at JHS and gain an aggregate range of 6-30 for 80%of candidates at the BECE
1 Computer Teaching laboratory per JHS
JSS: 17.4:1
Dprvd: 19:1
2008 TLMs supplied
Pr: 1.68:1 JHS: 2.5:1 NEA Proficiency Eng P3: 15.0 P6: 26.1 Maths P3: 14.6 P6: B 10.8% Pass Rate: 62.42% Deprived: 55.1%
To be determined
JSS: 19:1 Dprvd: 20:1
Supply 2010 TMLs Pr: 1:1 JHS: 1:1 NEA, Eng P3: 17.0 P6: 28.1 Maths P3: 17.6 P6: B 12.8% Pass Rate:63 Deprived:56%
10% of JHS with with 1 computer lab
JSS: 21:1 Dprvd: 22:1
Supply 2011 TMLs Pr: 1:1 JHS: 1:1 NEA, Eng P3: 19.0% P6: 30% Maths P3: 20% P6: B 15.% Pass Rate: 64 Deprived:57%
18% of JHS with with 1 computer lab
JSS: 24:1 Dprvd: 24:1
Supply 2012 TMLs Pr: 1:1 JHS: 1:1 NEA, Eng P3: 21.0% P6: 32% Maths P3: 22% P6: B 17.% Pass Rate:65 Deprived: 58%
25% of JHS with with 1
computer lab
10) Distribute recommended textbooks and guides for Ghanaian Languages
11) Revise Ghanaian languages syllabus at CoEs to focus on the teaching of literacy and numeracy 12) Develop and implement effective
methodologies for teaching in local languages (“L1”) particularly in P1 to P3
13) Develop and implement an effective methodology for the use of English (“L2”) as a medium for teaching and learning, particularly in P4 to P6
14) Increase time allocation for the teaching of literacy and numeracy in English and Ghanaian Languages
15) Organise and conduct regular NEA/MLA tests to measure literacy and numeracy standards in P3 and P6 according to agreed MNS
16) Deploy National Service Personnel to the classrooms of regions and Districts
17) Targeted inspection and cluster training of
teachers in JHS English and mathematics 18) Review BE curricula at all levels in collaboration with key stakeholders to ensure relevance to national needs, skills development and social norms
19) Print syllabus updates and distribute to BE schools
20) Develop and up-grade teacher training programmes (PRESET and INSET) to train teachers and head teachers in the new curricula at all levels (KG, Primary, JSS)
21) Conduct BECE examinations based on new curricula
22) Provide remedial sessions on basic literacy and numeracy skills for the lowest performing children in P1 to P3
Thematic Area: Economic- efficiency & effectiveness/teacher supply &development
SMC Management Handbook developed and circulated (from 2011)
All BE head teachers and SMCs trained in revised SMC Policy & Handbook
Current Handbook SMC Handbook and in operation
500 selected BE schools trained 500 selected head teachers trained.
SMC Handbook functional
500 selected BE schools trained 500 selected BE schools trained
Circulate and explain the SMC Handbook to BE schools 500 selected BE schools trained 500 selected BE schools trained training programme reviewed
Review and revise SMC Management Handbook with attention effective use of Capitation Grants
Train in 5100 selected BE schools (30 per District to 3 SMC members (to include at least 1 woman and the Treasurer) together with the head teacher of each selected school.
In 2012 Review the effectiveness of the training before rolling out from 2013
Head teacher training
SMC/DEO/DA
DEO, BED, DA
Activity Report
Annual Review
Focal Area: SECOND CYCLE LEVEL-
Strategic Goal: Increase equitable access to high quality second cycle education that prepares young adults for the various
options available within tertiary education and the workplace
Socio-humanistic - access, equity and welfare
SHS GER GAR
% of female (50%)
50% female enrolment in SHS, 40% in TVSD
All TIs to be accessing the Skills
Development Fund (SDF) to support their institutional plans)
GER:33.9% GAR: 35% % female: 44.3%
% female: TVSD :17%
GER:34.7% GAR: 38% % female: 46%
% female: TVSD :19%
GER:38.% GAR: 41% % female: 47%
% female: TVSD :21%
GER:42% GAR: 44% % female:48%
% female: TVSD :23%
1) Conduct periodic institutional mapping (every 4 years from 2010) to determine extent, location and type of SC provision (SHS , TVI, Apprenticeship, Agriculture)
2) Distribute guidelines on SC staffing, materials and infrastructure to public and private SHS, TVI, Apprentice schemes, Agric colleges, District Assemblies, private sector, and appropriate CBOs, NGOs, FBOs
3) Continue SHS construction and refurbishment to achieve at least one (1) SH school per district over the period of the ESP
4) Pursue public-private partnership arrangements for expanded provision of TVET/TVSD,
apprenticeship and agriculture programmes 5) Devise, publish and enforce policy and rules for eligibility for boarding (with emphasis on reducing boarding by attending nearest available SC institution)
6) Conduct IEC programmes to raise awareness of inclusion of females and those who are variously disadvantaged
BED/DEO
GES-HR/COTVET/ FBOs/ CBOs
GES-Hq / DA/ DEOs
GES Hq/FBOc/
GES/DEO/ CHASS
Activity Report
Activity Report
Activity Report
Activity Report
Activity Report
Activity Report
7) Provide female-friendly toilets in all SC institutions (for staff, BoG and students) 8) Support eligible hard-to-reach SC students by providing, where necessary and appropriate, free boarding and to-and-from home transport each term
GEU
GEU
GEU
Activity Report
Educational- - quality & skills development
95% of SC teachers/tutors fully trained and licensed Untrained teachers reduced to no more than 5% of the SC teaching force (% defined by payroll criteria)
SHS textbook ratio of 1:1 (2012)
1 resource computer room per SHS or TVI (30% by 2012, 60% by 2015, 90% by 2020 Two CoEs upgraded /reequipped to Centres of Excellence All SC graduates enter higher education in literacy, numeracy, ICTs) Overall WAEC/SSCE success rate: 70%
Adult literacy: 85%
86% trained
Untrained teachers SHS: 14% TVI/Agri: 16%
English 1:1 Maths1: 1 Integ.Sci: 0.6 Social St.: 0.5 N/A
2 at present (not well equipped)
Overall WAEC/SSCE success rate: 40%
Adult literacy: 62%
87% to be trained
Untrained Trs. SHS: 13% TVI/Agri: 15%
English 1:1 Maths1: 1 Integ.Sci: 0.7 Social St.: 0.6 I laboratory in 10% of SC Institutions
Overall WAEC/SSCE success rate: 46%
Adult literacy: 68%
88% to be trained
Untrained Trs. SHS: 12% TVI/Agri: 14%
English 1:1 Maths1: 1 Integ.Sci: 0.8 Social St.: 0.7 I laboratory in 20% of SC Institutions
Overall WAEC/SSCE success rate: 52%
Adult literacy: 73%
89% to be trained
Untrained Trs. SHS: 11% TVI/Agri: 12%
English 1:1 Maths1: 1 Integ.Sci: 0.9 Social St.: 0.8 I laboratory in 30% of SC Institutions
1 to be added
Overall WAEC/SSCE success rate: 58%
Adult literacy: 78%
Review textbook policy, procurement and distribution to include relevant digital content at SC level
Provide textbooks/relevant digital content in core subjects for SHS/TVI
Review and publish list of essential teaching support materials for SHS/ TVI/TVSD, especially in science and ICTs
Provide teaching and learning aids to all SC institutions and teachers (including science laboratories in General SHS, technical facilities/workshops in Technical SH /TVI , computer rooms and internet in all SC as appropriate)
Procure computers and accessories to SHS and TVI (min 1 x 25-computers + peripherals + internet/institution)
Procure and supply equipment suitable for the needs of each particular Technical SHS and TVI Review and enforce guidelines on the use and maintenance of textbooks, computers, technical teaching equipment and materials in SC institutions
upgraded CoE/reequipped to Centres of Excellence to offer training for technical teachers
CRDD/S&L
CRDD/S&L/IC T
CRDD/TED/S &L
CRDD/S&L
ICTU/S&L
S&L
CRDD/S&L/IC TU/ COTVET
COTVET/TVE T
Thematic Area: Economic- efficiency & effectiveness/teacher supply &development
All TIs have developed Institutional plans Composition for BoGs for all TIs to reflect industry
representation
All TI principals to be trained in institutional development and management Annual performance reviews of BE teachers (from 2013 onwards)
Every BE and SC institutions receives a capitation grant to cover sundry costs based on local needs assessment by SMC and BoG
0 at present
N/A
N/A
N/A
10
50%
40%
N/A
15
80%
60%
N/A
20
100%
100%
Develop instruments for annual performance of teacher performance
Develop institutional plans for all TIs
Develop a multi-level career path with a clearly defined promotion and allowances procedure based on equity and merit
Provide salary incentives for SSU teachers who are properly licensed (+15%), are tech/voc (+10%) and maths-science teachers (+9%) who observe professional standards
Limit teacher absence during term time by holding INSET during vacations and SMC monitoring of school attendance
Circulate guidelines to all SSUs and communities on timetabling to ensure maximum teacher-pupil contact time – with SMC oversight of time-on-task Conduct internal annual reviews of SSU staff (including appraisal by pupils, SMCs and head teachers) with reports forwarded to DDE and RDE using School Report Card system
COTVET/ TVED COTVET/ TVED
COTVET/ TVED
EMIS, Activity report
Focal Area: INCLUSIVE AND SPECIAL EDUCATION -
Strategic Goal: To provide education for those with physical and mental impairments, orphans, and those who
are slow or fast learners, by including them, wherever possible, within the mainstream formal system or, only when considered necessary, within special units or
schools
Thematic Area: Socio-humanistic - access, equity and welfare
Increase enrolment of
needs
20% increase in outreach to hard-to-reach and non severe SENs children and youths
20% increase in outreach to hard-to-reach and non severe SENs children and youths
20% increase in outreach to hard-to-reach and non severe SENs children and youths
Provide school uniforms for all children with SENs Ensure that feeding programmes are available Provide transport to bring schools nearer home for SENs and excluded children
GES-HQ/SpED SpED/DA
SpED/DA
Thematic Area: Educational - quality & skills development
Special Schools and Units are adequately supplied with textbooks, ICT, Science and technical equipment and other requisite teaching support materials
Public libraries and resource centres well-stocked (with storage and retrieval systems) and widely –published free internet open access available to those with SENs within communities
National Special Education curriculum regularly updated and circulated to all Special Schools and Units
Relevant life skills development and job-market training programmes for those with special needs
Core text books 1: 1 Other materials to be determined
Existing libraries and community centres.
2008 Curriculum
N/A
Core text books 1: 1
TLMs provided
Rehabilitate 2 Regional Libraries up to interest, standard (where possible) Publicise the new resources and existing open learning opportunities Revised the curriculum to include essential skills development measures Published guidelines (reviewed as necessary) on physical, financial and human resource requirements for skills development
Core text books 1: 1
TLMs provided
Roll out the rehabilitation and publicity programmes to 2 new Regions
PRESET and INSET teacher training upgraded to include new syllabus measures in sign language Special teachers trained in remediation Job market and skills
development training for tutors of those with
Core text books 1: 1
TLMs provided
Roll out the rehabilitation and publicity programme to 2 new Regions PRESET and INSET teacher training upgraded to include new syllabus measures in sign language Special teachers trained in remediation Job market and skills
development training for tutors of those with
Ensure access to appropriate textbooks in core subjects for all SSU students
Provide purpose-designed teaching and learning aids to all SSUs/teachers
Procure and supply adapted computers and accessories to SSUs
Construct and/or rehabilitate 10 'special-needs friendly' regional libraries
Develop programme involving DAs, communities and the private sector, for the provision of well-stocked libraries at all levels, especially communities
Provide internet cafes within community centres (or libraries) in localities where connection is possible (possible opportunity for cost recovery? Publicise existing distance education/OU/lifelong learning opportunities
Modernise SSU skills components, taking into account their special disabilities. (This may include keyboard skills, self-learning on www,
communications skills, personal numeracy, technology, the informal economy, self-employment)
Eliminate stereotyping of any kind in teaching approaches, skills development and materials Provide suitable ICT facilities for SSU students and their teachers
special needs Delivery of relevant skills and job market training
special needs Delivery of relevant skills and job market training
Thematic Area: Economic- efficiency & effectiveness/teacher supply & development
BE School Report Card (BESRC) system in place to enable independent performance monitoring of SSUs (by SMCs/parents to DEOs)
BESRC system developed and field tested
BESRC system developed and field tested
BESRC system operative and linked to EMIS
Clarify the role of the SMC in relation to SSU accountability
Issue guidelines for SMCs, DEOs and REOs to make the BESRC system operable
Institute public signing ceremony of Performance Agreements between DEO, REO, GES, with a public annual review of Performance Agreement outcomes
Introduce Annual Awards SSUs in Districts and top performing DEOs nationwide (with national publicity)
Focal Area: NON-FORMAL EDUCATION- Strategic Goal: Provide opportunities for those outside the formal education system to have free access to meaningful
high-quality user-friendly education and training, whether through inclusive or complementary provision, approved or informal apprenticeships, distance education or
technical and vocational skills development initiatives (TVSD)
Thematic Area: Socio-humanistic - access, equity and welfare
Adult literacy rate improved by 2% points per year from 2010 to reach 85% by 2020 Equitable female enrolment in and graduation from free non-formal and TVSD establishments All eligible people with non-severe SENs integrated in non-formal and TVSD
Lit rate 62% Public awareness campaigns and national publicity for non-formal and TVSD opportunities
30% female enrolments in TVSD and non-formal institutions 20% increase in outreach to hard-to-reach and non severe SENs children and youths
40% female enrolments in TVSD and non-formal institutions 30% increase in outreach to hard-to-reach and non severe SENs children and youths
1) Review national functional literacy definition (to include computer literacy where relevant) 2) Validate literacy tests conducting national functional literacy tests bi-annually from 2010, 2012
3. Evaluate functional literacy programmes (to include numeracy and computer literacy) , revising as necessary
4. Ensure that the curriculum is relevant to the needs of the learners (youths, adults, mothers) Conduct IEC programmes to raise awareness of the importance of non-formal education and training for females and those who are disadvantaged
TVSD education
Ensure that infrastructures facilitate the needs of youths and adults with special needs (e.g. wheelchair friendly, adapted tools, software and machinery)
Pay fees of all post BE students enrolled on approved courses (including – informal apprenticeships and trade courses Open University
access by 2015
Distance Education and open learning enrolments increased by 2% per annum over the plan period Public access to internet links at designated centres (public libraries, schools, internet cafes)
Preliminary feasibility study for OU
Policy paper on Distancve Education and opene learning
Develop public private partnerships (PPP) for delivery of internet
OU established (personnel appointed, HQ staffed) Distance learning/OU materials drafted
Libraries and schools designated as public internet centres
initial enrolment of 2000 students
a) Develop a national policy on Distance Education and open learning
b) Establish distance education/OU centres (involving PPPs)
c) Design and write distance education/OU materials
d) Design, write and publish on the web distance education materials and OU courses
e) Conduct enrolment drive for distance education/OU
f) Recruit and/or train administrative personnel, and qualified and experienced tutors/avatars g) Design appropriate websites and designate OU venues and internet cafes for distance teaching and learning
Thematic Area: Educational - quality & skills development
A comprehensive relevant TVSD NF programme established operated by appropriately trained staff
Existing TVSD curricula Relevant CBT areas identified (engineering, electronics, craftsmanship, entrepreneur- ship, self-employment skills, use of
Train staff to meet course/ programme requirements
Phased introduction of programmes together with appropriate performance evaluation instruments
Review and develop a core curriculum for industrial/workplace areas
Strengthen the non-formal components of COTVET, especially in relation to
competency-based training (CBT) and job-market readiness Develop and implement (by end of 2012) suitable
programmes as outlined for 2010 to 2012
ICTs, agriculture, business management, etc) and related programmes developed Public libraries and
resource centres well stocked (with storage and retrieval systems) and widely-publicised free internet open access available to communities (including those with special needs)
Existing libraries and community centres
Rehabilitate 2 Regional Libraries up to internet standard (where this is
possible) Publicise the new resources and existing open learning opportunities
Roll out the rehabilitation and publicity programme to 2 new Regions
Roll out the rehabilitation and publicity programme to 2 new Regions
Construct and/or rehabilitate 10 regional libraries Develop programme involving DAs, communities and the private sector, for the provision of well-stocked libraries at all levels, especially communities
Provide internet cafes within community centres (or libraries) in localities where connection is possible (possible opportunity for cost recovery?) Publicise existing distance education/OU/lifelong learning opportunities GES with DEO, REO and National Libraries National Library Report Non-gender biased ICT and TVSD opportunities available for post-basic trainees to acquire transferable skills
Develop a national data base of up-to-date desirable, relevant, gender-free transferable skills and providers by District and Region
Develop (i) a list of certified pubic and private providers, District programmes to enable post basic trainees to acquire transferable skills Implement and provide financial resources to District programmes that provide transferable skills for post-basic trainees
Modernise ICT and TVSD components, making them relevant to those outside formal systems, and to national needs (e.g. keyboard skills, entrepreneurship, self-learning on www, communications skills, personal numeracy, personal accounting, mobile technology, micro-enterprises, informal economy, self-employment) Eliminate gender stereotyping in all courses, TNSDand training materials
Provide suitable ICT and TVSD facilities in local communities (possibly on a shared basis with formal institutions and with private enterprise)
COTVET, TVED, NTCE + CRDD, AGI. MoMYE, MoF
TERTIARY LEVEL- Strategic Goal: Increase equitable access to high quality tertiary education that provides relevant courses to young adults within Colleges of
Education, Polytechnics and Universities, and for research and intellectual stimulus
Scio-humanistic- access, equity and welfare
Increase enrolment in the nation’s tertiary institutes
Increase female enrolment in tertiary institutes:
Univ. 93,973 Poly: 34,448 Prof.inst: 4183 % of female: Univ. 34% Poly: 30% Prof. inst: 44%
Univ. 93,973 Poly: 34,448 Prof.inst: 4183 % of female: Univ. 37% Poly: 33% Prof. inst:48%
Univ. 93,973 Poly: 34,448 Prof.inst: 4183 % of female: Univ. 40% Poly: 37% Prof. inst:52%
Univ. 93,973 Poly: 34,448 Prof.inst: 4183 % of female: Univ. 43% Poly: 40% Prof. inst:56%
1) Conduct IEC programmes to raise awareness of the importance of tertiary education for females, adults and those who are variously disadvantaged 2. Positively discriminate in favour of female entry into hitherto traditionally male dominated
faculties/departments
3. Support eligible hard-to-reach SH leavers
NCTE NCTE and TE institution
Distance Education and open learning enrolments increased by 2% per annum over the plan period
through relaxed entry conditions, free boarding and to-and-from home transport each term 4. Ensure that TE infrastructure facilitates studies for pupils/students with special needs (e.g. wheelchair friendly, Braille texts, audio-textbooks) Competitive tender
process for research funding (with minimum 50% of all research funding from private and non-government sources)
Public-Private TE Research Commission (established)
Public-Private TE Research Commission (findings)
Public-Private TE Research Commission (findings put into operation)
1) Ensure that academic training integrates rigorous entrepreneurial training and career counselling into the academic programme of all tertiary institutions
2) Review tertiary programmes to ensure relevance to national and personal development 3) Review and enforce the 60% science coursework guideline
4) Undertake consultation with the private sector, particularly industry, to identify pertinent areas for research and development
5) Develop processes and strategies for accessing research funding
6) Strengthen capacity within tertiary institutions to conduct relevant research
7) Strengthen the capacity of the Research unit of PBME
NCTE, NAB, PBME
NCTE and TE institution
reports
An NCTE
documentation centre (including a publicly accessible website)
2008 document)
NCTE documents annually updated
NCTE documents annually updated
NCTE documents annually updated
Organise , record and store (hardcopy and electronic) TE literature , and associated documents, records, statistics in a publicly accessible retrieval system
NCTE, NAB,
PBME NCTE reports
Annual Performance Reviews in relation to revised TE standards and norms
Biannual digest of research findings
Revised norms and standards for the TE subsector
Validation tools designed and operational
First Annual Performance Review of TE
1) Review norms and standards prevalent in the TE system
2) Develop effective validation tools and a rewards/sanctions system for compliance 3) Conduct annual Performance Reviews in relation to TE standards and norms
NAB with NCTE, CoEs, Polys, Univs
NCTE and TE institution reports
Focal Area: EDUCATION MANAGEMENT- Strategic Goal-To improve planning and management in the delivery of education by devolving resource management, decision-making and monitoring to regions, districts and institutions, while retaining central responsibility for establishing norms, guidelines and system accountability
Effective transition of education delivery from central
Education delivery (2008) in
170Districts,
Decentralisation Policy(DP)
agreed DP amended as necessary
DP amended as necessary
1)Clarify, document and publicise (in discussion with all stakeholders) the roles of the GES in relation to REOs and DEOs in the light of full
PBME/GES HQ
MOE/GES to Districts in line with 2010 Decentralisation Policy
School Performance Improvement Plans (SPIP), Operational Manuals, annual Work Plans revised
10 Regions, (under direct control of GES)
Admin staff on payroll: MOE: all staff GES: 800 Regions: 90/Region
(900 total) Districts: 90/District (12,500 total, 140
Districts))
2008 SPIPs, Manuals and Work Plans
b) IEC-PR programme for decentralisation
Revision of templates for
SPIPs b) Operational
manuals revised
Continuing IEC for decent- realisation
Operational Manuals and Work Plans updated
Continuing IEC for decent- realisation
Operational Manuals and Work Plans updated
decentralisation by 2015; discussions to include staffing targets for 2015 and methods of achieving
them: MOE: all staff GES: 100 Regions:
70/Region (700 total) Districts: 70/District (12,000 total, 170 Districts)) 2) Review M&E mechanisms and accountability measures including performance appraisal and institutional performance reviews for management at ministry, agency, regional, district, and institutional levels
3) Establish sector wide management communication system using WAN (Wide Area Network)
4) Hold quarterly meeting of Education Sector Technical Advisory Committee (ESTAC) and monthly meetings of BE, SE, NF, IS, TE sub-sector groups
5) Develop public awareness programmes (IEC) on the basic elements of the 2008 Education Act and other sector initiatives to sensitise
stakeholders on their rights and responsibilities in the provision, management and administration of education
6) Review HRD needs and competencies within central and decentralised management systems and provide targeted training to upgrade the technical competence of selected staff
7) Revise guidelines and templates for SPIPs and distribute to all districts and BE and SH schools 8) Identify ‘good practices’ for all levels of management within all sub-sectors
9) Revise and publish operational manuals, with guidelines on ‘good practice’, for use at all levels of educational management
10) Prepare detailed work programmes for desk officers at all levels of management
PBME/GES HQ
PBME/GES HQ
Activity Report
ESTAC report
11) Prioritise and concentrate INSET on management training of head teachers of BE and SH schools
12) Enforce all rules and regulations pertaining to the delivery of education, especially those relating to reporting and accountability
Efficiency and Accountability
Annual Education Sector Performance Report (ESPR) presented at Annual Education Sector Review (AESR)
ESPR 2009
2009 AESR meeting held
Produce ESPR 2010
2010 AESR meeting Head count of all education staff Clean up payroll
Produce ESPR 2011
2011 AESR meeting Head count of all education staff Clean up payroll
Produce ESPR 2012
2012 AESR meeting Head count of all education staff Clean up payroll
1) Establish operational rules and procedures for the NIB , relating these to district M&E of schools 2) Strengthen, and make transparent, M&E and accountability measures including performance appraisal and performance reviews for
management at ministry, agency, regional, district, school and institutional levels
3) Conduct annual headcounts to ensure accuracy in the Ministry of Education payroll (eliminating ghost names and double-counting)
4) Identify, through public debate, areas for efficiency savings (e.g. reduced boarding, elimination of paid study leave, non-productive staff, higher PTRs, effective teacher distribution) and implement on a phased basis
5) Prepare an Education Sector Performance Report each year, presenting it to an annual stakeholder joint annual review
PBME
PBME
PBME/HRD
PBME
PBME
AESR
Activity Report
Activity Report
Activity Report
Activity Report
Education Management Information Systems
Electronic EMIS collection and publication systems established in all districts by 2015
Conduct 2010 annual census
Track financial data vis-a-vis
Conduct 2010 annual census
Track financial data vis-a-vis
Conduct 2010 annual census
Track financial data vis-a-vis
1) Design a reliable, accessible, EMIS to include all ESP indicators, to track and publish financial data, to link to the payroll, and to enhance sector M&E
2) Use EMIS to identify and monitor the
Education Statistics Abstract published annually in hard copy and on line (containing district and national data and ESP indicators)
payroll
Officials trained in EMIS operation
Rehabilitate MOE
Documentation Centre Publish
Educational Statistical Abstract on line (unrestricted access)
payroll
Officials trained in EMIS operation
Rehabilitate MOE
Documentation Centre Publish
Educational Statistical Abstract on line (unrestricted access)
payroll
Officials trained in EMIS operatio n
Pilot GPS School Mapping
Rehabilitate MOE
Documentation Centre b) Publish
Educational Statistical Abstract on line (unrestricted access)
contribution that the private sector makes to education
3) Establish electronic EMIS systems in all districts (e.g. GPS school mapping decentralised but networked to the national EMIS)
4) Train EMIS officials at district and regional levels on the provision of accurate EMIS data 5) Statistics Unit of PBME adequately staffed and updated in effective data collection, school mapping, distribution (on-line and printed) and analysis
6) Conduct periodic in-service training in use of EMIS with planners at MoE, GES, regional and district levels
7) Rehabilitate, up-date (with subscriptions to relevant journals) and computerise the MoE Documentation Centre
8) Conduct, publish and make available on-line district and national annual education census, gender-disaggregated where appropriate
SHRIMPR
SHRIMPR
SHRIMPR/ PBME
SHRIMPR/PB ME/GES Hq SHRIMPR
