Education Sector Development Program - VLIR-UOS

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Education Sector Development Program IV 2. Expected program outcomes The overall outcomes for this program are as follows: ❚ ❚ ❚ Student repetition and drop-out rates decreased through higher quality of teaching and learning, and the creation of a conducive environment for teaching and learning, with due attention given to females. Learning outcomes improved at primary and secondary schools through the reinforcement and better coordination of key quality inputs and processes. Better quality learning outcomes will be enhanced and droup out rates reduced in food insecure areas through strenghtened school feeding program. Key outcome targets The drop-out and repetition rates for both boys and girls throughout primary education (G1-8) including ABEC will decrease to 1.0%. At least 70% of students in all grade levels in all subjects and all type of assessments and exams will score at least 50% and at least 20% of the students will score 75% Each component has specific expected outcomes, as follows: Teachers’ and leaders’ development Outcomes: ❚ ❚ ❚ ❚ ❚ Targets School leadership and school supervision rendered more effective Qualifications of teachers significantly improved Teaching processes rendered more effective through improved pre-service teacher training, in-service training and professional support Girls and representatives from emerging regions, rural and underserved areas better represented amongst students in teacher training institutions Increased number of female teachers and leaders at all levels All schools and resource centers at all levels will have principals and supervisors who can satisfy the standard, as a result of which a school management system that ensures education quality will be established Students that complete each cycle of education will have been endowed with the desired civic and ethical behaviors 90% of the students at all grade levels will score at least 50% in examinations and assessments of every subject Teachers at all levels will receive professional licensing that will enhance their accountability and responsibility to implement a quality oriented teaching and learning process 100% of school leaders and supervisors for grades 1 to 4 have been academically qualified (with diploma) motivated and ethically fit 90% of school leaders and supervisors for grades 5-12 have been academically qualified (G5-8 with first degree,G9-12 with masters degree), motivated and ethically fit 100% of the teachers at all levels have been academically qualified (G1-4 with diploma cluster, G5-8, with diploma linear, G9-12 with first degree), motivated and ethically fit 45,000 English teachers will have been provided with tailor made trainings based on their skill gaps All teachers using mother tongue as medium of instruction will have been updated with language skills The share of primary teachers with diploma will increase from 38.4% in 2009/10 to 94.6% in 2014/15. The share of unqualified teachers in secondary schools will decrease from 24.8% in 2008/2009 to 0% in 2014/15 The share of women among students in colleges of teacher education will increase from 45% in 2008/2009 to 50% in 2014/15 The share of female leaders will increase by 100% in 2014/15 Curriculum, Textbooks and Assessment Outcomes: ❚ ❚ ❚ ❚ ❚ Revised school curriculum made responsive to international economic and social realities, national democracy and gender equity Population and Family Life Education integrated in the curriculum Sufficient number of textbooks and teachers’ guides made available to schools Student assessment and examinations aligned with the new curriculum Revised curriculum diagnosed for the purpose of next revision 22
Education Sector Development Program IV ❚ Targets Gender mainstreaming sustained in the next curriculum revision The revised curriculum will be implemented Activity books for all subjects of all grade levels will be prepared All schools and ABE centers will have one set of syllabi in core subjects for all grade levels Each primary and secondary school student will have one full set of textbooks Examinations will be revised in line with curriculum Curriculum implementation assessment manuals for each subject matter of all grade levels will be developed Need assessment for the revision of the next five year curriculum will be undertaken Gender mainstreaming will be strengthened in curriculum revisions at all levels More effective planning and resource use by schools Outcomes: ❚ ❚ Targets The number of schools, who prepare a relevant SIP in collaboration with communities, increased Learning environment made more conducive, through provision of sufficient operational funds to schools and enhanced resource utilization decisions by school and community All schools and ABE centers will have completed a School Improvement Plan approved by PSTAs and School Boards All schools and ABE centers will use school grants to address priority areas identified in the SIP Information Communications Technology Outcomes: ❚ ❚ ❚ Quality of education improved through the implementation of all ICT components in secondary schools Foundation for e-learning and broader e-culture strengthened through better connectivity of educational institutions to the global information sources. Digitized Satellite TV – Programs disseminated online by DVD and CD Targets % of secondary school teachers who are computer literate will increase by 100% % of secondary school teachers who utilize the satellite TV programs will increase to 100% % of secondary schools with internet connection will increase to 100% % of secondary students who can utilize satellite TV programs will increase to 100% % of secondary schools with complete broadcasting facilities will increase to 100% Quality of school infrastructure and facilities Outcomes: ❚ ❚ Quality of school buildings, especially in remote rural regions, improved School environment made more conducive through improvement in school facilities Indicators and targets % of schools with standard facilities will increase by 100% Each school will establish/strengthen provision of separate latrines for both sexes 3. Policy and strategies During the implementation of ESDP IV, quality improvement strategies will address several complementary challenges. Firstly, a significant number of schools, teachers and students, especially in the more remote rural regions, do not yet have the basic inputs for the delivery of quality education to be possible. Therefore, some strategies aim at ensuring that these basic inputs (such as curricula, textbooks, teacher guides and some facilities) are available in all schools. Secondly, the quality of teaching in the classroom needs further improvement. To allow this to happen, more systematic attention is given to teacher professional development through strengthening pre-service and in-service training and improving teacher supervision and support. At the same time, the curriculum is being revised and textbooks and examinations will undergo a similar revision. Thirdly, quality improvement depends strongly on the actions which the school staff and the surrounding community undertake. School staff will therefore be given the necessary tools (such as guidelines on School Improvement Plans), the necessary resources (through a school grant system) and relevant training to help them 23
Page 1 and 2: The Federal Democratic Republic of
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Education Sector Development Program - VLIR-UOS

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