The Ministry sf Education presents the Sh-aiegic Plan 2006-2008 incorporating the following features: A Guide to This Plan 2 Foreword From The Minister For Education 3 Statement From the Chief Executive Officer 4 Vision and Mission 5 Educational Principles andvalues 5 Purpose and Role 6 Suva Declaration 7 Education Classification by Divisions and Districts 8 Educational Context of Fiji 9 Educational Directions (Suva Declaration) 12 2006-2808 Outcomes 14 Strategies and Performance Indicators and Measures 16 Annex I -The f b u r Pillars Annex 2 - Suva Declaration Annex 3 - Organisational Structure TEGlC PLAN 2006 - 2 I A Guide To This B ECD Early Childhood Development ECE Early Childhood Education EU European Union FESP Fiji Education Sectos Program Fj CE Fiji Junior Certificate Examination FSFE Fiji Seventh Form Examination FSLC Fiji School Leaving Certificate HOD Head of Department JSCA japan International Cooperation Agency Languages O t h e r Than English LTC Lautoka Teachers' College M D G Millennium Development Goals MoE Ministry of Education Fiji N G O N o n Government Organisation NSBP National Strategic Development Plan OH% Occupational Health and Safety PMS Performance Management System PRIDE Pacific Regional Initiatives for Delivery of Basic Educatio TVET Technical and Vocational Education and Training STRATEGIC PLAN 2006 - 2008 2 2006 marks an important beginning for an exciting and challenging period in education. Fiji held its inaugural Education Sum- mit on the 3 B st August and I st September 2005. The Summit was officiated by M r Qarase, the Hon Prime Minister of and involved all stal<eholders of education in Fiji. The Summit culminated in the "Suva Declaration". The Declaration outlines the major directions for education over the next ten years 2806 t o 20 15. Fittingly, 2006 is the start of the next strategic planning period for both the Government and the Ministry of Education. The Government i s sommiaed t o providing a quality education system that is accessible t o all, including those in disadvan- taged and rural areas. Fiji can be proud o f the high net enrolment rate of students in primary schools compared t o many countries in the world. There will be a number of strategies t o ensure students are retained in secondary schoois such as alternative courses, a new curriculum frameworl<, extension o f compulsory schooling t o Form four and additional profes- sional development of teachers. The outcomes for students rely on suitably qualified, competent and rnotivzated staff t o ensure the delivery of high standard educational services. Courses will continue t o be upgraded at the teacher training institutions and an inservice centre for existing teachers and school leaders will be established at the LautokaTeacher College. Education in Fiji is reliant on an effective and efficient partnership between Government, schools, management groups, parents and communities. This relationship will be strengthened over the next three years with increased links t o industry, a commitment t o consultation with all stakeholders and joint training of principalslhead teachers and school management committee members. The education system needs t o strengthen links t o industry and provide alternative vocational courses t o students t o ensure the skills of students better match the needs of business, industry, skills shortages and general employment needs of the modern global world. ation building will be an important part o f the experience of the child in school. There will be a focus on early childhood and provision for students with special needs. The Government remains committed t o people in disadvantaged and rural ar- eas. This commitment will be evident from a significant infrastructure program, additional teacher inservicing and improved ducational services for these groups. STRATEGIC PLAN 2006 - 2008 3 is a significant year for the Ministry o f Education as it marks the end o f the current three year's strategic plan and the ducting of its first ever National Education summit^ The Summit has provided a new vision and direction for education at is articulated through the "'Suva Declaration". The major outcome of the education summit as reflected in the declaration will take the education sector forward in a new direction for the next ten years. The success of the plan however, depends on the Government's commitment t o education in Fiji by providing the necessary resources t o support the implementation o f this and subsequent strategic plans. This eom- mitment will support the realization of the seven broad goals of the declaration. This Strategic Plan focuses on our revised vision, "Educating the child holistically for a peaceful and prosperous FijiW.The plan identifies ten major outcomes in education and reflects the goals o f the Summit Declaration that had been developed through broad consultation with key education stakeholders including Government agencies, NGQ's, religious organizations, school managements, school communities, students and officials o f the Ministry of Education. The outcomes in the plan are aligned t o the Government's policy objectives and highlight issues which remain as challenges in education for Fiji.These challenges deal with issues of quality, access, inclusive education, gender equity and the disadvan- taged in the community.There is emphasis on providing opportunities for education t o all, more community participation and strengthening links with industry for the development of a more skilled and competent workforce. The plan provides the basis for the Ministry's annual Corporate Plans for the next three years. I t outlines specific strategies that address the major outcome statements and include performance indicators and measures that clearly articulate what the Ministry of Education expects t o achieve by the end of 2008. The plan is a guide t o all our key education stakeholders and provides information on the priority outcomes in education for the system and our international Donor agencies. I am confident that this document will have a significant positive impact on education in Fiji and I thank all of our partner in education for their contribution t o this plan Alumita Taganesia Chief Executive Officer for Education STRATEGIC PLAN 2006 - 2008 4 Edueateng the child hsl~sticaiiy for ia peaceful and prosperous Fiji Provide a relevant and responsive education system that allows ail students t o reach their full potential Student learning is a t the heart o f everything w e do. All teaching, learning and care are underpinned by o u r commitment Lo: A recognition of the need for and importance o f partnerships in all elements o f education provision Professionalism in all that w e do Relevance and responsiveness as a required characteristic of all o u r endeavours Quality and Excellence Access and Equity Accountability O u r Constitutional rights and responsibilities All educational provision in Fiji is based upon a core o f intrinsic and enduring values.These are: Cultural understanding, empathy and tolerance Human rights, human dignity and responsibility Safety and security for all (but especially the child) Civic Pride Honesty, fairness and respect for t r u t h and justice Integrity Environmental sustainability Peace and prosperity Flexibility Life-long learning Compassion Sense o f family and community Faith Creativity STRATEGIC PLAN 2006 - 2008 5 The Ministry of Education is responsible for the administration and management of education policy and delivery sf educational services. I t provides the curriculum frarneworlts, policy guidelines and directions,and qualified teaching personnel that support all schools in the delivery o f quality education for students. The core business of the Ministry of Education is the delivery of education and training services with these being provided specifically to: Kindergartens, schools and teacher training institutions. students in the years of compulsory schooling and those participating in Forms 5,6 and 3 studies including vocational education and training programmes * teaching personnel * school management and controlling authorities The Ministry has corresponding responsibilities for: the provision of services t o the Minister, Statutory Agencies, Cabinet and Government the management of resource planning and policy development related t o education and training the provision of programme support t o education and training institutions the regulation and recognition o f education and training providers and accreditation o f programme delivery accounting for the resources allocated by government t o the Fiji islands education system The Ministry is also charged with responsibility for ensuring that standards in education are met and maintained and the human, physical and the financial resources allocated t o education by the government are appropriately directed and expended. This page provides an overview of the key elements of education for the next ten years as a result of the Education Summi I t indicates the four pillars that support the education of the child and the solid foundation, being the community includin parents, Caregivers, Managing Authorities, N G O s and Business.These six elements reflect the six task forces that contribute t o the Education Summit and portrayed in the symbolic 'Bure'. STRATEGIC PLAN 2006 - 2008 6 NATIONAL GQALS FOR EDUCATiON a@@&-20 1 % (The prioritle$ %or ctle 4 p~llaes are in Annex 2) STRATEGIC PLAN 2006 - 2008 7 Part of Eastern Bna-1-Lau --+ M a p of Fyi:The boundarres of the four Educatron Dmsrons.The nrne Drstrrct Educatron Offices are indicated wrth the blue b The Suva and Eastern Offices are both located m Suva. Provrncial Educatron offices have recently been establrshed m Levuka and Bua. STRATEGIC PLAN 2006 - 2008 Education and training has been and still remains a government priority which is once again reflected In the increase in the 2006 budget t o $30 i million in 2006.75% o f this budget allocation is for salaries and wages f o r 10,300 teachers and other employees o f the Ministry o f Eduaation.The total staff establishment is inclusive o f the additional 44 approved in 2006. There are currently 95 I schools in Fiji o f which there are 724 primary schools, 159 secondary schools, 17 special school 47 vocational schoois and 4 teacher training colleges. Form 7 colleges have now reached 7 1 and this is 45% of grant aide secondary schools. 4 Primary schools and 3 Secondary schools were recently established.There has also been an increase in the number ofVocational establishments. There are other privately run sc$aools that are registered and monitored by the minis try^ 63% o f primary schools and 30% o f secondary schools are situated in remote o r isolated areas. Most o f these schools have very l o w enrolment as compared t o most urban schools.These schools provide significant challenges f o r the Ministry in the provision o f facilities, services and staff. Remote areas may lack basic services such as roads, electricit5 telephones and sanitation. For this reason, it is a challenge t o provide an equitable education t o students o f these schools. Initiatives such as Distance Education Centres, incentives f o r rural teachers and increased pre-primary places in rural areas are attempts t o address this concern. The nation is divided into four divisions that have the following compositions: tudemt P?-o'?'ii~ tal enrolment o f students in Fiji was in excess o f 2 16,000 for 2005 which is higher than any previous year. The net enrolment r Primary and Secondary education is 94% and 75% respectively. All students are guaranteed a primary education and this een extended into secondary eduacton w i t h the implementation o f the Compulsory Education Act. There has been a rise in the demand f o r early childhood education and enrolments in this area have increased sign~ficantly n Fiji reflect the ethnic diversity present in the national population. In primary schools Fijian enrolment exceeds other races by at least 35%.This difference is n o t as sign~ficant a t secondary level. STRATEGIC PLAN 2006 - 2008 9 The percentage of ethnic composition in enrolment for primary and secondary education is illustrated in the table below: Percentage of Enrolment in Remete Schools, Race Primary (%) Secondary (%) 2002 - 2004 Other races exceed Fijians in number only at the Form 7 leve1.This is an indication that Fijian students are leaving school earlier than others. The disparity of access t o education between urban and rural areas is an issue for government.Although there is a high incidence o f migration towards urban centres enrolment in rural areas is still high. Enrolment in remote schools was just below 40% for Primary and 14% for Secondary~The low rates in Secondary indicate high proportions of students being sent t o urban schools for secondary education.Phere are also low enrolment for pre-school, special schools and TVET in rurai and remote locations due t o lack of centres. In urban centres, there are high numbers o f students who dwell in low socio- economic areas such as squatter settlements and over-populated housing areas.These are challenges t o increasing access t o all levels o f education. Low retention rates are more prevalent in secondary education particularly after levels where national examinations are taken.There has however been a decrease in early school leavers and therfore an increase in retention in all grades when comparing with figures of five years ago. iloted with internal assessment in five subjects being a component o f this. Internal assessme i s also a component in certain subjects of FSLC and FSFE. Increase in percentage passes has been a trend for the last years in the three national examinations conducted at secondary levels.The new examination system (EIS) promotes t h monitoring of quality and fairness in all aspects of educational assessment.The Fiji Islands Literacy and Numeracy Assessmen (FILNA) is a new method for monitoring performance and was piloted in some 200 schools with very positive feedback date. The Ministry recognises the teachers' roles as essential in the improvement of quality of education.There are wide variatio in Pupil-Teacher ratios between schools in Fiji. More teachers are trained and qualified including initiatives t o convert gran aid teachers t o be civil servants.Within the last three years trained and qualified teachers increased by 25% for primary an 15% for secondary education.These are teachers who have attained a Bachelors degree with teacher training qualificati There are actually 96% of teachers in secondary schools who are qualified and 98% of teachers in primary schools.There are more female than male teachers that have at least a bachelor degree in schools. STRATEGIC PLAN 2006 - 2008 10 Percentage afTrained Teachers by School Type TechVoc Sp Ed School Type produce a qualified and competent teaching force.This is ensured through increased involvement in sn-service training, alternative teacher training and qualification upgrading courses. ply of teachers allowing for enhanced recruitment processes t o be considesed.The formulation o f a draft workforce plan, the review o f the staffing formula, establishment of an WR Unit and a staffing establishment control tool (FESA) are part o f initiatives t o address this issue. The upgrading o f the Teacher Pre-Service training programme t o Diploma Level with infrastructural support at bautoka Teachers College are initiatives that will contribute t o a qualified and competent teaching force in primary schools The 2005 Education Summit gave stakeholders an opportunity t o contribute t o building a strategic direction for education in Fiji. Extensive consultation continues t o increase and improve with key stakeholders in the area o f policy development, Strategic and Corporate Planning, Curriculum Framework and other major initiatives of the Ministry of Education. ed in the running of private and non-government schools. Pre-schools and Special schools are owned and run by grant aided school comm~ttees.Th~s is also the case for 99% of Pr~mary schools and 91% ho run these committees Include relig~ous organisations, village communities and ional and tertiary institutes that play a major role in developing higher education. ol managers and committee members have been ident~fied as those in need of extensive training for Improvement in Provision o f Leadersh~p and Management tra~ning for school heads and school ement is an initiative that has been welcomed by all.This is an example o f strengthening partnerships. services from Central and District level is cruc~al t o the development of education in F~ji. In-house training and enghen~ng at D ~ s t r i c t level was done through establishment of sub-District o r on Ofices for the Lomaiviti and Bua provinces. e partnerships with ~nternational donors IS very important t o the successful delivery of educational development s that will assist in the ach~evement o f education outcomes, broad nat~onal goals and most ~mportantly, Improved utcome. Current donor programs ~nvolve funding from foreign government agencles such as AusAID, the European STRATEGIC PlAN 2006 - 2008 I I (Suva Declaration) Fiji's inaugural Education Summit 2085 and resulting Declaration provides a clear direction for education in Fiji for t h e next 20 i 5. The vision and directions from the Summit were shaped by a process of broad consuItation, evidenced- ased research as well as the E d u c a ~ o n 2020 Plan, Education Commission Report 4 2 0 0 0 and the Bl~epg.int.for4ffir1na- Six taskforces were established in 2004 and have worl<ed assiduously with key stakeholders t o contribute t o this process.The following sections in this chapter represent the six task forces established for the Education Summit and outline the broad vision for each of these areas as determined by the Suva Declaration. ould holistieaily develop every child inculcating in them fundamental values which should include ethical, moral, social and democratic values. The goal of education is t o develop a sense o f identity through creative expression, motivation t o be lifelong learners, nurturing t o Jive full and productive lives and prepare children for a world where change i s a fact of Education needs t o adopt a broader social vision with the child at i t s centre. This vision will reflect society's belief in social justice, inclusivity, gender equity and respect for cultural diversity. + I - > L The curriculum must be aligned t o the holistic development o f the child through a developmental National Curriculum Framework from Kindergarten t o Form 7. The curriculum should offer a variety of pathways for children in preparation for the changing world of worlc The development o f curriculum must be grounded in local culture with its values and life-skills while addressing globalisat~on, modern ideas and technology in the 2 1 st Century~ Vernacular languages, Family Life Education and Cultural Studies should be compulsory. Fiji needs t o review assessment methods with a view t o incorporating more school-based assessment at all levels. Outside of the home, schools are a focal point of communities for teaching and learning. The school environment needs t o be developed in a way that enhances effectiveness and ensures the safety o f children. Government has a significant role in safeguarding against natural disasters, lease pressures and sub-standard infrastructure. The allocation of grants and other resources t o schools needs t o be achieved in an equitable manner that takes into accoun factors such as the socio-economic status of the surrounding community, condition of infrastructure, isolation and acce t o services. Schools should have greater autonomy and encouragement t o explore programmes that will fully develop students thro linkages t o other schools and consideration of the local context. Schools need t o be centres for learning in communi and be fully utilised for community training programmes and a focal point for community participation in education. Stronger links and partnerships between training providers and industry through the Ministry o f Education need t o be en- couraged. This initiative will contribute t o the education system being flexible and responsive t o the employment needs the job market and meet the skills shortages evident in Fiji. Significant resources in the community and businesses shoul be accessed. STRATEGIC PLAN 2006 - 2008 12 TVET curriculum needs to include and recognise prior learning, particularly in traditional and cultural skills. Teacher trainin for both pre-service and experienced teachers should have an emphasis on teaching methodology and assessment. Information technology needs t o be integrated into the learning of children in schools with attention t o bridging the between rural and urban areas. and church, teachers have a significant influence on the holistic education of the child. Children in schools are entitled t o access t o qualified and competent teachers throughout Fiji. Training for pre-service and experienced teachers will be strengthened in order t o maintain a well trained, professional and flexible teaching force that who can meet the needs of a changing environment. Strategies will be introduced t o ensure the integrity of the profession is upheld through enhanced recruitment processes and standards monitoring. There needs t o be an emphasis on joint training of principalslhead teachers and school management committees t o ensure excellence in leadership and management of staff, infrastructure, finances and resources. This part- nership is crucial t o the success of schools. Strategies t o support and encourage aspiring and new school leaders through induction and training will be a feature over the next three years. A review of the staffing formula is required t o ensure an equitable distribution of teaching staff. This allocation of staff needs t o move away from an outdated formula driven by classification o f school alone and explore the inclusion of factors such as isolation, access t o services and profile of the student body. Strategies t o attract and retain teachers in rural areas need t o be explored including financial and professional incentives. There is a need for a focus on enhancing the appointment process and human resource transactions experienced by staff through better business processes and use of technology. These changes will contribute t o a more satisfied teaching force more effective control o f the staffing establishment. This latter issue is critical in that 75% o f the Ministry of education get is expended on staff emolument. mmunities play a vital role in the development and sustenance o f education In Fiji. Communities should be strengthened empowered through partnerships with school leaders and teachers and increased opportunities for consultation. Com- unities will have access t o high quality and relevant training programmes in the area of planning, financial management and nitoring of standards. ommunities should be encouraged t o part~cipate in education committees at the school, provincial and national level. They ortant role in the dissemination o f educational initiatives, issues and information. ch programs t o parents and community members need t o be a priority t o promote the role of parents in the edu- rocess and the importance of education In a child's life. Education is a powerful vehicle t o release them from the ges of poverty t o a better standard of living for themselves and their families. Strategls Plan 2006 - 2888 Outcames n and adults ef Fiji9 especially those in disadvantaged groups will have access go a quality educo- e pr&fMred f ~ r the world of work where rapid changes are inevitable. s a large number o f schools providing an acceptable level o f access especially f o r primary aged students. However, the n t population is diverse in terms o f ethnicity, socio-economic status, disability and isolation. This provides a unique nge t o Government in providing for the needs o f this diverse group with limited resources. Fiji needs t o aspire t o ensure every child and adult in the country has an equal opportunity t o a prosperous future through a quality education. ~ ~ [ C ~ L T \ J F ~ ( : 2 All staff will be suitably qualified9 compebent and motivated t o deliver educotiesllel semiees. A qualified and competent work force is critical in the delivery of education services and improving student outcomes. To ensure that the staff are suitably qualified, the Ministry is faced with the responsibility t o develop and support ongoing professional development training programmes t o upgrade the skills and competency o f student teachers and existing staff. The establishment o f a Human Resource Unit in Central O f i c e will have a significant impact in the better management o f the human resources o f the agency. The establishment o f and teacher inservice centre and leadership centre at the Lautoka Teachers' College will have a positive impact on the competency o f existing teachers, and school leaders. r- g l ? i ; i f r , i i ( ~ k ~ t c ; l , 3 Community will have greater participation in education. While the overwhelming majority o f schools are owned and managed by communities and civil societies, these controlling authorities are expressing a desire for greater consultation and involvement in decision-making from the school t o national level. This needs t o include involvement in planning and system policy as well as a role in the selection o f staff and monitor- ing of standards. c3utc@n~fie A4 Children will be safe and Cared For The safety and protection o f children is paramount in society. The Ministry has the responsibility o f ensuring teachers hold the integrity o f the profession and that the school environment is safe. Strategies can include appropriate scre and recruitment of teachers, attention t o the code o f ethics, performance management, appropriate discipline proc training in OHS for all schools and policy development in areas such as excursions and learning areas that have a h of injury. Q @ & C @ ~ I E 5. Students will have increased awareness of Nation Building, Culture and Values. Education provides a platform for holistic development that helps students build a better understanding o f others in their community and develop values that enable them t o live together and w o r k together. Fiji's cu diversity poses a challenge for the Government in providing an educational system that will support and identity, develop knowledge and skills and cross cultural understanding for a peaceful and prosperous Fiji. STRATEGIC PLAN 2006 - 2008 I4 ty for those in rural areas, women, persons with disabilities and other disa groups. Educat~on is a basic human right and vaiue.The principle of social justice affirms the Government's commitments t o porting access t o education for all groups who are disadvantaged. However, while much progress has been made t o providing equal opportunities for all irrespective of gender, beliefs, cultural, socio- economic circumstances, disability a geographical isolation , the Government is still faced with major critical challenges t o ensure that polices and program continue to address the deficiencies in terms of access t o education. T2 r il-+ c;,?j, ,:g '7 Quality Partnerships and [inks t o industry, higher education institutions, communities, businesses and provincial councils will be enhanced and strengthened. Partnerships between training providers and industry through the Ministry of Education need t o be encouraged. This ini- tiative will contribute t o the education system being flexible and responsive t o the employment needs of the job market and meet the skills shortages evident in Fiji. Significant resources in the community and business should be accessed with compacts developed t o the mutual benefit of students and employers. Q[g*e@J[pntg 8 Increase participation in education for children and adults. As we are part of a global community, new and rapid advancement in education continue t o have an impact on the way of we live in our families, communities and society. It is important therefore that an ongoing education system is provided for children and adults t o provide opportunities for acquisition of relevant skills and knowledge so that they are able t o make valuable contributions t o the development of their society. Qutcome 9 ntability, policies and programmes. implement a continuous process of improvement in management and account- In the case of education, this process assists in ensuring the maximum benefit for students, parents and teachers is s, system policy development, implementation of efficient business processes obity and efficiencies. a significant role in supporting the implementation of the priorities of the Ministry of Education. The s assistance from these various donors is critical in maximizing STRATEGIC PLAN 2006 - 2008 15 Children and adults of Fiji, especially those in disadvantaged groups will have access to a quality education ond be prepared for the world of work where rapid changes are inevitable. NSDP Policy Objective Suva Declaration I To ensure access to quality educotion To provide quality education services to the rural areas Strategies Performance Indicators and Measures Extent to which: Develop a curriculum framework Curriculum framework developed by 2008 Develop a curriculum that is grounded in local culture, Curriculum framework implemented by 2008 values and lifelong skills but also addresses globalization, Performance of Fijian students is improved modernization and utilizes technology* Primary and Secondary girls to boys ratio reoches /:/by Review of curriculum t o incorporate relevant changes 2007 that enhances the development of students and 100% of students starting class I reach class 5 addresses the needs of the communities m FILNA and Pilot FJC is expanded Expand assessment and reporting tools that will m FJC, FSLC and FSFE examination passes improve therefore effectively measure student learning including those meeting the criteria for advancing higher education. with disabilities* m Primary net enrolment reoches the National and MDG target of 100% up to 2008. Establish a process for reviewing School performance School review framework is refined and expanded $ Rural schools and facilities upgraded I 1 , Integrate students with special needs into regular 1 Special Education policy formulated for the disabled by schools 2006 Develop inclusive education Students with special needs are integrated into regular ,I Upgrading of school infrastructure t o ensure OHS schools compliance and meeting minimum standard Pre-service and existing teacher educatron and training is Development of a benchmark for minimum building strengthened in special education standards in schools including consideration for Distance Education prlot programme implemented in2007 persons with disabilities. Benchmarks for minimum standards of buildings provided Establish centres t o pilot Distance Education by 2006 Programme m A policy on Early Childhood Education is developed and Establish more ECE centres t o disadvantaged areas and in rural areas implemented by 2007 Develop a Policy on Early Childhood Education. m Pre-school enrolment reaches the National target of 10% Conduct more training for up-skilling of Early Childhood increase m rural areas by 2007 teachers rn Secondary net enrolment reaches the National target of Expand compulsory education programme t o all 80% up to 2008 schools a All children have access to 12 years of education Provide science modules at class 3,5 & 7 levels Provide a major professional development program for K-2 teachers with assistance from PRIDE and FESP Performance measures m italrcs are sourced from the National Strategic Development Plan 2005 - 2007 * Denotes strategies from the Suva Declaration The goals wh~ch are numbered under the Suva Declaration are defined in Annex 2 STRATEGIC PLAN 2006 - 2008 16 NSDP Policy Objective Suva Declaration To ensure staffare suitably qualified, competent and motivated to deliver educational services W e n t to which: I I m Provide more opportunities for staff and teachers ' 1 lncreased participation of teachers in in-service training accessing in-service training 1 I workshops I w Increased in the number of teachers serving in rural areas a li 1 access in-service training I Align courses at teacher training ~nstitutions t o current 1 w Courses at teacher institutions reflect current policies/ curriculum direction I direction . Use train-the-trainer strategies t o deliver courses Number of train-the-trainers trained to deliver inservice in leadership and management, ECD and Enterprise ; workshops Continue awards t o recognize excellence in Excellence in performance is rewarded + Enhancing Teacher recruitment processes and Teacher recrurtment process is improved monitoring o f teacher performance* Implement a new staffing formula t o recognize the w A new stafing formula is applied to schools in Fiji complexity of different schools including student profile (eg students with special needsldisability), isolation, facilities and services* m Establish a Human Resources Management Unit Human Resources Management Unit is established and t o enhance the welfare and working conditions of workforce plan IS completed teachers, implement a workforce plan in consultation with stakeholders* m GIA teachers continue t o be absorbed into the Civil Appropriutely truined CIA teachers progre.>.s ively absorbed into the civil service. - . ---- _,LA - _ -. ---=__ --. ---- --- --- - A m - e measures in rtalrcs ore sourced from the Na:~onol S t r a r e g ~ Deve/opment Plan 2005 - 2007 strategies from the Suva Declaration Is which are numbered under the SL~YQ Deciaration are defined in Annex 2 STRATEGIC PLAN 2006 - 2008 17 Community will have greater partic@abion in education and all other stakeholders . .- -, - .*-.- .--== will allow School Management committees t o provide 1 I are audited and submitted I I feedback t o schools and MoE I 1 1 m /Number of schools that pilot Standards Monitoring , i process i 1 . improve 1 participation of school pqanagement m Consultation has increased with key education ' 1 . committees in school planning and infrastructure I stakeholders 1 upgrading programmes t o ensure education is ( I affordable, inclusive, accessible and sustainable* 1 1 I Improve participation o f key education stakeholders in the development of the Ministry's policies and plans, monitoring and evaluation Provide more opportunities for communi participation in educational outreach programmes including raising parental awareness o f the importance o f ECD* Conduct combined training for Head teache Principals and school Management on Leadership and leaders have access to joint management training Management m Develop and implement training programmes that target community resource utilization, promoti lifelong learning and enterprise education, in order t o meet the needs of the labour market, entrepreneurship, business community and provincial development* --___________ - * > - _ - - Performance measures in rtalics are sourced from the National Strategic Development Plan 2005 - 2007 * Denotes strategies from the Suva Declaration The goals which ore numbered under the Suva Declaration are defined m Annex 3 STRATEGIC PLAN 2006 - 2008 18 Children will be Safe on$ Cored For Protection and development of children and youth Extent to wh~ch: teachers and non-teach~ng staff non-teach~ng staffrs developed and rmplemented by 2007 Develop a protective behavior curriculum program Protective behaviour curriculum programme is developed with relevant training for teachers 11 and implemented by 2008 I I rn Develop a pastoral care system in schools t o ensure Pastoral care system is developed and implemented the welfare and safety o f students with respect t o their academic, social/emotional and physical needs I = I Enhance partnerships with school management School counselors ore appointed committees t o provide student counseling service I, training o f OHS representative, schools managements, Head Teachers and Principals. A Policy on Excursions developed and implemented b Develop a policy on excursions 2007 Develop a policy on drugs and substance abuse Support and strengthen partnership with the National Disaster and Management Action Plan Support the establishment o f inore centres for meosures in ital~cs ore sourced from the kdazioncrl Strategic Deveiopment Plon 0 0 % - 2007 rategres porn the Puvo Dec!orotion STRATEGIC PLAN 2006 - 2008 Students will hove mcreased awareness of Net~on Burlding Cukufe and values r Suva Declaration Develop a Languages policy that values and promotes Language policy is developed and implemented by 2008 languages other than English (LOTE) rn Implement Affirmative Action programmes Improvement in the number of Fijian and disadvantaged students achieve high quality passes in the F'C,FSLC and FSFE Examination Support youth parliament programme Youth Parliament programme continues k Centres of excellence are established in the area of music I . Develop four centers o f excellence in music and ex- 1 pressive arts t o develop creativity and a sense of pride 1 and expressive arts in their identity as citizens of Fiji* I I i 1 Virtues, values and citizenship education incorporated Curriculum framework developed by 2008 I into the curriculum rn Arts and Culture subjects integrated into the school curricu- a I I lum by 2008 il 1 Citizenship studies is implemented in schools 1 I I Incorporate traditional and cultural skills into the = Traditional and cultural skills are reflected in the national / curriculum and other programs so that children E curriculum framework n recognize their strengths and value their application t o I ,, the modern context* I Periformance measures Jn ~talrcs are sourced from the National Strategrc Development Plan 2005 - 2007 + Denotes strategies from the Suva Declaration The goals whlch are numbered under the Suva Declaratron are defined rn Annex 3 STRATEGIC PLAN 2006 - 2008 20 Enhanced equity for those in rural areas, women, persons with disabilities and other disadvantaged groups. NSDP Policy Objective Suva Declaration * To provide qualrty educational services to rural areas Performance Indicators and Measure Extent to whrch: Develop a Policy o n Special Education A policy on Special Educatron implemented by 2007 Provide m o r e opportunities f o r Special Education Increase in the number of Special Education teachers teachers t o undertake specialised training in the accessing specialist training. ecific areas o f need locally and overseas. m Students with disabilities improve their performan students w i t h special needs into regular schools Develop a Policy o n Equity and Access A policy on Equity and Access is developed by 2007 aspire t o leadership positions STRATEGIC PLAN 2006 - 2008 2 1 Quality Partnerships and links to indeestr~ higher education institut~ons, communities, businesses and provincial councils will be enhanced and strengthened* NSDP Policy Objective Suva Declaration To strengthen and expand technical and vocational education Strategies rmance indicators and Measures Extent to which: Establish National Standards for qualifications m National Qualifications Framework established by 2006 Upgrading of TVET facilities m More WET facilities are upgraded Review the procedures for the establishment of Private Review ofprivate vocational schools and their establishment vocational schools procedures are implemented by 2006 An Accreditation Body that will monitor private vocational institutrons is established* Increase numbers of trained and qualified Technical m The number of trained and qualified TVET teachers Vocational Education and training [TVET] teachers increases m TVET qualified teachers taking up HOD posts increases The number of students accessing vocational pathways m Student accessing vocational pathways increases Alternative vocational courses are offered m Strengthening links with industry, higher education Industry participates in Technical Vocational Education and institutes, communities, businesses and provincial training[TVE T] councils* The number of vocational centers engaged in the FIT and higher institution franchise programmes increases A TVETlEmployment council for monitoring labour market needs are established Develop a National N E T Policy National TVET policy is implemented by 2006 Review of TVET curriculum and assessment system m N E T assessment system is reviewed by 2007 t o incorporate relevant changes in specific areas of WET curriculum is outcome and competency bo community needs and development of students Performance measures 11.i ~talrcs are sourced from the Natronal Stmtegic Development Plan 2005 - 2007 " Denotes strategres from the Suva Deciarazlrron The goals wh~ch are numbered under the Suva Declarat~on are defined m Annex 3 increase participation in education for eh~ldren and adults. NSDP Policy Objective uva Declaration To ensure access to quality education Extent to which: Establish four centers for music and creative arts Centres of Excellence for music and creative arts are established by 2007 Expand compulsory education program t o all secondary = Compulsory education program is implemented by 2008 schools Create alternative pathways for Students access vocational pathways employment opportunities for stud school leavers* Expand the concepts o f "Matua" prog The "Matua"program is expanded strategically located and relevant secondary schools conduct more outreach programmes in disadvantaged rn Retention of students in schools increases especially in rural / and rural communities t o encourage participation and and disadvantaged communities retention of students at school I = 1 Provide schools with the opportunity t o have flexible Schools implement flexible times and terms that meet the I? times and terms that meet the needs of the local needs E j P 1 - - ---A- - - - - . - - Peformance measures m atahcs are sourced from the Narrcaulal Strateg~c Deveioprneni Van 2005 - ZPQ7 " Denotes strategies from the Suva Declomtaon The goals whrch are numbered under the Suva Declaaazion are defined sn Annex 3 STRATEGIC PLAN 2006 - 2008 23 improved management through accouniabilii~ policies and programs. Conduct training in monitoring and evaluation Training in monrtoring and evaluation is conducted in 2006 ve new policies are developed each year for the next three evelop five new policies every year for the next years Educatron Act is reviewed by 2008 Review of the Education Act B PMS is implemented B Support for PMS B Leadership and management training programme i n Training conducted in leadership and management implemented by 2007 B Administrative and professional staff improve thei qualrfications Review the Administrative structure t o improve A review admrnrstrative structures has been efficiency and effectiveness in the delivery of educational STRATEGIC PLAN 2006 - 2008 3 A I Enhanced Partnership with DonorAgencies. 1 i NSDP Policy Objective /i Suva Declaration I Strategies / Performance Indicators and Measures j Enent to which: Donor activities t o support government policy Donors support government policy objectives and MoE objectives and MoE priority areas 1 pr~ority areas I . I Establish quarterly donor agency meetings Donor coordinationlharmonisation meetings are held ) t Identify areas requiring donor support I ' m Planning documents identi@ areas requiring donor support t Provide appropriate counterparts t o technical advisors Appropriate are provided MOE from donor funded programmes and projects l and evaluate donor funded programmes and projects r personnel, infrastructure and resource needs infrastructure and other resource needs i for cultural diversity stakeholders in Education rmplementing and evaluating activities. STRATEGIC PLAN 2006 - 2008 25 x 51: T H E FOUR PILLARS DM T H E 6B'JWE9 eveloping the curriculum, it should be ensured that i t is The development sf human resource will give priority t o the ed t o the holistic development o f the child. In parr~culac training of both teachers and the administrative staff.This riculum development work will focus on the: will involve the following: evelopment of a National Curriculum Framework for Fiji strenghening o f pre-service training for new recruits encompasses Early Childhood Education t o Form 7, and in-service professional development for teachers in sive o f Special Education and Technical and Vocational order t o maintain a well-trained, qualified, professional and ation and Training; flexible staff who can adapt t o future educational needs lopment o f a curriculum that is grounded in the local and challenges; re with its values and lifelong skills and at the same the establishment of a registration and review system for time addresses globalization, modernization and utilizes teachers t o ensure they uphold the Teachers' Code of chnologies as we advance into the 2 1 st century; Ethics and the Public Service Code Conduct andValuesso clusion of relevant areas of learning that will promote a as t o maintain the integrity of the profession; better understanding and appreciation of the value o f life review the system of staffing of schools so that it upholds and our different cultures and religions; the equity issues o f teacher load, ethnicity and gender introduction of assessment and reporting tools that will with aspecial staffing formula for special schools based effectively measure childl-en's learning including ch~ldrew on a special teacherlpupil ratio and types and levels of with disabilities; disabilities; mapping out o f clear pathways for children's education in * improvement o f the welfare and working condition of preparation for the world o f work. teachers through enhanced partnerships; * enhancing the potential of school leaders through regular training programmes undertaken in partnership with a Leadership Centre and National In-service Centre; recognizing the important role of the Early Childhood Education (ECE) teachers in the total education environment ; Technical and Vocational Education and Training [TVETlwill reviewing of the administrative structures of the Ministry be given greater prominence in the education system as it of Education and the Education Act for the purpose of will play an important role in the development of the future improving efficiency and effectiveness of the delivery o f for the children in Fiji, in particular, TVET programmes services. should: ~5 , 7 ~ 3 Y -J c- , J-J 6-9 f\S) * be given greater prominence in all public awareness The school is central t o the teaching and learning processTo campaigns conducted by the Ministry of Education t o uplift provide a safe environment that enhances the effectiveness the status of TVET in the school system; of schools, the following will be considered: create alternative pathways for learning and employment opportunities for students and early school leavers; * schools will strive t o develop the capacity t o provide all the incorporate prior knowledge and learning, particularly services that meet the needs and those related t o traditional and cultural skills, in order academically, socially, physically, e for children t o recognise their strengths and value their aesthetically; applicability within the modern context greater autonomy and flexibility will be given t o schools t * develop and implement training; programmes that target explore and design programmes that will fully develop the community resource utilization, promoting life long talents and potentials o f teachers and students; learning and enterprise education, in order t o meet the *establishment of a system of school review based needs of the labour market, entrepreneurship, business rigorous self-assessment t o monitor standards and communities and provincial development; improve our schools; foster quality partnerships and linkages between educational * opening up schools t o be centres of learning for institutions, communities, businesses and industries, school leavers and adults in Provincial Councilsand National Advisory Councils t o community links and a sense of enhance the education,training and employment of early *schools are safeguarded against external school leavers and students; disaster risks and influence t promote the use o f information technology t o facilitate degradation and closure; students' learning and t o realize the importance and role a more equitable allocation o f government gra of IT in the modern world. resources t o schools that gives gre socio-economic status [eg isolatio infrastructural condition as meas index. STRATEGIC PLAN 2006 2008 - 3 1 &fime:y ki: T'HF ! j i , ~ ~ ~ ~ ~ 2 i $3ECfTA2R,AT@@M Children in Fils need t o be provided with educational experiences that well as preparing them t o be competent in a rapidly changing world.Thus the need for education t o ado social vision with the child at its centre. Such a vision must recognize and reflect our society's belief in: social Justice where children of all ethnic groups, socio-economic ba location are given the same opportunities in education social inclusion where disadvantaged groups particularly children with special needs including those with disa and minorlty groups are not disadvantaged within the education system gender equality where men and women, girls and boys are given equal opportunities in all areas of education respect for cultural diversity where all students understand, acknowledge and value the nature of Fiji's cultur and linguistic diversity. Education should holistically develop and inculcate in every child the fundamental ethical, moral, spiritual, social and democratic values. Furthermore the objectives of education should emphasize the need for children to: develop a sense of pride in their identity as citizens of Fiji through creative expressions in their learning experiences be motivated and trained t o be lifelong learners be nurtured in order t o live and fully participate in the global village be better prepared for the world of work where rapid change is inevitable. 3. In developing the curriculum, it should be ensured that i t is aligned t o the holistic development of the child. In particular, curriculum development work will focus on the: I .I development of a National Curriculum Framework for Fiji that encompasses Early Childhood Education t o Form 7, inclusive of Special Education and TechnicallVocational Education and Training 1.2 development of a curriculum that is grounded in the local culture with its values and lifelong skills and at the same time addresses globalization, modernization and utilizes technologies as we advance into the 2 1 st century 1.3 inclusion of relevant areas of learning that will promote a better understanding and appreciation of the value o f life and our different cultures and religions 1.4 introduction of assessment and reporting tools that will effectively measure children's learning including children with disabilities 1.5 mapping out of clear pathways for children's education in preparation for the world of work and sustainable The school is central t o the teaching and learning process.To provide a safe environment that enhances the effectiveness o f schools, the following will be considered: I schools will strive to develop the capacity t o provide all the services that meet the needs and aspirations of all children; academically, socially, physically, emotionally, spiritually and aesthetically greater autonomy and flexibility will be given t o schools t o explore and design programmes that will fully develop the talents and potentials of teachers and students .3 establishment of a system of school review based on rigorous self-assessment t o monitor standards for the ning up schools to be centres of learning for early school leavers and adults in an effort t o build stronger nership of the schools s are safeguarded against external pressures, disaster risks and influence that can lead t o their degradation and closure f government grants and resources t o schools that gives greater recognition o their socio-economic status and schools infrastructural condition as measured by the disadvantage index. STRATEGIC PLAN 2006 - 2008 2 7 - in the education system as rticulacTVEB programmes istry of Education to uplift ofTVET in the school system lternative pathways for learning and employment opportunities for studena and early school orate prior knowledge and learning, particularly those reiated t o traditional and cultural skills, in order for children t o recognize their s t r e n ~ h s and value their applicability within the modern context develop and implement training pragrammes that target community resource utilization, promoting Isfe long learning and enterprise education, in order t o meet the needs o f the labour market, entrepreneurship, business unities and provincial development. r quality partnerships and linltages between educational institutions, communities, businesses and industries, Provincial Councils and National Advisory Councils t o enhance the education,training and employment o f early school leavers and students. promote the use of information technology t o facilitate students9 learning and t o realize the importance and role o f IT in the modern world. 4 The development of human resource will give priority t o the training of both teachers and the administrative stafi~Phis will involve the fo!lowing: 4.1 strengthening sf pre-sewice training for new recruits and in-service professional development for teachers in order t o maintain a well-trained, qualified, professional and flexible staff who can adapt t o future educational needs and challenges 4.2 the establishment sf a registration and review system for teachers t o ensure they uphold the Teachers' Code of Ethics and the Public Service Code of Conduct andvalues so as t o rnarntain the integrity of the profession 4.3 review the system of staffing of schools so that it upholds the equity issues of teacher load, ethnicity and gender with a special staffing formula for special schools based on a special teacherlpupil ratio and types and levels of disabilities 4.4 improvement of the welfare and working conditions of teachers through enhanced partnerships 4.5 enhancing the potential of school leaders through regular training programmes undertaken in partnership with a Leadership Centre and National In-Service Centre 4.6 recognizing the important role of Early Childhood Education (ECE) teachers in the total education environment 4.7 reviewing of the administrative structures of the Ministry of Education and the Education Act for the purpose o f improving efficiency and effectiveness of the delivery o f services 5 The Communities play a vital role in the development o f education in Fiji. Communities should be strengthened and empowered through: 5.1 stronger partnerships with government t o ensure that education is affordable, inclusive, accessible and sustainable 5.2 strengthening partnerships through effective consultation and communication between students and teachers parents, guardianslcaregivers, religious groups and the Ministry o f Education in order t o provide for and best meet th needs and aspirations of students 5.3 capacity building with the provision of training programmes that will facilitate better planning, budg implementing, monitoring and reviewing o f projects and activities in schools 5.4 recognition of Provincial Education Committees and District Advisory Councils t o develop, promote an monitor education within the provinces 5.5 parental awareness regarding the importance of Early Childhood Development and the need t o give educati the highest priority in the family's agenda 5.6 the process of making stakeholders fully aware of their responsibilities t o the future of the nati through their support, commitment, monitoring and improvement of standards in their own schools. STRATEGIC PLAN 2006 - 2008 ? n
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