Country Presentation VANUATU

Transcription

1 Country Presentation VANUATU Presented By: Team Vanuatu National Statistics Office Ministry of Education Department of Strategic Planning and Aid Coordination (DSPPAC)

2 Vanuatu National Planning Structure

3 1. Planning documents driving education policy Planning Documents Driving Education Policy Responsible (Department/Person) Period Review Date National Sustainable Development Plan (NSDP) Department of Strategic and Policy Planning and Aid Coordination NSDP Monitoring and Evaluation Framework MoET Corporate Plan Interim VETSS Education Act No. 9 of 2014 The Department of Strategic Planning and Aid Coordination Ministry of Education and Training Currently Under Review Ministry of Education and Training Parliament of Vanuatu

4 NSDP: Society Goal 2-Quality Education An inclusive, equitable and quality education system with life-long learning for all. SOC2.1 Ensure every child, regardless of gender, location, educational needs or circumstances has access to the education system SOC2.2 Build trust in the education system through improved performance management systems, teacher training, and the reliable delivery of quality services SOC2.3 Formalise early childhood education and life-long learning opportunities within the education system SOC2.4 Increase higher education opportunities, including technical and vocational training and skills

5 2. Key focus areas of education development Education Goal Statements VETSS Strategies Key Activities (Focus Areas) Increase equitable ACCESS to education for all people at all levels of education of Vanuatu 1. Provide Fee Subsidy 1. Improve school funding process 2. Promote and mainstream Inclusive Education 2. Inclusive Education Policy Implementation 3. Implementation of Education in Emergency (EIE) Policy 3. Development of proper school Infrastructures and National School Development Plan 4. (Primary) School Construction Program 5. School Maintenance Planning Improve the QUALITY of education 4. Mainstream Early Childhood Care and Education (ECCE) 1. ECCE Policy Implementation 5. Teachers training and development and implementation of a National Teacher Development Plan 2. Professional Development (PD) to Support New Curriculum 3. VITE Institutional Strengthening 6. Integrate and consolidate the Curriculum reforms, strengthening assessment systems 7. Teachers training and development and implementation of a National Teacher Development Plan 8. Integrate and consolidate the Curriculum reforms, strengthening assessment systems 9. Development and implementation of bilingual/ plurilingual education policy and system 4. Curriculum Implementation 5. Assessment, Reporting and Monitoring 6. Language Policy Implementation 10. Strengthened Basic and Secondary Education 7. Implementation Basic and Secondary Education Policies Improve planning, fiscal and financial MANAGEMENT 11. Ensuring equitable and inclusive access to a quality assured and appropriately resourced Post School Education and Training system 12. Promote educational and Training standards, sound legislation, evidence base policy development, strengthening ICT use, planning, budgeting and implement M&E reporting 8. Implementation of the Post School Education and Training Policy Education Management systems implemented 13. Rationalization of resources 2. Developed education service delivery to schools 14. Re-structuring and Devolution of MoET functions 3. Evidenced based policy 15. Strengthen Governance, partnerships and communications 4. School Leaders Program 5. Development and implementation of a MoET communication Plan

6 3. Indicator frameworks to monitor education development Access outcome MoET Results Framework OBJECTIVES (What you want to achieve) INDICATORS (How to measure change) MEANS OF VERIFICATION (Where & how to get information) Frequency of Data Collection ASSUMPTIONS (What else to be aware of) End Outcome Access: All students have opportunity to access schools within a reasonable distance and at a reasonable cost. Net Enrolment Rate (NER), Kindergarten and schooling Years 1-3 (age 6 schooling Year 1; Age 7 schooling Year 2; age 8 schooling Year 3) % of schools schooling Years Kindergarten and 1-13 Standards for children with special needs. Open VEMIS Behaviours and decisions around child enrolment are understood and contextualised.

7 Cont.. NSDP outcome 1: Ensure every child, regardless of gender, location, education needs or circumstances has access to the education system Output 1.1. All school age children in Y1-10 attend school Percentage of age 6 in Yr. 1 who attended kindergarten Survival rates Yr. 1-6, Open VEMIS Net Enrolment Rate Primary and Junior Secondary Open VEMIS # of children with special needs (or disadvantaged children) accessing schools # of schools that has a Comprehensive Safety Plan in placed Open VEMIS/Disability society SIU/Open VEMIS National campaign on right age of schooling (6 years, class one). Literacy & numeracy standards achieved and socioeconomic factors correlated with children/students completing a level of schooling. National campaign on right age of schooling (6 years, class one) Decisions around sending children with specific needs to school are understood and supported Trainings provided to school principals to develop and implement School Comprehensive Safety Plan # of primary schools that completes an asset survey (facilities) and the survey information s are entered in OV Facilities /Open VEMIS On going Primary schools facilities survey related to primary school asset survey Output 1.2. # of schools with new classrooms built and occupied Facilities Unit # of schools implementing maintenance plans SIU/OV Quality new classrooms are funded by projects Schools have established maintenance plan Infrastructure planning to support quality facilities and improved safety access to learning # of schools that engage community support for accessible facilities in primary schools Open VEMIS Responses and participation of communities understood and contextualized # of schools with infrastructure improved and wash improvement projects implemented UNICEF report/facilities unit/open VEMIS Quality of infrastructure correlated with location of schools and leadership in the schools

8 Quality outcome End Outcome Quality: Enhanced teaching leading to broader learning and social results within schools. % of student meeting literacy and numeracy standards in year 4. data collection through evaluation studies Literacy and numeracy rates correlated to new curriculum roll-out and teacher training efforts. Open VEMIS NSDP 2.1. Formalize early childhood education and life-long learning opportunities within the education system. Percentage of students meeting literacy and numeracy standards VANSTA/Open VEMIS Literacy and numeracy standards correlated with lifelong learning opportunities NSDP Outcome 2.2. Increase higher education opportunities, including technical and vocational training and skills. No of technical & Vocational schools that are certified and registered under the Vanuatu Qualifications Authority to operate VQA records Mechanisms established to assist TVET institutions to meet VQA standards Output 2.3. Strengthened ECCE to support early years learning. # of Kindies implement ECCE policy of school readiness % of ECCE teachers trained on the new ECCE curriculum Open VEMIS/ECCE coordinator Open VEMIS/ ECCE Coordinator ECCE policy of school readiness has a clear implementation plan ECCE teachers trained obtain a certification

9 Cont.. Output 2.2. Training (pre-service and in-service) programs for teachers updated to meet quality standards. # of schools with teachers trained in new curriculum (for Years 1-3 as rolled out); # of schools with principals trained in new curriculum # of VITE courses reviewed and certified by VQA Open VEMIS/ISU/VITE Open VEMIS/ISU/VITE VQA records Training in new curriculum conducted in both in-service and pre-service Principals have the capacity to support teachers in delivering new curriculum All VITE courses are reviewed to guarantee bachelor program Output 2.3. New curriculum implemented Output 2.4. # of schools receiving and implementation new curriculum VANSTA administered in Open VEMIS # of schools (Primary & Secondary) having developed and implementing their SIP CDU records EAU SIU/Open VEMIS Ongoing TBC Non-Government (private) schools implement additional curriculum EAU has another standalone system to administer VANSTA SIP to be standardized and applied in PS & SS SIPs and grants are monitored by provincial school improvement officers and inspectorates and auditors. # of schools (Primary & Secondary) producing financial reports # of schools that meet relevant Minimum Quality Standards (MQS) Open Unit VEMIS/Finance Open VEMIS/SIU Schools need clear direction on financial reports SIPs are developed and implemented to meet the MQS Output 2.5. Scholarship support is provided to students to have access to accredit training within a tertiary and higher education framework # of TVET institutions accredited by VQA # of students enrolled in TVET institutions # of scholarship awarded per year VQA records Open VEMIS Scholarship records/open VEMIS/DFAT/MFAT Processes of registering and accrediting TVET institutions are in place TVET institutions need to registered and their courses accredited by VQA All scholarship awarded based on VanGov Scholarship Priority Framework

10 Management Outcome End Outcome Management: School service delivery meeting MQS requirements % schools meeting relevant MQS on an annual basis Open VEMIS/SIU MQS standards clearly defined and applied (i.e. shared criteria) NSDP Outcome 3. Build trust in the education system through improved performance management systems, teacher training, and reliable delivery of quality services Percentage of schools demonstrating effective implementation and management of school grants Open VEMIS/Finance Unit / IAU School principals were trained & supported to manage the school grants Output 3.1. Strengthen performance management systems (reporting against plans and standards), at all institutional levels, including appraisal of managers, principals, teachers, staff # of provinces with capacity for devolved responsibilities for the management of teachers and schools. # of eligible primary schools receive and acquit school grants on time VESP progress report Open VEMIS/Finance Unit The six provincial education offices have differing capacity levels The capacity/capability of principals to produce acquittals is understood and assistance provided Output 3.2. Provincial management to support service delivery at school level Quarterly reports are produced. PPD Quarterly # of schools (ECCE, Primary, & Secondary) producing annual reports Performance appraisal for PSC and TSC staff conducted annually Open VEMIS HRM/TSC records # of schools using Open VEMIS Open VEMIS # of school support centers established VESP progress reports Managers timeliness of producing the QRs All schools (PS & SS) should have the capacity to produce annual reports Mechanisms for performance appraisal are in place Internet connectivity is still a challenge for schools in the rural/remote areas SSC concept understood & contextualized

11 Cont.. Output 3.3. School leadership to support improved learning in classrooms # of schools with school improvement plans (SIPS) Open VEMIS/SIU # of school principals trained Open VEMIS/SIU SIPs are applied at PS & SS and aligned to high level plans for MoET School principals are community leaders Output 3.4. Community engagement to support improved quality, access and participation in schooling # of schools that engage with communities to enroll children at right age into Year 1 VESP progress reports Participation of communities are understood and contextualized # of Education Governance Bodies that are effectively functioning Assessment report/education sector review report All education governance bodies exist (i.e. appointed by the Minister)

12 4. Policy alignment with budget allocation Education Projects/Programs funded by Government and Donor Agencies: School Grant payment Paid to ECCE to Year 6 and Tuition fees paid to year 7 and 8. Funded by Government, MFAT & DFAT Grants to Vanuatu Institute of Technology & Vanuatu Institute of Teachers Education. Funded by Government Development of Open VEMIS Database Supported by VESP (MFAT & DFAT) TC PAM Classroom Reconstruction Project Funded by ADB/VESP Piloting National School Infrastructure Development Plan. Funded by VESP (MFAT & DFAT) School Improvement Plan Awareness and Training. Funded by VESP (MFAT & DFAT)

13 Cont.. Proportion of Government Budget Allocation for Year % 6% MoET - 22% 10% 7% MFEM - 32% Current 2017 MoET Ceiling: 4,471,301,120 VT vs 2018 MoET Ceiling: 4,526,147,293 VT (Less TVET Operations Budget: 8million vatu, Add Parliamentary Secretary budget: 28,683,109 vatu and Primary School Grant budget: 34,163,064 vatu) Comprises 22% of total Government budget. (2 nd highest Budget Ceiling after Ministry of Finance & Economic Management) MoET ceiling does Not include Scholarship Budget of 509 million vatu which is managed by MFEM.

14 2018 Budget Allocation by Departments DEPARTMENT OPREATION BUDGET (VT) PAYROLL BUDGET (VT) TOTAL BUDGET (VT) MoET Cabinet 7,600, % 37,943, % 45,543,523 MoET Parliamentary Secretary 12,647, % 16,035, % 28,683,109 Education Service Directorate 781,165, % 3,043, % 3,825,158,701 Directorate General Directorate Education Commissions and Councils Finance & Administration Directorate 9,674, % 38,335, % 48,010,217 33,069, % 16,935, % 50,004, ,159, % 43,444, % 162,603,964 Policy & Planning Directorate 6,925, % 26,811, % 33,736,791 Tertiary Education Services 72,082, % 260,323, % 332,406,400 Grand Total 1,042,325,227 3,48,822,066 4,526,147,293

15 Government Vs MoET Expenditure in Billions (Vatu). 16,726 17,523 17,773 4,285 4,180 4, Government Budget MoET Budget

16 Donor Contribution in Education in 2017 Donor Budget % Australia 785,830, A.D.B 42,461, Japan 36,029, Kuwait 17,314, New Zealand 4,385, UNESCO 12,382, VESP (MFAT/DFAT) 10,693, SPC 7,113, UNICEF 5,024, Common Wealth 3,029, Total 924,265,334

17 Tenk iu Tumas!