Post on 20-Jul-2020
transcript
Country Presentation
FIJIPresented by:
FIJI
1. Planning documents driving education policy
Planning Document Period Covered Reviews Responsible/consultation
2013 Fiji Constitution National Level
5 Yrs and 20 Yrs National Development Plan
5Yrs & 20Yrs Ministry of Economy –Department of Strategic Planning
Education Sector Strategic Plan
4 YrsAfter 4 Yrs
• Planning Unit/Corporate Services Section
• Consultation done with all the Education Sector Stakeholders
ACP & ABP 1 Yr. Yearly
• Planning Unit /Corporate Services Section
• Consultation done with all the Education Sector Stakeholders
NotesProvide details of all planning documents driving education policy. Include:National plansEducation sector plansAny other planning documents relevant to the education sectorDetails to provide:What period they cover? Reviews of these documents (eg, mid-term)?Who is responsible for their production, and who else is consulted in their production
2. Key focus areas of education development
• Provide details of the key areas of development currently being focused
on in the education sector in your country.
KEY AREAS OF DEVELOPMENT FOR THE MINISTRY
• ACCESS, RETENTION AND COMPLETION
• QUALITY CURRICULUM AND ASSESSMENT
• STUDENTS’ WELFARE
• PRODUCTIVE WORKFORCE
• TECHNOLOGY AND EMPLOYMENT SKILLS TRAINING
• STAKEHOLDER PARTNERSHIP
• PROCESSES AND SYSTEMS
• HERITAGE AND ARTS
• HIGHER EDUCATION
▪ Weighing in terms of importance is the same for all
Guideline Notes
▪ Provide details of the key areas of development currently being focused on in the education sector in your country. Examples of some issues include:
• Access to education: participation rates of children in education (including drop-out prevalence, attendance)
• Quality of education (Student Learning Outcomes in Literacy and Numeracy)
• Teacher Development: Teacher qualification and certification
• Quality of schools and facilities
• Pathways linking levels of schooling and beyond (TVET, Tertiary)
▪ Which of the areas you listed receive the most focus
3. Indicator frameworks to monitor education development
Output Strategies Indicator
Access, retention,
progression,
completion and
quality education
at all levels
improved
[ESSDP 1.1]
Establishment of new ECE
centers in Primary Schools
Number of ECE centers attached to primary schools
Proportion of ECE Centers meeting the minimum quality Standard Requirement
Improved infrastructure
standards by July 2018
Number of ECE centers upgraded
Quarterly Reports on the number of ECE schools upgraded since beginning of the year
Monthly Report on the Effective implementation of Building Grants [Direct Deposit and below $50k]
Monthly reports on the monitoring of capital projects to meet the Government’s outcomes
Biannual Reports on the dilapidated schools renovated through donors or communities
Number of school improvement in infrastructure projects completed
Strengthen support to
improve access through the
provision of education
resources to students by Jul
2018
Monthly report on the Primary Schools assisted with furniture
Quarterly Report on the accession listing of resources
Number of primary schools supplied with science kits to enhance science teaching and learning experience
Termly Reports on the improvement of schools using the TFFG
Number of schools supplied with literacy and numeracy manuals for Year 3-4
Number of Year 3 & 4 teachers trained in the use of literacy and numeracy manuals.
Number of teachers trained as “Mentors” on the use of Year 3 & 4 literacy and numeracy manuals
Number of Head Teachers trained in the monitoring of the implementation of Year 3 & 4 literacy and numeracy strategies
Improve school library
standards by aligning to
National School Library Policy
Number of e-books made available to schools and library users
Number of resources acquired, catalogued, classified, processed and distributed to ECE, Schools,
public and community libraries
Strengthening support
towards equal access to
education by July 2018
Number of schools assisted through lease renewals
Number of EDA schools assisted
Number of new EDA schools project completed.
Number of ECE Resources and furniture acquired, processed and distributed to ECE centers
Guideline Notes
▪Provide details of the indicator frameworks (if any) which exist in planning/policy documents relating to education
▪Cut and paste these indicator frameworks in to your power point presentation in this section
▪Do you have a list of key tables and indicators your country focus on producing from your EMIS?
▪If yes, how well do these outputs from the EMIS align with specified indicator requirements in policy/planning documents?
▪Has work been undertaken to map these indicator frameworks against regional or global frameworks (eg, SDGs)?
▪If so - what was the outcome of these mapping activities?
ACCESS, RETENTION AND COMPLETION
Output Strategies Indicator
Quality
curriculum
implemented
[ESSDP 2.1]
ECE curriculum
guidelines
implemented in all
ECE centers by July
2018
Number of untrained ECE teachers trained in the curriculum guidelines
Quarterly reports of ECE teachers being trained in the curriculum guidelines and effectively implementing them
Number of ECE Centers effectively implementing the Curriculum
Number of ECE resources developed to assist ECE curriculum
Number of ECE student workbooks and Teacher’s guide developed
to assist ECE curriculum
Biannual Reports on ECE Teachers effectively implementing ECE
Curriculum and Feedback Reports from ECE Teachers
Number of educational cartoons for ECE developed
Facilitate relevant
adaptations and
modifications of the
current curriculum to
meet needs of
students with special
needs
Number of students who have a quality IEP
Number of students who sit exams with reasonable accommodation providedNumber of students with special needs accessing quality curriculum specific to their learning needs Improved percentage of qualified teachers with a minimum qualification of a Certificate in special education by districts
Monitor the use of effective teaching methods in Mathematics and Science in schools by July 2018
Increased number of teachers using effective teaching methods for Maths and ScienceNumber of video resources developed to support effective teaching of Mathematics and Science
Increased awareness on the Implementation of the revised Fiji National Curriculum Framework by July 2018
Increased number of administrators and Year 13 teachers trained to implement the NCF
Monitoring of the implementation of NCF by July 2018
Biannual report on the Number of schools implementing NCF
Reports on department feedback generated from term-end reports
STUDENT WELFAREQUALITY CURRICULUM AND ASSESSMENT
Output Strategies Indicator
Effective and
efficient
responsiveness
of school to
meet all
educational
needs
[ESSDP 3.1]
Increased school
awareness on Drugs,
Elimination of Child
Abuse, Elimination of
Violence Against Girls
and Women, STI and
HIV, LSRD & Basic
Counselling Skills
Number of Teachers trained in Drugs, HIVAIDS &
Elimination of Child Abuse
Number of Peer Educators trained in Drugs, HIV
AIDS & elimination of Child Abuse
Number of QRP & PD conducted by staff
Quarterly report on provision of
voluntary/referral counselling services
conducted to student at risk
Number of Student Leaders trained in identifying
students at risk with social issues
Quarterly report on provision of mentoring
services conducted to student at risk
Enhance students’
understanding of
lifelong skills by July
2018
Number of primary schools that are registered as
practicing Programs like Scouts, Girl Guides, Red
Cross or any other clubs by districts.
Number of secondary schools participating in
programs like the Duke of Edinburgh Award,
Cadet or any other Clubs by districts
Sustain students’
understanding of
national and cultural
identities in 2017-2018
Number of schools implementing teaching of
multi-cultural programs by district.
Number of schools that celebrate religious
festivals
Strengthen awareness
and programs on health
and social issues
Number of Wellness programs organized in
schools
Number of Oratory contests and Debates on
social issues organized at District Level or in
clusters
Implementing measures
that address Civil
Service Code of Conduct
compliance
Number of schools that display and create
awareness on code of conduct and Civil Service
values and follow Virtues Program
Number of schools organizing programs on
values, virtues and civic education
Guideline Notes▪Do you have a list of key tables and indicators your country focus on producing from your EMIS?
▪If yes, how well do these outputs from the EMIS align with specified indicator requirements in policy/planning documents?
▪Has work been undertaken to map these indicator frameworks against regional or global frameworks (eg, SDGs)?
▪If so - what was the outcome of these mapping activities?
Indicators from FEMIS
▪ Enrolment figures aggregated by gender, location type, districts
▪ Student attendance data
▪ Student subject information
▪ Percentage of Primary schools with ECE attached
▪ Schools internet connectivity
▪ Students with special needs
▪ Water, sanitation and hygiene (WASH) report
▪ Standard examination reports
Currently in the FEMIS training
▪ GER
▪ NER
▪ School Life Expectancy
▪ Drop out
▪ Repeaters
▪ Teacher-pupil ratio
▪ Completion rate
▪ Pupil-toilet ratio
“Considerable work is being done to map the SDG indicators in
FEMIS. The outcome are the reports in the FEMIS training
version which are being tested. The work is continuing to
capture the other SDG indicators in FEMIS. This mapping is a
priority in our current work plan”.
4. Policy alignment with budget allocation▪What are some of the key education projects/programmes being undertaken in your country requiring significant budget allocations?
• Capital Projects – School Infrastructure improvement
• Transport Assistance
▪ What proportion of government spending has been allocated to education?
How well does the breakdown of the budget allocation for the education sector align with planning documents?
The budget allocation will give the Finance the required activities in the plan. The plan is only for activities for which the budget has been approved.
What processes are adopted to include education sector priorities (in development plans) into the budget?
▪ Consultation with different Sections of the Ministry
▪ Sections are required to submit their proposed activities with costing
SEG DESCRIPTION AMOUNT ($) % OF MINISTRY OF
EDUCATION BUDGET
1 Established Staff $ 259,341,004 66.70
2 Government Wage Earners $ 2,493,300 0.64
3 Travel and Communications $ 1,396,264 0.35
4 Maintenance and Operations $ 1,300,610 0.33
5 Purchase of Goods and Services $ 11,371,394 2.92
6 Operating Grants and Transfers $ 94,538,081 24.3
7 Special Expenditures $ 9,850,710 2.53
8 Capital Constructions $ 594,289 0.15
9 Capital Purchases $ 160,000 0.041
10 Capital Grants and Transfers $ 3,817,067 0.98
13 Value Added Tax $ 4,099,466 1.05
Total Budget by SEGs
$388,962,185
100%
MOE BUDGET ANALYSIS BY STANDARD EXPENDITURE GROUP (SEG
Year Budget Provision %T/Govt.Exp %GDP Actual T/Exp GDP [Nominal]
2010 301,835.6 17.6% 4.9% 301,847.2 1,715,453.5 6,188,337.0
2011 310,695.3 15.8% 5.0% 316,773.1 1,961,718.3 6,177,333.0
2012 325,939.1 15.7% 4.5% 336,780.1 2,077,929.3 7,223,737.0
2013 342,587.3 14.7% 4.4% 344,979.3 2,327,385.3 7,744,976.0 MOE, HEI, Vocational Training, Student Loan Scheme
2014 540,234.2 18.7% 6.5% 517,198.8 2,883,261.1 8,283,429.0 MOE, HEIs, Scholarship, Vocational Training (Agriculture)
2015 516,789.5 15.5% 6.0% 572,607.4 3,336,292.1 8,668,818.0 MOE, HEIs, Scholarship, Vocational Training (Agriculture)
2016-2017 632,562.6 17.4% 6.4% 594,010.1 3,643,356.1 9,866,790.0 MOE, HEI, Scholarship, Vocational Training
2017-2018 964,403.0 22.1% 8.8% 4,356,830.8 10,980,141.0 MOE, HEI, Scholarships, TC Winston construction of schools, Hilton special school
- 100,000.0 200,000.0 300,000.0 400,000.0 500,000.0 600,000.0 700,000.0
EDUCATION SECTOR BUDGET & ACTUAL [2010-2016/2017]
Budget Provision
Actual