ADEOP 2013 15 template final xls

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GUIDELINES FOR THE PREPARATION OF ANNUAL

DISTRICT EDUCATION OPERATIONAL PLAN

(ADEOP)

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1. INTRODUCTION

Decentralization of educational planning and management is an important reform

measure. It is widely accepted that a district is the lowest viable unit for initiating

decentralised planning. An Annual District Education Operation Plan (ADEOP)1 is

the key document in this reform. As a three-year annualised rolling work plan, it

projects educational progress toward achievement of strategic mission, goals, and

objectives. The operational plan is the basis for and the justification of an annual

operating budget request.

This year, the Ghana Education Service (GES) has renewed its template to improve

quality of district planning by reflecting the following points: 1) providing basis of

the plan: promoting evidence based planning, 2) providing targets of key indicators

at the district level, 3) more clarifying expected outputs and annual budgets, 4)

ensuring consistency with the AESOP and 5) introducing more effective cost

management. These guidelines stipulate the renewed components of the ADEOP

and its procedure for development and review as outlined below.

2. COMPONENTS OF ADEOP Outline of ADEOP

Use the ADEOP Template for submission of the operational plans. The template is

made of an Excel workbook containing worksheets for various components. It

includes a projection of school age population drawn from its past trends, key

1_{Though the name of the document varies according to the status of MMD such as Metropolis, Municipality and}

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indicative targets in the areas of access, quality and physical infrastructure for the

next three years and activity matrices containing strategies, activities, output

targets, estimated costs, funding source, unit or agency responsible and the means

of verification for all levels. Costing summary should also be attached to each area

as well as to the total. Operational matrices are in conformity with the current

AESOP across all educational levels.

Key Features of the New Template

Key features of the new template as compared to the old template are as follows:

1) Basis of the plan provided: promoting evidence based planning

• Statement of Vision and Mission is added as it is the basis for all actions

planned in the district.

• Projection of school age population up to SY2019/20 is mandated as it is the

basis for all quantitative planning.

2) Targets of key indicators shown

• Targets of key indicators listed in the ADPR for the next three years and for

SY2019/20 are required to be shown. These need to be set to give

justifications for planned activities as well as to have effective monitoring of

progress in the district.

3) Expected outputs and annual budgets clarified and its consistency with the

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• The new template of AESOP 2011-13 is applied for the Activity Matrix of

each level in order to clearly show expected outcomes, expected outputs,

activities and estimated costs for each year.

4) Cost management strengthened

• Summary Cost Matrix is mandated in this template to raise financial

credibility of the plan.

Vision and Mission

District vision and mission shall be stated in a sentence or a paragraph as the basis

for all actions planned in the district. The definition for a Vision Statement may be

a sentence or a short paragraph providing a broad and inspirational image of the

future. A Vision Statement must contain details of the district's future - (the future

plans with aims and objectives). This type of Statement should focus on tomorrow.

A good definition for a Mission Statement is a sentence or a short paragraph which

is written by the organization which reflects its core purpose, identity, values and

principle business aims.

Projection of School Age Population

Projection of school age population is the very basis on quantitative planning of

educational resources such as schools, classrooms, teachers and textbooks. It is

therefore necessary to show the population projection as the basis for target setting

of key indicators as well as for budget estimates in the ADEOP. The template

requires projection of school age population up to 2020, which is the end year of

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Key Performance Indicators

To justify the continuation or enhancement of funding for a programme,

effectiveness, efficiency, and excellence of the programme must be demonstrated

and documented in the ADEOP. Performance indicators are the tools used to

measure performance, progress, and accomplishments. Balanced sets of

performance indicators are developed during strategic planning and used in the

ADEOP and other budget forms to justify budget requests. It is essential that the

performance indicators and other data cited in the Plan be valid, accurate and

reliable. They must be clear and simple but informative as well as consistent and

verifiable. Targets of performance indicators listed in the template shall be

indicated for each year of the duration of the ADEOP together with the targets for

the school year 2019/20 which is the end of the current ESP. Targets that cannot be

determined by the GES such as the number of private schools, students and

teachers in private schools could be projected from data in the past five to ten years.

Operational Matrices 1) Outcome Indicators

Outcome indicators measure overall achievements resulted from various reform

activities. They measure results and gauge programme effectiveness. Outcome

indicators are the most important performance measures because they show

whether or not expected results are being achieved. Outcome indicators

demonstrate return on investment. These are represented by Gross Enrolment Rate,

Net Enrolment Rate and so on as indicated in the template. The ADEOP should

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2) Expected Outputs

Direct results of activities which are expected after their completions are called

expected outputs. These shall be indicated for all activities planned in the ADEOP

for each year of its duration. These should be measurable and as numerical as

possible for easy monitoring and evaluation. Sufficient levels of expected outputs

need to be planned to achieve its expected outcomes.

3) Operations and Projects

There should be relevant activities that yield sufficient levels of outputs to fully

achieve outcome level targets. When planning activities, it should be also taken

into consideration availability of funds for them. Activities with no possibility of

fund allocation should not be included in the ADEOP. Statements of activities

should be made as specific as possible on such as beneficiaries and areas of

interventions. It should be noted that following the guidelines of the Programme

Based Budgeting, the ADEOP template use the terms, Operation and Project,

rather than Activity to follow the dimensional change from activity based

budgeting to programme based budgeting. Operations refer to activities under

recurrent budgets while Projects refer to activities under capital spending.

Activities in the ADEOP need to be distinguished on whether these are operations

or projects by giving different type of serial numbers as explained in the template.

Costing

Expected costs of all activities shall be projected for each year of the duration of

the ADEOP. Costing summaries of respective sub-sectors shall be also placed at

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the costing summary of the entire ADEOP shall be also shown together with unit

costs for each sub-sector. These are effective to take a serious look at feasibility of

the plan from the viewpoint of financial aspects. The costing should be examined

in the light of expenditure histories of the past in the district.

Annual District Education Action Plan (ADEAP)

Due to the change of the planning template, no more submission of the ADEAP is

required to regional education offices and headquarters. It can be used inside the

district to keep operational details to implement planned activities including

budgeting for detailed components of activities and time frame during the year.

3. PROCEDURAL ARRANGEMENT OF ADEOP Responsible Officers

The MMD Director of Education is responsible for the development of the entire

document. S/he may be assisted by his/her front-line Assistant Directors who will

provide all relevant and necessary information. MMD Education Planning Team

can vigorously work on drafting the plans. During the preparation it needs to be

made sure that a planning authority of the MMD Assembly is properly involved.

The ADEOP shall have a proper endorsement of the District Education Oversight

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Role of Headquarters

Headquarters is responsible for the development of the framework of the ADEOP.

It is responsible for revision of the template when deem necessary. It provides

technical and financial assistance to regions to conduct training and for district to

develop and implement their plans.

Role of the Regional Education Office

The Regional Education Office provides technical assistance by supporting

districts to develop, monitor and evaluate their plans. The office facilitates

implementation of training sessions for all district directors, planning, statistics and

budget officers who are directly involved in the development of the Plans. The

office keeps both soft and hard copies of ADEOPs presented by districts.

The Regional Education

Office uses information from

the ADEOPs to evaluate

performance of districts and

support budget decision

making.

The ADEOPs that do not

comply with the guidelines

established (and provided in

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returned to the submitting district for modification.

Submission

A filled ADEOP template should be submitted in both soft and hard copies to the

regional planning officer by the end of August. The actual date for submission is

notified by the headquarters.

Two hard copies and two CDs should be submitted by district directors for onward

submission to region and headquarters. The filled ADEOPs will be displayed on

the website managed by the headquarters.

Every District is required to submit an ADEOP for review and approval.

Delay of submission or neglect could cause negative influence on their budget

negotiation process.

Contact Person(s)

Provide the name, title, and contact numbers (telephone, and e-mail) of the

person(s) whom HQ/REO should contact if there are questions about the

operational plan or if additional information is required. This contact should be the

person who has coordinated or prepared the ADEOP. However, for budget units

encompassing many programmes, you may wish to provide a list of contacts, one

for each programme described in the operational plan, in addition to the principal

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Please note that the HQ/REO may require the submission of additional information

to augment an ADEOP or to explain issues identified during the analysis as well as

other budget request materials.

Getting Help

If you have questions about preparing your ADEOP, contact the Advisory Unit on

Decentralised Education Management, Basic Education Division

([email protected]).

Benedicta Naana Biney

AG Director-General

Ghana Education Service

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Finalised by Endorsed by

Name: Name:

Title: (MMDA Director of Education) Title: (Chair of DEOC)

Date: Date:

Signature: Signature:

2012-14

(DRAFT)

Annual DISTRICT EDUCATION operational

ghana education service

PLAN (adeop)

FOR

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Statement of Vision and Mission

Name of District/Municipality/Metropolitan:

Vision

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School Age Population in the district

Past trend of population

2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Projection

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1. Kindergarten

National

Access 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Baseline Target Target Target Target Target

Number of kindergartens Total

Public Private Number of pupils in all kindergartens Total

Male Female

Number of pupils in public kindergartens Total 75%

Male Female

Number of pupils in private kindergartens Total 25%

Male Female

Gross Enrolment Rate (GER) Total 100.0% by 2015

Male Female

Gender Parity Index (GPI) on GER 1.00 by 2012

Net Enrolment Rate (NER) Total 90.0%

Male Female Distance to school from village centre Average

Longest

Transition Rate from KG2 to P1 Total

Male Female

National

Quality 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Number of teachers in all schools Total 18,800

Male Female

Number of teachers in public schools Total

Male Female Number of teachers in private schools Total

Male Female

Percentage of trained teachers Total 95% by 2015

Public

Key Indicator targets

District

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Public Private

Pupil Trained Teacher Ratio Total

Public Private

National

Physical Infrastructure 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Number of classrooms in public KG Pupil Classroom Ratio in public KG

0% Number of new classrooms needed in public KGs

Percentage of public KG with play/recreational facilities

Percentage of public KG with electricity

Percentage of public schools with Sanitation

facilities Potable water

2. Primary School

National

Access 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Number of primary schools Total

Public Private Number of pupils in all primary schools Total

Male Female

Number of pupils in public schools Total 80%

Male Female

Number of pupils in private schools Total 20%

Male Female

Gross Enrolment Rate (GER) Total 107%

Male Female

Percentage of classrooms in public KGs needing major repair

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Female

Net Admission Rate (NAR) Total

Longest

Completion Rate at P6 Total 100.0% by 2015

Male Female

Transition Rate from P6 to JH1 Total

Male Female

National

Quality 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Number of teachers in all schools Total

Male Female

Public Private

Pupil Teacher Ratio Total 45 by 2015

Public Private

Pupil Core Textbook Ratio in public schools 3.0

National

Percentage of public schools with

Sanitation

facilities 75%

Potable

water 75.0%

District

Percentage of public schools with School Management Committee (SMC)

Percentage of public schools with functioning SMC

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Public Private Number of classrooms in public schools

Pupil Classroom Ratio in public schools

0%

3. Junior High School

National

Access 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Number of junior secondary schools Total

Public Private

Number of students in all schools Total

Male Female

Number of students in public schools Total

Male Female Number of students in private schools Total

Male Female

Gross Admission Rate (GAR) Total 100.0% by 2012

Male Female

Net Enrolment Rate (NER) Total 90% by 2015

Male Female

Net Admission Rate (NAR) Total

Longest

Completion Rate at JH3 Total 100% by 2015

Male Female

Transition Rate from P6 to JH1 Total

Number of new classrooms needed in public schools

District Percentage of classrooms in public schools needing major

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National

Quality 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Number of teachers in all schools Total

Male Female

Public Private

Pupil Teacher Ratio Total 35

Public Private

Pupil Core Textbook Ratio in public schools 3.0

BECE pass rate by gender Total

Male Female

BECE pass rate by core subjects Eng

Math Science Social Study

National

Percentage of public JHS with

Sanitation

facilities 100% by 2015

Potable

water 75%

Percentage of public schools with electricity

Number of schools under tree Total

Public Percentage of public schools with functioning SMC

District

District Percentage of public schools with School Management

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0%

Percentage of JHS with a computer teaching lab 25%

Percentage of JHS with a science lab

4. Senior High School

National

SHS 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Number of senior high schools Total 750

Public Private

Number of students in all schools Total

Male Female

Number of students in public schools Total

Male Female Number of students in private schools Total

Male Female

Completion Rate at SH3 Total 40.0%

Male Female

Number of teachers Total

Public Private

Pupil Teacher Ratio Total 30

Public Private

WASSCE pass rate by gender Total 70% by 2015

Male

District Percentage of classrooms in public schools needing major

repair

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Social Study Number of classroom in public schools

Number of schools with a resource computer room _Total _100%

Public

5. TVET

National 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Number of TVET schools Total 40

Public Private

Number of students in TVET schools by gender Total 96,400

Male 63,624

Female 32,776 40%

Public Private

Percentage of qualified teachers Total

Public Private

6. Special School

National 2010/11 2011/12 2012/13 2013/14 2019/20 2019/20

Number of special schools Total

Public Private Number of students in all special schools Total

Male Female

Percentage of qualified teachers Total

Public Private Number of students in TVET schools by type of

school

District District Number of new classrooms needed in public schools

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Baseline

(2010-2011) 2011/12 2012/13 2013/14 2019/20 (2010-2011)Baseline 2011/12 2012/13 2013/14 2019/20 Core Outcome Measures/ Indicators

KG Primary

JHS

Core Outcome Measures/ Indicators KG

Primary JHS

Unit-Agency

Responsible Funding Source VerificationMeans of Baseline

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014 BE1: Make available public

and private child-friendly basic education for all.

BE3: Remove barriers to education by improving pupil welfare to motivate parents and learners to attend school

Sub-total 0.0 0.0 0.0

Baseline

KG

Objective 2: Bridge gender gap in access to education [SH]

Basic Education Operational Matrix

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

Objective 1: Improve equitable access to and participation in quality education at all levels [Socio-Humanistic]

Output Targets (fill with payroll / emis) Strategy / Cost Area Operation/Project (S/N)

* Serial Number should be headed by OP for operations or PJ for projects, e.g. OP001 or PJ001.

GER

Total Number of Schools

BE4: Ensure equal basic education opportunities for BE6: Ensure that all BE schools meet national norms in health, sanitation and safety

Pupil Classroom Ratio NER

GPI

Estimated Costs (000 GH¢)

Girls Completion Rate

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Baseline

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014

Sub-total 0.0 0.0 0.0

Baseline

KG Primary

JHS

Primary

JHS

Primary JHS

Unit-Agency

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014

Sub-total 0.0 0.0 0.0

Baseline

(2010-2011) 2011/12 2012/13 2013/14 2019/20 (2010-2011)Baseline 2011/12 2012/13 2013/14 2019/20

Primary JHS

Unit-Agency

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014 Operation/Project (S/N)

Output Targets (fill with payroll / emis)

Science Target: To be finalized with 2011 assessment Number of Schools with computer labs or access to computer labs /% of JHS with computer lab

Estimated Costs (000 GH¢) Pupil Core Textbook Ratio (Based on three text : 1 student)

Improve L1, L2 and Math NES P3 and P6. 60% of P6 students proficient by 2012. BECE scores

BE9: Provide all BE schools with an up-to-date curriculum

Objective 5: Improve quality of teaching and learning [ED]

Strategy / Cost Area

BE12: Ensure that all P6 graduates are literate and numerate in English and a Ghanaian language

Objective 6: Promote science and technical education at all levels [ED]

[BE13] Provide relevant

Strategy / Cost Area Operation/Project (S/N)

Output Targets (fill with payroll / emis) BE 10:Ensure that

girl-friendly guidance and counselling systems are in place centrally and in Districts

% trained teachers

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Baseline

(2010) 2012 2013 2014 2020 Baseline (2010) 2012 2013 2014 2020

CoE Residential KG

UTDBE Primary

Cert-A Upgrade JHS

All BE Schools Primary

JHS All BE Schools

Unit-Agency

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014

BE15: Ensure that the teaching service provides value for money in terms of pupil contact time and effective learning

[BE20] Establish and operationalise an effective National Inspectorate Board

Sub-total 0.0 0.0 0.0

Total Costs

Estimated Costs (000 GH¢) BE16, 17, 19: Develop

Operational SMCs; provide capitation grants; Develop an open mutual-accountability scheme for parents, teachers, BE schools and Districts

Objective 8: Improve management of education service delivery [ECON]

BE21: Rationalise the deployment of KG, PrS, JHS teachers

BE14: Improve the preparation, upgrading and deployment of teachers and head teachers especially in disadvantaged areas

BE18: Remove the ‘subsidy culture’ from the BE sub-sector.

Estimated Costs (000 GH¢) Output Targets (fill with payroll / emis)

Core Cost Areas

Number of Active SMCs Time on Task (Increase)

Teacher Absenteeism (Reduce)

Operation/Project (S/N)

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Baseline (2010) 2012 2013 2014 Core Cost Areas

Total Costs for sub-Sector

Source of funding Baseline (2010) 2012 2013 2014

GOG GETFund

Social Intervention Programme

Internally Generated Fund

Donors

District Assembly Common Fund

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Baseline

SHS TVET Apprenticeship

Unit-Agency

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014

Sub-total 0.0 0.0 0.0

Baseline

Unit-Agency

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014

Sub-total

Baseline

Unit-Agency

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014

Sub-total

Output Targets (fill with payroll / emis) Estimated Costs (000 GH¢) SHS Completion Rate

% Trained Teachers (SHS and TVET)

SHS PTR

SSCE Pass Rate - 70% by 2015

Objective 5: Improve quality of teaching and learning [ED]

Output Targets (fill with payroll / emis) Output Targets (fill with payroll / emis)

Increase Pupil Core Textbook Ratio (four text: student)

% Female Enrolment

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

GER

SHS GAR

Estimated Costs (000 GH¢) Estimated Costs (000 GH¢) Number of New SHS Schools

SHS Pupil Calssroom Ratio

Objective 3: Bridge gender gap in access to education [SH]

Secondary Education Operational Matrix

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Unit-Agency

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014 13. Ensure that all SC

completers have appropriate skills for future study and work.

Sub-total 0.0 0.0 0.0

Baseline

Targets to be set Targets to be set

Unit-Agency

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014 17. Remove the ‘subsidy

culture’ from the SC education sub-sector

Sub-total 0.0 0.0 0.0

Core Costs

Baseline (2010) 2012 2013 2014

SHS Compensation of employees Goods and services

Assets Liabilities Total for SHS

TVET Compensation of employees Goods and services

Assets Liabilities Total for TVET

GOG GETFund

Social Intervention Programme Internally Generated Fund Donors

District Assembly Common Fund Total

BOGs Established Reduction of SHS Subsidy / Borders (50% by 2016)

Objective 8: Improve management of education service delivery [ECON]

Output Targets (fill with payroll / emis) Strategy / Cost Area Operation/Project (S/N)

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Baseline

Unit-Agency

(2010) 2012 2013 2014 Baseline (2010) 2012 2013 2014 [IS 1] Include

disadvantaged children ithi th i ti

Sub-total 0 0 0

Core Costs

Baseline (2010) 2012 2013 2014 Compensation of employees

Goods and services Assets

Liabilities

GOG GETFund

Estimated Costs (in thousand of Gh Cedi)

Enrolment (Increase 20% annually) Increase Mainstreaming

Core Cost Areas

INCLUSIVE AND SPECIAL EDUCATION LEVEL – Strategic Goal:Provide education for excluded children (including those who are physically and/or mentally impaired or disabled, slow/fast learners, orphans, young mothers, street children, those from deprived areas, slum children, poverty victims) by including them, wherever possible, within the mainstream formal system or, only when considered necessary, within special units or schools

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Unit-Agency

Responsible Funding Source VerificationMeans of Baseline

(2010) 2012 2013 2014 Baseline(2010) 2012 2013 2014

EM2: Identify, clarify and strengthen education delivery at all levels of the education system; Deliver Education through decentralized management - Effective transition of education delivery from central MoE/GES to Districts in line with the 2010 Decentralization Policy EM3: Strengthen M&E, accountability and efficiency measures across the whole sector at all levels (Ensure education system is efficient and publicly accountable)

EM5: Develop and implement equitable resource allocation systems that are available to public scrutiny

Upgrading Financial Management System to support GIFMIS implementation

Establish and operationalize: National Teaching Council

Establish and operationalize: National Council for Curriculum and Assessment MoE to clarify role of COTVET

SUBTOTAL 0 0 0

Core Costs

Baseline (2010) 2012 2013 2014 Compensation of employees

Goods and services Assets Liabilities

GOG GETFund

Core Cost Areas Estimated Costs (in thousand of Gh Cedi) Output Targets (fill with payroll / emis)

Management Operational Matrix

Estimated Costs

EM4. Strengthen the Education Management Information System (EMIS) and improve the availability of education statistics

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

Management Activities

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Summary Cost Matrix

Sub-Sector

Baseline (Expenditure

in 2010) 2012 2013 2014

Baseline (Expenditure in

2010) 2012 2013 2014

Basic SC (&TVET) ISE

Management and Sub-vented

Total

Budget items

in 2010) 2012 2013 2014

Compensation of employees

Goods and services Assets

Liabilities Total

Source of funding

in 2010) 2012 2013 2014

GOG GETFund

Social Intervention Programme Internally Generated Fund Donors

District Assembly Common Fund

Total

Figures in thousands of GH cedi; Not inflation adjusted

Total Budget Unit Cost

Total Budget