Government of the Republic of Trinidad &Tobago Ministry of Education  Strategic Plan, 2002-2006 November 2002 TABLE OF CONTENTS Page No. FOREWORD 2 - 3 ACKNOWLEDGEMENTS 4 OUR VISION 5 OUR MISSION 5 CORE VALUES 5 EXECUTIVE SUMMARY 6 - 9 SECTION I 10 - 32 - Introduction - Current position of the Ministry of Education - Structure of the Ministry of Education - Strategic Focus of the Ministry of Education SECTION II 33 - 39 STAKEHOLDER ANALYSIS SWOT ANALYSIS SECTION III 40 - 43 STRATEGIC OBJECTIVES FOR THE PERIOD 2002 – 2006 ANALYSIS OF THE OBJECTIVES SECTION IV 44 - 58 Operationalization of the Strategic Plan – Programmes and Outcomes SECTION V 59 IMPLEMENTATION: The Way Forward Action Plan Divisional Action Plans for implementation - Strategic Human Resource Plan SECTION VI 60 CONCLUSION APPENDICES 2 FOREWORD It is now a truism to state that the Republic of Trinidad and Tobago has not escaped nor can hope to escape the political, social, cultural and economic impact of constant, rapid and vertiginous change. The seemingly unending explosion of scientific knowledge and technological innovations is continuously fueling such change. Our very survival as a people and as a nation depends on how we face the challenges of life in this global village where we must compete for space in the international market place; in a global economy that is knowledge – based and technologically – driven, particularly by the information and communication technologies. It has become clear that the challenges we face require us to think and act strategically. Informing our strategic decisions must be a shift in emphasis, a shift from the development of physical and financial capital only to the development of human capital. The focus must be on human resource development. And education is the key to human resource development. Recognizing the nature of the global challenge of the Information Age and recommitting itself to faithfully carrying out its mandate as enunciated in the Education Act, the Ministry of Education has embarked on a major education reform exercise – the modernisation of the education system. As an intrinsic element of its current thrust to transform the education system, it has formulated a Strategic Plan for the five-year period 2002 to 2006. It is a firm declaration of intent. Taking full cognisance of its environment and its stakeholders’ needs, the plan communicates very clearly where the Ministry sees that the education system should be, 3 and how it intends to take it there. It places at its epicenter the educational development of the total person – the pupil/student, the young citizen of today who will be the adult of tomorrow; the pupil/student who must be properly prepared to contribute positively and responsibly to his/her own welfare as well as to that of the community and the wider society in which he/she will live. I applaud all of us who uphold this sacred trust of preparing our nation’s children to pursue their hopes and dreams in life. The commitment must now be to the way forward. HAZEL MANNING MINISTER OF EDUCATION 4 ACKNOWLEDGEMENTS The Strategic Planning Team wishes to acknowledge the valuable contribution made by Dr. Carol Keller in assisting the team to continue charting the direction set by the Education Policy Paper 1993-2003. This policy paper has informed the Strategic Plan 2002-2006 to a large extent. Acknowledgements and sincere appreciation are also due to those staff members who submitted comments and recommendations for the amendment of the draft plan, as well as to the secretarial staff for the typing of the document. Special acknowledgement is extended to the staff of the Machine Room and the Publications Unit of the Rudranath Capildeo Learning Resource Centre (RCLRC) who worked tirelessly to print each successive draft of the plan. 5 THE VISION OF THE MINISTRY OF EDUCATION Our vision is: “to be a pacesetter in the holistic development of an individual through an education system which enables meaningful contributions within the global context.” MISSION STATEMENT Our mission is: “to lead the modernisation and renewal of the system of education.” CORE VALUES Our core values are: • Integrity and trust • Respect • Empowerment • Stretch • Customer Service • Courage • Security • Balance • Openness • Teamwork • Love • Loyalty • Commitment 6 EXECUTIVE SUMMARY The Government of Trinidad and Tobago has ranked Education as the top national priority. The Government envisions that by 2020 Trinidad and Tobago will be a fully developed nation. It has therefore positioned human resource development as the platform for taking Trinidad and Tobago to developed country status. Education is the key to human resource development. In formulating its Strategic Plan for the period 2002 to 2006, the Ministry of Education has aligned its key activities with the goals set for national human development. Cognisance has been taken of the objective to improve the quality and equity of access to education and training at all levels of the system and to create and sustain a culture of lifelong learning. The goals of the Education Policy Paper 1993-2003 have also influenced the strategic planning exercise. Accordingly, the Ministry has identified four (4) major strategic objectives to be pursued over the Plan period, viz:- • Accessibility to educational opportunities for all. • Delivery of quality education to citizens at all levels of the education system. • Sustainable policy development for the education sector. • Continuous alignment of the strategic direction in the education system with objectives set for National Development. The vision of the Ministry is to be “a pacesetter in the holistic development of an individual through an education system which enables meaningful contributions within the global context.” 7 Supportive of its vision, the Ministry sees as its mission over the 2002-2006 period – “to lead the modernization and renewal of the system of education” in Trinidad and Tobago. Among its core values are the attributes of integrity and trust, respect, customer service, teamwork, love, loyalty and commitment. The main focus of the strategic thrust is in the schools, from the pre-school level up to the Teacher Training and Development institutions. The Plan identifies clearly the comprehensive scope of the modernization and reform agenda on both the quantitative and qualitative sides. On the quantitative level the following priorities have been set:- • Continuation of the building of secondary schools under the SEMP up to 2006. • Continuation of the technical upgrade of secondary schools, also under the SEMP. • Continuation of the construction and outfitting of ECCE centres. • Continuation of the construction of Primary schools under the Fourth Basic Education programme. • Establishment of an Education Facilities Management Unit in the Ministry to build capacity to ensure continuous upgrade and modernization of the school plant, particularly at the primary school level. • Expansion of space at existing secondary schools to ensure places for all and to accommodate plans for deshifting. On the qualitative level, the key priorities identified in the Plan are:- 8 • Building support to strengthen curriculum delivery at all levels. • Continuation of the design and development of curriculum for the secondary level up to Form Five. • Review of the curriculum of the Teachers’ Colleges and setting a new vision in teacher training and development. • Building capacity for continuous assessment, testing and evaluation to support the curriculum goals, particularly at the Primary level. • Enhancement of teaching and learning strategies. • Complete transformation of the Early Childhood Care and Education (ECCE) System, with attention to both curriculum as well as teacher preparation. • Strengthening of student support services. The Plan points to the fact that these quantitative and qualitative goals are to be supported by a vigorous institutional strengthening drive to build capacity within the Ministry and in schools. Already a professional development programme for Principals and School Administrators is being implemented on an annual basis. The latter training is intended to boost administrative efficiency at the school level and to build a platform for effective school based management. System-wide efficiency and effectiveness would be achieved over the Plan period by a commitment to complete the Decentralization and Restructuring of the Ministry by 2006. Supportive of the decentralization/restructuring agenda will be the completion of a process mapping for the Ministry’s operations and a fully operational Education Management Information System (EMIS). All activities of the Ministry and its schools, over the Plan period 2002-2006, will be squarely aligned with the goals and objectives of the Strategic Plan and the priorities identified therein. The performance indicators set out under the operationalization section 9 of the Plan point to desired outcomes of the reform and modernization initiatives and serve as a guide for accountability for results and as an avenue for feedback. A comprehensive Communications Strategy will support the Plan’s implementation so that all employees and all stakeholders would be fully apprised of the way forward for the education system in Trinidad and Tobago and be encouraged to support the process with the fullest of commitment and a sharing of the vision and mission of the Ministry of Education. . 10 SECTION I INTRODUCTION The New World Economy, which is driven by globalization and rapid technological advancement, compels Trinidad and Tobago to transform its national economy in order to survive in this dynamic world environment Human Resource Development at the national level has been identified as pivotal to the transformation agenda set for the national economy by the current and successive governments. Consequently, the Ministry of Education has been the recipient of sizable increases from the budgetary allocations to ministries and departments over the past ten (10) years. These increases were geared towards the transformation of the education system to facilitate economic and social development. The Ministry of Education during this ten-year period has accelerated its efforts to transform the educational sector. To this end, the Ministry has sought to focus on both quantitative and qualitative development of the education system. On the quantitative side, for example, the Ministry has sought to construct more schools at both the primary and secondary levels and implement an upgrade and maintenance programme for old schools. The Ministry has also bought school places in private secondary schools to fully achieve its objective of universal secondary education for all. Simultaneously, on the qualitative side, the Ministry is engaged in the revision of the curricula at the primary and secondary school levels and at the Teachers Training Colleges, conducting management development programmes for its administrators and teachers and pursuing an aggressive institutional strengthening drive. Two of the main catalysts behind the transformation thrust are the GORTT/IDB Secondary Education Modernization Programme (SEMP) and the GORTT/IBRD Fourth Basic Education Programme (FBEP). The SEMP programme forms part of Government’s 11 long-term strategy for the reform and modernization of the education system at the secondary level. The goal of the SEMP is to strengthen the nation’s productivity and competitiveness by ensuring that young citizens from all backgrounds are prepared, through a modern education system, to participate in, and contribute to, the development of a technologically driven and skills-based economy. The SEMP therefore supports the on-going efforts of the Ministry of Education to initiate a deep institutional and pedagogic reform of the secondary sector. Concomitantly, the FBEP supports the efforts of the Ministry of Education to improve the education system from the early childhood and primary schools stages. At present a vigorous construction programme of Early Childhood Care and Education Centres (ECCE) and Primary Schools is being pursued. FBEP programmes are also addressing issues of the quality of teaching and student achievement in primary schools. Further, structured programmes are being implemented on Effective Leadership, Teaching and Assessment methods and coaching among Teachers. In responding to changes in its external and internal environments over the past three years, the Ministry has further adapted its transformation agenda to prioritizing the provision of support to students and ensuring that peaceful environments are created and maintained in schools. Attesting to this is a steady expansion of the School Nutrition Programme and the launch of a comprehensive programme of School Intervention Strategies. The latter is aimed at reducing violence and indiscipline in schools through the implementation of holistic intervention programmes that seek to build strong partnerships with families, communities, and businesses. The recent events in the political environment gave rise to administrative changes in the Public Service. From December 2001, a new Minister was appointed to the Ministry of Education and some adjustments were made to the Ministry’s portfolio. These changes served as an impetus for the Ministry to revisit its strategic plan with a view to charting a 12 strategic course, which is in alignment with the current objectives established for national development. To this end, in March 2002, the Ministry undertook a two-day retreat exercise to achieve the afore-mentioned objectives. The Ministry’s Strategic Visioning exercise attained its expected goals. The visioning exercise process was supported by the existence of a draft Strategic Plan and the Education Policy Paper (1993-2003). Additionally, over the years, the Ministry’s senior managers have developed competencies in strategic planning thus there is a critical mass in the Ministry to guide the strategic planning process. This notwithstanding, the Ministry has not been very successful in fully meeting targets set in previous implementation schedules primarily because of budgetary and staff constraints and the volatility in the political environment. In addition, the absence of a strong and dedicated Project Implementation capability in the Ministry contributed to this shortcoming. The Strategic Plan 2002-2006 gives priority to this critical need. CURRENT POSITION OF THE MINISTRY OF EDUCATION The purpose and mandate of the Ministry of Education are spelt out in the Education Act, Ch. 39:01 (the Act) wherein the powers, functions and responsibilities devolving on the Minister of Education, and by extension the Ministry, are articulated. Section 3 of the Act states as follows: - The powers conferred on the Minister by this Act shall be exercised so as to ensure – (a) the promotion of the education of the people of Trinidad and Tobago, and the establishment of institutions devoted to that purpose by means of which he shall thereby contribute towards the development of the human resources, physical, mental, moral and spiritual of the community; 13 (b) the establishment of a system of education designed to provide adequately for the planning and development of an educational service related to the changing needs of the society; (c) the effective execution of the education policy of the Government. Given this purpose and mandate, the Ministry’s responsibility is exceedingly wide. It manages a school network consisting of six hundred and seventeen (617) schools; four hundred and eighty-two (482) Primary Schools and one hundred and thirty-five (135) Secondary Schools and two (2) Teachers’ Colleges. Some 259,108 students are currently enrolled in these schools. In addition, the Ministry has responsibility for managing an education system comprising of fourteen thousand (14,000) Teachers, including Principals, Vice Principals and Heads of Departments and Deans. STRUCTURE OF THE MINISTRY OF EDUCATION The central administration staff of the Ministry consists of some three thousand (3,000) civil servants located at Head Office on Alexandra Street, St. Clair, as well as district and sub regional offices and schools. The present structure of the Ministry of Education makes provision for a top management corps of two (2) Permanent Secretaries and a Chief Education Officer, and a number of Divisional Directors. These Divisional Directors manage a large cadre of support staff. The top management positions are as follows: 14 PERMANENT SECRETARY CHIEF EDUCATION OFFICER DIRECTORS: - - Human Resource Management - Finance and Accounts - Educational Planning - Curriculum Development - Educational Services - Educational Research and Evaluation - School Supervision - Technical/Vocational Education and Training - Educational Facilities Management Unit - General Administration Other Heads of Division include: Programme Coordinator (contract) - Secondary Education Modernization Programme (SEMP) Programme Coordinator (contract) - Education Programme Coordinating Unit (EPCU) Secretary General - Trinidad & Tobago, National Commission for UNESCO Auditor II - Internal Audit Department IT Manager (contract) - Information Technology Senior Legal Officer (contract) - Legal Services Director, School Nutrition (contract) - School Nutrition Programme Manager (contract) - Rudranath Capildeo Learning Resource Centre (RCLRC) The existing top structure of the Ministry of Education is shown at Appendix I. The roles and functions of these Directors and Heads of Divisions are outlined in the following Sections. HUMAN RESOURCE MANAGEMENT The Human Resource Management Division’s major role is to attract, develop and maintain a quality work force. The management structure of the Division comprises of a 15 Director and five (5) Senior Human Resource Officers (SHROs). The Division is organized around the following functional areas:- Human Resource Planning o Organization Planning o Performance Management o Human Resource Information Systems Management o Human Resource Audit & Evaluation Employee Relations o Labour Management Relations o Industrial Relations o Benefit Administration o Employee Relations o Grievance Procedure/Discipline o Health & Safety o Separation Recruitment and Selection (Civil & Teaching Service) o Recruitment & Selection o Employment Planning o Probation & Confirmation Training and Development o Orientation & Induction o On the Job Training o Training Administration o Career Management ROLE AND FUNCTIONS OF THE HUMAN RESOURCE DIVISION 1. To assist in the devising and implementation of a system of continuous management and appraisal of the performance of personnel; 2. To develop and review systems and procedures for human resource management within the Ministry; 16 3. To implement and review human resource management policies, programmes and procedures as advised by the Personnel Department; 4. To provide and disseminate information (including the relevant laws and procedures pertinent to human resource management of the Ministry of Education; 5. To identify, develop and review programmes for the induction and development of personnel in the Ministry of Education; 6. To perform such other duties consistent with its functions as required by the Permanent Secretary; 7. To evaluate the relevance of the various functional areas and processes carried out in the Ministry; 8. To maintain the organizational structure and staffing to support the achievement of the Ministry’s strategic objectives; 9. To develop programmes to improve productivity by optimizing the use of the Ministry’s human resources; 10. To be an agent of change in the organization towards the establishment and maintenance of an industrial climate that fosters co-operation, participation and motivation; 11. To improve the quality of the working environment for officers in the Human Resources Division; 12. To assist in the provision of secretariat support services to the Teaching Service Commission. THE FINANCE AND ACCOUNTS DIVISION The role of the Finance and Accounts Division is to exercise the prudent management of the financial resources of the Ministry as it seeks to manage the modernization and renewal of the education system. 17 This is accomplished through various functions, which range from seeking funds from the Ministry of Finance, to accounting to Parliament at the end of the financial year for all funds appropriated. The responsibilities of the Division are divided into the following areas: - - Revenue Collection - Budgetary Control - General Accounting - Payroll Accounting - Reporting - Financial Advice These responsibilities of this Division are adequately carried out by a staff of one hundred and fifty-two (152) employees:- o one hundred and forty-five (145) monthly paid civil servants o four (4) contract employees o two (2) daily rated workers and o one (1) part-time employee. The Division is divided into ten (10) sections: - Office Management - Finance and Registry - Check Staff - Pay Branch - Reconciliation - Accounts - Paysheets - Auditor General Queries/National Insurance/Overpayment and Advances - Pension and Leave - Capital Budget and Revenue Collection 18 Responsibilities of the Sections Office Management o Ensure that staff is in an acceptable work environment and has adequate supply of materials for the performance of their duties. Finance and Registry o Prepares/collates the Draft Estimates of Revenue and Expenditure o Requests monthly releases of funds from the Ministry of Finance o Processes all requests for releases to Sub-Accounting units o Prepares and pays salaries of the officers of the Ministry of Education Check Staff o Checks and passes for payment of all vouchers with the related schedules of accounts received from all Sub-Accounting Units prior to submission to the Pay Branch Pay Branch o Applies for Grant of Credit on the Exchequer Account o Maintains Cheque Form Register o Maintains Remittance Register and deposits all cheques received o Issues Invoice Order Books to officers at the Sub-Accounting Units Reconciliation o Handles all the reconciliation matters with respect to accounts, e.g. preparation of monthly Cumulative Statement of Expenditure for submission to Budgets Division Accounts o Processes payment vouchers including Contract Officers o Maintains all traveling, electricity, telephone, rent and grant ledgers 19 Paysheets o Processes and prepares payroll, job letters and T.D.4 certificates for staff o Maintains all pay record cards Auditor General Queries/National Insurance/Overpayment and Advances o Addresses all matters pertaining to the above Pension and Leave o Prepares Pension and Leave records for officers who have been transferred, promoted to other Ministries and for retirees, deceased officers and those who have resigned Capital Budget and Revenue Collection o Accounts for all Capital Expenditure under Development Programme o Collects and deposits into the consolidated fund all revenue in respect of all items under the control of the Ministry of Education and for other revenue items CURRICULUM DEVELOPMENT DIVISION The Curriculum Development Division is headed by a Director of Curriculum Development (DCD) and a staff of Curriculum Coordinators who coordinate the activities of Curriculum Officers for various subject areas and a Physical Education and Sports Unit. Responsibility The division is responsible for the design, development, implementation and evaluation of the Curriculum for primary and secondary schools. This involves the following activities: 20 o Curriculum Design and Development o Curriculum Revision o Design and development of tests for lower secondary level o Liaison with CXC in the development of the SEA o Assisting the Examinations section of the Ministry of Education in the conduct of CXC and Cambridge (‘O’ and ‘A’ levels) School Based Assessments and Practical examinations o Management of Curriculum Facilitators (jointly with the Schools Supervision Division) o Assisting the Teaching Service Department in the conduct of interviews to recruit new secondary school teachers o Assessing the qualifications of applicants to the teaching service to determine suitability for teaching o Evaluating the Curriculum related resources of Private schools to advise on whether they should be registered with the Ministry of Education o Monitoring the implementation of the Curriculum in schools o Liaising with Government and non-government institutions as required to provide curriculum input e.g. Sit on inter-ministerial Committees Sit on NGO committees Assist with co-curricula activities such as quizzes, competitions and fairs o Planning and implementation of district and national school sporting activities o Conduct in-service teacher education workshops for teachers DIVISION OF EDUCATIONAL SERVICES The Educational Services Division is responsible for the administration of and coordinating the operations of the various units which provide educational services to schools. These units are: - Schools Publication Unit - Schools Broadcasting Unit - Instructional Materials Development Unit - School Libraries Services Unit - Adult Education Unit - Examinations Unit 21 These Units provide a range of services that support educators efforts to develop environments in which all learners succeed. The functions of the various units are outlined below: 1. Schools Publications Unit o Production and dissemination of curriculum – related instructional materials. o Publication of education reports, journals and Ministry of Education documents in general. o Printing of relevant local examinations. 2. Schools Broadcasting Unit o Preparation and production of audio educational materials for broadcast to and use in all primary schools, secondary schools, Teachers’ Colleges, Distance Learning Centres and Lifelong Learning Centres. 3. Instructional Materials Development Unit o Unit established to adapt and produce new curriculum-related print, radio and video materials to support the delivery of SEMP Curriculum. o This Unit includes the Educational Television Unit and collaborates with School Publications and Schools Broadcasting. 4. Examinations Unit o Responsible for the conduct of examinations locally apart from those Administered by the National Examinations Council (Technical/Vocational) 22 5. Adult Education Unit o Responsible for the administration and supervision of adult education programmes in Lifelong Learning Centres establish throughout the country. THE DIVISION OF EDUCATIONAL RESEARCH AND EVALUATION The Division of Educational Research and Evaluation (DERE) was established with effect from October 21st, 1994, based on recommendations made by the National Task Force on Education, 1993. The DERE is a key player in the process of reforming the Ministry of Education (MOE). It is involved in all the initiatives aimed at strengthening the planning, management and implementation capability of the organization in its thrust for increased efficiency and effectiveness. The role of the DERE is to inquire into and inform on the status and circumstances of quality education delivery in the school system and to use the information to generate data, which supports high standards and good practice. Data that informs administrative and other types of decision-making is the responsibility of the Division of Educational Planning. However, there is a positive relationship between the two Divisions so that they may utilize the same data as the need arises. The responsibility of the DERE is to monitor and evaluate the quality programmes of the education system. The Division therefore must coordinate with the Management Information Systems Unit, in its day to day operations. ROLE AND FUNCTION The role and function of this Division are: 23 o The development and maintenance of a system of research and evaluation of the education sector using current information technology; o The promotion of a research and evaluation culture throughout the education system; o The generation and sourcing of quality information required for critical decision-making by administrators, teachers, parents and other stakeholders; o The development, implementation and maintenance of systems for the continuous assessment of student performance at all levels of the education system; o The development of internal policies, structures and procedures for undertaking and conducting research, sector-wide evaluation and testing and assessment activities; o The timely publication and dissemination of reports; o The provision or assistance to other divisions of the Ministry of Education to develop internal policies, structures and procedures for undertaking research and evaluation activities; o The provision of library and information services that support the activities of the Ministry of Education and its various clients; o Collaboration with other local, regional and international educational institutions and agencies engaged in educational research; o The identification of strategic partners for undertaking research and evaluation activities; o The monitoring of projects undertaken by and/or on behalf of the Ministry of Education. SCHOOL SUPERVISION DIVISION The Division of School Supervision has the major responsibility of ensuring school effectiveness in the Education Sector. It consists of a Head Office and eight sub-units 24 called Educational Districts. The Division is a key player in all initiatives by the Ministry of Education aimed at reforming and strengthening of the Education System. The Division is headed by the Director of School Supervision who manages a cadre of School Supervisors, a Guidance Supervisor and Guidance Officers and other support staff. Its specific responsibility is to ensure the efficient and effective administration of schools at the primary and secondary levels. Also integral to the responsibilities of the Division is Early Childhood Care and Education, Special Education and Guidance and Counselling. In the present environment of educational reform, the Division of School Supervision is committed to meeting the challenges, which will arise, by making a genuine effort to plan for change. OBJECTIVES 1. To provide guidance and direction to schools. 2. To supervise the implementation and delivery of the curriculum. 3. To strengthen the capabilities of the professional corps. 4. To ensure suitable accommodation, safety, and security in the workplace. 5. To facilitate communication flow and the dissemination of information. 6. To improve performance appraisal. 7. To manage the performance of other related duties and responsibilities. 25 DIVISION OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING The role of the Division of Technical and Vocational Education and Training is to manage a system of technical and vocational education as an integral part of general education in all institutions for which the Ministry of Education is responsible. The Division is headed by a Director with the following Units:- o Administration o Operations Unit o National Examination Council (NEC) o Schools Laboratory and Equipment Maintenance Unit (SLEMU) o Library o Occupational Research Unit Main Functions Administration Coordinates and manages the activities of all the Units including a sub-accounting unit. Operations This unit deals specifically with the Curriculum. It designs, develops, reviews, updates and implements, supervises, monitors and evaluates the curriculum. National Examinations Council Considers for approval curriculum materials designed by the Curriculum Unit. o Prepares and conducts national examinations o Certifies successful candidates 26 Schools Laboratory and Equipment Maintenance Unit (SLEMU) Provides a system of planned preventative maintenance and accountability for equipment and inventory in all Government Secondary Schools and Technical Institutions offering technical and vocational subjects. Library Provides a library and documentation service in support of the technical and vocational education and training activities of the Ministry of Education. Occupational Research Unit The Occupational Research Unit formally established in 1980 has the responsibility for developing a standardized national occupational classification system and compiling a multi-purpose Dictionary of Occupations for Trinidad and Tobago (DOTT). EDUCATIONAL FACILITIES MANAGEMENT UNIT The Educational Facilities Management Unit is responsible for the administration of the maintenance of all public educational institutions under the purview of the Ministry of Education. This involves the following activities:- - repairs - renovation - upgrading - refurbishment of primary and secondary schools - procurement of furniture and equipment for all schools 27 GENERAL ADMINISTRATION DIVISION The role of the General Administration Division of the Ministry is to provide administrative support services to facilitate the smooth functioning of the Ministry’s operations. The Division staff structure is comprised of an Administrative Officer V, Administrative Officers IV and II, and Clerical and Manipulative staff. Other functions of the Division include: Maintenance of Building and Grounds Security (Estate Constables, Watchmen) Supply and repairs of furniture, machinery, telephones and office equipment Processing of claims Processing of travel documents for official travel Preparing accommodation for staff of the Ministry of Education Cafeterias Administering the Freedom of Information Act responsibilities as prescribed in the Act THE ROLES AND FUNCTIONS OF THE OTHER DIVISIONS National Commission for UNESCO The Trinidad and Tobago, National Commission for UNESCO is situated at #15 Wainwright Street, St. Clair. It is headed by a Secretary General. The role of the National Commission in Trinidad and Tobago is to: - o Maximize the benefits of Trinidad and Tobago’s Membership to UNESCO; o Disseminate information, create interest and promote understanding in Trinidad and Tobago about the programme, work and general objectives and purposes of 28 UNESCO and thus to induce the people of Trinidad and Tobago to benefit by participation in UNESCO projects; o Advise the government, the intellectual and scientific communities and other interested organizations on all matters relating to UNESCO and its programmes; o Serve as liaison agency between UNESCO and the government and all Organizations and individuals working for the advancement of education, the sciences, culture, information and communication in Trinidad and Tobago; o Foster and develop relations with other National Commissions for UNESCO, particularly with those in the region, and participate with them in joint programmes and studies on matters of interest to the Republic of Trinidad and Tobago. Internal Audit Division The Internal Audit Division is headed by an Auditor II. The responsibility of the Internal Audit Division is to provide management of and information on the adequacy and effectiveness of the organisation’s systems of control and also to ensure that the Ministry’s resources are effectively utilized. This responsibility includes monitoring, reporting, overseeing, ensuring accountability, efficiency and value for funds received and disbursed. The Information Technology Unit This Unit of the Ministry of Education is mandated to undertake the following responsibilities: o To drive, co-ordinate, plan, select and support IT usage within the Ministry of Education; o To take responsibility for the implementation and review of strategy in the area of IT; 29 o To promote via training and orientation, as well as via implementing new application, the expanded and optimum use of IT in the Ministry; o To provide and co-ordinate training, and advisory services. Legal Unit The Legal Unit in the Ministry makes provision for a Senior Legal Officer and a Legal Officer. Their role is chiefly to advise the Minister, Permanent Secretaries and the rest of the Ministry on the legal aspects and issues involved in or arising from the discharge of their official duties in the education sector. School Nutrition Unit (now the National Schools Dietary services Ltd.) The goal of the School Nutrition Programme is to address the needs of the nation’s school children, with particular attention to their nutritional needs. The programme, under its present format, supplies, eighty-nine thousand (89,000) lunches and twenty-five thousand (25,000) breakfast meals to needy school children throughout the country. The staff consists of a group of technical and professional personnel (on contract) which monitors the operations of caterers and the service of meals in the school system. The Rudranath Capildeo Learning Resource Centre The Rudranath Capildeo Learning Resource Centre is managed by a Manager (on contract). The Manager has responsibility for the financial and administrative operations of the centre. He coordinates activities relating to the use of the centre, its facilities and equipment. He also ensures proper maintenance of centre facilities and equipment of all times and has responsibility, as well, to ensure that the centre is run in a cost-effective 30 manner, that revenue capacity is maximized and that all activities are conducted in accordance with the relevant laws and regulations. 31 STRATEGIC FOCUS OF THE MINISTRY The Ministry’s purpose or mission as prescribed in statute, is enshrined at Section 3 of the Education Act, Ch. 39:01. However, the execution of that purpose and mission is continuously being impacted upon by the dynamic forces of socio-economic change and the new globalized environment. In response, the Ministry recognizes that it must strategically review the manner in which it executes its core business if it is to keep faithful to the management of an efficient and equitable system of quality education. Accordingly, the Ministry has declared a new vision for itself for 2002 and beyond. The Ministry’s vision is to be: “A pacesetter in the holistic development of an individual through an education system which enables meaningful contributions within the global context.” Underpinning this vision are four major philosophical tenets, which are envisaged for the education system, in general, and the Ministry in particular. These are: That every child has an inherent right to an education which will enhance the development of maximum capability regardless of gender, ethnic, economic, social or religious background. That every child has the ability to learn and that we must build on this positive assumption. That every child has an inalienable right to an education, which facilitates the achievement of personal goals and the fulfillment of obligations to society. That education is fundamental to the overall development of Trinidad and Tobago. 32 Supportive of the Vision, the Ministry sees its Mission as: “To lead the modernization and renewal of the system of education.” On the basis of its new Vision and Mission, the Ministry undertook a critical scan of its internal and external environment in order to effectively set its strategic goals. The results of the stakeholders’ and SWOT analyses, which were conducted, are presented in the Section which follows. 33 SECTION II STAKEHOLDER ANALYSIS The Ministry has sought to put its stakeholders’ and customers’ needs as the drivers of its strategic objectives. While the entire nation has been identified as the key stakeholders of the education system, the Ministry of Education has segmented it to differentiate the distinctive needs of each stakeholder. The needs of each stakeholder are as follows: Stakeholders Needs Assessment Parents and Parent Teacher Associations - To obtain quality education for (PTAS), and the National Parent Teacher their children. Association (NPTA). - Provision of equitable distribution of school facilities in both urban and rural areas. - A safe and secure environment in which their children can be effectively educated. - An opportunity to participate in decision making which affect their children’s education. Children - Educational programmes that cater to their needs and interests. - Guidance, love and support from their teachers to realize their potential. - An educational environment that is safe, secure and engenders the building of their confidence. - Instructional methods that encourage and facilitate learning. 34 Stakeholder Needs Assessment Teachers - Healthy and safe work environments. - Inbuilt systems which facilitates their skills and competencies development - Equitable compensation packages. - Modern teaching and instructional methods. - Opportunity to participate in decision-making in the school. - Respect for their union and staff representatives. Administrators and other employees - Adequate resources to conduct their work. - Opportunity to participate in decision-making. - Effective management systems. - Effective leadership throughout the system. - Equitable compensation packages. - Healthy and safe work environment. Teaching Service Commission and the - An effective Human Resource Personnel Department Management System in the Ministry. - Good Industrial Relations practices 35 Stakeholder Needs Assessment Political Directorate - Equality of educational opportunities - Quality education for national human resource development. - Efficiently managed education delivery systems. Minister of Education - Fulfillment of the responsibilities assigned to the office under the Education Act. - An education delivery system, which provides value for money. - Schools that are models of excellence. - A curriculum with the scope and design to shape the holistic development of children. - Excellent corporate image. Unions - Good industrial relations practices in the Ministry of Education. - Participation in decision making which affect their members. - Respect from the Ministry Private Sector - Curriculum that matches the employment needs in the Sector - An holistic graduate from the school system at secondary and post secondary levels - To be a strategic partner 36 Stakeholder Needs Assessment Non-Governmental Organizations (NGOS) - To be a strategic partner. - To assist in the education service delivery system. Other Government Agencies - Strategic linkages. - Effective and efficient performance by the Ministry. General public - Quality Education for the nation’s children. - Equal access to education for each child. - An efficiently and effectively operated Ministry of Education, which provides value for money. SWOT Analysis Internal environment 1. Strengths o An education policy framework to transform the education system and sustain continuous improvement. o Organisational knowledge and experience in managing the conduct of examinations at both the primary and secondary level. o Historical data on previous reforms undertaken in the educational sector. o A cadre of highly trained professional teaching staff and administrators. 37 o Excellent partnership arrangements with non governmental agencies at the national, regional and international levels and with other ministries and state-owned agencies. o Commitment by the political directorate to the transformation of the education system. o Development of a strategic management culture in the ministry. o Highly compensated teaching corp who are de-linked from the Public Service. 2. Weaknesses • Insufficient skills and competencies to match demand. • Ineffective and inefficient organizational structural arrangements in the Ministry of Education. • A management system that is too centralized which hinders timely decision making. • Manually driven information management systems, which contribute, to untimely decision making. • An under-developed human resource management system which hinders manpower planning in respect of teachers. • A financial management system that is too centrally driven which contributes to the non-fulfillment of and delays in set targets. • Underdevelopment of the policy analysis and review capabilities in the central administration. • Rising incidence of violence and indiscipline in schools. • Delay in completion of the Unification of the Teaching Service which raises concerns among teaching administrators on compensation issues that relate to parity and equity. 38 External Environment 3. Opportunities The Public Service Transformation initiatives which would facilitate support for the Ministry’s own transformation of its management systems. Strategic partnering with NGOS and other education service providers to realize the goal of education for all, for example the University of the West Indies, Ministry of Science and Technology, Planning and Development, Public Utilities and the Environment, Social Development and Sports and Youth Affairs. Formation of strategic alliances with tertiary level based institutions to guide the human resource development plan for the Ministry and to build the skills and competencies desired in the education system at the primary and secondary level. The movement at the national level to obtain community involvement in the development of the educational sector. Government’s overall commitment to facilitate the decentralization of its services. Commitment to international/regional agreements. The waiving of work permit restrictions by Caricom for graduates of the University of the West Indies from member states seeking employment in Trinidad and Tobago. 4. Threats Centrally controlled budgetary system which may not align to the strategic objectives of the Ministry. Fluctuation in oil and other energy prices which can impact on revenue growth. Outdated legal and financial management frameworks that restrict the implementation of the reform agenda in the education system. 39 Delay in coming up to speed in institutional strengthening due to scarcity in skilled human resources and length of time which will be required to build the requisite capacity. The lack of synergy which may exist in the reform implementation agenda for the wider social sector and that of the educational sector. Some uncertainty of support from stakeholders to the Ministry’s transformational agenda. Recruitment drive for foreign teachers by other countries. 40 SECTION III STRATEGIC OBJECTIVES FOR THE PERIOD 2002 - 2006 In establishing its strategic priorities over the plan period, the Ministry of Education has aligned its key activities with the goals set for national human development. At the national policy level, high priority is being placed on education and training to promote human development and higher levels of economic growth. Together, they are the principal means by which citizens will be empowered to participate in and contribute to economic and social development The focus of Government’s policy is the creation of a comprehensive, modern education system that is able to provide the training and knowledge as well as inculcate the skills and aptitudes relevant to the development needs of Trinidad and Tobago. Consequently, the pre-school, primary and secondary levels will be strengthened to provide a stronger foundation for the development of scientific and technical skills, and greater participation in higher and continuous learning. The specific objectives of the education policy are to: • Increase access to educational opportunities; • Improve the quality of the education at all levels of the system; • Promote skills development; • Expand participation in tertiary and technical education; and • Create and sustain a culture of lifelong learning In light of the foregoing, and taking into account the Mission and Vision of the Ministry, the environment in which it conducts its business and its stakeholders expectations, four 41 (4) major strategic objectives have been identified for the 2002 – 2006 period. These are as follows: 1. Accessibility to educational opportunities for all. 2. Delivery of quality education to citizens at all levels of the education system 3. Sustainable policy development for the education sector. 4. Continuous alignment of the strategic direction in the education system with objectives set for National Development. ANALYSIS OF THE OBJECTIVES AND IDENTIFICATION OF PRIORITIES The first two objectives echo the urgent call in this new century for the provision of quality education with equity for all our nation’s children. They place at centre stage the student and the quality of education of which he/she can be assured. Across the school system therefore, successes in the following areas will be critical for the achievement of the desired objectives: - Curriculum Development - Pedagogy - Critical Thinking - Technology Integration - Teacher Development - Student Assessment Accordingly, the Ministry has set the following priorities to be the key drivers of the modernization and transformation process over the next five (5) years: - 42 • Repositioning curriculum at the centre of the efforts towards the provision of quality education; comprehensive modernization of the curriculum to be the change driver of the qualitative reform process which would also involve, assessment and testing, instructional materials production and teaching and learning strategies. • Transformation of the system of teacher education and teacher recruitment to achieve a professional teaching service. • Transformation of the Early Childhood Care and education system with the objectives of providing access for all and the holistic development of children between the ages of 0 to 5 years to equip them with the necessary skills and confidence to make the transition to the primary school system. • Institutionalization of continuous assessment at the Primary School level to facilitate a seamless transition to the secondary level. The third and fourth objectives underscore the need for sustainable policy development and continuous alignment with national goals and objectives. In this regard the Ministry sees as critical the strengthening of its institutional support system with a focus on a comprehensive review of policies, structures and systems, to create the enabling environment that would support its strategic thrust. Accordingly, the platform for building institutional support and capacity over the next five (5) years would rest on the following key pillars:- • Restructuring and decentralization of the Ministry’s operations to achieve better organizational performance, better management of schools and a higher level of effectiveness throughout the system. • Modernization of the information management systems of the Ministry to support decentralization and to facilitate on time, real time information to support decision making as well as service delivery to internal and external customers. 43 • Improvement of the human resource management system to ensure a resource base of high performing employees. • Restructuring of the financial management and internal auditing systems in the Ministry. • Rebuilding a capability for education facilities and asset management in the Ministry. • Building a policy and research capability for continuous renewal and sustainability of the education system. • Building an effective communication system to mobilize staff towards a shared vision, to strengthen partnership with stakeholders and to ensure effective dissemination of information to the public. • Increasing student support services. 44 SECTION IV OPERATIONALIZATION OF THE STRATEGIC PLAN – PROGRAMMES AND OUTCOMES STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES SUSTAINABLE POLICY DEVELOPMENT SYSTEM FOR THE EDUCATION SECTOR 1. In-built o Establishment of an mechanisms Education Policy, Establish framework for effective policy for policy Planning and Research development and reform development Unit by September, and reform 2003, and recruitment throughout of staff for the Unit by the education December, 2003. system. o Re-orientation of the Unit towards a strategic focus on policy development and reform by December 2003. 2. A supporting o Establishment of a legislative fully Functional Legal framework to Unit in the Ministry of support policy Education by June changes 2003. o Design of a Legislative reform programme to cover the period 2002 to 2006. 3. A mechanism o Establishment of to facilitate Standing Committee the by June 2003. involvement of key o Conduct of regular stakeholders workshops and in the policy Seminar development process 45 STRATEGIC OBJECTIVES/IMPLEMENTATION CRITICAL SUCCESS PERFORMANCE STRATEGIES FACTORS INDICATORS SUSTAINABLE POLICY DEVELOPMENT SYSTEM FOR THE EDUCTION SECTOR o Establishment of a Establish framework for effective policy, community based development and reform.(cont’d) forum to obtain participation, feedback and buy- in in the policy development process, 2002- 2006. o Establishment of a 4. A mechanism to monitoring and monitor and evaluation evaluate the capability within implementation the Education of policies. Policy, Planning and Research Unit by December 2003. o Setting of time frame for review of policies in keeping with the Medium Term Policy Framework 5. An effective o Establishment of a research research capability capability to within the support policy Education Policy, review and Planning and change. Research Unit supported by an up-to-date Library and Information Management system using an Information Technology based. 46 STRATEGIC CRITICAL SUCCESS PERFORMANCE OBJECTIVES/IMPLEMENTATION STRATEGIES FACTORS INDICATORS SUSTAINABLE POLICY DEVELOPMENT platform by SYSTEM FOR THE EDUCTION SECTOR December 2003 Establish framework for effective policy o Generation of development and reform (cont’d). reports to support strategic initiatives. o Establishment of full collaborative network with all local and regional researching agencies. 6. A supporting o Establishment of communications an effective framework to Communication disseminate and Unit by March receive 2003. information o Design of mechanisms for continuous customer feedback. CONTINUOUS ALIGNMENT OF THE STRATEGIC DIRECTION IN THE EDUCATION SECTOR WITH THE 1. Inculcation of a o Institutionalization OBJECTIVES SET FOR NATIONAL DEVELOPMENT. strategic of the strategic management planning process Build capacity within the Ministry of culture within at Central Education for the modernization and renewal the Ministry of Administration, of the Education system in Trinidad and Education. district and school Tobago. level, 2002 - 2006. 2. Organizational o Completion of the structures and restructuring of Systems aligned the Central to the strategic Administration by objectives of the December 2003. Ministry of Education. 47 STRATEGIC CRITICAL PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION SUCCESS STRATEGIES FACTORS CONTINUOUS ALIGNMENT OF THE STRATEGIC DIRECTION IN THE o Completion of the EDUCATION SECTOR WITH THE establishment of OBJECTIVES SET FOR NATIONAL Regional Education DEVELOPMENT. Districts by December 2004 Build capacity within the Ministry of Education for the modernization and renewal of the Education System in 3. Mechanisms o Completion of the Pilot Trinidad and Tobago (cont’d). to promote School Boards improved Programme by March manage- 2003. ment and democratic o Establishment of a unified participation Education Service by . December 2003. 4. An effective o Continuation of the programme secondary school building for and upgrading construction programme under the and SEMP up to 2006. continuous maintenance o Continuation of the and primary schools and upgrading ECCE programme under of schools. the Fourth Basic Education Project up to June 2003. o Establishment of an Education Facilities Management Unit within the Ministry of Education by March 2003. 48 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES CONTINUOUS ALIGNMENT OF THE STRATEGIC DIRECTION IN o Completion of the THE EDUCATION SECTOR WITH 5. A Curriculum that development of the THE OBJECTIVES SET FOR is relevant to the curriculum for new NATIONAL DEVELOPMENT. diversified needs SEMP schools for and interests of Build capacity within the Forms 1 to 5, by 2006. students, preparing Ministry of Education for the them for life and modernization and renewal of to meet the the Education system in o Continuation of revision demands of the Trinidad and Tobago. and updating of the business sector. curriculum for primary and secondary schools, 2002 to 2006. o Establishment of national bodies to guide policy, monitor and establish standards for a curriculum development and renewal system, e.g. the National Curriculum Council by December 2002. o Revision of the teacher training and development curriculum by December 2003. o Introduction of Technology Education at the Secondary Level by December 2003. o Integration of technology in instruction at both the Primary and Secondary Levels. 49 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES CONTINUOUS ALIGNMENT OF THE STRATEGIC DIRECTION IN THE EDUCATION SECTOR WITH THE OBJECTIVES SET FOR NATIONAL DEVELOPMENT. o A restructured Build capacity within the Curriculum Division Ministry of Education for the designed to incorporate modernization and renewal of a capability for bench- the Education System in marking and adoption Trinidad and Tobago of best practices. (cont’d). o Design and implementation of a programme of Technical and Vocational Education for all citizens as part of life long learning. 6. Introduction of New organizational structures modern in all schools, following the management school-based Management structures and model: - practices in schools. o Completion of the appointment of Heads of Departments and Deans in 2002/2003 school year. o Development of the support staff structures for schools, on a phased basis, 2002 – 2006. 50 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES CONTINUOUS ALIGNMENT OF THE STRATEGIC DIRECTION IN THE EDUCATION SECTOR WITH THE OBJECTIVES SET FOR o Complete roll-out of NATIONAL DEVELOPMENT. School Boards programme 2002-2006. Build capacity within the Ministry of Education for the modernization and renewal of 7. An effective o A fully restructured the Education system in resource Human Resource Trinidad and Tobago management Management Division (cont’d). system. by December 2003. o A strategic Human Resource Management plan aligned to the strategic objectives of Ministry of Education, December 2002. o Re-engineered Human Resource business processes supported by HRIS/EMIS by 2003/2004. o An effective school maintenance facilities management programme by December 2003. o A restructured Information Technology Unit within the Ministry of Education by December 2002. 51 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES CONTINUOUS ALIGNMENT OF THE STRATEGIC DIRECTION IN o A strategic Information THE EDUCATION SECTOR WITH Technology Plan for the THE OBJECTIVES SET FOR Ministry of Education NATIONAL DEVELOPMENT. by March 2003. Build capacity within the An effective resource o A fully operationalised Ministry of Education for the management system EMIS by 2006. modernization and renewal of (cont’d.) the Education system in o A revised strategic Trinidad and Tobago. financial plan from the Finance and Accounts Division aligned to the strategic objectives of the Ministry of Education by June 2003. o Liaising with NALIS for the establishment of and upgrading of Libraries in all schools, 2002- 2006. o Fully established multi- media learning centres, computer laboratories and Science and Technology Laboratories, with the appropriate supporting equipment and technology and human resources, by 2006. o A Streamlined operation at the Rudranath Capildeo Learning Resource Centre to improve the 52 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES CONTINUOUS ALIGNMENT OF THE STRATEGIC DIRECTION IN An effective resource delivery systems in THE EDUCATION SECTOR WITH management system respect of a Materials THE OBJECTIVES SET FOR (cont’d.) Development Plan to NATIONAL DEVELOPMENT. guide the production of Build capacity within the relevant support (print Ministry of Education for the and non-print) for the modernization and renewal of enrichment of classroom the Education system in practice, December Trinidad and Tobago (cont’d). 2004. 8. Expansion of international/ o Maximise opportunities regional/local co- for financial/technical operation in assistance and education. intellectual co- operation, 2002-2006. o Establish an International Desk, March 2003. ACCESSIBILITY TO 1. Demographic data, o Production of annual EDUCATIONAL trends and reports by the Education OPPORTUNITIES FOR ALL projections to Policy, Planning and inform planning Research Division on for the current and the basis of appropriate future supply of data gathering and persons, for the liaising with national supply of teachers and regional statistics and support staff and data agencies. and for new (2002-2006). methods of o Successful forecasting financing for the provision of educational adequate school places development. to meet demands at the pre-school, primary and secondary level on an annual basis. 53 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES ACCESSIBILITY TO 2. A capability to o Establishment of the EDUCATIONAL effectively assess capability for effective OPPORTUNITIES FOR ALL students to ensure Assessment, Testing and smooth and Evaluation by appropriate developing and transition strengthening the throughout the operations of an system. Assessment, Testing and Evaluation (ATE) Division, December 2003. o Establishment of systems for continuous assessment, testing and remediation at both the primary and secondary levels, December 2003. 3. A mechanism to o Introduction of a identify under- programme of performing schools systematic inspection and to render them and evaluation of more effective. schools, December 2003. o An assessment criteria for Principals to be accountable for effective school performance, by December 2003. 4. Provision of o Continuation of the opportunities for expansion of the Adult accessing Education programmes. educational 2002-2006. programmes beyond the o Rationalization of secondary level. continuous education programmes by December 2003. 54 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES ACCESSIBILITY TO EDUCATIONAL o Continuation of the provision OPPORTUNITIES FOR ALL of adequate numbers of school places for Sixth Form students. o A developed reform agenda for Sixth Form students by June 2003. o Completion of plans for the implementation of rationalization of specialized craft at the Secondary Level December 2003. 5. A capacity to o The establishment of develop Regional Diagnostic programmes Prescriptive Centres in each geared towards Educational District, by children with December 2003 special needs. o Construction of more schools/facilities to accommodate students with special needs. o An established forum for stakeholders’ participation to determine the type of special needs to be addressed. 55 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES ACCESSIBILITY TO 6. A resource system o An established database at EDUCATIONAL to subsidize Central Administration and in OPPORTUNITIES FOR ALL students from the schools by December needy families. 2003 to identify needy students and to inform decision making on an annual basis. o A fully developed and effective programme of Student Support Services: - School Nutrition Programme School Transport System. A fully developed textbook programme. o Completion of the establishment of a Student Support Services Division, December 2003. 7. Magnet Schools o Completion of the magnet created to hone school programme – schools particular strengths established in six (6) subject and talents in areas, December 2006. students. 56 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES DELIVERY OF QUALITY EDUCATION TO CITIZENS AT ALL LEVELS OF THE EDUCATION SYSTEM. 1. Fully revised o A fully restructured ECCE The capacity to achieve and policy for ECCE, programme for children 0 -5 sustain quality in schools including design of years, by December 2003. centres, curriculum, teacher training and development. 2. A well-articulated o An established Teacher and fully co- Development Secretariat by ordinated system June 2003. for Teacher Development – that o A restructured and encompasses pre- strengthened Human service; in-service Resource Management and professional Division, including an development of Employee Development and teachers and Human Resource Planning teacher education Unit by July 2003. across the system. 3. An effective o Full roll-out of the PMAP for teacher corp. teachers by December 2003. 57 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES DELIVERY OF QUALITY EDUCATION TO CITIZENS AT 4. A harmonious and o Effective employee relations ALL LEVELS OF THE peaceful programmes, by June 2003. EDUCATION SYSTEM. environment at schools and Central o An effective and The capacity to achieve and Administration. comprehensive EAP sustain quality in schools programme for the Ministry of Education, June 2003. o Development and implementation of a policy for creating peaceful school environments and continuation of SIS programmes. o Fully functional PTA’s and students councils by September 2003. o New work structures in schools to facilitate democratic governance, September 2003. 5. Appropriate school o Complete roll-out of security security system. to schools at risk by September 2003. o Revision and implementation of more effective and efficient security arrangements for all schools by December 2004. 58 STRATEGIC CRITICAL SUCCESS PERFORMANCE INDICATORS OBJECTIVES/IMPLEMENTATION FACTORS STRATEGIES DELIVERY OF QUALITY EDUCATION TO CITIZENS AT ALL LEVELS OF THE 6. A modern and o Schools built in EDUCATION SYSTEM. environmentally environmentally safe areas safe school and ergonomically equipped, The capacity to achieve and environment with 2002-2006. sustain quality in schools appropriate aesthetics. 7. Quality control o Development of a capability standards built-in to in Central Administration to the education engage in quality control, system monitoring and evaluation, of the education delivery system by December 2003. o Development of and roll-out of Health and Safety Programmes in the Ministry of Education and in Schools by December 2003 o Design and implementation of a Reward and Recognition Programme for schools as Model Schools of Excellence by December 2003. 59 SECTION V THE WAY FORWARD ACTION PLAN An Action Plan detailing strategies and activities leading the way forward to the achievement of the strategic objectives is at Appendix II. A supporting strategic Human Resource Plan is attached as Appendix III. Respective Heads of Divisions will need to complete action in drawing up similar work plans and Project Plans in alignment with the goals and objectives set out in the Strategic Plan. These exercises are being facilitated by the Project Management Consultant. 60 SECTION VI CONCLUSION The Ministry of Education is aware of the need to be continuously scanning the environment to adapt to changes as they occur, in order to be relevant and effective. The Ministry believes that such adaptability is an imperative in this period of globalization and rapid change. Consequently, the Ministry is poised “to be a pace-setter in the holistic development of an individual through an education system which enables meaningful contribution within the global context.” The Ministry is dedicated to the provision of quality education as the vehicle for Taking Our Up-and Coming Children Higher (TOUCH). The Ministry anticipates full success as it pursues a participating and collaborative approach and seeks to Have Everyone Assist in Learning. (H.E.A.L). Together, we will all Light the Way. --------- o O o --------- 61 APPENDIX II THE WAY FORWARD: ACTION PLAN, 2002 – 2006 I. SHORT TERM : 2002/2003 ISSUES ACTIVITIES TIME FRAME RESPONSIBLE PARTY 1. STRATEGIC AND Review consultants proposal for re- September 2002 P.S., all Heads and SEMPCU STRUCTURAL structuring and decentralization of ISSUES the Ministry of Education. Complete proposals on February 2003 Deputy P.S. Decentralization for submission to Cabinet. Complete the framework for the September 2003 Deputy P.S., Decentralization restructuring of the Ministry of Action Unit and DHR Education in the context of decentralization. Complete appropriate amendments to September 2003 Legal Officer the legislative framework. 2. MANAGEMENT Complete the reform of the School September 2003 P.S., C.E.O., D.S.S. SYSTEMS ISSUES Supervision Management System. December 2002 P.S., SEMPCU, Director, HRM Recruit consultant and begin consultancy work to establish EMIS. 62 ISSUES ACTIVITIES TIME FRAME RESPONSIBLE PARTY 2. MANAGEMENT Complete data capture in respect of February 2003 Director, HRM, Service SYSTEMS ISSUES the HRIS. Commissions (HRIS), IT Manager Establish a policy management September 2003 D.E.P. frame-work within the Ministry of Education. Re-engineer management systems in September 2003 to Director, HRM, DFA, the following areas: January 2004 Comunication Adviser, Legal Adviser, I.T. Manager, D.E.P., - Human Resource Programme Manager EFMU. Management - Communications - Legal - Finance - Policy, Planning Research - Information technology - Education Facilities Management Unit (EFMU) Complete implementation of PMAP PMAS Sept. 2002 Director, HRM, CEO and PMAS. PMAP Dec. 2003 Completely establish school based September 2003 P.S., CEO, SEMPCU management in the pilot schools. 63 ISSUES ACTIVITIES TIME FRAME RESPONSIBLE PARTY 3. OPERATIONAL/ Continue to revise, develop and update September 2003 DCD, CEO, Director, DELIVERY ISSUES the curriculum for ECCE, primary and SEMPCU secondary schools. Continue the SEMP – Phase 2 April 2003 SEMPCU, P.S., DFA (construction and outfitting). Complete the Fourth Basic Education September 2003 EPCU, P.S., DFA Programme. (ECCE centers and Primary schools). September, 2003 SEMPCU, DHRM, EPD, DSS, Complete the process re-engineering I.T. exercise. - Human Resource Management Division - Educational Planning - Director, School Supervision Complete the Teacher Demand/ September 2002 DHRM, I.T. Supply Project. Complete reform of the Teacher Development Programme including June, 2003 CEO Teacher Development at the ECCE level. 64 ISSUES ACTIVITIES TIME FRAME RESPONSIBLE PARTY 3. OPERATIONAL/ Complete the development of a September 2003 CEO, DERE, SEMPCU DELIVERY ISSUES comprehensive assessment, Testing and Evaluation Programme Full implementation of all facets of the Phase I. Component Leaders of all SIS SIS. September 2002 sub-committees. Phase II (new strategies September 2003 Continue the programme of Library September 2003 DES, SEMPCU, DSS, in and Information Services to schools. conjunction with NALIS, DHR Complete the establishment of the December 2002 CEO, DSS, Guidance student support services unit to Supervisor, facilitate the development of a Director, SNP. complete package of student support services. 65 II MEDIUM TO LONG TERM OCTOBER 2003 – SEPTEMBER 2006 ISSUES ACTIVITIES TIME FRAME RESPONSIBLE PARTY I. STRATEGIC AND 1. Commence the Commencing P.S. and Deputy P.S. STRUCTURAL implementation of the October 2003 ISSUES decentralization plan. 2003/2004 P.S. and Divisional Heads 2. Conduct a comprehensive organizational performance review. 2003/2005 Legal Officer 3. Continue the legislative reform programme to support the new Ministry of Education II. MANAGEMENT 1. A fully integrated EMIS and HRIS September 2004 DHRM, IT, SEMPCU SYSTEMS ISSUES 2. Fully implemented PMAS and September 2004 DHRM PMAP systems. 3. Full implementation of school June 2004 P.S. CEO, SEMPCU based management system 4. Fully operationalized HRM 2003-2006 System III. OPERATIONAL/ 1. Completion of SEMP and September 2006 P.S. SEMPCU, EPCU DELIVERY FOURTH BASIC Programmes (construction and outfitting) ISSUES 2. Completion of programmes set September 2005 P.S. and all relevant Heads 66 for curriculum and the rest of the delivery system. 3. Review, evaluate and October P.S., Minister, all Heads of assess achievements and 2005/2006 Departments realization of strategic goals for the delivery system and commence the strategic thinking exercise again to develop a new strategic implementation programme cycle. 67 APPENDIX I MINISTRY OF EDUCATION ORGANISATIONAL CHART MINISTER - SCHO OL NU TRITIO N EPCU PE RMANE NT P ERMAN ENT - LEGAL ADVIS ER SEMPC U SECRETARY - COMMUNICATIONS UNESCO SECRETARY - INFORMATION TECHNOLOGY INTERNAL AUDIT - R.C.L.R.C. SIS CHIEF EDUCATION OFFICER EFMU EUCATIONAL SCHOOL CURRICULUM GENERAL FINANCE DIVISION OF TECHNICAL HUMAN EDUCATIONAL PLANNING SUPERVISION DEVELOP0MENT AND EDUCATIONAL RESEARCH AND EVALUATION VOCATIONAL RESOURCES ADMINISTR SERVICES ACCOUN EDUCATION ATION AND TS 68 APPENDIX III STRATEGIC HUMAN RESOURCE PLAN ACTION PLAN (2002 – 2006) Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Objective/Thrust Mechanisms and Human Completion Party Date I. Alignment of HRM 1. Effective, strategic plan 1. Development of a strategic Establish an HR Monitoring HR Planning officers 2002-2006 PS Division operations for the HRM Division. plan for the HR Division, and Strategic Review Team. DHR with the goals and 2002-2006. Consultants in business SHRO’s objectives of the process re-engineering MOE’S strategic plan 2. Comprehensive and 2. (i) Develop a 5-year Progress Reports Information 2002-2006 HR Planning effective manpower manpower plan (schools and Employee/ plans. ministry 2002- 2006 to Periodic Status Funding for consultancies and Development & facilitate (Teacher recruitment for IT Training and supply). Reports on Staffing Funding for the Management (ii) Modernize the teacher Project Reporting Development Programmes recruitment and placement systems. Structure for re-engineering Partnering with UWI, IOB, of the business process and other Service Providers as well as SEMPCU. 69 Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Objective/Thrust Mechanisms and Human Completion Party Date 3. A new/redesigned 3. Facilitate the redesign of Performance appraisals 2002 Employee Relations organization structure for Divisional organizational Environmental scanning I.T. Manager (Cont’d.) the HR Division structures according to the Stakeholder Feedback Alignment of HRM strategic focus of each Division operations Division. with the goals and objectives of the 4. Re-engineered business 4. (i) Re-engineer the MOE’S strategic plan processes in HR Division 2003-2004 by December 2004. business processes of the HR Division. (ii) Facilitate the implementation of the HRIS, EMIS and the communication backbone. Provide E-mail 5. High performing access; Internet, intranet, etc.) Directors and Senior 2002-2006 Managers (incl. Principals and Vice Principals) 5.(i) Facilitate the establishment of performance standards for Senior Managers and Principals in the MOE. (ii) Development of management development programmes. 70 Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Party Objective/Thrust Mechanisms and Human Completion Date II. Create an enabling Performance level of Ministry of 1. (i) Development of a Employee appraisals Partnership with Divisional 2002-2004 SHRO (Employee environment within Education improved by 100%. Heads relations) the Ministry of recognition and reward Education to motivate High level of employee morale. Funding staff to achieve programme. SHRO (Employee service excellence. Absentee rates reduced to 5%. Rate of Turnover audits Survey expertise 2002-2004 Development/Training) 71 (Ministry and Turnover rate for teachers down to Rate of absenteeism audits IT 2002-2006 Schools) 2%. Partnering contracts 2002-2006 Harmonious employee and industrial relations climate (ii) Timely attention and Information 2002-2006 characterized by zero percent resolution to compensation and industrial relations disputes benefits issues. Progress and status reports Partnership with Divisional 2002-2006 DHR in coordinating between ministry and employee Heads role representatives. Value for money audits (iii) Development . Original external 2002-2003 and implementation of interviews coaching in grievance management procedures Orientation and induction IR Consultant 2002-2003 strategies for the MOE and schools. Fully functional EAP Programme Dispute audit reports 2002-2003 within one year (iv)Establishment of appeal mechanisms under the PMAP. (v) Development and implementation of an appropriate system that will foster progressive discipline. (vi) Development and implementation of strategies to ensure a collaborative relationship with Unions and other stakeholders. 72 Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Party Objective/Thrust Mechanisms And Human Completion Date (Cont’d.) Create an enabling Job satisfaction 2. (i) Development and Employee surveys Human Resource Officers 2002-2003 environment within implementation of an EAP in the Ministry of Zero complaints from employees the MOE. Education to motivate staff to achieve Turnover rate on employees down 3. (i) Development and Employee surveys Human Resource Officers 2003 SHRO service excellence. to 2% implement of effective career Employee appraisals IR Consultant (Employee relations) management systems. High teamwork and collegiality. (ii)Development and Rate of Turnover audits Survey expertise 2003 SHRO (Employee Adoption of the use of teams to implementation of a Succession Funding Development/Training) the implementation of ministry Planning programme. projects (iii) Development of effective Rate of absenteeism audits IT 2002-2006 Improved quality of work life in training and employee Partnering contracts MOE. development programmes. Rate of sick leave reduced by 75% 4. (i) Development and Dispute audit reports Information 2002-2003 DHR in coordinating per annum. implementation of new work role structures (Process Progress and status reports Partnership with Divisional Modernized accommodation for advancement team). Heads all Ministry of Education Value for money audits. employees by 2004 (ii) Development of a system to appropriately determine job Organise exit interviews design and job clarity. Orientation and induction (iii) Development and strategies implementation of change management strategies (OD approach). 73 Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Objective/Thrust Mechanisms and Human Completion Party Date (Cont’d.) Create an enabling 5. Development and implementation of environment within a Quality of work Life Programme 2003 the Ministry of (Physical accommodation; health, Education to motivate safety, stress management, HIV/AIDS, staff to achieve etc.) service excellence. 2002-2003 74 Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Objective/Thrust Mechanisms and Human Completion Party Date III. Take a lead 1. Modern organizational 1. Establish appropriate Periodic Review or Information: 2002-2003 SHRO (HR Planning) facilitative role in structures in the Ministry organizational structures for organizational structures building capacity to and in the schools. New the MOE and the schools Strategic plans (operational 2003 SHRO (Employee support the organizational design for with the required staffing Job Evaluations plans included) Dev/Training) modernization and the Ministry of Education requirements. renewal thrust. by 2003. HR Audits Job Specifications DHR with co- ordinating Strategic plans by Up-to-date Plans Manpower needs responsibility Divisions and schools that are aligned to the strategic objectives of 2. (i) Fully staffed Ministry 2. Conduct a skills and Progress Reports CVs of staff/biodata 2002-2006 the ministry. and schools with the right competency analysis; conduct mix of skills and a skills inventory. Establish a Operational action competencies - 2004. skills bank. plans developed by Divisions and schools (ii) A comprehensive, up- to implement the to-date and relevant skills strategic objectives of bank - 2003. the Ministry. (iii) Periodic conduct of strategic reviews. 3. Training of Management 3. Inculcate a stragetic Appeal mechanisms IT 2002 group, including management culture in MOE Principals in Strategic and schools. Periodic and annual review Funding Management. of Performance Reporting and appraisal of staff. HR officers with HR Planning and Employee Dev/Training skills 75 Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Objective/Thrust Mechanisms and Human Completion Party Date (Cont’d) 4. (i) Effective training 4. Develop and implement a Instruments for PMAP 2002-2006 III. Take a lead plans. comprehensive Training Plan, facilitative role in 2002 to 2006. building capacity to (ii) Well-trained staff. support the modernization and 5. Fully operationalized 5. Finalize the implementation Job Descriptions and standards 2002 renewal thrust. PMAS and PMAP of the PMAS and PMAP in systems. MOE, by 2002. 76 Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Objective/Thrust Mechanisms and Human Completion Party Date IV. Improve service 1. Improved Customer 1. Develop and implement a Customer surveys Funding 2002-2003 SHRO (HR Planning) delivery systems Service customer service feedback. using a total quality Customer feedback model/approach and pursue strategies to improve the image of 2. Effective Communication 2. Develop and implement a Employee appraisals Human Resource Officers 2002-2003 SHRO (Employee the HR Division Systems. Communications strategy – Development and Newsletter; bulletins; memo; Use of Employee surveys Information Employee Relations) design of logo for HR Division. Develop a Suggestion boxes philosophy and core values for the HR Division. 3. (i) Realistic Customer 3. Setting standards to improve Periodic meetings IT 2002-2003 DHR in co-ordinating Service Delivery the response time to customer role. Standards. issues – internal and external Monitoring complaints customers. (ii) Improved Time Periodic Status Reports Frame for meeting the needs of customers. Periodic review of operations of the Units (iii) Effective Performance Measurement System. 77 Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Objective/Thrust Mechanisms and Human Completion Party Date (Cont’d) 4. Effective Employee 4. Improved management of the Periodic review of third 2002-2003 IV. Improve service Separation Management separation function:- copy files. delivery systems system. using a total quality (a) Early forecasting of Periodic checks with model/approach and retirees – 50-60 age Managers to assess pursue strategies to group. performance. improve the image of the HR Division (b) Timely processing of New-employees surveys. all relevant documentation, including Pension & Leave Records. (c) Outplacement counseling. (d) Conduct exit interviews 5. Effective and efficient 5. Improved management of the 2002-2003 contract management Contract Employment systems. portfolio. (a) Effectively manage the contract establishment. 78 Strategic Performance Measures Action Steps/Activities Review/Monitoring Resources: Financial Timeline & Responsible Objective/Thrust Mechanisms and Human Completion Party Date (Cont’d) (b) Forecasting of contract IV. Improve service termination for timely delivery systems renewals and processing of using a total quality gratuity as applicable. model/approach and pursue strategies to improve the image of the HR Division 6. High quality written 6. Improved quality of written communication. communication – 2002-2003 Departmental Notes, Notes for Minister; Notes for Cabinet, and Minutes of meetings, memos, notices, etc. 7. Effective induction, 7. Develop and implement orientation and induction and orientation 2003 mentoring programme. programmes and a mentoring system. 8. Design and implement an Evaluatory Mechanism for the HR Division (and assist the other divisions in MOE to do same). 79 80 81