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EDUCATION SECTOR ANNUAL REVIEW REPORT 2009 EDUCATIONAL MANAGEMENT GROUP

EDUCATION SECTOR ANNUAL REVIEW REPORT 2009 EDUCATIONAL MANAGEMENT GROUP. In the review of the performance of the educational sector in 2009 by the Ministry of Education(MOE), Divisions and Agencies, Civil Society and development partners, four key aspects were tackled, that is:.

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EDUCATION SECTOR ANNUAL REVIEW REPORT 2009 EDUCATIONAL MANAGEMENT GROUP

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  1. EDUCATION SECTOR ANNUAL REVIEW REPORT 2009EDUCATIONAL MANAGEMENT GROUP

  2. In the review of the performance of the educational sector in 2009 by the Ministry of Education(MOE), Divisions and Agencies, Civil Society and development partners, four key aspects were tackled, that is:

  3. Institutional Management(Schools) • Decentralization • The future role of central MOE, GES and sub vented agencies and • Effective supervision of teachers at the local level

  4. Overall challenges…. • Many procedures exist but they are not enforced • There is no communication strategy and information is needed for planning at various levels • How do we ensure that new Agencies eg. NIB, NCCA, NTTC and the existing Divisions /Units coordinate their work to ensure consistency?

  5. Overall challenges…. • How do we ensure independent inspection processes and systems(e.g. NIB) are established and is objective and puts in place measures to address issues of under achievement ? • What standards are needed to be defined, established and maintained to ensure quality equity, transparency, accountability and effectiveness within education system ?

  6. INSTITUTIONAL MANAGEMENT(SCHOOLS) • Issues/Challenges : preparation, implementation and supervision of the SPIPs at various levels and their challenges • The newly proposed report cards which are data based on school/community assessment of quality standards and improvement in schools and districts were also discussed.

  7. Recommendations - SPIPs (1) SPIPs should be expanded to include non-financial components (e.g. indicators for quality and access) and not tied only to the capitation grant (2) Conduct impact assessment/evaluation of SMCs and PTAs to show their level of effectiveness for remedial measures to be put in place

  8. EMIS • After a thorough discussion on the types of data collected, analyzed and utilized the challenge remained lack of an EMIS system; information collected could not meet all demands – HQ and other levels (3) EMIS should be developed and resourced to improve the information/data available for planning (e.g. Finance, HR etc.); this should be done at levels including non formal, tertiary and IE

  9. DECENTRALISATION - Started with the constitution : various Government agencies and ministries are committed to decentralization. Two levels to recognize: (a) National (b) Sector • Challenge remains how to merge both into a workable framework, key issues to address: structural gaps leading to anxiety on the part of education managers

  10. DECENTRALISATION • By December 2009 a roadmap for decentralization including transition will be costed and submitted for approval . It is expected that further thought and clarity be given to roles and responsibilities at various levels including: the MoE, the GES, the Regions and Districts, the District Assemblies. (4) Processes must be cognizant of national guidelines for budgeting and M&E especially at the local levels (National Planning Commission, MoLG) and a MoU must be developed between the MoE, MoFP and MoLG and RD. The readiness and non-readiness of districts must be taken into account.

  11. Future role of MOE / GES and sub vented agencies The role of MOE should be limited to policy formulation, planning in terms of setting norms, standards and guidelines, budgeting, curriculum development, monitoring and evaluation. GES To be responsible for first and second cycle schools including special education in terms of the following: • Coordination (Facilitation, Setting of standards jointly with MOE) • Research • Training needs assessment • Performance appraisal • Implementation of MOE policies • Monitoring and evaluation • Quality improvement planning and implementation

  12. EFFECTIVE SUPERVISION OF TEACHERS - Supervision cannot be separated from deployment, retention, motivation and which can be addressed under decentralization plans (e.g. with the District Assemblies) • Issues of enforcement of existing policies as well as the re-introduction of tested approaches e.g. performance appraisals, linking these to actual performance and then promotions and rewards (5) Head teachers and Circuit Education Supervisors hand books should be revised to reflect teaching effectiveness and a continuous improvement in quality of education

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