5 YEAR ESSP Strategic Framework 2011-2015
Key strategic goals
1 Education Management capacity enhanced
2 Access to and equity in education increased
3 Relevance and quality of education improved
4 Education facilities strengthened and increased
5 Participation of principle duty bearers increased
Responsibility – abbreviations used
DFA Directorate of Finance & Administration
DQAS Directorate of Quality Assurance Standards
DG Director General
Dept.NFE Dept of Non-Formal Education
DHR Directorate of Human Resource
DPPR Directorate of policy, Planning,& Research
DB&HE Directorate of Basic &Higher Education
Dept.HE Dept of Higher Education
Dept BE. Dept of Basic Education
PEB Puntland Examinations Board
Other abbreviations
SEN Special Education Needs
DEO District Education Officer
ECE early childhood education
EMIS Education Management Information System
REO Regional Education Officer
TAC Teachers Advisory Centres
PIE Puntland Institute of Education
PEPP Puntland Education Policy Paper
MoE Ministry of Education
| Policy area |
Key Strategic Goal |
Objective/target |
Indicative strategies/ activities |
Responsibility |
Estimated cost (US$) | |
| 1 | Management of the education sector |
|
6.3 milion | |||
| 1.1 | Legal and regulatory framework |
1
2
5 |
Puntland Education Act drafted for presentation to Parliament and enacted by 10/2011.
Act establishes right of access to education by 2012 Teachers recruitment, remuneration transfers, deployment promotions procedures put in place 2012. Code of regulations, code of conduct and Ethics developed. |
Draft the Education Act based on Constitution, Conventions, PEPP and, in consultation with all stakeholders.
Initiate implementing of regulations based on the Education Act. Draft code of regulations , conduct and ethics in reference to the Act. Establish a teacher management division in the HR department charged with the registration, remuneration, and discipline of teachers. Implement registration system for all institutions leading to full recognition
|
DG with DPPRC
MINISTER
|
|
| 1.2 | Partnerships: community, aid agencies, private sector |
1, 5
1
2
1 |
Development partner implemented projects integrated into MOE from 2012
MOE progress and performance (including externally funded projects) reviewed and evaluated annually from 2012 Education sector budget captures funding from all stakekeholders |
Develop monitoring plans for development partner implemented projects enabling MOE staff to learn directly from the projects and plan their integration.
Initiate annual reviews of progress against strategic plan and agency projects. Establish coordinating committee for MOE, with government line ministries and development partners.
Develop a transparent financial management system for proper accountability
|
DPRC with all Depts
DPPRC
DPPRC
DFA |
|
| 1.3 | Education institutions and decentralisation . |
1
1
1
1, 4
1
|
School mapping and Atlas are upated
Studies and surveys on all school supplies, equipment and maintenance enhanced from 2012 MoE restructured into seven Directorates with functions and operations of each clearly spelt out.(DB &HE, DQAS,DHR, DFA, TVET and Programmes, Non Formal Education and DPPR all answerable to DG) From 2012 Stakeholders involved in the school Development planning (SDP) through micro-planning in compliant with available resources responsive to environmental challenges from 2012 Effective management of MoE Regional ,District and institutional organisations enhanced by mid 2012. Staff appraisal systems put in place and promotions and training pegged on performance by end of 2012.
HR plan in place based on the HR needs of strategic plan implementation by 2012
.
|
Provide adequate trainings to REOs, DEOs, and institutional managers relevant to their roles and responsibilities.
Education management compartmentalization into Directorates implemented with each directorate establishing units, sections, divisions and departments delegated in various aspects and functions. Employ contemporary approach of office management and provide appropriate IT equipments and give skill training on the use of modern technology to managers and their secretaries Undertake HR and capacity analysis of strategic plan. Develop staff performance review and reporting at all levels.
Develop networking and coordination mechanisms between departments. Purchase vehicles to facilitate monitoring and evaluation of projects. |
DG, REOs, DEOs, DHR,
DFA
DHR
DHR
DHR
DG
DFA
DHR DFA
DFA DHR
DHR
DHR with REOs
DHR with REOs DPRC
DFA |
|
| 1.4 | Statistics, Information, Documentation |
1 |
Basic EMIS system developed and functioning by 2013
Data collection system(instrument) improved by10/2011 Data collection process started by end of 2011 Data collected analysed for evidence-based policy and stored early 2012. Training programme for MoE staff on the use of data introduced from 2012. Computerised EMIS data systems introduced from mid 2012. |
Introduce Develop and expand EMIS at all levels of Education management.
Train Planning Dept in analysing and using EMIS data for planning and monitoring. |
DPPRC
DPPRC |
|
| 1.5 | Curricula and materials |
1,3,5
3
3 |
Textbook policy determines future planning and production from 11/2011.
Quality, relevance, availability affordability and optimum use of materials enhanced from2012.
Core set of languages reading materials available to all primary schools from 2012. |
Develop textbook policy covering student/pupil-textbook ratio and roles of MOE and publishers in the policy document clearly spelt out.
Advocate for, Develop and implement plan for holistic and realistic curricula review and revision. Develop/ implement a MTEF for production, storage, and distribution of textbooks based on changes/emerging issues in revised curricula. Update teachers on effective use, and storage and storage of textbooks. . |
DQAS
PIE
DQAS
DQAS |
|
| 1.6 | Teacher education and development
|
1
1
1, 3
1,3
2, 3
2 |
Teachers Education department established by 2012
teacher trainin is based on teacher demand and projection and short fall(2012). teacher recruitment exercise and selection procedures are regularised Professionalization of teaching service effected by 2012 .
Inservice and school based teacher development courses harmonised with pre-inservice TT ( 2012)
TTI(Primary) and Univsities(sec) are efficiently used to produce adequate numbers of teachers based on the demands for both sectors of education. Technical tacher training college to be established to cater for TVET needs and demands. (2012) |
Analyse Data on on teacher demand collected by EMIS section to determine
Develop appropriate selection critrea based on.regional balannce and qualification Design holistic teacher education and development programme with a view to producing competent and dedicated professionals to enable them welcome future managers. Strenghen inservice teacher training and school based teacher development (on job training ) to ensure that these teachers are at per with those pre-service counterpart. Expand existing pre-service training facilities(all sectors) to cope with demands and expansion of education at all sectors |
DQAS
DPRC
DQAS
DQAS
DQAS
DHR
DHR, DB&HE, DQAS
DB&HE, REOs, DQAS
DQAS, DB&HE & DFA DQAS |
|
| 1.7 | Examinations, certification |
3
4
1
1 |
Existing examination body empowered and examination policy including certification developed by 8/2012
. Examination harmonised throughout Puntland for proper certification at all levels of education including NFE by end of 2012 Examination body allocated funds in the government budget by mid 2012. |
Establish continuous consultation mechanism between exam body,, MoE, and examiners.
Develop exam banking and moderation systems Incorporate budget for secondary and primary examinations to supplement examinations fee paid by candidates. Issue certificates in not less than a year after the official release of the results
Continue long-term technical assistance to provide training and capacity building for examiners |
PEB, DQAS,
PIE and Dept. NFE
PEB
|
|
| 1.8 | Inspection and supervision |
1, 3
1, 3
3
3, 4 |
Directorate of Quality Assurance and standards established, policy on curriculum development; examinations and school/teacher supervision/inspection developed by end of 2011.
Directorate of QAS has overview of Quality education nationally by early 2012. Intensive school/teacher inspection operationalised by early 2012 Teachers’ Advisory Centres are established and functional at the district education offices by end of 2011
|
Draft policy on curriculum, examination and school/teacher supervision/inspection.
Establish QAS offices at regional and district levels for regular school supervision and inspections and reporting to national office on monthly basis Allocate funds to regional and district education offices inform of A.I.E to cater for transportation and subsistence allowances Establish TACs and deploy TAC tutors from among experienced and skilled headteachers. Carryout needs assessment and develop and implement training programmes based and focusing on quality supervision/feedback.
|
DPPR, DQAS
DG
DQAS |
|
|
|
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| 2 |
Pre-primary education |
|
0.5 million | |||
| 2.1 | Management of ECD
|
1, 2 |
Registration systems in place by 6/2012, leading to recognition and accreditation system by 2013. | Undertake national situation assessment of ECE with Min of Religion and Endowments.
Plan and implement a registration system and later a full recognition system leading to eventual accreditation. |
Dept. NFE | |
| 2.2 | ECD curriculum
|
3 |
Standardised intergrated secular and sacred curriculum and teaching materials in place by 8/2012. | In consultation with Min of Religion and Endowments, develop,a trial intergrated sacred and secular curriculum and implement based on relevant activities preparatory to entering primary education.
Develop and distribute ECE materials to pre-primary centres. |
Dept.NFE with DQAS | |
| 2.3 | ECD teacher training
|
3 |
Feasibility of a teacher training programme conducted and potential teacher trainees with both sacred and secular education background identified for training by 9/2012. | In consultation with Min of Religion and Endowments, undertake a study and analysis of the potential for funding and attracting candidates with secular and sacred background for a teacher training programme. | Dept.NFE,
PIE, |
|
| 2.4 | Access to ECD |
4 |
ECE programmes available nationally through Koranic schools from 1/2013. | In consultation with Min of Religion and Endowments, promote introduction of ECE programmes in Koranic schools nationally. | Dept.NFE | |
|
|
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| 3 |
Primary education |
|
47million | |||
| 3.1 | Teachers |
1,4,5
1, 3 |
Funding is identified to cover salaries of all primary teachers in public schools from financial year 2012.
Majority of teachers have qualified status from 2013 |
Identify funding sources to suppliment MOE budge through, development partners, to cover all teachers’ salaries.
Incorporate all primary teachers in public schools into the budget. Grading of all qualified teachers basing the system on their academic qualification and strengthen existing pre-service and inservice teacher training programme. |
Dept.BE with DFA and DHR
DHR DQAS |
|
| 3.2 | Enrolment |
2, 4
2, 4
|
60% of primary aged children are enrolled by early 2013.
Gender parity addressed and all primary schools gender responsive by early 2012 |
Increase acess and retention in line MDGs and realise EFA strategy.
Undertake needs assessment (mapping) and develop a plan for school expansion and construction, to be negotiated with development partners and private sector. Undertake a teacher supply and demand study and develop and implement a plan for recruiting and training 5000 teachersrs over the next 5 years rs. Undertake a study of demand-side issues and Introduce free primary education and school feeding programme(through WFP) to increase access andGER. Construct adequate toileting facilities in schools separate for boys and girls and make provision of sanitary supplies and water storage facility.
|
Dept.BE with DFA
Dept. BE
Dept. BE
Dept BE, REOs DEOs
|
|
| 3.3 | Educational materials |
3 |
Textbook-pupil ratio of 1:4 in all primary schools mid 2012. | Through MoE budget and development partners identify fundings to raise textbook – pupil ratio from the existing status to 1;4 by mid 2012 | PIE with Dept.BE and DQAS | |
|
|
||||||
| 4 |
Secondary education |
|
10.5 million | |||
| 4.1 | Teachers |
1,4,5
1, 3
1,3,4 |
Funding identified to cover to cover remunerations for all secondary schools teachers from the financial year 2012
Majority of teachers teaching in secondary schools to have attained minimum qualification to teach in a secondary school and registered to practice his/her professionality by 2013
Proportion of female teachers teaching in secondary schools raised through affirmative action and some appointed to head schools by 2013 |
Using MOE budget and development partners,
funding for the remuneration of secondary school teachers identified. Upgrade all teachers to qualified teacher status and their terms references stated and payment of salaries pegged on their teaching grade. . Develop sensitisation campaign and offer scholarships for teacher training to girls. |
Dept.HE with DFA and DHR
DQAS
Dept.HE and DQAS |
|
| 4.2 | Facilities |
2, 4 |
Plan expansion for the sector to achieve increased access in secondary by-
a) Expanding existing secondary schools, b) identify areas where new secondary schools are to be built including girls schools only and putting into consideration the disadvantaged and the vulnerable communities by 9/2012
|
Undertake needs assessment (mapping) based on primary school output and develop a plan for school expansion and construction,.
Based on the needs assessment report construct fully equiped secondary schools including girls only schools nationwide to cater for the growing population of potential students |
Dept.HE with REOs DEOs
Dept.HE with REOs, DEOs |
|
| 4.3 | Curriculum |
3
3 |
Improved teaching and pedagogy adopted by all teachers from early 2012.
School visits , inspection and supervisions intensified 2012
Curriculum is more relevant to economic development and labour market needs end of 2012 |
Develop a programme to review teaching methodologies inorder to equip teachers with the desired skills enable impart knowledge to their students inorder to reinforce positive learner-centred approaches.
Development of improvisation skills and teachers capacities to use available resources in their teaching to be incorporated in the teacher training programmes. Review curriculum in terms of medium of instruction, harmonization and relevance to economic development and national labour market needs and make constant reviews Intensify school/ teacher inspection for proper delivery of curriculum and make reports and feedbacks.. |
PIE with DQAS and Dept.HE
DQAS |
|
| 4.4 | Educational materials |
3 |
Textbook-student ratio of 1:2 in all secondary schools from .mid 2012 | Identify funding sources using MOE budge and, development partners to raise textbook-student ratio from its current status to 1;2 | Dept.HE with PIE, DQAS | |
| 4.5 | Equity |
2 |
Scholarship fund for high-performing girls providing bursaries . by end of 2011 | Identify funding sources using MOE budget and , development partners, to enable high-performing girls with emphasis from the poor families to attend secondary school. | Dept.HE , DFA with DG | |
|
|
||||||
| 5 |
Tertiary/higher education |
|
1.5 million | |||
| 5.1 | Management |
1
1, 5 |
Commission for Higher Education (CHE) responsible for policy formulation and implementation established by mid 2012.
Medium-term financing plan in place by early 2013 |
Establish a quasi-autonomous Commission for Higher Education with MOE and HEI representation and with a secretariat..
Develop financing plans clarifying co-financing partners. |
DG with DeptHE
DeptHE with DFA |
|
| 5.2 | Curriculum |
3 |
Curriculum is more relevant to economic development and labour market needs by end of 2012 | Review curriculum in terms of relevance to economic development and national labour market needs. | Dept HE, DQAS | |
| 5.3 | Enrolment
|
2 |
Scholarship fund for high-performing girls providing bursaries from end 2012. | Identify funding sources using MOE budget and development partners to enable high-performing girls to attend universities. | Dept.HE with DFA | |
|
|
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| 6 |
Technical/vocational education and training |
|
TVET Policy and related labour market determimng investment and causes 2012 | 1.2 million | ||
| 6.1 | Management |
1
1
1, 5 |
TVET institutions generate income to supplement allocation from the treasury to cover at least one quarters of costs by 2013.
Stakeholders forum on development of TVET functioning by 2013. |
Review existing labour market surveys and develop policy and investment plans.
TVET training integrate training with production for markets and utilise funds for upgrading learning activities.. Organise forum with private sector and key line ministries to identify ways to develop and invest in TVET to identify ways to develop and invest in TVET. (cf 1.2) |
Dept.NFE
Dept.NFE
Dept.NFE |
|
| 6.2 | Curriculum |
3, 5 |
Relevance of training skills to economic development and labour market needst enhanced through industrial sector/line ministries’ collaboration by 2013.
|
Network with industries to improve relevance of training.
Provide training opportunities which lead to self-reliance andemployment. Develop curricula relevant to individual and community development. |
Dept.NFE | |
| 6.3 | Enrolment |
2
4
2 |
35% of post-primary and primary dropouts enrolled in technical, vocational or professional programmes by early 2012.
Enrolment rates of girls, and of children from pastoral communities increase by 10% by early 2012
At least one vocational training centre offering flexible multi-trade programmes in each Region by 2013 |
Develop a plan and allocate financing to operationalise the existing technical centres .
Develop a plan to construct and rehabilitate workshops and train instructors. Provide guidance and encouragement to girls on technical and vocational opportunities. Introoduce an affirmative action to give special consideration to girls and other disadvantaged groups Develop a plan and identify financing to establish a vocational training centre offering flexible programmes in each Region.. |
Dept.NFE with DQAS &PIE
Dept.NFE
Dept NFE with REOs and DEOs |
|
|
|
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| 7 |
Adult & non-formal education |
|
0.6 million | |||
| 7.1 | Management |
1
1
1
1 |
National literacy policy developed by 2013 Management of Adult Education transfered to ministry of labour, sports and youth. Awareness of NFE increased at all levels by mid 2012. |
Review management of formal and non formal primary education including establishing new department of basic education and develop policy for integration
Develop national literacy policy and strategy. Provide professional guidance and management skills to improve NFE at all levels to reduce illiteracy level by 10% Initiate the complete transfer of Adult education department to ministry of labour, sport and youth.s |
Dept.NFE and Dept. BE
Dept.NFE with DPPRC Dept NFE with DHR
Dept.NFE with REOs &DEOs |
|
| 7.2 | Quality |
3
3
3
3
3 |
Establish department of Adult education in the ministry of labour, sport and youth .
Harmonised Curricula for NFE developed by 2013 Production of Adult Education materials enhanced by 2013. Pre-service and in-service teacher training programmes for NFE teachers available from 2013
Production of NFE appropriate learning and teaching materials available to all levels in all NFE centres by 2013. |
Improve supervision, monitoring and evaluation capacity at all levels and develop a supervision system.
Develop and implement system of record keeping for NFE.
Provide training to selected curriculum development centre staff in NFE education materials production. Design, and develop curriculum for Adult education with the support of MoE. . Design TT programmes and train trainers for NFE, literacy teacher education. Distribute developed materials to all centres. |
Dept.NFE with Dept.BE
Dept.NFE with DQAS &PIE
Dept NFE with DQAS
Dept. NFE with DQAS
Dept. NFE with PIE
|
|
| 7.3 | Participation
|
5 |
Development partners support NFE and Adult education in a coordinated way from end of 2012. | Establish and regularise a coordinating mechanism with development partners for NFE and Adult education | Dept. NFE | |
|
|
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| 8 | Cross-cutting issues |
|
5.5 million | |||
| 8.1 | Gender |
2 |
40% of primary school enrolment is female from 2013.
35% of secondary school is female by 2015. 30% of teachers in all sectors of are female by 2015. 30% of employment opportunities are female by 2013. All teachers demonstrate gender awareness from 2012 |
Strengthen existing Gender Unit within MOE.
Develop and implement an awareness campaign, including religious leaders, community elders, and use of existing role models in various government department. Integrate gender awareness training into all teacher training programmes Reduce gender prejudices and stereotypes in schools. . |
DG
Dept.BE with REOs &DEOs
DG DG, |
|
| 8.2 | Disadvantaged groups, pastoral & coastal, IDPs, OVCs |
1, 4
2
2
3
|
Expansion of the education system takes account of children in need of special care and protection from early 2013
Children of pastoralist families get access and equal opportunity in education by 2014. Retention and completion, especially of girls, enhanced by .2013 |
Establish special orphanage homes for rehabilitation and schooling
Introduce Nomadic boarding schools near water points to cater for the education of the nomadic children
Introduce school feeding programmes. |
Dept.NFE with REOs &DEOs
Dept. NFE with DFA , REOs DEOs Dept. NFE with DFA , REOs & DEOs
Dept. NFE with DQAS |
|
| 8.3 | Life skills, health, HIV /AIDS, environment, peace and conflict resolution |
3 |
Sustainability of teaching of life skills, health HIV/AIDS, environment, peace and conflict resolution | Incorporate life skills, health, HIV/AIDS ,environment, peace and conflict resolution into sec. colleges, University curricula | Dept. NFE with REOs & DEOs
Dept. NFE with REOs &DEOs
|
|
| 9.0 | SPECIAL EDUCATION NEEDS
9,1 Management
9.2 SEN teacher training
9.3 SEN curriculum
9.4 Participation |
1 , 4
2
3
3
5 |
National Special Education Needs policy established by 9/2012
Special education needs (SEN) assessments and requirement carried out and identified by 7/2012 Placements of SEN pupils in SEN schools by 2013
Feasibility of training teachers ( for each type of disability) conducted by 8/2012
Curricula for each disability and teaching materials and developed by 2/2013
Development partners support SEN in a coordinated way by mid 2012 |
Develop SEN national policy aand guidelines.
SEN assessments centres to coordinate and identify SEN pupils in all regions established for possible placement. Integrate SEN of manageable disabilities into ordinary primary schools while programmes to build SEN schools are sort.
Train few already qualified primary teachers to acquire knowledge and assessment skills in SEN. Develop curricula for all category of disabilities Acquire and develop teaching- learnng materials Identify, establish and regularise coordinating mechanism with development partners for SEN
|
DG with DQAS
Dept.BE |
3.6 million
|
| Total estimated cost
(all policy areas) |
|