EducationAct 2008 pdf

(1)

GOVERNMENT OF GHANA

ANNUAL EDUCATION SECTOR OPERATIONAL PLAN (AESOP)

ESP VOLUME 3.1 – AESOP 2010 - 2012

(2)

Ministry of Education

(3)

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

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

(4)

2010 – 2012. The AESOP will be rolled forward on an

annual basis.

(5)

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

st

_{cycle: 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

(6)

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

(7)

The chart indicates that the AESOP occupies a pivotal position in

the annual budgeting and review process:

ESPR and AESR

The Education Sector Annual Review (ESAR) is a stakeholder

conference which is the primary means by which the education

sector engages with national and international stakeholders to

review sector progress. The ESAR’s principle function is to

consider the Education Sector Performance Report (ESPR) and to

assess the effectiveness of the implementation of the AESOP for the

reporting year. The ESAR culminates in the signing of an

Aide

Memoire

, an agreement between the Ministry and its stakeholder

partners, notably the development partners. The

Aide Memoire

is

then used to inform the content of the AESOP before it is rolled

forward to the next year.

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

(8)

---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

ICCES Integrated Community Centres for Employable Skills 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

(9)

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

(10)

(11)

INDICATIVE TARGETS 2020

Achievement Level (Outcomes and

Outputs)

Annualised Indicative Targets Indicative Activities Unit-Agency

responsible

Means of Verification

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 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% 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% 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% 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%

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

(12)

-do-INDICATIVE TARGETS 2020

Outputs)

responsible

2007 /08 2010 2011 2012

All BE schools rehabilitated in terms of safety, sanitation, health and first-aid facilities

Increase coverage of school feeding programme in basic schools:

Increase in the number of schools

JHS: 26% Deprived: 23%

48% with adequate facilities

Coverage: 9% Deprived: 8%

KG: 11,827 Pr.: 13,510 JHS: 7,656

JHS: 23% Dprvd: 20%

KG: 13,427 Pr.: 13,760 JHS:7,906

JHS: 20% Dprvd:17%

KG: 15,027 Pr.: 14,010 JHS:8,156

JHS: 17% Dprvd:14%

KG: 16,627 Pr.: 14,260 JHS:8,406

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 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

GES Hq SHRIMPR

GES Hq

BED/DEO

SHEP/DEO

BED/DEO

TED/SpED DA/GES-SpED

GEU

-do-Activity Report

Activity Report

(13)

Outputs)

responsible

2007 /08 2010 2011 2012

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

BED/DEO

PBME/BED 100% of basic

schools with potable drinking water facilities

100% of basic school kids to have access to sanitary-(toilet) facilities

HIV & AIDS programmes in all BE schools

Teachers trained in STD/HIV & AIDS counselling, prevention care and support

Coverage-: Boys:67% Girls:63% Deprived: Boys:63% Girls:60%

65% (JHS)

75%

Coverage-: Boys:82% Girls:69% Deprived: Boys:70% Girls:70% 85% (JHS)

80%

90%

95%

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 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

NSS/SHEP

SHEP/DEO

Activity Report Activity Report

-do-Activity Report

Activity Report

(14)

Outputs)

responsible

2007 /08 2010 2011 2012

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

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

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: 45% Prim: 63% Dprvd: 40% JSS: 79% Dprvd: 66%

Untrained Trs Primary: 18% JHS: 10%

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

(15)

Outputs)

responsible

2007 /08 2010 2011 2012

2015

PTR: KG: 25:1 Prim.: 35:1 Dprvd: 35:1 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

KG: 51.5:1 Prim.: 34:1 Dprvd: 38:1

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%

KG: 45: 1 Prim.: 35:1 Dprvd: 37:1 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%

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%

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%

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

9) Review textbooks and other TL materials in English and Ghanaian Languages in line with Language Policy

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

(16)

Outputs)

responsible

2007 /08 2010 2011 2012

80%of candidates at the BECE

1 Computer Teaching laboratory per JHS

To be determined 10% of JHS with with 1 computer lab

18% of JHS with with 1 computer lab

25% of JHS with with 1

computer lab

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

HR

GES HR /DEO CRDD/TED/ GNAT

CRDD/S&L

CRDD/TED

CRDD/ WAEC BED,

Activity Report/

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 &

Current Handbook SMC Handbook and in operation

500 selected BE schools trained

SMC Handbook functional

Circulate and explain the SMC Handbook to BE schools 500 selected BE schools trained

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.

SMC/DEO/ DA

DEO, BED, DA

Activity Report

(17)

Outputs)

responsible

2007 /08 2010 2011 2012

Handbook 500 selected head teachers trained.

500 selected BE schools trained training programme reviewed

In 2012 Review the effectiveness of the training before rolling out from 2013 Head teacher training

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)

BED/DEO

GES-HR/ COTVET/ FBOs/ CBOs

GES-Hq / DA/ DEOs

GES Hq/FBOc/

GES/DEO/ CHASS

Activity Report

(18)

Outputs)

responsible

2007 /08 2010 2011 2012

6) Conduct IEC programmes to raise awareness of inclusion of females and those who are variously disadvantaged

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

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

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

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

88% to be trained

89% to be trained

1 to be added

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

CRDD/S&L

CRDD/S&L/ ICT

CRDD/TED/ S&L

CRDD/S&L

ICTU/S&L

(19)

Outputs)

responsible

2007 /08 2010 2011 2012

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%

equipped)

Overall WAEC/SSCE success rate: 40%

Adult literacy: 62%

Overall WAEC/ SSCE success rate: 46%

Adult literacy: 68%

Adult literacy: 73%

Adult literacy: 78%

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/ ICTU/ COTVET

COTVET/ TVET

SED/TVET

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

0 at present

N/A

10

50%

40%

N/A

15

80%

60%

N/A

20

100%

Develop instruments for annual

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

COTVET/ TVED COTVET/ TVED

COTVET/ TVED

(20)

Outputs)

responsible

2007 /08 2010 2011 2012

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

performance of teacher performance

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

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 pupils with special needs

Boys: 3760

Girls: 2548 Boys: 4260Girls: 3340

20% increase in outreach to hard-to-reach

Boys: 4760 Girls: 4240

Boys: 5260 Girls: 5140

Eliminate sundry fees Provide school uniforms for all children with SENs

Ensure that feeding programmes are available

(21)

Outputs)

responsible

2007 /08 2010 2011 2012

and non severe SENs children and youths

Provide transport to bring schools nearer

home for SENs and excluded children 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

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 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 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

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,

(22)

Outputs)

responsible

2007 /08 2010 2011 2012

Special Schools and Units

Relevant life skills development and job-market training programmes for those with special needs

guidelines (reviewed as necessary) on physical, financial and human resource requirements for skills development

teachers trained in remediation Job market and skills development training for tutors of those with special needs Delivery of relevant skills and job market training

employment)

Eliminate stereotyping of any kind in teaching approaches, skills development and materials

Provide suitable ICT facilities for SSU students and their teachers

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 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

(23)

Outputs)

responsible

2007 /08 2010 2011 2012

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

Support eligible hard-to-reach youths and adults by paying costs of distance, complementary and 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 Preliminary feasibility study for OU

OU established (personnel appointed, HQ

initial enrolment of 2000 students

(24)

Outputs)

responsible

2007 /08 2010 2011 2012

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)

Policy paper on Distancve Education and opene learning

Develop public private partnerships (PPP) for delivery of internet

staffed) Distance learning/OU materials drafted

Libraries and schools designated as public internet centres

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, entrepreneurship, 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)

(25)

Outputs)

responsible

2007 /08 2010 2011 2012

ICTs, agriculture, business management, etc) and related programmes developed

suitable programmes as outlined for 2010 to 2012

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

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

(26)

Outputs)

responsible

2007 /08 2010 2011 2012

local communities (possibly on a shared basis with formal institutions and with private enterprise)

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:

Distance Education and open learning enrolments increased by 2% per annum over the plan period

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%

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 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)

NCTE NCTE and TE institution

reports

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

NCTE, NAB,

(27)

Outputs)

responsible

2007 /08 2010 2011 2012

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

An NCTE documentation centre (including a publicly accessible website)

2008 document)

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 MOE/GES to Districts in line with 2010

Decentralisation Policy

Education delivery (2008) in

170Districts, 10 Regions, (under direct control of GES) Admin staff on payroll: MOE: all staff

Decentralisatio n Policy(DP) agreed b) IEC-PR programme for decentralisatio n

DP amended as necessary Continuing IEC for decent-realisation

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 decentralisation by 2015;

discussions to include staffing targets for 2015 and methods of achieving them: MOE: all staff GES: 100

PBME/GES

(28)

Outputs)

responsible

2007 /08 2010 2011 2012

School Performance Improvement Plans (SPIP), Operational Manuals, annual Work Plans revised

GES: 800 Regions: 90/Region (900 total) Districts: 90/District (12,500 total, 140 Districts))

2008 SPIPs, Manuals

and Work Plans Revision of templates for SPIPs b) Operational manuals revised

Operational Manuals and Work Plans updated

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

PBME/GES HQ

Activity Report

ESTAC report

(29)

Outputs)

responsible

2007 /08 2010 2011 2012

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 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

Produce ESPR 2012

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

PBME

PBME/HRD

PBME

AESR

Activity Report

(30)

Outputs)

responsible

2007 /08 2010 2011 2012

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

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 payroll Officials trained in EMIS operation

Track financial data vis-a-vis payroll Officials trained in EMIS operatio n

Pilot GPS School Mapping

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 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

SHRIMPR

(31)

Outputs)

responsible

2007 /08 2010 2011 2012

Education Statistics Abstract published annually in hard copy and on line (containing district and national data and ESP indicators)

Rehabilitate MOE Documentatio n Centre Publish Educational Statistical Abstract on line

(unrestricted access)

Rehabilitate MOE Documentatio n Centre Publish Educational Statistical Abstract on line

Rehabilitate MOE Documentatio n Centre b) Publish Educational Statistical Abstract on line

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/ PBME

SHRIMPR/ PBME/GES Hq

SHRIMPR

EducationAct 2008 pdf

GOVERNMENT OF GHANA

ANNUAL EDUCATION SECTOR OPERATIONAL PLAN (AESOP)

ESP VOLUME 3.1 – AESOP 2010 - 2012

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

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

2010 – 2012. The AESOP will be rolled forward on an

annual basis.

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

cycle: 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

_{cycle: kindergarten, primary, junior}

_{cycle: colleges of education,}