Education Sector Strategic Plan 2004-2015 - Planipolis

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Work Plan 2004/5-2006/7: EPD and MOES Administration Intervention Activities Manager Objective 2. Students achieving education goals 2.2. Post-primary students prepared to enter the workforce and higher education 2.2.1. Give highest priority to competencies for the workforce and higher education. Construct, equip, and manage laboratories and Identify the BTVET centres. Assess the extent of need. EPD/Const. libraries in S1-S6 schools, workshops in BTVET Design an implementation plan. rantarc Completion date Annually Objective 3. An effective and efficient education sector 3.1. Decentralized authority, financing, and management of education services 3.1.3. Central offices formulate sectoral policy and broadly direct financial resources, ensure that the legislative framework reflects the strategic directions, conduct and disseminate research, and support the development of pilot and special programs. Collect, analyze, and report data on schools for use Data collection and entry. Data analysis. EPD/Monitor by decision-makers (EMIS). ing Annually Develop and review policies concerned with subsectors and programs. Support projects that pilot ways to improve learning in literacy and numeracy, and spread lessons learned throughout the system. ['rack the allocation and use of resources, such as in primary-level quality-related agencies (UNEB, ESA, NCDC, PTE, SNE/CG, EPD, Pre/Primary) and secondary school size and staffing. Policy initiation. Policy development. Policy analysis and implementation. Establish fund. Project monitoring and evaluation. Project support. Develop terms of reference for the study. Identify consultants. Undertake the study. 3.2. Strengthened capacity of the Ministry--its agencies and institutions--to provide leadership and management 3.2.1. Provide administrative staff with needed resources and tools. Conduct a management audit and adjust EPD organizational structures and resource allocations to reflect priorities and system requirements of the pccp Train administrative staff in good management practices and provide incentives for their use. Mid-term review of the ESSP. Hold workshop. EPD EPD EPD EPD Annually Annually Annually 2006/07 Annually
Work Plan 200415-200617: EPD and MOES Administration Intervention Activities Manager 3.2.2. Accommodate cross-cutting initiatives as they appear. Establish guidelines for adopting cross-cutting initiatives (such as HIV/AIDS, agricultural education, ICT, sports, environment) and procedures for incorporating them into the system and the curricula. Ensure that teachers have time and other resources to add cross-cutting initiatives to the curricula. 3.3. Quality assurance and accountability throughout the sector Mainstreaming of cross-cutting issues in the sector. Increase remuneration as an incentive. 3.3.1. Institute a coherent and feasible system of standards and performance monitoring. Provide allowances for inspection visits. Identify the source of funding. Increase the bargaining .Frc+n 3.3.2. Prevent and reduce corruption and misuse of public resources. EPD , Provide incentives for professional conduct and MOES/Admi enforce sanctions for unprofessional conduct. Staff appraisal. On spot checks. n. Train Ministry staff at all levels in professional MOES/Admi n. conduct. 3.4. Partnerships between the Ministry and other agencies in service delivery and capacity-building EPD EPD Completion date Annually Annually 3.4.1. Develop and maintain public-private partnerships in service delivery. Encourage private providers and communities to offer Offer financial and material assistance to private EPD, DEOs Annually education and training, particularly at post-primary, and tertiary levels. providers: 3.4.2. Develop and maintain partnerships with other agencies in service delivery and capacity-building. Continue moving toward budgetary support from Setting up institutional mechanisms that mainly have EPD 2006 external funding agencies without closing the door on characteristics of budget support yet encampassing project support for high priority interventions. some characteristics of the project mode of funding such as attaching a donor nominated advisor to a protect. 2005 2005
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Ministry of Education and Sports Ed
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Final ESSP Sub-objective 2.2: Post-
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Final ESSP cohorts reaching age six
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Final ESSP In 2002 the Ministry’s
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2.0 POLICY OBJECTIVES Final ESSP Po
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Final ESSP primary, and tertiary, o
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Final ESSP The modern workforce, to
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3.0 STRATEGIES TO REACH THE OBJECTI
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(b) Reconfigure the post-primary su
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Final ESSP mobility of students amo
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Final ESSP (vii) Such pupils need i
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Final ESSP Like the curriculum revi
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3.1.3 Objective 3: An effective and
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Final ESSP horizon (such as agricul
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4.0 IMPLEMENTING THE ESSP Final ESS
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Final ESSP In order to accommodate
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5.2 Financing Final ESSP The Long-T
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Annexes Annex 1A: Guidelines for ad
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Annex 1B: Tables and figures cited
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Annexes Annex IA: Guidelines for ad
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Annex 1 B: Tables and figures cited
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IeI
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ANNEXES TABLES i ND FIGURES ON COST
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Secondary Recurrent Expenditures Wa
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TOTAL COST TO HOUSEHOLDS AND OTHER
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(b) Repeater rates are from EMIS an
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(c) The number of students matricul
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6.0 Technical Notes to the Model (a
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Dropout Rates Enrollment Details Ma
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With Real Growth in Salaries of 3.5
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ACADEMIC SECONDARY ESTIMATES OF ENR
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Total Construction Furnishings Tota
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TERTIARY EDUCATION Enrollment S6 Ma
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Primary Academic Secondary BTVET Te
Page 72: ANNEXES POLICY OBJECTIVES AND STRAT
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Page 79 and 80: s and Targets Objectives and sub-ob
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Education Sector Strategic Plan 2004-2015 - Planipolis

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