moe strategy report nov 2010

8/6/2019 MOE Strategy Report Nov 2010

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The presentation or slides which

follow may require verbal

explanations to add to clarity.

The presentation is the property

of the Ministry of Education of

Trinidad and Tobago2


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3

Table of Contents

Purpose 4Strategic Assessment 5-25Visioning 26-72

Strategies 73-104Critical Success Factors 104-107Some Models now Available 108-109Immediate Next Steps 110-113

Strategy Report


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Purpose :

Presentation of the results of the Strategic PlanningInitiative conducted during September - November,

2010

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Ministry of Education


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Ministry of EducationStrategic Assessment

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The Assessment Contents:

The Positives 7Structured Institutional Understanding 8Basis for Institutional Understanding 9

Institutional Development Framework 10A Ministry Model for the Education and Development of Children 11-12S trategic Focus 13Leadership, Governance and Integrated Management 14-16Strategies 17Business Planning 18Business Processes 19Organisation Structure 20Performance Measures and Indicators 21Resources Framework : to Value 22Programmes, Projects and Investments 23People Engagement, Change and Transition 24Summary 25



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The Positives:Clear Legal Mandate and Significant Leadership cadreDefinition of a core Strategic Executive Team and broader leadershipOverwhelming focus on the core business" of the Ministryi.e. Education and its direct support systems

Corp. Plan 2008/12 a good initiative

Considerable Resources- People, Finance and AssetsPeople interested in LearningThe opportunity being taken for re examination andassessment

IADB in support of Reform Initiatives 7



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Structured Institutional Understanding:Proven methods for Institutional building are not in useMajor Programmes and Initiatives are consistently placed atrisk of less than effective resultsBroad based institutional resources are also at risk of notbeing effectively utilizedMany variants of models considered and used in planningand establishing development contextInappropriate reliance on International Agencies because of absence of a Ministry planning and development contextDifficult to establish Institutional coherency- lots of reportsbut little in integrated focused understanding

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Basis for Institutional Understanding:

Use of the Institutional Development Framework presented next

Construction of a Ministry model for the Education and

Development of Children or a high level Value Chain to put

context to all that is required to be done by the Ministry and theValue it is seeking to achieve in order to perform assessment

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Methodology: InstitutionalDevelopmentFramework

Leadership, Governanceand IntegratedManagement

Mandate/ Vision/ StrategicObjectives/ ValueOutcomes/ Key

Performance Measurers

Strategies

Organisation Structure

Resources

Processes People Assets Finance Technology

Information Management

What we must achieve

The big things we mustdo to achieve ObjectivesAnswers the How

How resources will be focused,deployed and managed to performoperations to achieve objectives

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Ministry Model for the Education andDevelopment of Children

Leadership, Governanceand Integrated Management of the entire

Model

Institutionsfor

Delivery of Services

The ResourceRequirements to perform theprocesses

The Environment,Processes, Systems,

Programmes,Projects, Initiatives

& Activities to provide the

Services

TheOrganisation,Partnerships

and Focus of Resources

Promotion and Awareness of the Children Education and Development Model

People Engagement, Change and Transition11

Services

Children UnderstandingAnd Needs

Children value, outcome,satisfaction



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Ministry Model for the Education and

Development of Children

Leadership andGovernance

MandateResponsibility,Authority and

Accountability

Children

Understandingof the Children

and their Needs

Vision for theChildren

Services The Organisationand Partnerships

Promotion andAwareness

Institutions of

Delivery

ResourcesProcesses,Systems,

Programmes

Leadershipand

GovernanceProcess

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Strategic FocusUnclear and ill-defined Vision and Mission.Vision does not clearly state what the Ministry wishes to

becomeMission is not precise of why the Ministry exists. Everyonedoes not understand what is to be achievedUnclear of the method and context used to formulate Vision

and MissionUnclear of the Value Outcomes Ministry is seeking to achievee.g. Outcomes for Children, Outcomes for the MinistryInconsistent definitions and not comprehensive enough to

show clarity e.g. Services for the Education and Developmentof Children13



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Leadership, Governance & Integrated ManagementThe lack of clarity of Value Outcomes for our Childrenmakes it difficult to identify which National Authority takes

or should take responsibility for the comprehensivedevelopment of Children and manage the EducationValue Chain and has the Authority in order to be heldaccountable to the NationA defined and agreed Leadership and Governance Processwhich clarifies the requirements of Leadership and Governancedoes not existThe Hub role required to be played by MOE to satisfy ValueOutcomes not definedThe Business and Services are not clear 14



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Leadership, Governance and IntegratedManagementBecause of the current status, critical elements of the Value Chain arenot focused on. This diminishes the possibility of achieving desiredvalue e.g. Value Outcomes, Provision of Required Services,PartnershipsNew Programmes and Investments are not considering the full ValueChain, resulting in difficulty in achieving Mission and OutcomesUnclear how Transformational Initiatives are grasped, properlyplanned, reported upon and strategically managed as compared togeneral operationsNew major Programmes and Investments are not developed usingproven development planning methodsInvestments can be skewed, lack focus and retain unnecessary Riskse.g. Inclusive Education, ECCE, Decentralisation 15



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Strategies

Corp. Plan 2008/12 has Strategic Priorities and

Strategies which are fair.The fundamental problem is the lack of integration and

deployment of resources in relation to Objectives, Outcomes

and Strategies.

Proper planning, Standardisation and Methods are factors

which impact the above 17



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Business PlanningBecause of the lack of proper planning and StandardizedMethods, the context and understanding of BusinessPlanning are not evident. This results in the lack of integration of Objectives, Strategies, Activities, deployment of resources and performance focusThe above results in plan variations for no valid reason andcould be confusing to the organisation at large

When Government changes and plans require validationthe gaps become more apparent and continuity,consistency and people motivation are impactednegatively, especially when rework is necessaryIn above situation political policy changes can be verydisruptive

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Business ProcessesThe Decentralisation consultants in their Conceptual DesignReport said ..there seems to be a general lack of knowledge

regarding the importance of processesDefinition of the Processes of the Ministry not available.Businesses Processes not used as a vital tool in defining,structuring and resourcing operations to implement Strategy

to achieve ObjectivesA fundamental basis for Performance Management istherefore unclear

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Organisation StructureOrganisation Structure does not represent howresources should be focused and managed to

implement the Strategies and Business ProcessesGiven the gaps in Strategy and Processes, theOrganisation Structure appears ineffective and theimplementation and management of all core andsupport processes are unclear Organisation Structure has about 14 Reports tothe Permanent Secretary. This is cumbersome

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Performance Measures and IndicatorsRequested but not availableIndicators prepared by Planning unit are notaligned to Value Outcomes, Strategy andProcesses and are largely input focusedEfforts at Performance Reporting are sporadic,inconsistent, lack Standardisation and Methodand are not aligned to Value Outcomes, Strategyand Processes

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Resources Framework: to Value

Considerable Resources- 19,000 people, significant

assets (schools, office buildings, etc), budget of $4B pa.

No appraisal of Resource Investments to Value and

Benefits derived e.g. For the next 5 years >$20B

may be invested, what will be the Value Outcomes?22



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People Engagement, Change and TransitionThe major Programmes envisage major Change but the Strategy, Plan, Process,Organisation and Resources to supportChange Management not seenThis is a key Risk Management andmitigating factor for major ProgrammesAn example of incomplete planning andexecution of major projects

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SummaryThe fundamental message is:

Lack of clarity, alignment and integration of Mandate, Vision,Mission, Strategic Objectives and Value Outcomes with:Strategies, Operations, Business Processes, OrganisationStructure, Resources, Performance Management andInstitutional StructuresCauses- Improper Planning and Methods, a lack of Standardisation and people development to understand andimplement these, as well as the understanding andapplication of a proven Leadership and Governance Processby Strategic Executive Leadership and at best vagueness of

Integrated Management25



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VISIONING

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Ministry of EducationVisioning

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Table of Contents

Vision of the Ministry 28Mission of the Ministry 29Strategic Objectives 30Vision for our Children of T&T 31-41

Key stakeholder expectations 42-62Key Performance Measures examples 63-72


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VISION:

The Ministry will be:

A high performing, dynamic and vibrant

organisation, responsive to the needs of

stakeholders and which works collaboratively,

efficiently and effectively to educate and develop

an intelligent, versatile, productive and well

rounded child.28


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MISSION:

To Educate and Develop Children who are:

Able to fulfill their full potential

Academically balanced

Healthy and growing normally

Well adjusted socially and culturally

Emotionally mature and happy29


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STRATEGIC OBJECTIVES

1. Educate and develop the children of our nation

2. Design and develop a quality education system

3. Understand and satisfy the needs of key

stakeholders

4. Develop a high performing and dynamic

organisation30


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Vision for Our Children of Trinidad &Tobago

A. Children who will achieve their full potential

2. Function with a purpose based on love, value, family life,

service and aesthetic expression3. Understand and participate constructively in their career and

vocational pathway

4. Able to cope with daily challenges, set healthy boundaries

and make wise social choices

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Vision for Our Childrenof Trinidad & Tobago contd

4. Productive achievers, role models with good work ethics

5. Will function at their best with a strong sense of

commitment to their interests and activities

6. Optimize their God-given talents to advantage

7. Enterprising and responsible in risk taking

8. Recover quickly from setbacks and disappointments

9. Achieve economic well-being and make a positive

contribution to society32


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B. Children who are adequately prepared educationally tofulfill their potential

2. Prepared to participate in society as appropriate to their age.

3. Academically balanced to be productive (Combination of appropriate skills and competencies)

4. Skilled in critical and creative thinking, problem-solving,visioning, thinking outside the box and receptive to newideas

5. Skilled in the use of current technology and the Internet(cyber wellness)

6. Proficient in a second language33


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C. Children who are adequately developed socially andculturally

2. Productive and have good self-image

3. Enquiring, confident and strong among their peers, and

emotionally secure, open, honest and emphatic in

relationships

4. Competent to interact and communicate with others, within

different social settings and environments

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4. Patriotic and courageous in civic affairs and proud to be

identified as members of the National and Caribbean

Community5. Historically aware, including knowledge of our people

6. Capable of informed participation in the democratic and

political process

7. Capable of functioning with good character and values in

their culture35



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8. Respectful of the law, Authority, the Rights of Others,

creative imagination in its different forms and of the right to

divergent views

2. Developed with interpersonal and language skills

3. Environmentally aware, protective of the physicalenvironment and demonstrates an understanding of

sustainable development36



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1. Able to lead, have good governance skills, are competent

to respond to the challenges of new roles in multiple

contexts and are able to manage conflict

2. Humanely aware of the less fortunate and the

disadvantaged and committed to contributing to the welfare

of our community and country

3. Functioning with an honest sense of family and community

4. Proficient in dealing with daily conditions

5. Skilled in finding a safe place to think and grow37



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16 . Confident in themselves, self motivated, enterprising and

pursues Self Education and life long Self Development and

able to work independently and with others

2. Capable of finding assistance if they are abused or

neglected

3. Spiritually aware with the emotional and intellectual

resources to pursue their spiritual growth

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1. Appreciative of the contribution of the arts to daily life,

cultural identity and diversity, locally, regionally and

internationally2. Able to express themselves through the arts

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D. Children who are Healthy and Growing normally2. Secure and Safe in their home, school, and community3. Physically fit, mentally alert, well nourished, and

psychologically sound4. Active in exercise, sports, games and recreation5. Capable of wholesome interaction with peers6. Morally prepared for a productive life

7. Adequately developed neurologically to overcome learning,speaking, hearing, focusing, and memory or mobilitychallenges

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E. Children who are Emotionally Developed, Mature andHappy

2. Able to enjoy daily life, have fun and express happiness and

positive emotions

3. Participants in entertainment and celebration

4. Established in their peer group, satisfied with their life and

able to achieve meaning in their lives

5. Mature and able to become full-fledged, productive and

enterprising citizens 41



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What we will provide to

our Key Stakeholders

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KEY STAKEHOLDERS

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Teachers and Principals 44

Students 45Parents 46-48Government and Ministers 49-50THA 51Examination Bodies 52-53Denominational Boards 54Leadership 55Employees 56-57Teaching Service Commission 58TTUTA 59Post Secondary and Tertiary Institutions 60Textbook Writers and Publishers 61Ministry of Finance 62


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To Students:Teachers who are competent, qualified, technology up to

date, committed, nurturing, focused, interested, fair,respectful, in tuned, punctual and regular on the job.Quality curriculum which caters to students needs anddelivers interesting and diverse educational experiences for

happy learningRelevant instructional materialDiverse and interesting educational experiencesEqual opportunity

Quality,safe and secure physical environment and amenitiesParticipation in the decision making processRespect from peersRelevant and appropriate student support services 45


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To Parents:

Recognition of their childs potential for successAn environment for the fair treatment of their childrenEqual access and opportunities to schooling and learning(ECCE, primary, secondary, repeaters, advance proficiency,

tech/voc)Development of the talents and skills of their childrenDevelopment of social and interpersonal skills of their childrenCaring and competent teachers

Access to the principal and teachersAccess to special education needs schoolsEducation & development of their children to enable them topass their exams

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To Government and Ministers:An education system that produces a well-rounded child whocan contribute meaningfully to national development andnation building.Strong intellectual capacity as a foundation for sustainabledevelopmentWell informed citizensExcellent customer serviceProvision of accurate information on all projects undertakenwithin the education system to ensure transparency,accountability, good governance and value for moneyProactive approach in the education system leadership,management and operations to avoid unnecessary conflicts(e.g. marching, protest action) 49


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Effective leadershipA well informed and effectively communicated Vision and

MissionA well formulated and shared strategic directionOrganizational integration, synergy and cohesivenessExcellent institutional and internal structures and processes to

deliver quality services

Fairness and equity in the systemPractice of good work ethics and a fair days workA feedback loop in the system that includes the publicStructured and effective monitoring and evaluation system in

use50

To Government and Ministers contd:


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To THA:

A relationship that recognizes the THA act in dealing with

Tobago

Inclusive collaborative and shared decision making in policies

Communication and effective sharing of information

Training and other aspects of development that impact

education

Participation in educational activities and meetings

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T E i ti B di


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To Examination Bodies:

Participation, involvement and partnering in the syllabus

development and education process

Trained and qualified personnel in the overall examination

process, including appropriate knowledge, skills and accurate

supervision

Honouring and fulfillment of agreement and contracts

Suitable accommodation and environmentTimely payments

A willingness to engage with and embrace change

Accurate and timel res onses and information52


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Support in the examination marking process

Participation of MOE personnel in examination bodies affairs

Confidentiality and security of examination - papers,

processes, centres etc.

Use of state of the art technologies

Efficient communication systems linking examination bodies tothe MOE and schools

Access to school for pretesting and piloting

Well prepared students53

To Examination Bodies contd:


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To Denominational Boards:

Maintain their particular ethos and autonomyRelevant and appropriate support services to satisfy their specific needsMost relevant and qualified teachers for the respectivedenominational bodyAssign students based on their choiceQuick and appropriate levels of resources includinginfrastructure, funding etc.Timely and efficient information and communicationTimely resolution of problems e.g. teacher transfersRecognition and appreciation

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To Leadership (Executive Core):

Effective support for a shared visionMutual respectAdherence to policy guidelinesEfficient and effective professional performance includingproactive managers who manageHigh performing and competent staff Good intra and inter organizational relationshipsTimely and accurate information and responses to issues andmeeting deadlinesSupport for development of career pathsClear lines of communication

Fair and decent working conditions for all employees55


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To Employees:

Transformational leaders

Safe, comfortable and aesthetically pleasing work

environment which complies with OSHA requirements

Opportunities for professional development and promotion

Mentoring, coaching, support and a clear direction

Appropriate work/life balanceAppropriate mechanisms to be aware of and understand

policies

Participation and involvement in decision making56


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To Employees contd:

Appropriate levels of communication

Fairness and transparency

Timely processing of benefits

Coordinated and efficient operations and appropriate

resources

Reasonable deadlines, demands and requirementsReasonable proximity to work areas in relation to home

Recognition and reward for work excellence and competence57


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To Teaching Service Commission

Expeditious, complete and accurate submission of

information especially in relation to appointments,

promotion and disciplinary mattersEffective interpretation of policies, procedures etc.

Appropriate levels of personnel for interview panels and

disciplinary tribunals

Timely investigation and unbiased reporting58


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To TTUTA:

RespectAppropriate and effective levels of communicationCollaboration, consultation and involvement prior to

decision makingSystems and policies to safeguard the well being of their membersAppropriate dispute resolution mechanismsTimely remittance of member duesFair remuneration for their members

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To Post Secondary & Tertiary


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To Post Secondary & TertiaryInstitutions:

Information, guidance and access to curriculum input and

training opportunities

Quality entrants into their systemOpportunities to collaborate on areas and sites for research, in

addition to having data on students and staff

Access to the ministrys expertise e.g. for part-time lecturing

Employment opportunities for their graduates

Opportunities for consultancies 60


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To Textbook Writers & Publishers:

A level playing field to achieve fair assessment

and evaluation

Access to curriculum being offered

A forum to present their material

An understanding of market opportunitiesTimely payments

Communication 61


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Key Performance

Measures A Model


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Key Performance Measures


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Key Performance Measures Model

Examples of Performance Measures:StudentSchoolParentsDistrictMinistry of Education

The Education MarketLeadership

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Key Performance Measures - Examples


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STUDENT:

2. Examination Results (e.g. National Tests, SEA,NCSE, CXC, CAPE, CVQ)3. Competition Results (e.g. Visual and Performing Arts,

Physical Education)

4. Discipline (e.g. Fewer suspensions, fewer case referrals)5. Attendance (e.g. Regularity and Punctuality)6. Drop out rate7. Youth Development Activities (e.g. Scouts, Cadets etc.)8. Community Involvement9. Health and Wellness10. Potential11. Social and Cultural Development12. Emotional Develo ment

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K P f M E l


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SCHOOL:2. Student Examination Results3. Incidence of Indiscipline4. Participation in Co-Curricula activities (School, District & National)5. Teacher Capability, Capacity and Morale6. Curriculum Implementation7. Staff Regularity and Punctuality8. Principal/Staff Relationship9. Parental Engagement & Satisfaction10. Key Education and Development Stakeholder Partnering11. Physical Environment and Services12. Safety and Security13. Overall School Management 67



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PARENTS:

2. Involvement in School Life (e.g. PTA)

3. Supervision of Student

4. Provision of Resources for Student

5. Provision of Voluntary Services

6. Communication

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Key Performance Measures Examples


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DISTRICT:

2. Supervision of School Operations

3. Curriculum Support

4. Provision of Training of School & District Personnel5. Support for School Based Management

6. Implementation of the Education & Development Policies &

Plans

7. Relationship and Communication with Head Office and

Schools69



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Ministry of Education:

2. Education Sector Strategic Direction, Policy, Planning,

Design, Development and Implementation3. Institutional Capability and Capacity to Support the

Education Sector

4. Provision of Infrastructure, Goods, Services, Funding

and Required Resources

5. Level of Satisfaction of Key Stakeholders70




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The Education Market :2. Value of Education and Development

3. Student Population and its Demographics

4. Education Sector Teacher and other core Service

Provider Requirements

5. Understanding of other Key Resource

Requirements

6. Understanding of Key Stakeholder expectations71



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Key Performance Measures Examples

1. Strategy and Strategy Implementation2. Tone at the Top3. Risk Management4. Measuring and Monitoring Strategy Implementation5. Transformational Initiatives Management

6. Leadership Evaluation, Compensation and SuccessionPlanning7. Single-voice Communication to Key Stakeholders8. Leadership Team Dynamics

Leadership and Governance:


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Strategies

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Why Strategies?

To understand the Big steps which must beperformed to move the Ministry from its presentstate to where it wants to be and what it has toachieve.To know and share with key stakeholders what arethe Big priorities to be performedTo establish the basis for Integrated Planning,Management and the prioritised allocation of resourcesTo establish the basis for the next stage of Corporate Planning

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The Strategies

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Strategy 1


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National Mandate and

Authority for ChildrensEducation & Development

Prepare and Validate the case for a single NationalAuthority (e.g. MOE) to lead and take responsibility for the

Education and Development of children.

Formulate strategies, plans and processes, including

collaborative and Partnering mechanisms, to successfully

implement and satisfy the National Responsibility.

Strategy 2

I tit ti l C bilit


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Institutional Capabilityand Capacity

Develop the institutional capability and

capacity of the Ministry to be able toeffectively pursue and achieve Vision,

Mission and Strategic Objectives

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Strategy 2.0Leadership Governance &


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Leadership, Governance &Integrated Management

Adopt/Adapt and Implement best practice Leadership & Governance

Process

Allocate appropriate time for strategic versus operations

management matters

Sustain effective SET meetings

Make Strategy implementation & reporting the basis for SET

meetings

Market, communicate & build understanding of the Vision, Mission,

Strategy and Performance of the Ministry among Stakeholders and

consistently solicit feedback78

Strategy 2.1


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Organisation Structure

Re-design & align organisation structure to ensureimplementation & management of strategies, transformationinitiatives & processes, plus effective allocation & alignment

of resourcesAlign People resources & roles into new designedorganisation structure

Formulate a Human Resource Management strategy anddesign and develop HRM processes, system, policies,organisation and capability, supported by the proper use of

IHRIS79

Strategy 2.2


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Key Performance Measures

Design and agree key performance measures

Require planning, management and reportingusing the key performance measures,

supported by, Vision, Mission, Strategic

objectives & Value outcomes for children

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Strategy 2.3

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Corporate Planning

Develop the Corporate and Implementation Plan

for the Ministry using the Vision, Mission,

Strategic Objectives, Value Outcomes for

Children, Key Performance Measures,

Strategies and Critical Success Factors as the

basis for the next stage of planning.81

Strategy 2.4

P li i


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Policies

Adopt, formulate & implement relevant policies for governance, priority business areas, key stakeholder

partnering and processes with the involvement of relevant

stakeholders

Inventory, categorize, communicate & build

understanding of policies with relevant key stakeholders

Develop monitoring, evaluation, compliance and

continuous improvement mechanisms to keep policies up

to date and in use82

Strategy 2.5


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Business Processes

Design and agree high level Business Processes of the Ministry

Design, develop and implement leading practice processes,

including required integration, related policies, key resource

requirements, roles and responsibilities and performance

measures and indicators

Train assigned and related process persons to understand, lead

and perform process activities

Design, develop and implement mechanisms for reporting,

evaluation, management and continuous improvement of

business processes83



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yBusiness Process Model

Core Business Processes

EducationResearch

and Evaluation

EducationPolicies

and Planning

StudentExaminations,

Testing and

Assessments

Childrens Understanding

and Needs

TeachingAnd

Teacher

Development

SchoolManagement and

Supervision

Partners inSupport of

Education andDevelopment

of Children

SchoolsNetwork

and Districts

Special

StudentNeeds

Education

Adult,Tech/Voc

AndDistanceLearning

TextbookRental

InstructionalResearch,Materials

Developmentand

Publications

SchoolsBroadcasting

andEducation

TV

Disciplineand

Peace Promotion

ChildrenHealthTesting

Common Business Processes

StudentNutrition

Scholarships

ServicesDesign and Development

C h i l d r enV

al

u e O u t c om

e s S a t i s f a

c t i on

LegalAnd

Regulatory

Library-National-Schools

Monitoringand

Evaluation

Leadership, Governance and Integrated Management

CurriculumPlanning

and Development

ParentsAwareness

andParticipation



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Support Processes

General Business Planning and Management Finance and Accounts HRM- Employee Assistance; Occupational Research ICT Internal Audit Legal Performance Analysis and Reporting Security Facilities Procurement

Programme and Projects Planning and Management Communications Change and Transition Quality Management General Admin Support Services Partner Management e.g.- PTSC 85


Strategy 2.7Information System Management


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Information System ManagementPrepare Strategic Information System Plan for the Ministry

and use this plan as the guide for further Information and CommunicationsSystems Planning and Implementation.

Identify stand alone, relatively easy to implement information and

communication systems which can add immediate value e.g.

- MOE interactive website, linked to tt.connect

- Ministry wide intranet and VOIP system (data & voice)

- Hotline for receiving complaints and transfer to

responsible parties for action

- Student exams and assessment performance tracking system

- Document archival and retrieval system

- IHRIS GIS Asset Re ister etc.

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Strategy 3.0


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Education System

Design, develop and agree the framework of a

Quality and leading practice Education and

Development system

Use the framework as a standard and basis for

Education and Development, Planning,

transformation and vision achievement87

Education and Development System A Model


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MINISTRYTransform.Initiatives

Schools

Formal Providers of Ed. andDev., Services to Children

-Student population,demographics, etc.

-Ed. Sector Teacher requirements-Other key resource

requirements

Parents

Other key children Ed.&Dev. Support Services

Partners

Other key childrenEd. & Dev.

Support ServicesPartners

Leadership, Governance & Integrated Management

Data & Evidence Based Information / Resource Requirements / Engagement, Change & Transition

Legislation / Transition to Tertiary, Lifelong and Technical Learning and Work

TheMarket

ChildrenValue

Outcomes

Parents

SchoolSuper.

&Support

ServicesChildren/Students

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Strategy 4


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School Supervision and Support

Design and develop a complete framework for School Supervision

and Support to satisfy the needs, strategy, services and resource

requirements of schools and the Value Outcomes for Children,

including key School Based Performance Measures

Review current status of School Supervision and Support, including

the status of improvement initiatives, in the context of Value

Outcomes for School Supervision and the Vision for our ChildrenDevelop and implement plans to fully operate the framework for

School Supervision, including training and development,

measurement, reporting, monitoring and evaluation89

Strategy 5


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SchoolsDesign and develop a standard framework for the leadership and

management of schools ( SBM ) to contribute to the satisfaction of

the Value Outcomes for children

Assess the School Management System against the agreed SBM

framework and identify issues for rationalisation and improvement

Develop and implement plan to operationalise the school based

management framework in a quality manner at the different levels

of schooling (ECCE, Primary, Secondary etc.) including, School

Development Planning, Teacher Mentoring, Counseling, Training

and Development90

School Based Management


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g A Model

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KeyStake.

Engage.

TeachersChildren

ValueOutcome

School Supervision

Leadership, Governance and Integrated Management(The Principal and Leadership Team)

StudentServices

StudentsPhysical

Infra.And

Environ.

Teaching&

Other ServicesDelivery

Support Services

Exam.Test.

&Assess.

Strategy 5.1


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ECCE

Consistently research and understand thepopulation and trends, requirements anddemographics of children 0 5 years old

Design, develop and implement an ECCEeducation and development Strategy and system

which are integrated, well managed and regulatedand assures quality performance, equity,accessibility and a universal standard of education

and development92

Strategy 6


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Children

Research, develop and sustain understanding of

Children and their requirements, population trends anddemographics of Children

Design, develop and implement strategies, plans and

systems to satisfy the requirements of Children

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Understanding the Children


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g

Illustrative

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Strategy 6.1


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Inclusive Education

Research, understand and prioritise the factors

of Exclusion which impede learning and

development in Children

Design and develop strategies and mechanisms

for the appropriate Inclusion of children into the

process of Learning, Education and Development95

Strategy 7

Services to be provided to


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Services to be provided toChildren

Design and keep up to date the schedule andbasis for Services to be provided to children to

Support their Education and Development

Design and develop strategies, mechanisms

and Systems, including Partnering andOutsourcing arrangements for the delivery of Services (e.g. Denominational Boards, EFCL,NSDSL)

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y

Illustrative Institutions for Delivery of Services

MOE MSTTE MOH MOSD MOCD MOYS

MPA (ICT) NGO's Private Organisations

Business International Organisations Regional Organisations (CXC) Nat. Security Arts and Culture Office of PM- Info Service Universities Parents/ Guardians

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Strategy 9Standardisation &


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Standardisation &Simplification

Design and agree key areas for standardisation& simplificationDesign, develop, promote and implementleading practice standards in all areas relevantto their use

Evaluate and continuously improve standards

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Strategy 10


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Approaches & Methodologies

Consistently apply tested, proven, state of

the art and approved approaches andmethods to all key initiatives of the Ministry

101

Strategy 11Transformation Initiatives


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Transformation Initiatives

Establish Proven Standard Approach and Methodology for developing, planning and managing transformationinitiativesReview past and all existing and planned Transformationand Improvement initiatives to extract value and learningsand bring current projects into context and alignment withStrategy, plus restructure and re-plan as necessary

Re-examine how Programme and Project Management isstructured, performed and integrated into the overallbusiness of the Ministry and update as necessary inrelation to planned transformation initiatives

102

Strategy 12

P l E t


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People Engagement,

Change and Transition(Key Success Factor for Implementation)

Develop Strategy, Plan, ResourceRequirements and basis for implementation

management, evaluation and reporting of

People Engagement, Change and Transition,

across the Education Sector 103


104/113


105/113

CRITICAL

SUCCESS

FACTORS105

CRITICAL SUCCESS FACTORS


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CRITICAL SUCCESS FACTORS

1. Leadership Team: Participation, understanding, buy in and commitmentby the leadership team to action the strategy

2. Change & Transformation:Understanding of the magnitude of change andtransformation and how to design, develop, plan,resource and implement the strategy, change andtransformation

106


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Some Models

now available

108

Key Models:(S d di i Si lif U d di )


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(Standardisation to Simplify Understanding)

1. Institutional Development Model2. Education and Development of Children Model

3. The Education and Development System

4. School Based Management Model

5. Services An Illustrative Framework

6. Business Processes Model7. Performance Measures A Model

8. Examples of Performance Measures109


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Immediate

Next Steps

110

Immediate Next Steps


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Approve Strategy at Ministry level; at Cabinet levelLeadership Team Building & Role Agreement in StrategyImplementationBuild Understanding, Consensus and Commitment to Action andsupport, amongst Key stakeholdersMobilise Resources:

- Governing /Steering Team- Key implementation Teams- Support Resources (Accommodation etc.)- Funding

- Time and Effort CommitmentBuild and Sustain Implementation momentum

- Define, agree, plan, resource and implement quick wins(set criteria for the selection of quick wins)

- Report, communicate, recognise and celebrate successes

111

Immediate Next Steps contd


112/113

112

p

Identify and appoint Executive Leader for StrategyImplementationDefine and agree Roles of Teams

- SET- Steering/Governing Teams- Implementation Teams- P&PM of Strategy

Prepare Preliminary Milestone PlanPrepare Outline Timeframe for Strategy ImplementationPrepare Preliminary Investment estimate for Strategy

Implementation

Agree, in principle, outline budget requirements

Immediate Next Steps contd


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Design and agree the Approach and Method for

further Planning and Implementation of the Strategy

Initiate Strategy and Plan for People Engagement,

Change, Transition and building of Trust

Prepare preliminary organisation structureReview, update and agree Governments Education

Immediate Next Steps cont d

moe strategy report nov 2010

Documents