Annual Report of the Ministry of Education, Sports and Culture

Ministry of Education, Sports and Culture Headquarters Location: MALIFA

Telephone: (685) 64600 / 64601

Facsimile: (685) 64667

Email: [email protected]

Website: www.mesc.gov.ws

Ministry of Education, Sports and Culture

Address: P. O. Box 1869, Apia

Samoa

GOVERNMENT OF SAMOA MINISTRY OF EDUCATION, SPORTS & CULTURE

Phone: (0685) 22958/22971 P.O Box 1869 Fax: (0685) 22955 Apia, Samoa.

GOVERNMENT OF SAMOA OFFICE OF THE MINISTER OF EDUCATION, SPORTS & CULTURE, SAMOA QUALIFICATIONS AUTHORITY & NATIONAL UNIVERSITY OF SAMOA

October 28, 2020

Afioga Leaupepe Toleafoa Apulu Faafisi Honourable Speaker of the House Legislative Assembly of Samoa MULINUU

In accordance with Section 35 (1) of the Education Ordinance 1959, and Section 17 (1) of the Youth, Sports and Culture Affairs Act 1993/1994, I hereby submit the 2019 - 2020 Annual Report of the Ministry of Education, Sports and Culture.

Hon. Loau Solamalemālō Keneti Sio MINISTER OF EDUCATION, SPORTS AND CULTURE

ACRONYMS ACEO Assistant Chief Executive Officer AED Assessment and Examinations Division AMP Annual Management Plan CDMD Curriculum Design and Materials Division CEO Chief Executive Officer CSD Corporate Services Division ESCD Education Sector Coordination Division ESP Education Sector Plan ICH Intangible Cultural Heritage ICT&MD Information, Communication and Technology & Media Division KPI Key Performance Indicator MERD Monitoring, Evaluation and Review Division MESC Ministry of Education, Sports and Culture NARA National Archives and Records Authority NTDF National Teacher Development Framework NUS National University of Samoa OAG Office of the Attorney General OCEO Office of the Chief Executive Officer OGG One Government Grant PoR Position of Responsibilities PPRD Policy, Planning and Research Division PSC Public Service Commission SDS Strategy for Development of Samoa SEN Student Education Number SI School Inspectors SLA School Library Assistant SOD School Operations Division SQA Samoa Qualifications Authority TCH Tangible Cultural Heritage TDAD Teacher Development and Advisory Division

MESC LEADERSHIP TEAM 2019 – 2020

Hon. Loau Solamalemālō Keneti Sio Minister MESC (March 2016 – March 2021)

Alai’asa Sepulona Moananu Associate Minister, MESC (March 2016 – March 2021)

MESC MANAGEMENT

Afamasaga Dr. Karoline Afamasaga-Fuata’i CEO, MESC

Māmea Vau Peseta-Afamasaga DCEO, MESC

Fanuaea Amela Silipa National Archivist / ACEO, National Archives and Records Authority

Funealii Lumā’ava Sooa’emalelagi ACEO, Assessment and Examinations

Leaumoana Salima Lasalo Salima ACEO, Policy, Planning and Research

Leota Valma Galuvao ACEO, Curriculum Design and Materials

Matagio’o Nehru Mauala ACEO, ICT & Media

Owen Ah Ching ACEO, MERD

Papalii Tuumatāvai Peone Fuimaono ACEO, Culture

Perenise Stowers ACEO, School Operations

Relina Neemia-Stowers ACEO, Corporate Services

Salā Delphina Lee Executive Director, Samoan Language Commission

Tafāese Spencer Tautū ACEO, Sports

Tapaautasi Kovi Aiolupotea Education Sector Coordinator

Tautī Faatamālii Jenny Lauano ACEO, Teacher Development and Advisory

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ABOUT THIS REPORT The Annual Report for the 2019-2020 financial year is designed to provide information about the Ministry of Education, Sports and Culture (MESC), its purposes, services and performance against key performance indicators as outlined in the Annual Management Plan 2019-2020 and the Annual Budget.

There are TWO main parts of the report. Part A contains two Sections (Section A1 & A2) and Part B with two Sections (Section B1 & B2):

PART A

Section A1: Overview

The Overview details the roles of the MESC and its strategic direction, together with its Mandate, the Organizational Structure and the financial performance.

Section A2: Performance Review

This section of Part A provides highlights and progress on the performance of the Ministry against their planned Key Performance Indicators (KPIs) for the financial year July 2019 – June 2020.

PART B

Section B1: School Statistics

This section of Part B reports on information regarding the number of ECE, primary and secondary schools in the country, the student enrolments and the number of teachers by Controlling Authorities.

Section B2: Projects

This section reports on the development projects implemented by the Ministry and their current status/progress.

REFERENCES

This section provides a list of all the related documentation used for the development and the compilation of this report.

Contents Page ACRONYMS ...... ii MESC LEADERSHIP TEAM ...... iii MESC MANAGEMENT ...... iii ABOUT THIS REPORT ...... iv LIST OF TABLES ...... vi List of Figures ...... vii STATEMENT FROM THE CEO ...... viii PART A: OVERVIEW MESC FUNCTIONS AND PERFORMANCE REVIEW ...... 1 Section A1: Overview ...... 1 A1.1: MESC Strategic Overview ...... 1 Vision and Mission ...... 1 Education Guiding Principles ...... 2 A1.2: Organization Structure ...... 5 A1.3: Functions of the Ministry ...... 6 A1.4: Output Structure ...... 12 Section A2: Performance Review ...... 22 A2.1 Achievement Status of KPIs ...... 22 A2.2 Achievements by MESC Corporate Plan Goals: ...... 23 GOAL 1: Enhance quality of education at all levels ...... 23 GOAL 2: Enhance educational access and opportunities at all levels ...... 43 GOAL 3: Enhanced Relevance of Education and training at all levels ...... 46 GOAL 4: Improved Sector Coordination of Research and Policy Planning ...... 48 GOAL 5: Established Sustainable and Efficient Management of All Education Resources ...... 50 A2.3 Achievements as per MESC Divisional Outputs ...... 52 Output 1: POLICY ADVICE TO THE RESPONSIBLE MINISTER ...... 52 Output 2: MINISTERIAL SUPPORT...... 54 Output 3: TEACHING SERVICES ...... 55 Output 4: TEACHER TRAINING SERVICES ...... 55 Output 5: SCHOOL MANAGEMENT SERVICES ...... 57 Output 6: CURRICULUM DEVELOPMENT SERVICES ...... 58 Output 7: ASSESSMENT AND EXAMINATION SERVICES ...... 60 Output 8: POLICY, PLANNING AND RESEARCH SERVICES ...... 62 Output 9: ASSETS MANAGEMENT SERVICES ...... 63 Output 10: PUBLIC LIBRARY SERVICES ...... 64 Output 11: SPORTS DEVELOPMENT SERVICES ...... 64

Output 12: CULTURAL DEVELOPMENT SERVICES ...... 66 Output 12.5: NATIONAL ARCHIVES AND RECORDS AUTHORITY ...... 67 Output 13: MONITORING, EVALUATION AND REVIEW DIVISION ...... 68 Output 14: SECTOR COORDINATION SERVICES ...... 69 CSU 1: FINANCIAL ADMINISTRATIVE SERVICES ...... 70 CSU 2: ICT & MEDIA SERVICES ...... 75 CSU 3: PRINTING SERVICES ...... 78 SAMOAN LANGUAGE COMMISSION ...... 79 PART B: SCHOOL STATISTICS AND DEVELOPMENT PROJECTS ...... 80 Section B1: School Statistics ...... 80 B1.1 Schools ...... 80 B1.2 School Enrolment ...... 81 B1.3 Teachers ...... 82 Section B2: Development Projects ...... 83 REFERENCES ...... 88

LIST OF TABLES Table 1: Functions of the Ministry...... 6 Table 2: Financial Outputs ...... 12 Table 3: MESC Workforce Composition (All) as of 30 June 2020 ...... 12 Table 4: MESC Workforce Composition – Teaching Staff as of 30 June 2020 ...... 13 Table 5: Positions of Responsibilities in Schools ...... 13 Table 6: MESC Workforce-Composition - Corporate Staff as of 30 June 2020 ...... 13 Table 7: MESC Workforce Composition by Age as of 30 June 2020 ...... 13 Table 8: Movement of Staff ...... 14 Table 9: Types of Employment Cessation ...... 14 Table 10: Level of Appointment - Corporate Staff ...... 15 Table 11: Financial Statements as of June 30th, 2020 ...... 16 Table 12: Summary of KPI achievements ...... 22 Table 13: Performance appraisals ...... 35 Table 14: Students with Disabilities mainstream in government schools ...... 44 Table 15: ECE enrolments ...... 45 Table 16: Number of schools by district ...... 80 Table 17: School enrolment ...... 81 Table 18: Number of students by controlling authorities ...... 81 Table 19: Number of teachers ...... 82 Table 20: Status of all development projects ...... 83

List of Figures Figure 1: Organization Structure ...... 5 Figure 2: Trend of students qualifying for NUS ...... 28 Figure 3: Sponsorship average ...... 33

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STATEMENT FROM THE CEO

The Ministry of Education, Sports and Culture has sustained their great effort in the effective implementation and delivery of their planned activities, policy developments, research initiatives, and the use of technologies and trainings in the education system. This financial year was a very challenging period for the Ministry due to the impact of natural disasters that affected the country and the whole world. Not only was it Samoa’s recovery period from the Epidemic Measles Outbreak but also bad weather conditions that caused a close down of schools, and then followed by the Corona Virus Pandemic. Nonetheless, MESC realized that these challenges and difficult times really brought out the best in all of the Ministry staff. This was reflected in the efforts shown by the Ministry as a whole to respond to the urgent crisis which had a huge impact on the implementation of the Ministry activities in schools. The Ministry was proactive in putting together an action plan to respond to the partial shutdown of schools due to the Covid-19 Pandemic. During this financial year, the ministry continued to implement a number of initiatives and interventions stipulated in our education strategic and operational plans. The review process for the Annual Management Plan is one of the key requirements and a mandatory element of the Ministry’s performance.

This report provides an overview and insights into our operational and financial performance. The Ministry acknowledges with appreciation the commitment and support extended by the Government and Cabinet, in particular the Minister of Education, Sports and Culture, Hon. Loau Solamalemālō Keneti Sio and Associate Minister Alai’asa Sepulona Moananu to the education developments and reforms.

Highlights in this financial year’s performance are:

 High participation of schools was noted during the Samoa School Innovation Literacy, Numeracy and Science program held from the 9th – 12th of September, 2019. The theme of this year’s SSILNaS was “LIFE”. The activities provided an opportunity for students to express their views through a range of topics, apply their learning of the curriculum to different contexts, and at the same time, they link their skills and knowledge to the theme and its importance to them.  Professional development programs for teachers were delivered using Online PD Videos during the State of Emergency for COVID19. That is the planned delivery mode was shifted from face to face trainings to online professional development programs. The objective of this new online mode for PD programs is to ensure teachers were able to access PD videos that suit their time and their teaching needs in terms of support for subject content, teaching pedagogies and student learning styles.  Online competition for teachers and students to gauge their thoughts on the COVID19 and the impact of the lockdown has had on their teaching and learning was a successful event. This program also enabled students to express their opinions and point of view through poems, songs and dances.  Progress was made in the development of the Education e-library system / Portal for schools to access supplementary learning materials and e-resources. These new initiatives provided opportunities for all schools to access a variety of teaching and learning resources through various technologies.  ICT and Media team successfully aired 10 x 10 minute mini documentary episodes to promote the Ministry’s educations response to COVID-19 pandemic. The 10 episodes covered the Ministry’s multi modal approach to education delivery during this pandemic to raise awareness about online learning, TV programs, and radio lesson series.

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 Inclusive Education Handbook and Tomatau mo Faiaoga o Aoga Amata was launched on June 19th, 2020. This handbook provides a clear guidance for teachers in terms of planning and review processes, assessments, strategies and classroom practices, and understandings of different disabilities and their specific needs.  57% (82) of primary schools have healthy and working connectivity to PrimaryNet, and 100% (23) Colleges were able to access SchoolNET e-library resources. Even though the Ministry faced challenges in terms of internet connectivity, they still managed to provide assistance and support services for schools.  Two (2) sport fields’ constructions were completed in this financial year while the other two fields are in progress with the plan to be completed in the next financial year. The upgrade of these new sports fields provides opportunities to increase student participation in sports.  The Annual Strategic Seminar on the 3rd of March 2020 at Tanoa Tusitala Hotel was an effective event for the Ministry to be aware of key performance indicators stipulated in our Education Sector Plan 2019-2024 and implementation of the Ministry’s behind schedule activities towards the end of the financial year. The theme for this year was “Review our plans frequently in order to be focused on achieving them / Iloilo a tatou fuafuaga ina ia taula’i i lona ausiaina”. The participants appreciated the opportunity to exchange views and opinions.  The Ministry promoted an Evidenced-Based Review approach from each of the 13 Divisional outputs and the Office of the Chief Executive Officer (OCEO). At the end of this financial year, four (41) quarterly reviews were completed and all reports have been prepared, endorsed and submitted to the Education Sector in preparation for the Sector Annual Review.  As of March 2020, 100% of all primary and secondary schools have submitted their SEN and CENSUS forms. This was the first time ever that the full submission of these important forms was completed before the end of March. The Ministry acknowledges the great support from School Principals and School Inspectors in ensuring the timely submission of these forms.  The new Education Sector Plan (ESP) 2019-24 was officially launched on Thursday 6 February 2020 at the Taumeasina Island Resort, Moataa. The ESP 2019–2024 synergizes efforts by the whole Education Sector and its stakeholders to improve the quality of life of Samoans, through improving the standards of educational achievement and increasing productive engagement in the economy and the community.  The One Government Grant Unit conducted a consultation in partnership with the Ministry of Finance from the 5th – 8th November 2019. This consultation targeted the feedback on how the grant can be improved and more efficiently processed, disbursed and reported for the new school year 2020. It was also a strategy to identify ways to improve reporting requirements, so that the ministry and schools are compliant with requirements stipulated in the Manual of Operations, Treasury Regulations 2013 and PFMA 2001.

The Ministry wishes to acknowledge the crucial contribution and assistance of all development partners and agencies to the development of education, sports and culture. Thank you also to government ministries, mission and private schools, Early Childhood Education providers, special needs education providers, school committees, parents, and the community for the support provided in different ways and for continuing to work in partnership with MESC to improve education services in Samoa.

The Ministry notes with gratitude and admiration, the collaborative effort of all education sector partners when government moved into sector programming to ensure the future of education remains a top priority for Samoa’s development.

1 4th Quarter AMP18-19, 1st Quarter AMP19-20, 2nd Quarter AMP19-20 & 3rd Quarter AMP19-20

A special acknowledgement with appreciation of the continuous support provided by the other two implementing agencies of the Education Sector, the Samoa Qualifications Authority and the National University of Samoa.

In presenting this report, I want to acknowledge and thank our corporate staff as well as School Inspectors, Principals and teachers for their commitment to our strategic directions and in delivering high quality education and care to the students of Samoa.

Afamasaga Dr. Karoline Afamasaga-Fuata’i Chief Executive Officer

PART A: OVERVIEW MESC FUNCTIONS AND PERFORMANCE REVIEW

Section A1: Overview This section provides an overview of the Ministry’s functions and their mandate which governs and guides the direction of the ministry’s work. This section also reports the information of the MESC workforce as well as the performance of the ministry against the KPIs and activities outlined in the ministry’s Annual Management Plan and Budget.

A1.1: MESC Strategic Overview MESC is the central agency responsible for education at early childhood, primary and secondary levels in Samoa. Our enabling legislations are Education Act 2009, Teachers Act 2016, Youth, Sports and Culture Affairs Act 1993 and the Education Amendment Act 2019.

The Youth, Sports and Culture Affairs Act 1993 continues to inform the responsibilities of the Culture and Sports divisions under the Ministry of Education, Sports and Culture.

We are also mandated to comply with the following legislations:

 Public Service Act 2004  Public Service Regulations 2004  Ministerial and Departmental Arrangement Act 2003  Public Finance Management Act 2001

The Ministry’s work for this Financial Year was drawn from the Education Sector Plan July 2019 – June 2024 and the Corporate Plan 2018 - 2021. These are in turn informed by the National Planning Framework stipulated in the Strategy for the Development of Samoa 2016 – 2020 and Cabinet directives.

Vision and Mission

Education Guiding Principles

Sustainability – requires the wise utilization of human, financial and material resources to ensure balanced and continual development in the system.

Relevancy – implies a system which is meaningful, recognized, applicable and useful to one’s life. It should enhance the individual and community well-being and ultimately national development, including cultural, humanistic and spiritual aspects.

Efficiency – is demonstrated by management practices which ensure optimum use of resources; human, financial and material – at all levels, efficient service delivery, unhampered communication, and coordinated decision making.

Equity & access : requires that the system will treat all individuals fairly and justly in the provision of services and opportunities.

Quality – is exemplified by high standards of academic achievement, cultural understanding and social behaviour and results from a complex interaction of professional and technical factors, and social and cultural practices.

CORPORATE PLAN GOALS, OUTCOMES and STRATEGIES

In order to facilitate the achievement of the overall Education Sector’s Vision and Mission as well as the government’s principles of transparency and accountability, the following goals and outcomes have been set by the Ministry in their Corporate Plan 2018 – 2021 as well as relevant strategies.

Goal 1 – Enhance Quality of Education at all levels

Expected Outcome 1: Student performance is improved in all areas (spiritual, social, physical, cultural & academic)

Expected Outcome 2: Teacher quality and performance is improved in all areas (knowledge, practice & attribute)

Expected Outcome 3: Effective school governance and leadership is improved

Expected Outcome 4: Active community participation and engagement is improved

Expected Outcome 5: Transformational and innovative pedagogy and learning including the use of ICT tools is improved

Relevant Strategies:

 Strengthen support for all schools to improve implementation of all curriculum  Strengthen quality assessment processes and timely reporting  Strengthen school governance and management  Strengthen the use of ICT resources and tools  Strengthen professional development programs to improve teaching and learning at all levels  Improve Teacher Performance at all levels

Goal 2 – Enhance Educational Access and Opportunities at all levels

Expected Outcome 1: Increased student participation in sports at all levels paving career pathways and reducing health issues

Expected Outcome 2: Increased participation and achievement of students with disability in the mainstream system (Primary & Secondary)

Expected Outcome 3: Improved data collection and reporting system for Inclusive Education

Expected Outcome 4: Increased participation of ECE children in ECE Centers

Expected Outcome 5: Improved access to ICT infrastructure and e-resources

Relevant Strategies:

 Enhance the role of sports in education and build partnership with the community and sports bodies  Increase awareness and practice of Inclusive Education in schools

Goal 3 – Enhance Relevance of Education and Training at all levels

Expected Outcome 1: Increased number of schools offering additional TVET programs

Expected Outcome 2: Improved completion and progression rate at secondary level

Expected Outcome 3: Increased number of students taking music classes

Expected Outcome 4: Increased number of cultural heritage preserved and a high standard facility available

Relevant Strategies:

 Improve TVET pathways for students  Build National Arts and Cultural Center  Strengthen the Cultural Sector

Goal 4 – Strengthen Community engagement and collaborative partnership

Expected Outcome 1: Improved community and donor partners engagement in education consultations

Expected Outcome 2: Increased stakeholders satisfaction of education programs

Expected Outcome 3: Informed decision making based on improved data collection, management and analysis

Expected Outcome 4: Stakeholders awareness of cultural industries improved

Expected Outcome 5: Increased awareness of stakeholders of ICT in Education

Relevant Strategies:

 Strengthen the coordination of policy development, planning, projects and research studies  Improve data collection methodologies  Enhance coordination among cultural stakeholders

Goal 5 – Established Sustainable and Efficient Management of All Education Resources to Meet Service Delivery Expectations

Expected Outcome 1: Responsiveness and resilience to climate change improved

Expected Outcome 2: Sustainable and efficient management of all resources achieved

Expected Outcome 3: Efficient and effective service delivery achieved

Expected Outcome 4: Mechanisms for effective communication and coordination improved

Expected Outcome 5: Informed decision making across the sector improved

Expected Outcome 6: Cultural heritage valued at all levels

Relevant Strategies:

 Enhance awareness of disaster responsiveness and resilience to climate change  Strengthen management of MESC resources  Create Education Sector Printing Facility  Strengthen Education Sector Coordination and management of Development Partner support  Strengthen archives and record-keeping for good governance  Strengthen systems and processes to manage the One Government Grant

Figure 1: Organization Structure

A1.2: Organization Structure

Note: The organizational structure only shows MINISTER Principal level up indicating Units within Divisions. The divisions are led by Assistant Chief Executive Officers (ACEO) whereas ASSOCIATE MIISTER Units are led by Principal Officers.

CHIEF EXECUTIVE OFFICER

DCEO 2 MIA Executive ICT & EDUCATION CDMD AED SOD TDAD PPRD MERD SPORTS CULTURE NARA CSD Director PIA Media SECTOR

SLC

M&E

CULTURE

RECORDS

MUSEUM

ARCHIVES

FINANCE

PAYROLL

PLANNING

APPRAISAL

ACCOUNTS

Examinations

Assessment & & Assessment

INFORMATION

PERFORMANCE PERFORMANCE

QUALITY ASSURANCE QUALITY

SCHOOLS PERSONNEL SCHOOLS

Teacher Development Teacher

SPORTS SPORTS MANAGEMENT

PRIMARY CURRICULUMPRIMARY

Information Technology Information

SCHOOL MANAGEMENT SCHOOL

Early Childhood Childhood Education Early

DIGI TIZA

TION

AMISIS POLICY

SCHOOL SCHOOL

LIBRARY

ORCHESTRA

Audio Audio Visual

MAINTENANCE

PERFORMANCE

PROCUREMENT

RESEARCH & RESEARCH M&E

Policy Policy and Planning

SECONDARY SECONDARY

CURRICULUM

Inclusive Education Inclusive

Advocay

PRINTING

Communication

Sectoral Reporting, Sectoral Reporting, Communication Communication and

2 Note: The organizational structure only shows Principal level up indicating Units within Divisions. The divisions are led by Assistant Chief Executive Officers (ACEO) whereas Units are led by Principal Officers.

A1.3: Functions of the Ministry The Ministry of Education, Sports and Culture has a total of thirteen (13) technical divisions and one support services division (Corporate Services) all delivering strategic, operational and administrative roles of the Ministry.

Table 1: Functions of the Ministry

1. Office of the Chief Executive Officer  Provide policy advice and Ministerial support to the Minister of MESC;  Conduct internal audit to ensure compliance with Government of Samoa regulations;  Ensure efficient flow of correspondence to and from the CEO;  Ensure effective coordination of UNESCO National Commission activities;  Ensure efficient and effective use of resources and advise on processes and systems;  Timely submissions of briefing statements to the Minister and CEO;  Provide MESC representation on official and community committees as needed; and  Ensure timely reports on the Education Sector Plan. 2. Assessment an Examinations Division  Implement a fully outcomes based assessment reporting system in accordance with national policies and objectives;  Effectively manage the administration of all national assessments;  Implement the recruitment of trained examiners, moderators, supervisors and examination markers (for senior national examinations);  Liaise with TDAD to schedule and conduct training for Principals, School Inspectors, examiners, markers and teachers on assessment to support teaching and learning;  Liaise with School Operations on the administration of SPELL tests, Year 8, Year 12 and Year 13 national examinations;  Co-ordinate the development and regular reviews of subject specifications and prescriptions;  Conduct analysis of national assessment results data and provide statistical reports in coordination with PPRD;  Develop and manage item bank system;  Conduct standardization of assessment items; and  Monitor and evaluate all national assessment programs and activities; 3. Curriculum Design and Materials Division  Manage the implementation and unpacking of curriculum statements and materials to support the teaching of the curriculum;  Manage the implementation of the National Curriculum Framework and ensure its review from time to time;  Develop supplementary resources to assist teaching of the curriculum across all levels (ECE, Primary & Secondary);  Lead the implementation of innovative programs to improve school performance in literacy, numeracy and science;  Support teachers at all levels (ECE, Primary & Secondary) through school visits and training at national and cluster levels;  Monitor the implementation of ECE Minimum Service Standards;  Manage the implementation of the Inclusive Education Policy; and  Implement and monitor the implementation of the Inclusive School Model.

4. Education Sector Coordination Division  Coordinate the development of sector Implementing agency (IA) work plans and budgets to meet expected time frames, alignment with ESP and DP requirements;  Meet sector reporting requirements for: - achievement of sector KPI; - implementation and impact of planned IA activities; - sector expenditure; - support provided by Development Partners; - sector governance; and - financial and risk management (including procurement and audit reports).  Ensure that the AMPs are in line with Education Sector Plan;  Maintain a sector monitoring and evaluation framework to measure progress towards achievement of sector KPI;  Facilitate communication and liaison within the sector and with stakeholders;  Monitor the performance assessment frameworks to meet requirements of Development Partners agreements;  Provide secretariat functions to the Education Sector Advisory Committee and the Education Sector Working Group;  Implement activities to improve the sector coordination of cross cutting issues, policy development, data management, and new initiatives; and  Strengthen coordination within the Education Sector for the effective implementation of the Education Sector Plan. 5. Teacher Development and Advisory Division  Coordinate teacher qualification upgrade programs;  Liaise with tertiary service providers on delivery modes of courses to address accessibility challenges for teachers;  Liaise with SQA to ensure training programs provided for teachers fall within recognition of prior learning or are accredited;  Coordinate, facilitate and collaborate with relevant stakeholders and trainers to ensure the effective implementation of a comprehensive professional development training program for teachers;  Provide professional support to all teachers at the national, cluster and school level to ensure quality teaching and learning programs are being implemented;  Provide professional management and leadership support to School Principals and teachers to ensure overall school improvement and an enhanced quality education; and  Coordinate local and international teacher upgrade programs to ensure all teachers have a Degree in Education or a relevant field. 6. Monitoring, Evaluation, and Review Division  Implement and support the on-going development of the Professional Standards for all government teachers (primary and secondary);  Monitor, Review and Evaluate Teachers Performance using the Professional Teacher Standards;  Evaluate the effectiveness of the Quality Assurance Performance Appraisal System for monitoring teacher performance;  Review the Professional Standards for Samoa's Teachers to inform policy recommendations, changes and interventions to improve teacher quality;  Evaluate teacher performances to support Professional Development Training initiatives;  Conduct awareness amongst teachers, stakeholders and communities of the expectations of the Professional Teacher Standards; and  Conduct Quality Assurance Performance Appraisal for both contracted and non-contracted Principals.

7. School Operations Division  Manage applications of teaching personnel per PSC Working conditions and entitlements;  Strengthen partnership between Government and Communities in the delivery of education;  Manage and implement the Minimum Service Standards (MSS) in schools with a focus on school environment, hygiene and safety; school partnership, governance and management; teacher quality; and student achievement and classroom assessment;  Manage school improvement processes through continuous assessment and development of School Improvement Plans and School Annual Management Plans;  Regulate and monitor school registration, governance and management requirements as stipulated in the Education Act 2009 and Amendment 2019, School Governance Framework and policies, School Organizational and Management Manual and Staffing Manual;  Monitor compliance of schools with the Compulsory Education Provision in the Education Act 2009 and Amendment 2019; and  Lead and manage all teaching personnel and ensure staffing requirements are addressed efficiently and effectively in compliance with prevailing MESC legislations and policies. 8. Policy, Planning and Research Division  Manage and ensure timeliness of: - the corporate planning cycle as stipulated by the central agencies; - quarterly reviews of the MESC annual management plans; and - annual review reports to cabinet and parliament.  Manage and ensure the implementation of all MESC plans through: - constant monitoring and reviews; and - regular meetings of the Corporate Planning Committee(CPC).  Produce the annual school term calendar;  Conduct policy development and analysis by: - managing the conduct of policy development through the establishment of working parties; - providing guidance for, and mentor policy content divisions to finalise policies; - preparing cabinet submissions for policy approval; and - managing the distribution of final approved policies;  Manage the collection, collation, analysis and presentation of data to management and educational stakeholders to inform decision making for: - efficient planning and utilization of resources; - effective monitoring and evaluation of performance; and - evidence-based strategic planning.  Conduct the annual school census and the Student Education Number (SEN) register and make amendments to the examination lists;  Produce the Annual Education Statistical Digest;  Collect enrolment data for ECE centers and special schools for allocation of the government grant (OGG);  Lead, manage and conduct research, to support Strategic Planning and Policy development, according to ministry prioritized issues and research areas in the Education Sector Research Strategy; and  Conduct the Annual Verification Visit of Minimum Service Standards (MSS) for Schools and prepare the report. 9. Sports Division  Implement the National Sports Framework and the National Sports in Education Policy;  Monitor, evaluate and review the implementation of Health & Physical Education in Primary and Secondary schools;

 Conduct and/or coordinate coaching and refereeing in-service training for teachers to effectively implement the Health &PE Curriculum;  Promote and develop sports and Health & PE programs for Special Needs schools;  Coordinate and fund the accreditation and certification of coaches and referees in the communities to be in accordance with International Standards;  Coordinate and encourage widespread participation in quality Sports and Physical Activities at all levels;  Coordinate and/or conduct sports management and administration seminars to establish accountability and transparency within Sports Associations;  Construct new and upgrade existing sports facilities in accordance with international standards;  Procure and distribute appropriate sports equipment;  Liaise and strengthen collaboration and partnership with SASNOC to ensure Government support to host national and international sport events; and  Provide appropriate technical and financial assistance for Elite Athletes and National Teams for international competitions. 10. Corporate Services Division Co-ordinate budget planning, preparation, presentation and distribution:  Liaise with Ministry of Finance, Public Service Commission and Public Accounts Committee on financial budgetary matters;  Provide regular and accurate financial budget reports to Output Managers and Full Executive members on a timely manner;  Provide financial advice on the trends and impacts of expenditure and revenue according to the approved budget;  Monitor output expenditures to ensure compliance with budgetary recommendations; and to review financial transactions and codes for conformance to standard procedures and accounts; and  Provide efficient and effective financial records management.

Manage financial transactions on behalf of the Ministry in an efficient and effective manner: Ensure effective and efficient administration within the Ministry:  Ensure compliance with up-to-date GoS requirements;  Maintain a close liaison with PSC and Ministry of Finance on HR matters; and  Regularly monitor data entry procedures and maintain accurate payroll records and systems [GOFAR- People One and Pelican].

Manage MESC’s corporate personnel functions:  Co-ordinate recruitment, appointment, resignations, retirements, and assessment of corporate and teaching staff;  Collate and facilitate the preparation of performance plans and succession planning;  Monitor the recruitment and selection systems and processes and report monthly;  Conduct reviews of the MESC organizational structure to meet the government needs and reforms;  Maintain and review the central registry filing system; and  Maintain accurate and up-to-date records of all correspondence for the Ministry;

To ensure efficient and effective printing services for the Ministry and all schools:  To print all educational support materials, national assessments and examinations for the Ministry and all schools in a timely and efficient manner; and  To print, compile and collate other reports as recommended by the Core Executive;

11. Culture Division  Identify critical policy concerns on arts, culture and heritage development;  Coordinate research and data to support policy development;  Preserve tangible and intangible cultural heritage through research and publication;  Lead Samoa’s representation in regional and international dialogue and events on the development of Culture and the Arts;  Preserve oral traditions by publishing the Samoa Ne’i Galo series and disseminate;  Propose regional and international cultural, art festivals and events for Samoa to attend and coordinate representation; and  Manage Samoa’s compliance to national and international Conventions and Agreements Samoa is signatory to.

MUSEUM OF SAMOA  Act as a repository of knowledge about the Samoan material and intangible culture, and its environment;  Serves to interpret, preserve and promote the material and intangible culture of Samoa;  Promote and safeguard tangible and intangible heritage through cultural advances in policy, education and creativity for economic and social development;  Manage and operate the Museum of Samoa;  Establish the importance of spreading knowledge about Samoa’s material and intangible culture through school curriculum, cultural tourism, and advocacy;  Serve and advise on heritage and the arts in collaboration with relevant regional and national universities and institutions, Museums, related organizations, and the general public; and  Collaborate with museums worldwide, regional and international organizations to further enhance its purposes and objectives set to benefit Samoa and its developments. NATIONAL ORCHESTRA  Enhance the visibility of cultural development in music through public performances;  Enhance culture in education through promoting music education in schools;  Promote career opportunities;  Promote Samoa’s music industry; and  Develop composition and arrangement of Samoan musical identity. 12. ICT & Media Division  Develop strategies to assist users to critically assess information and communications technology for the Ministry;  Develop and present to Management policies for the use and procurement of ICT equipment;  Coordinate plans and training for the use of ICT as a teaching and learning tool;  Work collaboratively with the School Operations Division and CDMD in the management of ICT;  Oversee the security of ICT equipment at all times and especially in times of emergencies;  Manage the security of information through technology;  Prioritize and reallocate ICT equipment and machines according to needs;  Provide relevant documentation to support the procurement of new machines;  Identify staff and teacher needs;  Conduct training and record level of trainings offered; and  Monitor and review ICT activities.

COMMUNICATION UNIT:  Produce radio, television programs, press releases, newspaper inserts and SEUGA Newsletter;  Implement the MESC Communication Strategy; and  Represent the MESC on official and community committees.

AUDIO VISUAL UNIT:  Provide audio visual recordings for the safeguarding of oral traditions, arts and crafts;  Production of advertisement materials for the promotion of MESC;  Preserve records of cultural heritage; and  Promote cultural and educational programmes for public information. 13. National Archives and Records Division  Collect, preserve and conserve archival collection;  Strengthen public records management across all government ministries, authorities and agencies;  Provide materials and maintain equipment and facilities for safeguarding of archival collection;  Undertake the development of legislation, policies and procedures;  Strengthen the capacity of archive staff to undertake work of the Archive Unit;  Develop; promote efficient and effective methods, procedures, and systems for the creation, management, storage, disposal, preservation, and use of Public Records;  Conduct research and provide advice in relation to the management and preservation of Records of Samoa that may have archival value, whether such records are public or private; and  Provide storage, preservation, management and conditions for access to Records of permanent value.

14. Samoan Language Commission  Initiate, develop, coordinate, review and advise upon and assist in implementation of policies, procedures, measures and practices designed to give effect to the declaration in section 5 of the Samoan Language Act as an official language of Samoa;  Generally to promote the Samoan language, and in particular, its use as a living language and as an ordinary means of communication;  Develop a strategic plan and a corporate plan for the commission;  Monitor and advise the implementation of its policies and corporate plan;  Consider and report to the Minister upon any matter relating to the Samoan language that the Minister may refer to the Commission for its advice;  Advise the government and the Parliament on Samoan language matters through the Minister;  Carry out consultation on policy development; publicize policies and decisions on the Samoan Language;  Monitor development or changes in the Samoan Language;  Provide the interpretation and translation service; and  Carry out other functions conferred on it under this Act or any other Act.

A1.4: Output Structure The MESC employs a team of educators, teachers, managers, administrators, curators, librarians, and supportive corporate staff. This enables the delivery of planned activities as outlined and stipulated in Education Sector Plan 2019 – 2024 and MESC Corporate Plan 2018 – 2021. Table 2: Financial Outputs

Output Services Output 1 Policy Advice to the Minister Output 2 Ministerial Services Output 3 Teaching Services Output 4 Teacher Training Services Output 5 School Management Services Output 6 Curriculum Design and Materials Services Output 7 Assessment and Examination Services Output 8 Policy, Planning and Research Services Output 9 Asset Management, Procurement and Distribution Services Output 10 Public Library Services Output 11 Sports Development Services Output 12 Culture Awareness Services Output 12.5 National Archives and Records Services Output 13 Monitoring, Evaluation and Review Services Output 14 Education Sector Coordination Services CSU 1 Finance & Human resource Services CSU 2 ICT & Media Services CSU 3 Printing services

A1.4.1 MESC Workforce This subsection reports on the MESC staff employed in the financial year ending 30th June 2020 under five (5) different categories as shown in the tables below. Table 3: MESC Workforce Composition (All3) as of 30 June 2020

Total Number of Staff employed by the Ministry Including teachers (1995) Number of Contract Officers 264 Number of Officers 1,514 Number of Temporary Employees 217 Number of Wage/Casual Workers NA Number of Males 608 Number of Females 1387 Source: MESC Pelican Database – Payroll

Total of 1,995 was recorded as of 30th June 2020 for the Ministry of Education, Spots and Culture’s workforce. This includes the teaching staff. These are active staff not including staff with pending applications for extensions of services and vacancies.

3 Includes Teachers and Corporate staff

Table 4: MESC Workforce Composition – Teaching Staff as of 30 June 2020

Primary Teachers Secondary Teachers Total Females 828 387 1215 (71%) Males 246 243 489 (29%) Total 1074 630 1704

1704 is the total number of teaching staff including contract officers (Principals and Vice Principals). Majority of the teaching staff are dominated by females as shown by 71%. This data does not include School Support Advisors, School Library Assistants and School Typists as these are classified as Corporate Staff for the Ministry.

Table 5: Positions of Responsibilities in Schools

Positions of Responsibilities Total No. Primary College School Principals 165 142 23 Deputy Principals 65 44 21 TOTAL 230 186 44 Source: MESC Pelican Database – Payroll

A total of 230 PORs were contracted and recorded as of 30th June 2020. A total of 186 Principals and Vice Principals for Primary, and a 44 total for College were recorded.

Table 6: MESC Workforce-Composition - Corporate Staff as of 30 June 2020

Corporate Staff No. Females Males Salary Grading Contract Staff 34 16 18 A16 – CEO2 Principal Officers 54 26 28 A16 Senior Officers 27 14 13 A12/A13 Officers & others 176 116 60 A3-A11 TOTAL 291 172 119 Source: MESC Pelican Database – Payroll

Table 6 highlights corporate Staff by category as summarized above. A total of 291 Corporate Staff recorded as of 30th June 2020.

Table 7: MESC Workforce Composition by Age as of 30 June 2020

AGE GENDER Male Female TOTAL % 20 – 29 years 109 201 310 16% 30 – 39 189 470 659 33% 40 – 49 130 303 433 22% 50 – 59 139 275 414 20% 60+ 41 138 179 9% TOTAL 608 1387 1995 100% Source: MESC Pelican Database – Payroll

Table 7 shows 55% of MESC’s workforce lies within the age groups of 30-39 and 40-49. 9% is recorded for 60+ that are still employed by the Ministry.

A1.4.2 Staff Turn-over Table 8 shows the movement of both teaching and corporate staff as of June 30th, 2020. A total of 88 new appointments were made, with 100 transfers internally within the teaching force, 7 were promoted to other positions and a further 20 were re-employed. The number of resignations for this year dropped from 60 FY18- 19 to 55 this year, with only 2 employees retired from the service.

Table 8: Movement of Staff

Transaction Type No. of Transaction New Appointment 88 Appointment – Promotion 7 Appointment – Re-employment 20 Appointment – Transfers 100 Termination – Deceased 11 Termination – Dismissal 17 Termination – End of Contract 8 Termination – Resignation 55 Termination – Retirement 2 Source: MESC Pelican Database – Payroll

A1.4.3 Cessation of Employees A further breakdown of the reasons for cessation of service, or termination is noted in Table 9 below. Table 9: Types of Employment Cessation

Type of Cessation Number of staff Total Resigned:  Females 59  Males 34 Resignation by Classification Retirees 2 Terminated on Breached of the Code of Conduct  Teachers 3  Officers 1

Source: MESC Pelican Database – Payroll

A1.4.4 Recruitment and Selection The recruitment and selection process for permanent staff is led by the Corporate Services Division. This is governed by the Principles set out in the Public Service Act 2004 and the Recruitment and Selection Handbook of the Samoa Public Service 2005. The following 3 principles are enforced by the Ministry in the selection of corporate permanent staff members:  Merit-based selection  Advertisement of all vacant positions is open to anyone  Gender balanced panel for interviews including an independent member from outside of the Ministry

The distribution of teachers to schools is still led by the Ministry through the work of the Posting Committee.

As shown in Table 10, a total of 52 new staffs were appointed into the ministry in this financial year. Of this number, 62% were females and 38% were males.

Table 10: Level of Appointment - Corporate Staff

Type of appointment Statistics

Total Number of Staff appointed 52 into the Ministry

Total Number of Contract Officers 7 1. DCEO Strategic Planning & Innovation 2. ACEO MERD 3. School Support Advisor Aana 1 & 2 District 4. Orchestra Director 5. Manager Internal Auditor 6. Team Leader QA Secondary 7. Team Leader QA Primary Total Number of Officers 45 1. Accounts Officer Payable 24. Senior Typist Falealii College  Occupation and 2. Carpenter 25. Music Tutor Percussion Classification 3. Groundsman 1 26. Heritage Development Officer 4. Groundsman 2 27. Foreman Electrician 5. Cleaner/Tea Lady 28. PC Network Support Officer 6. Driver 29. Project Officer PPRD 7. Cashier 30. SEO School Improvement 8. Senior Procurement Officer Officer 9. Machine Operator Prepress 2 31. Senior HR Development 10. Library Assistant Public Officer Library 32. PEO School Personnel & 11. Library Assistant Public Staffing Library 33. Principal Museum Officer 12. Library Assistant Public 34. Senior Typist Savaii Sisifo Library College 13. Library Assistant Samoa 35. Library Assistant Safata College College 14. Library Assistant Luatuanuu 36. Library Assistant Falealili PS College 15. Senior Accounts Officer 37. Senior Sports Officer Payable 38. Principal Accountant 16. Machine Operator Prepress 39. Teacher Development Officer 17. Library Assistant Samata i Tai Primary PS 40. Senior Officer Research & 18. Library Assistant Saina & Policy Toamua PS 41. Senior Typist Anoamaa 19. Library Assistant Palauli College College 42. Night watchman 20. Library Assistant Laulii PS 43. Senior Assessment 21. Library Assistant Aana No.2 Management Officer College 44. Principal Sports Officer 22. Library Assistant Leififi 45. Executive Assistant to CEO College 23. Senior Typist Itu Asau College

Total Number of Males 20

Total Number of Females 32

Source: MESC Pelican Database – Payroll

Table 11: Financial Statements as of June 30th, 2020

GOVERNMENT OF SAMOA Ministry of Education, Sports & Culture

MONTHLY BUDGET COMPARISON REPORT

FOR PERIOD ENDING 30 June 2020

FUNDS UTILISAT ACTUALS COMMITMENTS YTD BUDGET REMAIN YTD BUDGET BUDGET ION % . OUTPUTS PROVIDED BY MINISTRY 13

1810 - Policy Advice to the Minister of Education Personnel 431,345 - 431,345 100% 432,814 1,469 573,835 Operating 269,190 - 1,130 268,060 100% 268,426 367 143,821 Capital 15,137 - 15,137 92% 16,416 1,279 - TOTAL 715,671 - 1,130 714,541 100% 717,656 3,115 $ 777,460.71 717,656

1820 - Ministerial Support Personnel 159,388 - 159,388 100% 159,392 4 210,558 Operating 289,128 - 289,128 100% 289,509 380 252,949 Capital 17,304 - 17,304 100% 17,305 0 - TOTAL 465,821 - 465,821 100% 466,205 385 $ 505,055.79 463,507

1830 - Teaching Services 57,293,28 Personnel 57,293,285 - 100% 57,318,743 25,458 56,825,704 5 Operating 73,438 - 73,438 98% 75,100 1,662 75,100 57,366,72 TOTAL 57,366,723 - 100% 57,393,843 27,120 56,900,804 3 $ 62,176,663.42

1840 - Teacher Development Services Personnel 300,307 - 300,307 98% 307,649 7,342 337,192 Operating 110,367 - 110,367 100% 110,400 33 110,400 Capital 3,243 - 3,243 100% 3,243 0 -

TOTAL 413,917 - 413,917 98% 421,292 7,375 $ 456,399.89 447,592

1850 - School Improvement Services Personnel 2,077,193 - 2,077,193 97% 2,138,290 61,097 2,272,646 Operating 87,679 - 87,679 100% 87,898 220 87,898 Capital 10,117 - 10,117 100% 10,117 0 - TOTAL 2,174,988 - 2,174,988 97% 2,236,306 61,317 $ 2,422,664.40 2,360,544

1860 - Curriculum Services Personnel 1,014,094 - 1,014,094 93% 1,095,535 81,441 1,289,790 Operating 142,355 - 142,355 100% 142,355 0 142,355 Capital 26,237 - 26,237 100% 26,238 1 - TOTAL 1,182,685 - 1,182,685 94% 1,264,128 81,442 $ 1,369,471.63 1,432,145

1870 - Assessment & Examination Services Personnel 1,048,717 - 1,048,717 97% 1,078,591 29,874 1,436,746 Operating 578,210 - 578,210 100% 579,075 865 279,808 TOTAL 1,626,927 - 1,626,927 98% 1,657,666 30,739 $ 1,795,804.75 1,716,554

1880 - Policy Planning & Research Services Personnel 429,502 - 429,502 99% 432,583 3,081 449,209 - Operating 94,306 - 94,306 100% 94,306 94,306 0 Capital 16,611 - 16,611 100% 16,626 15 - TOTAL 540,420 - 540,420 99% 543,515 3,095 $ 588,807.83 543,515

1890 - Assets Management Services Personnel 286,065 - 286,065 93% 307,616 21,551 425,273 - Operating 370,794 368,922 100% 369,066 144 254,000 1,871 Capital 2,590 - 2,590 100% 2,591 1 - TOTAL 659,449 1,871 657,578 97% 679,273 21,696 $ 735,879.43 679,273

1900 - Public Library Services Personnel 296,115 - 296,115 99% 298,200 2,085 318,803 - Operating 178,614 - 178,614 100% 178,614 178,614 0 Capital 504 - 504 100% 505 1 -

TOTAL 475,233 - 475,233 100% 477,319 2,086 $ 517,095.37 497,417

1910 - Sports Development Services Personnel 292,651 - 292,651 93% 314,639 21,988 344,532 Operating 85,313 - 85,313 95% 89,366 4,053 89,366 Capital 6,485 - 6,485 100% 6,486 1 - TOTAL 384,449 - 384,449 94% 410,491 26,042 $ 444,698.63 433,898

1920 - Cultural Development Services Personnel 347,251 - 347,251 99% 349,359 2,108 402,046 Operating 139,826 - 139,826 99% 141,068 1,242 111,726 Capital 23,344 - 23,344 100% 23,345 1 - TOTAL 510,422 - 510,422 99% 513,772 3,350 $ 556,586.68 513,772

1930 - Monitoring, Evaluation & Review Services Personnel 544,694 - 544,694 99% 548,848 4,154 597,288 Operating 95,093 - 95,093 100% 95,400 307 95,400 Capital 16,281 - 16,281 100% 16,282 1 - TOTAL 656,068 - 656,068 99% 660,530 4,462 $ 715,574.17 692,688

1940 - Sector Coordination Services Personnel 378,803 - 378,803 100% 378,803 1 410,903 Operating 89,699 - 89,699 99% 90,920 1,221 101,450 TOTAL 468,503 - 468,503 100% 469,723 1,221 $ 508,866.80 512,353

1991 - Central Services Unit 1 - Administration & Budget Personnel 666,335 - 666,335 99% 671,965 5,630 770,989 Operating 450,543 - 450,543 100% 451,499 956 366,799 Capital 14,324 - 14,324 100% 14,324 0 - TOTAL 1,131,202 - 1,131,202 99% 1,137,789 6,586 $ 1,232,604.23 1,137,789

1992 - Central Services Unit 2 - Information Technology Personnel 560,529 - 560,529 98% 570,531 10,002 692,865 - Operating 473,159 3,001 476,160 100% 476,160 359,900 0 Capital 6,074 - 6,074 100% 6,074 0 - TOTAL 1,039,762 3,001 1,042,763 99% 1,052,765 10,002 $ 1,140,495.33 1,052,765

1993 - Central Services Unit 3 - Printing Service Personnel 252,553 - 252,553 99% 253,880 1,328 292,012 Operating 401,957 - 401,957 91% 443,132 41,175 405,000 TOTAL 654,509 - 654,509 94% 697,012 42,503 $ 755,096.68 697,012

OUTPUTS PROVIDED BY THIRD PARTIES A01 - NUS (Samoa Polytechnic & NUS 11,255,636 - 11,255,636 100% 11,255,636 0 11,255,636 Merged) A03 - Sports Development Fund 196,264 - 196,264 98% 200,000 3,736 200,000 A11 - SQA (Samoa Qualifications 4,122,055 - 4,122,055 100% 4,122,055 - 4,122,055 Authority) A16 - Rugby Union, Samoa 500,000 - 500,000 100% 500,000 0 500,000 A17 - Sports Equipment 31,997 - 31,997 80% 40,000 8,003 40,000 A19 - Sports Facility Authority, Samoa 1,851,807 - 1,851,807 100% 1,851,807 - 1,851,807 A21 - Special Needs Olympics 50,000 - 50,000 100% 50,000 0 50,000 (Paralympics) A27 - SNA (Samoa Netball Association) 150,000 - 150,000 100% 150,000 - 150,000 Assistance - A69 - One Government School Grant 14,563,870 - 14,563,870 101% 14,374,600 14,374,600 189,270 TOTAL 32,721,629 - 32,721,629 101% 32,544,098 177,531 $ 35,256,106.21 32,544,098

TRANSACTION ON BEHALF OF THE STATE D14 - University of South Pacific 1,500,000 - 1,500,000 100% 1,500,000 - 1,500,000 D15 - UNESCO 2,799 - 2,799 25% 11,000 8,201 11,000 D16 - Commonwealth Centre of Learning 156,199 - 156,199 100% 156,199 0 156,199 - D69 - UNESCO (Local Costs) 46,969 - 46,969 100% 46,969 46,969 0 G01 - Government Building 39,500 - 39,500 100% 39,500 0 39,500 Q01 - VAGST Output Tax 402,802 - 402,802 72% 562,978 160,176 562,978 Q04 - Teacher's Higher Education Scheme 995,877 - 995,877 100% 1,000,000 4,123 1,000,000 Q34 - School Broadcast 44,090 - 44,090 82% 54,000 9,910 54,000 Q51 - Samoa National Orchestra 23,268 - 23,268 58% 40,000 16,732 40,000 R32 - Samoan Language Commission 148,230 - 148,230 87% 170,796 22,566 170,796 R33 - Construction of Sports Field 300,000 - 300,000 100% 300,000 - 300,000 R35 - National Archives & Records 463,796 - 463,796 98% 472,662 8,867 472,662 Authority - Establishment S21 - Teachers Annual Conference 41,459 - 41,459 83% 50,000 8,541 50,000

U02 - Fesitval of Arts-June 2020 - - - 0% 0 0 500,000 TOTAL 4,164,989 - 4,164,989 95% 4,404,105 239,116 $ 4,771,113.40 4,904,105

UNFORESEEN EXPENDITURE 9704 - EC Unforeseen Expenditure 322,800 - 322,800 100% 322,800 - - - 0% - TOTAL 322,800 - 322,800 100% 322,800 - $ 349,700.00 -

NON-TAXATION REVENUES - - - 1860 - Curriculum Services - - 520 111% 50 $ 509.12 520 470 1,000 - - - - 1870 - Assessment & Examination Services - - 650,390 96% $ 736,187.75 650,390 679,558 29,168 796,025 - - - 1890 - Assets Management Services - - - 0% $ 1,083.42 1,000 1,000 40,000 - - - 1900 - Public Library Services - - 5,045 129% 1,130 $ 4,241.25 5,045 3,915 31,080 - - - - 1920 - Cultural Development Services - - 8,117 82% $ 10,754.21 8,117 9,927 1,810 1,000

TOTAL - - 664,072 96% 694,870 869,105 664,072 30,798 $ 752,775.75

REVENUES TO THE STATE

TOTAL - - - 0% - - $ - -

GENERAL LEDGER SUMMARY Output Provided by Ministry 70,466,748 - 70,466,748 100% 70,799,285 332,538 70,799,285 Transaction on Behalf of the State 4,164,989 - 4,164,989 95% 4,404,105 239,116 4,904,105 - Outputs Provided By Third Parties 32,721,629 - 32,721,629 101% 32,544,098 32,544,098 177,531

TOTAL 107,353,366 - 107,353,366 100% 107,747,488 394,122 $ 116,726,445.47 108,247,488

SUMMARY BY BUDGET CATEGORY CAPITAL - Capital 158,251 - 158,251 99% 159,551 1,300 $ 172,846.87 - OPERATNG - Operating 3,929,670 - 3,929,670 99% 3,982,296 52,626 $ 4,314,154.28 3,148,894 OVERHEAD - Overhead - - - 0% 0 0 $ 0.13 0

PRSONNEL - Personnel 66,378,826 - 66,378,826 100% 66,657,438 278,612 $ 72,212,224.58 67,650,391 TOTAL 70,466,748 - 70,466,748 100% 70,799,285 332,538 $ 76,699,225.86 70,799,285

Section A2: Performance Review This section details the activities conducted under different outputs for the Financial Year 2019 - 2020. The activities highlighted were envisaged as MESC continues to strive to achieve the goals of the Government of Samoa for improved education outcomes, and the Ministry’s vision of a “quality holistic education system that recognizes and realizes the spiritual, cultural, intellectual and physical potential of all participants, enabling them to make fulfilling life choices” (MESC Corporate Plan 2018-2021).

A2.1 Achievement Status of KPIs The table below shows the achievement status of KPIs for this FY 2019-2020 for Outputs 1 – 14. To date, 61% of KPIs were achieved, 31% were partially achieved and 8% are activities recorded as not achieved. It was a challenging financial year for the Ministry as reflected on their level of achievements for this particular year. The Measles Outbreak, bad weather condition at the beginning of the 2020 school year and COVID-19 State of Emergency (SOE) had huge impacts on the implementation of the Ministry activities and plans. It must be noted here that for ICT & Media as well as NARA, the activities are outlined in the MESC Annual Management Plan instead of Budget KPIs, given their “support role” across the ministry.

Table 12: Summary of KPI achievements

Status of KPIs under each Divisional Outputs as of June 30th, 2020

Number of KPIs under each status per Output Outputs Partially Achieved Not Achieved Total achieved Output 1: OCEO 9 4 - 13 Output 2: OCEO 1 - - 1 Output 3: SOD 1 3 3 6 Output 4: TDAD 4 10 - 14 Output 5: SOD 2 4 - 1 5 Output 6: CDMD 9 5 - 14 Output 7: AED 12 - - 12 Output 8: PPRD 9 2 - 11 Output 9: CSD 1 4 2 - 6 Output 10: CSD 2 3 - - 3 Output 11: Sports 5 5 3 13 Output 12: Culture 3 - 1 4 Output 13: MERD 8 2 - 10 Output 14: ESCD 7 6 6 19 CSU 1: CSD 6 - - 6 CSU 2: ICT & Media 6 6 1 13 CSU 3: Printing 9 - 1 10 Output 12.5: NARA 1 5 2 8 SLC - 2 - 2 Total 103 52 15 170 % 61% 31% 8% 100%

A2.2 Achievements by MESC Corporate Plan Goals: This section provides the status of the ministry’s performance in relation to the implementation of each of the five goals stipulated in the MESC Corporate Plan 2018 - 2021 and relevant strategies.

Efforts to ensure delivery of service by the Office of the CEO, to high standards and in line with its functions to monitor the work of the 13 divisions under the Ministry are on-going.

Achievements by Corporate Plan Goals

GOAL 1: Enhance quality of education at all levels a. School- level Curriculum Support and Resource development English and Science curriculum learning standards have been completed for all levels. The Curriculum Officers have also developed and completed the unpacking of learning standards for the following subjects:  Visual Arts, Health and Physical Education and Social Studies Year 1-3.  Gagana Samoa completed Year 1-3 and Year 4 to Year 6.

The Review of the Bilingual Policy was completed and presented to Core members and MESC during the quarter 1 of this FY.

In partnership with the Educational Quality and Assessment Program (EQAP) in Fiji, the team led by the Literacy Specialist contributed to the development of resources (Samoan and English) for the Phonics Project aimed to be piloted in 10 primary schools. Trainings for Phonics by phone is now deferred until further notice due to the Corona Virus Pandemic lockdown. This training is planned to be conducted by a TA from EQAP.

The following curriculum supplementary resources were developed by the CDMD Team during this financial year:

Inclusive Education:  5 Resources for students with disabilities at Saanapu ECE center (as part of the I.E Champion School Model) - 1 basic addition chart with hands - 2 graphing colour shapes chart - 1 number & picture chart - 1 reading assessment tool (English & Samoan)

 18 resources for students with disabilities (as part of the I.E Champion School Model) - 2 graphing colour shapes level 4-6 - 1 multiplication chart - 1 number chart - 6 teacher training resources - 3 IEP template - 2 Science Fair experiments and notes - 2 posters for Science – water cycle & food chain - 1 power point for Science – Fruits & Vegetables

ECE and Primary:  8 posters  1 reader,  2 visual audio resources for Laoso o Aoaoga Fou  1 promo video for SSILNaS  8 power point presentations

Secondary:  3 Vee-Maps  6 posters  1 e-lesson plan  1 brochure  1 hand-out sheet

Support for curriculum was provided by the Literacy and Numeracy specialists to a number of schools on a school-request basis. Support included professional development sessions for teachers, provision of resources, and advice to teachers for their literacy and numeracy school programs as well as teaching in classrooms while teachers observed.

The teaching of the curriculum on a face to face approach in classrooms was heavily disrupted when the SOE was declared on the 21st March 2020. However, the ministry was proactive in collaboration with the Media Providers in the country as well as the internet providers to put together alternative ways to deliver the curriculum for all year levels through three different ways/modes as described below:

On-line resources for All4 levels on MESC website (Source: MESC website)

All on-line resources are linked to curriculum learning outcomes and are a continuation of Strands that should be taught during this teaching period. It was advised and recommended for all parents to support their children’s learning using the available resources.

4 ECE, Primary & Secondary

Television (TV1 & Government Channel) (Source: MESC website)

The “LA OSO O AOAOGA FOU” TV program continues to provide learning that is relevant to both ECE and Primary levels. The programs for Secondary level will also be aired when they are ready in the beginning of the new financial year. A Government Digital Channel that was specifically set up to support the dissemination of information was also used by MESC to deliver its scheduled programs for students.

A detailed schedule of times and subjects was updated and made available on the MESC website and Facebook for parents and all students to follow.

2AP Radio Station (Source: MESC website)

A detailed schedule of times and subjects for airing on 2AP was also available for parents and students since the school closedown. This could be viewed and downloaded from MESC website and Facebook page.

b. Samoa Schools Innovation Literacy, Numeracy and Science (SSILNaS) The SSILNaS is an improvement of the Literacy Program that the Ministry has administered since 2014. The first change was to include Numeracy in 2016 to make it more visible and the second change in 2017 was to include Science to further promote the integration of literacy, numeracy and scientific literacy in the teaching and learning experiences in schools. These changes have all aimed to ensure a more targeted approach to these three areas and ensure Government schools integrate all three in their own programs at the school and cluster levels. The National SSILNaS program was held from 9th –12th September, 2019. The theme of this year’s SSILNaS was LIFE. The activities provided an opportunity for students to express their views through a range of topics, apply their learning and link their skills and knowledge to the theme and its importance to them. The objectives of the program were to:

 increase awareness and target efforts in all schools for Literacy, Numeracy and Science in real life situations;  provide a platform to highlight and showcase student-centered projects in literacy, numeracy and science;  raise awareness of key National and International issues;

 bring students, teachers, principals and parents together to work towards a collective goal; and  provide an opportunity for students to express their views on chosen topics, showcase their talents and learn different skills;

Life is precious and through the lens of Literacy, Numeracy and Science, students expressed their aspirations, views and ideas on this theme and how it applies to their learning as well as their daily lives. The program encouraged students and schools to use their creativity in each of the categories to bring out the theme “LIFE”. The activities encouraged students to reflect on current issues in our country and the world and present their views on these in relation to their daily lives. The program started with a parade from the car park behind the Ministry of Police Office to the MESC Headquarters at Malifa. This was followed by an opening ceremony before the activities started in various venues at the Ministry’s compound at Malifa.

Some of the topics covered include women in leadership, financial education, gender, climate change, environmental changes, health, fitness and sports, and youth empowerment. These four day program had a range of activities including the following:

 Debates and Impromptu Speeches;  Science projects;  Music and Drama;  Mental Strategies for Mathematics;  Problem Solving; and  Financial Literacy – coordinated and hosted by staff of the ANZ Bank.

The Ministry acknowledged with deep appreciation the kind support from all the sponsors5 who contributed through the provision of financial and in-kind support for this important program.6

c. Quality Assessment and Reporting The Assessment and Examinations Division ensures that its responsibility of maintaining and improving the quality, timeliness and analysis of assessments continues. The selection process for scorers of all national diagnostic and summative assessments for primary schools in September 2019 have been finalised and implemented as planned.

Primary diagnostic and summative national assessments began in October 2019. A total of thirty (30) trained personnel proficient in marking National Assessments and Examinations were recruited. Scoring was administered within two weeks of SPELL, one week of SPECA and 3 days of SSC and SSLC. Hence, the scoring of all primary assessments (SPELL and SPECA) were completed on the 8th of November 2019.

5 BSP, SSAB, TV1, BSL, UNFPA, Ah Liki Company, Peace Corps, Office of the Regulator, Samoa Shipping Company Ltd, ANZ Bank, Central Bank, MNRE 6 MESC Website

The coordination and implementation of diagnostic assessments for SPELL and SPECA were accomplished in quarter two whereas the SSC and SSLC were ensued in quarter three alongside with the dissemination of SPECA’s National Certificates. These are all part and parcel of the ministry’s move to strengthening the quality of national assessments and timely reporting.

d. National Examinations Results The 2019 primary national examinations started on Monday 21st October 2019 and finished on Friday 25th October 2019. While the Ministry was gearing up to roll-out a successful operation in implementing the 2019 national exams, School Principals, teachers and primary school students all over the country worked tirelessly throughout the year and to prepare their students for these national tests.

For the National Primary Examinations, approximately 6,150 students sat the SPELL Year 2 tests with a total of 5,430 and 5,220 students sat the SPELL Year 4 and SPELL Year 6 examinations respectively.

For the Samoa Primary Education Certification Assessment (SPECA), a total of 4,696 Year 8 students were assessed on their skill levels, knowledge and understanding acquired over their primary education for all 7 subjects in the Samoa National Primary Curriculum.

The National Secondary Examinations were conducted in Mid-November 2019 as practiced over many years, where Year 12 and Year 13 students from all Colleges around the country sat the Samoa School Certificate (SSC) and the Samoa School Leaving Certificate (SSLC) exams.

More than 2,000 students sat the Samoa School Certificate (SSC) exam, and about 1,800 students sat the Samoa Secondary Leaving Certificate (SSLC) in 2019. Due to the Measles Epidemic Outbreak, eight (8)7 SSC subjects were cancelled with only the SSLC examinations of nine (9)8 subjects continuing on the third week of December 2019.

The selected teams of Assessment Officers and administrators from the Ministry worked hard to ensure the schools and most importantly the students experienced an efficient and a smooth examination process during the examination period. School Inspectors and School Principals were amongst those playing pivotal roles during the examination weeks through their supervisory and monitoring responsibilities in distributing, and collecting exam scripts as well as assisting where appropriate to ensure the effective and successful implementation of the 2019 national examinations.

Examination week in each year is one of the most critical activities in the Ministry’s Annual Management Plan, and the Ministry is confident the results will not only provide meaningful pathways for the students of Samoa but will also provide the Ministry with useful data for interventions and strategic decision making.

The Provisional results for the 2019 Year 13 SSLC National Examinations were endorsed by the Minister of Education on 15th January, 2020. The Assessment reports for primary were released on 31st January 2020, whereas the Assessment reports for secondary were released on the 13th March 2020.

Despite all the challenges in 2019, in comparison to 2018, there was an increase of 73 students sitting SSLC. Given the unsettledness and uncertainty experienced by everyone as a result of the measles outbreak of ‘not knowing’ what/whether/when the National Examinations was to be held, the final turnout of SSLC students

7 Accounting, Physics, Samoan, DDT, History, Chemistry, FTT and Visual Arts 8 Samoan, Agriculture Science, Development Studies, Mathematics, HPE, Geography, FTT, Physics and Music

27 to sit their exams from 16th – 19th December 2019 was praiseworthy. This was a credit to everyone – students, parents, teachers, principals, health officials, ministries and the public.

Trends of Students Qualifying for NUS (Both Foundation Programs and TVET Courses)

The NUS requires students to meet a minimum of 200 aggregate (English plus best 3 subjects) for the Foundation programmes or a minimum of 120 aggregate for TVET/Certificate programmes. The following table shows the trends of students qualifying for NUS programmes in the last three years (2017 – 2019).

Figure 2: Trend of students qualifying for NUS

A very pleasing result is the consistency over the last 3 years, whereby more than 90% of all students sitting SSLC are eligible to enter NUS Foundation Programmes and TVET courses. Over the past 3 years, more than 50% of SSLC students have qualified to enroll in the different NUS Foundation programmes.

The MESC continues to work with Examiners and Moderators to improve the quality of exam papers although, it is planned that a course on writing and moderating exam papers will soon be offered by NUS through Oloamanu. This will help increase the number of Certified Examiners and Moderators for SSC and SSLC.

All these programs and interventions implemented by the Ministry have contributed to the development and improvement of student performance in all areas of life.

e. Professional Developments & Trainings The Teacher Development and Advisory Division (TDAD) continues to collaborate with various divisions such as CDMD, SOD, AED in delivering professional development through National, Cluster and School Based PDs. During the first quarter of this FY, there were 12 primary schools and 3 colleges that were monitored and provided with professional development support. The first half of the PD sessions were facilitated by schools and the second half of the sessions were facilitated by TDAD to discuss the National Teacher Development Framework 2018 (NTDF) and the National Teacher Development Policy 2018 (NPDP). These policies were rolled out in February 2019 and it identified the links of the school PDs and the NTDF and NPDP.

Several topics covered in the school PDs included pedagogy in teaching mathematics for the upper primary levels, the use of object lessons for early primary, and strengthening the use of the English Language in teaching the secondary curriculum.

Two PD sessions in quarter one of this FY were facilitated by Samalaeulu Primary and Sapapalii Primary. The Year 6 Samalaeulu teacher presented a lesson on a new teaching strategy to teach basic operations for Mathematics. She took this method from a YouTube clip shared by the Japanese and she contextualized it for the Samoan students. This is where she adjusted the method and developed the weaving method where she linked the method to how patterns are used to weave mats in Samoa. She also gave examples where teachers in Years 1 to Year 8 could use the weaving method to teach their students.

For Sapapalii Primary, it was interesting to note that all teachers were actively engaged in evaluating the PD. A few teachers agreed with the teaching method that was shared while the rest of the teachers provided their own opinions on what they felt could be improved. The teachers were quite vocal when they provided their recommendations on methods in improving their teaching. It was quite pleasing to listen to them discussing an action plan to address the comments they shared during the PD. The MESC continued to monitor Sapapalii Primary to gauge any improvements in their teaching and learning.

The implementation plan for supporting and monitoring school based professional programs for the third quarter is reflected in the TDAD AMP. However, due to the unexpected close down of schools due to the government’s SOE, visits were scaled back and the teams were only able to visit a few schools in the allotted one week.

School Based Professional Development Visits:

The schools that the Primary and Secondary teams were able to visit were Vailima Primary, Apia Primary, Vaimea Primary, Aleisa Primary, Safata College, Falealili College and Palalaua College.

Highlights noted from these school based PD visits included the following:

 A high number of schools turned in their school based PD reports. These reports identified areas needing improvement as shared by the Principal and other teachers in their feedback session;

 Vaimea Primary School demonstrated the use of running records as a strategy for reading. They also included an emotional PD on how to deal with students with special learning needs;

 Apia Primary School shared the MOH presentation on the COVID 19 as their school based PD. They discussed ways to protect their students and staff, personal hygiene and preparation for disseminating school work to their students;

 Falealili College used the TV platform as a resource to teach the subject. The teachers were engaged and asked how they could use this platform in their teaching;

 Safata College provided a very informative PD for their teachers. The Principal provided a refresher PD on linking their term plans to the annual plans. This discussion also included looking at strategies to address the needs of Year 12 and Year 13 students who were not passing their national assessments; and

 Itu o Tane where the PD teacher presented on different learning strategies for students and teachers, including health issues for both teachers and students. If teachers aren’t healthy (mind and body) they can’t take care of student needs (Motivational PDs)

Online PD Videos Due to the SOE for COVID19, all face to face professional development programs planned for quarter 4 had to be repacked to reflect the shift from face to face to online professional development programs. The objective of this new mode of online PD programs ensured teachers were able to access PD videos at suitable times and according to their teaching needs in terms of support for subject content, teaching pedagogies and student learning styles. As such, the TDAD developed a plan where expert teachers (trainers) were selected for Round 1 to design, develop and present PD videos suitable for online lessons. Trainers met with TDAD and external media to discuss the outline and scripts of the individual training videos to ensure a variety of training aids, teaching support, pedagogies, and media graphics were included in their filming preparations.

For Round 1, a total of 19 primary teachers were recommended to cover seven primary subjects and 9 secondary teachers for selected subjects. Expert teachers from both Upolu and Savaii were selected to design, develop, and present effective

30 teacher training lessons applicable for online training videos. These PD videos will be uploaded to the MESC Moodle Server and made available to teachers during the 1st quarter of the FY20/21.

Aana 1 College School Based PD TDAD was invited to participate in Aana 1 College’s School Based PD. The presenters for their PD were selected from their school Assessment Committee. Teachers presented on their results from Years 9-13 and feedback was provided identifying trends linking student performance to teacher lessons and pedagogies. The Principal and Vice Principal of Aana 1 College did an excellent job presenting their assessment data and will be invited in the future to prepare training for other Colleges.

TDAD worked on preparing and compiling PD Hours reports for all primary and secondary teachers. This is one of the monitoring actions as per the National Professional Development Policy 2018 (NPDP) to encourage teachers to engage in workshops to improve their teaching methods and classroom management. In addition to the hours that were captured in the PD Hours report, data regarding the number of teachers from each school attending the NUS or USP upgrade program was also included. This report will help the Principals monitor their teachers in terms of their professional development plans and teacher upgrade.

The feedback and evaluations from the school-based and cluster PDs were also entered on the TDAD database for training and was used to update the teachers and the schools portfolios. Another activity under the Teacher Development and Advisory Division is to promote the teaching profession and to develop activities to retain teachers in the teaching profession.

Marketing Visits to Promote the Teaching Profession

The Ministry had the opportunity to visit the Mission and Government Colleges in Savaii to market the teaching profession through the MESC Sponsorship Program. The marketing visits included the colleges of Uesiliana, Palauli, Palauli Sisifo, Itu Asau, Itu o Tane, Alofi o Taoa, Amoa, Mataaevave, Tuasivi and Vaiola.

The team shared with the Year 13 and 12 students and teachers the criteria to be eligible for the sponsorship program, how to fill in the application forms and the contact information for the TDAD team. In addition, the team also shared the opportunities for teachers including the sponsorship awards, attending overseas workshops and conferences and also the different pathways for teachers. At the end of each session, students who answered the review questions were able to get a shirt promoting the teaching profession.

Teacher and Student Online Competitions TDAD and SOD were tasked to design an online competition for teachers and students to gauge their thoughts on the COVID 19 and the effect of the lockdown has had on their teaching and learning. The categories were Poems, Songs and Dances. The Prize Giving was held at MESC and the Deputy CEO thanked the students and teachers and awarded the prizes to the winners.

f. MESC Sponsorship Program The Ministry continued offering sponsors for students (new and matured) who enrolled in education programs to upgrade qualifications and to get bachelor degrees. After the second semester examinations in December, 2019, the following were the results for all sponsored students:  85% of total sponsored students passed with 60% or higher,  11% passed with 50% - 59%,  4% were below 49%.

In Semester 1 2020, 236 new sponsorship applications were collated, processed and tabled at the Sponsorship Committee Meeting for endorsement in January 30th 2020. This meeting was held at MESC and included committee members from the Ministry of Foreign Affairs, Public Service Commission, NUS, and MESC representatives. In addition, a total of 200 plus continuing students were assisted in the process to confirm their sponsorship awards for Semester 1, 2020.

All sponsored students were required to sign the revised BOND to secure their sponsorship award for Semester 1, 2020. The team designated dates for the different groups of students to sign their BONDs,

32 including dates for the Savaii students and teachers. The team travelled to Savaii so the students and teachers could sign their BONDS. In February, MESC was also invited to present to new NUS sponsored students and explain the objectives of the Sponsorship Policy and Program. The presentation included a look at the results for sponsored students from 2016 to 2019 which is reflected in the graph below. Figure 3: Sponsorship average

At the end of this financial year, 550+ applications were processed by the TDAD team in preparation for the Scholarship Committee Meeting to endorse applications for NUS enrollment for Semester 2, 2020. In preparation for the new intake, 2 meetings were held with NUS Faculty of Education on the progress of sponsored students and 1 meeting was held with NCECE to discuss their cohort of teachers who will enroll in the Bachelor of Education (ECE).

The Sponsorship advertisement was aired on TV1 and TV3 for 4 weeks before the deadline to ensure the public was aware of the sponsorship dates. In addition, there were TV ads specifically targeting ECE and TVET teaching positions.

g. World Teachers Day Every year on the 5th of October, the UNESCO provides the theme for the World Teachers Day. The theme for 2019 was “Young Teachers, the future of the profession.” This event is to recognize the hard work of our teachers and to raise their morale and motivate them to continue their calling as a teacher.

For the first time, this annual event was held in Don Bosco, Salelologa Savaii. The MESC and SFS (Sosaite o Faiaoga Samoa) collaborated on the program and noted with much appreciation the support and turnout from both the Upolu and Savaii teachers. The two-day program started on Saturday with a parade led by the Mr

33 and Miss Teachers Day 2018 which was followed by a sports day for all teachers and principals. Teachers came in their respective district colours ready to compete for the prizes that were prepared by the MESC committee.

The Kidney Foundation was also invited to take part in the program and they were able to screen many of the teachers, staff and principals to check their blood pressure, sugar level and weight. The Teachers Day program closed with a Thanksgiving service on Sunday to remind the teachers of the importance of their callings and also a prayer for all the children of Samoa in preparation for the national exams in October and November. h. Literacy Programs implemented to support curriculum and reading Library Services under Corporate Services Division offered some of the programs at the Nelson Memorial Public Library to support curriculum delivery and reading. These are some of the achievements and pending areas recorded for this financial year:  3 English Tutorial classes for Year 7 and 8 in preparation for exams (21 participants);  Reading Programs conducted by Junior Section (145 participants);  8 basic computer skills classes for primary level student (201 participants);

All scheduled programs for April, May and June 2020 were cancelled due to restrictions imposed by the SOE. However, some strategies were used to make sure the library services were utilized during the lockdown period: (1) Pacific Room total number of users for April & May was 189 and the total number of books requested and used for research and IA purposes was 286; (2) American Corner total number of Internet users was 330 and the total number of books borrowed by library borrowers was 79; and (3) The total number of books borrowed from the Reference Section for in-house use was 217.

i. Teacher Performance and Professional Standards The Quality Assurance and Performance Appraisal system is an ongoing activity conducted by the Monitoring, Evaluation and Review Division throughout the year to appraise and review the targeted number of primary and secondary principals, vice principals and teachers in government schools.

Leadership skills and competencies of principals and vice principals were appraised using the Leadership and Management Standards, compliance with MSS and individual performance targets. All teachers were appraised using teacher performance and professional standards.

At the end of this financial year, a total of 78 principals, 22 vice principals and 345 teachers completed their performance appraisals process. The table below showcases the breakdown of teachers in both primary and secondary and also by gender.

Table 13: Performance appraisals Male Female Total Principals 27 40 67 Primary Vice Principals 4 4 8 Teachers 46 183 229 Principals 7 4 11 Secondary Vice Principals 6 8 14 Teachers 44 72 116 TOTAL 134 311 445

j. School Operation Support Services The work of the School Operations Division (SOD) in supporting and promoting effective and efficient school governance and community participation and engagement across primary and secondary schools is ongoing.

SOD through the work of School Support Advisors (School Inspectors) continues to provide support and advice to principals and school committees daily. School compliance with the Education Act 2009 and the Amendment Act 2019 has improved with the support of the School Inspectors. They continue to provide support and advice to principals and school committees daily. Their work includes monitoring compliance with the use of the One Government Grant and school compliance with the Minimum Service Standards. For Government Primary Schools:  6% (8) Government Primary Schools MEET the MSS  71% (102) Government Primary Schools MOSTLY MEET the MSS  20% (29) Government Primary Schools PARTIALLY MEET the MSS  3% (5) Government Primary Schools BELOW STANDARD

For Government Colleges:  4% (1) of Government College MEET the MSS  70% (16) Government Colleges MOSTLY MEET the MSS  22% (5) Government Colleges PARTIALLY MEET the MSS  4% (1) Government Colleges BELOW STANDARD

School Operations also provided support for the Savaii and Upolu Education Cabinet Advisory Committees. The committee met eight times in this financial year with the Associate Minister as the Chair.

k. Information Communication Technology (Use of ICT resources) The ICT and Media Division is mandated to ensure that ICT resources and tools to improve teaching and learning are strengthened and sustained. In this financial year, the commitment of ICT & Media in the development, filming, editing and airing of curriculum resources, lesson plans and teachers’ professional developments through website and online learning programs was a successful action for the Ministry. Due to the impact of SOE on teaching and learning programs in Education, this effort played a significant part of the ministry’s COVID 19 response. For example ICT and Media team successfully aired 10 x 10 minute mini documentary episodes to promote the ministry’s response to the COVID-19 pandemic. The 10 episodes covered the Ministry’s multi modal approach to education delivery during this pandemic inclusive of

35 comments from parents and community members in both Savaii and Upolu. The awareness programs were delivered via TV, radio and online platforms.

The ICT and Media continued to finalize plans for the streaming lessons pilot project in 50 government primary and secondary schools. Below is the progress of this work as of June 30th:  Video conferencing (VC) technology will be rolled out to 50 schools in the new financial year;  VC equipment is being procured for 50 schools; - 50 x Speakers - 50 x webcams  Technical VC testing at the selected 50 schools was completed in quarter 4 of this financial year and ready for installation. Progress has been made in the development of the Education e-library system / Portal for schools to access supplementary learning materials and e-resources as summarized below:  Overall development is 75% complete;  Website structure and design is 90%;  Uploading of curriculum content is 95%; and  Uploading of e-resources and learning activities is 65% complete.

l. Opening and dedication of new school buildings i. Vaiusu Primary School (source: MESC Website) Although it was the final term of the year, but parents and school communities never gave up on developing Education for their children. This was seen on 18th October 2019 at Vaiusu Primary School.

Two new classrooms and the Parents and Teachers’ Association (PTA) office were officially blessed by Deacon Ropati Tuitea of Vaiusu Catholic Church on October 18th 2019. The ceremony was attended by Members of Parliament and distinguished guests, with the Minister of Education Sports and Culture, Hon. Loau Solamalemalo Keneti Sio delivering the Keynote Address.

The Chief Executive Officer of MESC, Afioga Afamasaga Dr. Karoline Afamasaga-Fuata’i had the honour of cutting the ribbon for the new classrooms. The total cost of the new facilities was estimated at around $55,000 SAT. The PTA and the school committee had funded the new rooms themselves and it took them 5 weeks to complete their project.

A total of 402 students will benefit from the newly built rooms with a roll of 11 teaching staff including the Peace Corps Volunteer. It was also noted that there was an increase in the school enrolment compared to the last five years, confirming that more children of the village are utilizing the efforts and hard work of their community for the development of their education.

ii. Lepa Primary School (source: MESC Website) Students, teachers, parents and the school community of Lepa celebrated the completion of their newly built school building, which was officially opened on Saturday 19th October 2019.

It was attended by the Ambassador Extraordinary and Plenipotentiary of Japan to Samoa, H. E. Maugaoleatuolo Shinya Aoki who also congratulated the village of Lepa for their new school building.

The Keynote Address was delivered by the Honorable Prime Minister, Afioga Tuilaepa Sailele Malielegaoi acknowledging the solid support of the Government of Japan to the development of Education in Samoa. The Minister of MESC, Hon. Loau Solamalemalo Keneti Sio was given the honor of cutting the ribbon. The CEO MESC and other distinguished guests also attended the special occasion.

The project was fully funded by the Government of Japan under the Japan’s Grant Assistance for Grass-roots Human Security Projects (GGP), at a cost of USD 133,215 (about SAT 336,911.99). The new building consists of eight new classrooms with a staffroom and a library.

The high chiefs of Lepa and the village community were also present to celebrate with appreciation the completion of the new building.

It is hoped that the project will greatly help the School Committee, parents and teachers to promote a learning environment that improves the abilities of the children of Lepa.

There has been a slight increase in the number of students attending Lepa Primary School compared to the last five years, from 133 with an increase this year to 160 students with 4 teaching staff reflecting the need to accommodate students in a school building that has enough classrooms.

iii. Auala Primary School (source: MESC Website) Though Samoa is at its hardest moments, the light of love still shines at the far end of the big island of Savaii, as the Government of Japan officially handed over the new school building for Auala Primary School, which was funded by Japan’s GGP.

The government of Japan continues to uphold its commitment to upgrade basic educational facilities at grass- roots level across Samoa. A two-storey building with 8 new classrooms plus the library and staffroom were officially opened on Friday, 22nd November 2019 in Auala Savaii.

The ceremony was attended by the Minister of Education, Hon. Loau Solamalemalo Keneti Sio and the Counsellor Mr. KISHI Isao and other government officials as invited guests. Also present were the School Committee, villagers, parents and teachers who were able to witness the newly constructed building. The ceremony was very brief as there were no students and children allowed at the venue.

The Keynote Address was delivered by the Minister of MESC acknowledging the continuous support of the government of Japan to the development of Education in our country.

Auala Primary School received a grant of 89,224 USD (229,017.17 SAT) in March 2019 for the project implementation. The school’s former building was in a run-down condition and had served its community for about 45 years which triggered an everyday unsafe access for the students and staff.

In the last 5 years, the school roll ranged from 120 to 150 students, with this year’s total of 106 students with 5 teaching staff.

Despite the impacts of the measles epidemic in Samoa, it is with no doubt that the students of Auala are looking forward to start their learning in their new classrooms at the beginning of the school year 2020.

To mark this occasion, the Embassy of Japan in Apia wished to extend its heartfelt condolences and sincerest sympathy to the families who have lost their most precious loved ones during this measles epidemic. Our thoughts and prayers are with you all at this difficult time.

iv. Vailoa Faleata Primary School (source: MESC Website) Vailoa Faleata Primary School started 2020 on a high note with the opening of its new school buildings on Friday 7 February 2020, which includes 8 new classrooms and renovations to the existing administration block. A special ceremony to bless the buildings was led by Rev Siaosi Matai’a of the Congregational Christian Church of Samoa in Vailoa, Faleata.

The Honorable Minister of Education Sports and Culture, Afioga Loau Solamalemalo Keneti Sio in his keynote address, congratulated the village and the school of Vailoa Faleata for a job well done. The Hon Minister

highlighted the importance of teacher’s responsibilities, as well as the school committee and principal in working together to support children’s learning. The Minister also emphasized that the Government and the Ministry prioritized safe environments in schools and that all schools shall be well equipped with educational resources for teachers and students to access and improve learning.

About a year ago, the Vailoa Faleata school building was severely damaged by fire. The school building was insured, so the School Committee was able to claim financial assistance to cover some of the costs. The village and the school committee also sought assistance from the government through the MESC to help finance the new school building and renovations undertaken. The entire project costed more than WST$190,000.00.

An inspection of the new school building concluded the formalities and was witnessed by invited guests, the school committee, school principals, and parents.

v. Faleata College Hall (source: MESC Website)

The new Faleata College hall was opened and dedicated on 18 February 2020 during a special ceremony held at its compound at Lotopa, Faleata. The new hall was funded by the Government of Japan through a grant assistance of $206,315 US Dollars, approximately $525,000 Samoan Tala.

In his remarks, the Hon. Prime Minister, Tuilaepa Lupesoli’ai Sailele Malielegaoi, congratulated the school committee and parents for their patience and support for the college project which has led to the achievement of this great milestone. He added that Faleata College has a distinctive history after its establishment in 1964, serving the Faleata district for over 50 years through educating past and present generations.

The college also remains as one of the few schools who successfully complied with the government’s policy of enrolments as determined by locality, for convenience and to avoid overcrowding. Furthermore, Prime Minister Tuilaepa emphasized the need to focus on teaching mathematics and science subjects to ensure the government’s vision of producing local professionals with specialized skills such as engineers, doctors and scientists. Doing so will reduce the expensive approach of seeking expertise and specialized skills from overseas.

His Excellency, Ambassador Genichi Terasawa in his remarks highlighted the importance of children accessing education and relevant or quality facilities. The Faleata College Hall will enable the school to facilitate a wider variety of extra-curricular activities for the students.

The Hon. Minister of Education, Sports and Culture, Afioga Loau Solamalemalo Keneti Sio was given the honour of cutting the ribbon to officiate the opening of Faleata College Hall. Amongst the hundreds who attended to witness the wonderful ceremony were honorable members of parliament, members of the diplomatic corps, government officials, invited guests, and parents.

vi. Sili Primary School (source: MESC Website)

Prime Minister, Hon Tuilaepa Sailele Malielegaoi presented the Keynote Address saying despite the many government developments, Education is one of the most important. Tuilaepa said if a single child in the family succeeds in education, he or she will greatly contribute to the growth and wealth of their family. This development of education in Samoa continues to draw the attention of the Government of Japan for assistance.

Sili Primary School was also the happy recipients of the boxes of books including dictionaries donated by the Applied Scholastic Institute from the USA. Minister Loau Solamalemalo Keneti Sio presented the books and he

39 urged the teachers and principal of the school to make use of the reading materials to help students with literacy.

The ongoing assistance of the government of Japan under the Grass-Roots Human Security Projects (GGP) funded the project at a cost of USD 105,311 (approximately SAT 278,000). This had enabled the replacement of their 50 years old building. It is hoped that this project will continue to raise the level of achievements of the school and to ensure that the students are provided with quality education and improved health sanitation.

vii. Palauli Primary School (source: MESC Website) Despite the damage caused by fire that destroyed their old school building, students and parents as well as the village community of Palauli celebrated the handover of their new school premises funded by the Government of Japan on the 27th February 2020.

Prime Minister Hon. Tuilaepa Lupesoliai Sailele Malielegaoi in his keynote address reminded the village and students of Palauli Primary school that if their school building was renewed three times with continuous support and assistance from the Government and the people of Japan, they should also push their children to attend school and to be successful.

8 new classrooms, the staffroom, library and a computer lab are the new facilities that were funded under Japan’s GGP, and worth up to USD 95,736 (approximately SAT 246,000 ) hoping that its reconstruction can help relieve the problems constantly faced by the school during heavy rainfalls.

Hon. Minister of Education Sports and Culture Loau Solamalemalo Keneti Sio cut the ribbon to open the doors of the new school building and he also presented boxes of reading materials and Dictionaries to the school principal and teachers. The occasion was witnessed by members of parliament, government officials, invited quests, the village, and parents.

m. New School Registration

During this financial year, two schools have applied for registration under the Education Act 2009 Part IV (30) as Mission Primary Schools. Both school have been granted ‘Partial Registration’ for one year and will again be assessed to ensure its full compliance with the set guidelines.

1. Nuufou Baptist Academy: The school offers classes from Years 1 to 4 for the 2020 school year and they plan to add Year 5 in 2021. It is the administrations’ vision to add Year level every year until they have a full suite of classes from Year 1 to Year 8.

The school has four (4) teaching staff members, two (2) volunteer teachers supporting students with their reading and one (1) support staff who handles the administration of the school. Since the school has only four classes - one class per level (Year 1 – Year 4) each class is allocated a teacher with assistance provided by the two volunteers.

2. Mt Zion Primary School

Mt Zion Primary School is a mission school established in response to a resolution passed by the Voice of Christ Full Gospel Church in 2018 to open schools in Samoa that can offer education opportunities for young children. The school is governed by an Executive Board and managed by the Director and the School Principal who are teachers. The school offers classes from Years 1 to 8 with a student population of 198 students and thirteen (13) staff members including the Principal and the Vice Principal.

n. XVIth Pacific Games 2019- Welcoming and Flag Raising Ceremonies

One of the highlights of the games in July 2019 was the Flag Raising ceremonies. 24 outstanding schools were selected to represent their ‘adoptive countries’ during the Flag Raising Ceremonies a week before the actual games started. They paid tribute to their adopted countries by singing their respective national anthems and perform a short traditional dance as part of Welcoming and Flag Raising Ceremonies that was held at Mulinuu.

o. Schools participation at the 84th Extraordinary Session of the United Nations Committee on the Rights of the Child (CRC)

Eighty two (82) students participated in a pre-Conference Debate held on Wednesday 26 February, 2020 organized by the MFAT and UN Office in collaboration with MESC. Of the 82 participants, seven (7) students were selected as moderators and speakers at the side events during the CRC meeting. The 84th CRC Session is the first meeting to include young people in its main deliberations and by the committee’s positive reactions and responses throughout the week, Samoa has ensured that they become a fixture in future CER deliberations. To celebrate 30 years of the CRC as well as 25 years since Samoa ratified the CRC, students led and facilitated an interactive Talanoa session between the CRC Committee members and the children of Samoa on observations and lessons learnt from the 84th session week.

GOAL 2: Enhance educational access and opportunities at all levels a. Sports in Education The importance of Sports in schools encompasses more than just the benefit of physical activity. Increases in self-esteem and mental alertness make school sports and games necessary for every school age child. Because of the many benefits, Sports Division continues to work closely with the Sports Federations to develop an organized program for Primary Schools that will allow the students to develop skills that go beyond the physical activities the individual sport requires.

Sports Division in collaboration with 9 Sports Federations have set up a Sports Unified Calendar with the aim to provide regular opportunities for sporting participation throughout Primary Schools in Samoa. Development Programs began in March 2020 and will be delivered by the Sports Federations themselves with the regular monitoring visits by the Sports Officers.

The Ministry of Education, Sports and Culture through the Sports Division continues to offer assistance to athletes, teams and administrators to prepare and participate in National and International competitions. During this financial year, Weightlifting Federation have received funds of $30,000 to participate in the Oceania and Commonwealth Championships in Nauru while Tennis Association also received $15,000 to participate the Oceania Junior and Open in New Zealand. Funds of $20,000 and $30,000 have also been approved for Marist Club and Toa Samoa respectively to assist internationally recognized events to be held in Samoa.

On a different aspect, $62,800 has been approved for USP to conduct the Research on the Impact of Sports to the Socio Economic Development of Samoa. Two other proposals for Boxing and Taekwondo Associations are awaiting Reports from the Ministry of Finance for funds to participate in the Olympic Qualifiers.

Another aspect to consider, in order to improve and develop existing sports and physical education programs, it is important that support and financial assistance is provided for upgrading of Sports Fields. At the end of June 2020, the constructions of sports fields for Saanapu Primary, Aana 1 College, Lona Primay, and Faleula Primary were completed.

b. Inclusive Education at all levels The data collected by the IE Unit as of June 30th, is 192 in Primary and 23 in Secondary. The fluctuation of the data collected is due to movements of families, students as well as decision made by parents to continue or discontinue the education for their children.

Table 14: Students with Disabilities mainstream in government schools School Level Gender 2016 2017 2018 2019 2020 Primary Male 100 90 166 186 141 Female 54 50 92 95 62 Total 154 140 258 281 203 Secondary Male - - 6 5 14 Female - - 6 4 10 Total - - 12 9 24 Grand Total 154 140 270 290 227

The sharp decline from 2019 to 2020 could be the result of the following: i. Some secondary SWD have successfully transitioned to university/APTC, others have obtained employment opportunities within Development Partners Organizations; ii. SWD in Primary have transitioned from mainstream Primary to TVET facilities in SENESE and other Special Schools due to limited Teacher aids support and funds to enable desired level of activities needed to support a child with a disability effectively in mainstream schools; and iii. Funding limitation for NGOs restricted service providers to conduct specific services and assessment in a timely manner in quarter 4 of the financial year. Therefore students who were identified and suspected to have a disability were not diagnosed and were removed from the data collected.

The Launch of the Inclusive Education Handbook was conducted in June 19, 2020. This document was developed to provide guidance for teachers in terms of: - students disability form for data collection; - inter-agency referral process; - individual education planning process; - inclusive school self-assessment; - inclusive school plan and review process; - strategies for classrooms practices and lesson planning; - understanding different disabilities and their specific needs; and - students with disabilities transition guide from Primary to Secondary. Despite not having clusters training the Handbook training was done using on-line resources coordinated by TDAD.

The Inclusive Education Unit has coordinated the interpretation of lessons on television into Sign language in partnership with the Deaf Association. These lessons were translated and used online training mode to facilitate trainings for teachers.

The Ministry continued to work in collaboration with the SENESE to identify students with disabilities mainstreamed in Government Primary and Secondary schools. c. ECE participation rate Support visits to 125 ECE centers were jointly done by the ECE Coordinator and the National Council for Early Childhood Education. During these visits, the team conducted brief workshops with teachers of each center on how to develop and create their own resources using natural resources from the environment. In total 367 teachers were supported during these visits. The teachers were given sheets of guidelines on how to create the following activities to engage students in a proactive manner:  a basket of knowledge “ato ponapona”;  rainbow of colours using water play;  tapa print using fruits and leaves; and  the 3 R’s (Re-use, Reduce and Recycle) The volunteer and ECE Coordinator provided support to ECEs in Moataa, Saanapu, Fiamalamalama Special School, and Loto Taumafai. The volunteer also created and distributed resources (Dice & Maths games & Samoan Alphabet Chart) to the above schools.

The Ministry is continuing to work collaboratively with the National Council for Early Childhood Education to support ECE Centers and encourage communities to enroll their ECE aged children in ECE Centers.

A total of 245 teachers attended the awareness workshops for ECE Minimum Service Standards conducted in February, 2020. ECE Teachers had the opportunity to participate and gained more knowledge of standards to guide their teaching and learning at this level.

The table below presents the level of Early Childhood Education participation rate from 2016 – 2020. For this financial year, the total number of ECE students declined from 3,847 in 2019 to 3,637 as of June 30th, 2020. 48.9% are males and 51.1% are females. Comparing to the data provided in each financial year, the trend of ECE participation rate increased from 2016 – 2018, and then started decreasing from 2018 until 2020.

Table 15: ECE enrolments

Enrolment in ECE education Year Male Female Total 2016 2,014 2,023 4,037 2017 2,365 2,471 4,836 2018 2,457 2,654 5,111 2019 1,927 1,920 3,847 2020 1,780 1,857 3,637

d. Information Communication Technology (Connectivity and Utilization) To ensure ICT access and connectivity to government schools, support is provided for infrastructural maintenance and hardware replacements. However, there continues to be challenges in the sustainability of ICT services to government schools due to some schools not taking full responsibility and ownership to manage and use these equipment and e-resources to support teaching of the curriculum.

Connectivity status for PrimaryNet in this financial year: i. A total of 82 government Primary schools have healthy and working connectivity to PrimaryNet; ii. Thirty two (32) government primary schools with faulty SNBH equipment needing replacements;

iii. Ten (10) government primary schools with no connectivity due to infrastructure issue; iv. Eighteen (18) government primary schools requiring relocation and new installation; and v. Six (6) schools requiring new installation due to missed out in the initial project.

Connectivity status for SchoolNet9 in this financial year: i. Twenty three (23) Colleges are able to access SchoolNET e-library resources ONLY but NO internet due to connectivity issues; ii. Fifteen (15) Colleges have access to BOTH SchoolNET e-library resources and the internet; iii. Sixteen (16) have faulty hardware undergoing repairs and maintenance; iv. Five (5) are connected to Virtual SchoolNet Learning Center source.

GOAL 3: Enhanced Relevance of Education and training at all levels a. TVET Pathways in Schools

The Ministry participated in the Samoa Skills Workshop Program “Connecting Industry and Training through Partnership” coordinated by SQA in September 2019. The workshop was an opportunity to raise awareness amongst stakeholders from the various sectors who participated (business, industries and private sector) on the current situation and the direction the Ministry and sector are heading towards to develop pathways for students in TVET. The stakeholders raised a number of challenges and solutions to address these in Samoa - one of these is to have consultations on the curriculum areas to cover in schools.

The Annual Exhibition for TVET subjects to showcase the work of students taking TVET was planned to be held in November 2019 after the National Examinations. However, it has been deferred until further notice due to the Measles Outbreak and Covid-19 Pandemic.

According to dialogues and invitations coming in for Curriculum Officers to assist school exhibitions, 5 colleges already conducted their exhibition namely Leifiifi College, Avele College, Anoamaa College, Aana 1 College, and Faleata College. This activity is now delegated to be conducted at the school level.

The Ministry will be developing curriculum subjects and options for students in the area of TVET in the next 2 years to cater for the newly approved Four Year Level in Secondary education. This will include the introduction of new courses over the next few years such as tourism and hospitality, food and beverages, marine studies, and carpentry. TVET has huge economic potential for the majority of our students when they finish Secondary level. b. Culture in Education Culture Division continues to develop capacities in heritage and culture as stipulated in its National Culture Framework 2018-2020. The Orchestra Unit, Museum of Samoa Unit and Culture Development Unit worked collaboratively in implementing planned activities and to achieve its scheduled targets from time to time.

The development of Samoan Readers from the Samoa Nei Galo publications is one of a significant initiative produced in this financial year. These readers will help to promote our language, historical stories and improve literacy for students. On the other hand, this will promote heritage, culture in education and cultural industries to increase public participation and awareness.

9 SchoolNet covers government, mission and private schools

The second review of 40 Samoan stories for Samoa Nei Galo Volume 9 & 10 is completed. A research and analysis on 97 Recommendations that inform MESC’s Draft Instructions for the 2 Bills on Heritage and Traditional Knowledge is completed and submitted to AGO.

The Museum of Samoa preserves, promotes and educates on heritage, art, history and culture. It engages with Primary, Secondary and Tertiary level of Education to achieve goals through workshops, exhibitions, educational exchange, tours and research. To strengthen partnerships and collaboration with local communities, civil societies, government ministries, and development donor partners, there are ongoing correspondences, engagement with donor partners, as well as participation in government workshops and consultations.

The National Orchestra plays a very important role in supporting teaching and learning of the Music Curriculum in schools. It helps to promote music in education through public performances, schools workshops and visits. The Orchestra team mobilized and organized the 500 member choir for the Opening and Closing Ceremonies of the XVI Pacific Games on July 7th and 20th, 2019.

At the end of this financial year, the National Orchestra completed 26 public performances and 480 theory and performance master classes.

c. International Museum Day

The Ministry of Education, Sports and Culture along with the rest of the world, commemorated the International Museum Day on Monday 18th May 2020 on the Theme Museums for Equality: Diversity and Inclusion.

The annual International Museum Day (IMD) highlighted awareness and appreciation of Museums as “important means of cultural exchange, enrichment of cultures and development of mutual understanding, cooperation and peace among people”. The Museum of Samoa along with other Museums in the country are institutions established to protect, preserve and promote Samoa’s history and heritage, drawing on opportunities to learn and value our culture and our people.

Due to SOE restrictions, MESC hosted a mini display/exhibition at the main foyer of the MESC’s main office at Malifa on Monday 18th and Tuesday 19th May 2020. The exhibition was a series of photographs of Samoa from 1900-1962 highlighting Samoa’s journey towards its Independence in 1962. This mini exhibition was opened to the public on both days. Social distancing guidelines were also encouraged.

MESC conveyed its best wishes to all the Museums in Samoa, to our stakeholders and volunteers from national, regional and international organizations who continued to assist the Museum of Samoa in its effort to safeguard and foster a deeper understanding and appreciation of our heritage and history.

d. XVIth Pacific Games 2019 Opening and Closing Ceremonies The Opening and Closing Ceremonies of the XVIth Pacific Games took place on July 7th, and July 20th respectively. More than 5000 athletes and officials from 24 Pacific Islands together with audiences from the country and around the world witnessed the outstanding performances by more than 5,000 students from 16 colleges.

The winning concept from the annual Samoa Nei Galo 2018 was developed into the central theme of both Ceremonies highlighting ‘the blessings that come through service’ through an enactment of the renowned Samoan legend ‘Feepo and Leatiogie’.

GOAL 4: Improved Sector Coordination of Research and Policy Planning a. Policy development The work of the Policy, Planning and Research Division (PPRD) in leading the development of policies and frameworks in collaboration with relevant divisions has been ongoing. At the end of this financial year, there were two (210) National Frameworks completed and endorsed by Core Executive in February 2020 and ready for submission to the National Policy Coordinating Committee (NPCC).

Other related policies such as the Multi-Literacy Policy, and Numeracy Policy drafts were in place and completed at the divisional level in this Financial Year 2019/2020 with the target to be finalized and endorsed by the Core Management in the next financial year.

The Draft Teaching and Learning Policy was also completed and tabled at Core Management on 4th June 2020. Team CDMD and PPRD are currently working on revising the Draft Policy before the second presentation to Core Management in the first quarter of the new FY 2020/2021.

Drafts of other policies such as the National Archives, National Recordkeeping and National Digitization are in place and were tabled at Core Management on May 25th 2020. NARA team and PPRD are currently working on revising these draft policies with the aim to finalize them in the first quarter of the new financial year.

b. Research The coordination of research in any area as initiated by the Ministry is one of the major tasks that enable the Ministry to find out whether the new reforms and initiatives are effective for students and of course the future of Samoa. The focus for the Literacy Research as planned to be conducted is this financial year is now changed to the procurement of a TA to develop a Long Term Classroom Based Assessment (CBA) Program. The change of focus was a directive from the Core Management based on similar studies already conducted before such as the Pacific Benchmarking for Education Results (PaBER) study, Early Grade Reading Assessment (EGRA) and the Samoa Early Human Capability Index (SEHCI) Survey. The Draft Proposal was completed and submitted to CEO in May 2020 for endorsement. The PPRD team is currently working on revising the proposal before the second submission and endorsement.

10 National School Curriculum Framework & National Archives and Records Framework

The data collection for a Rapid Assessment of Student’s Access to Multi-Modal Resources during the SOE Lockdown in collaboration with the SOD is completed. The Draft Report is also completed and will be submitted and endorsed by Core in the first quarter of the new FY 2020/2021.

c. Monitoring of the Ministry Plans The Ministry promotes an Evidenced-Based Review approach from each of the 13 Divisional outputs and the Office of the Chief Executive Officer (OCEO). The Annual Management Plan (AMP) review is conducted at the beginning of every quarter of the Financial Year. It enables the Ministry to identify the progress of designated tasks (and unplanned activities) completed throughout the financial year on a quarterly basis. In preparation for the quarterly reviews, each division undergoes an internal review process under the guidance of the Policy Planning and Research Division and Corporate Planning Committee members in each division together with the overall monitoring by the ACEOs. At the end of this financial year, four (411) quarterly reviews were completed and all reports have been prepared, endorsed and submitted to the Education Sector in preparation for the Sector Annual Review. The MESC Annual Report FY18/19 was submitted to Cabinet for approval in November 12, 2019. The Cabinet approved the report in December 12, 2019 and 80 copies were submitted to Parliament on January 20, 2020.

d. SEN & Census The Education Statistical Digest is one of the Ministry’s annual publications, which is generated from the information collected from School Census forms and other relevant information collected from ministry divisions. For this financial year, the Education Statistical Digest 2019 was approved by the Core Management on February 4th, 2020 and printing was completed in March 2020. This publication has already distributed to all schools and the Ministry stakeholders.

SEN and Census forms for Statistical Digest 2020 have been prepared and distributed to all schools in January 2020. The due date for submission of all SEN and Census forms by schools was February 17th, with an extension of two weeks granted to all schools. As of March 2020, 100% of all primary and secondary schools have submitted their SEN and CENSUS forms. This was the first time ever that the full submission of these important forms was completed before the end of March.

The ministry acknowledged the great support from the School Principals and School Inspectors in ensuring the timely submission of these forms. The data entry/cleaning for both SEN & CENSUS was completed and as of March 2020, all Colleges SEN lists (100%) were uploaded to the SEMMIS for AED purposes and national examination preparations.

Analytical Report for Apia Primary School The increasing population of students at Apia Primary School has caused and continues to cause the issue of overcrowded classrooms. This puts pressure on the teachers to manage classrooms of more than 50 students daily. Subsequently, teachers become overwhelmed and stressful causing them to lose their patience with students. Further, the issue of over crowdedness puts pressure on school resources such as desks and chairs for students and as well can cause health issues for both students and teachers in the long term.

The analytical paper was prepared by the Ministry for Apia Primary School due to the ongoing issue of over crowdedness in their classrooms. The maintenance of Apia Primary School buildings and provision of desks and chairs falls under the jurisdiction of the School Committee, which is inclusive of the School Principal. The

11 4th Quarter AMP18-19, 1st Quarter AMP19-20, 2nd Quarter AMP19-20 & 3rd Quarter AMP19-20

49 report with three recommendations for way forward was submitted to the Minister of Education in February 2020 for a final decision.

e. MSS Verification Visit 2020 All government schools are expected to comply with all the standards and indicators as stipulated in the Minimum Service Standards. This is an annual monitoring activity for the Ministry to check and verify a total of 167 government primary and secondary schools. However, the Government State of Emergency for COVID 19 had caused the delay of the National MSS Verification Visits to schools for 7 weeks (23rd March - 8th May 2020). The verification visit resumed on the 11th May 2020 until June, 2020. The rest of the remaining government schools will be verified in July of the next financial year.

Data entry of all schools that completed their verification is in progress and the Final Report will be prepared and submitted to Management for endorsement in the next financial year

GOAL 5: Established Sustainable and Efficient Management of All Education Resources a. New Education Sector Plan 2019 – 2024 The new Education Sector Plan (ESP) 2019-24 was officially launched on Thursday 6 February 2020 at the Taumeasina Island Resort, Moataa.

The ESP 2019–2024 synergizes efforts by the whole Education Sector and its stakeholders to improve the quality of life of Samoans, through improving the standards of educational achievement and increasing productive engagement in the economy and the community. The Plan reflects the strategic direction of Government, regional and international policies to focus on the delivery of high-quality, accessible and relevant education for all Samoans. The rapid development of technology, and globalization, requires Samoa’s education system to be high quality, as its people mobilize for education and employment opportunities and exposure to the global market.

The new Plan reflects the views of the Education Sector’s stakeholders and builds on the first Sector Plan achievements, while addressing its shortcomings and applying lessons learnt from it. To make sure the ESP stays on schedule, responds to what Samoa needs and changes course when necessary, it will be reviewed at three points: annual, mid-point and final. The Chief Executive Officer of the MESC, Afioga Afamasaga Dr. Karoline Afamasaga-Fuata’i presented a summary of the Education Sector Plan 2019-2024 at the launch.

This significant event was attended by key stakeholders: representatives from Government Ministries and Organizations, Private Sector, Non-Government Organizations, Development Partners, ECE centers, schools and PSET providers

b. Sector monitoring and reporting The coordination of planning and budgeting for the education sector continues in working closely with Implementing Agencies (MESC, SQA and NUS) focal points who are key members of the Education Sector Working Group. All Implementing Agencies have developed annual plans (identifying which activity to fund under local budget and those to fund under budget support) for the new financial year 2020/2021. Work plans and budget for Education Sector is in place and will be circulated to ESWG members and Finance focal points for confirmation before seeking endorsement and approval from ESAC.

c. Education Sector Management Information System (ESMIS) The FEMIS Study Visit Report was finalized and submitted to Cabinet for endorsement. Following on from this, the development of the TOR for the FEMIS Team to visit Samoa was also completed and recruitment process has been progressed.

The second study visit to understudy the VEMIS system in Vanuatu was planned to take place in December 2019, however, due to the State of Emergency of the Measles Outbreak, this trip was postponed to take place in February 2020. The trip was again postponed due to the Corona Virus Pandemic. It is now deferred to take place in the new financial year depending on the clearance of COVID19 pandemic. This proposed SEMIS system when in place is expected to make more efficient data collection and address some of the data management issues faced by the Education Sector.

d. One Government Grant (OGG) The OGG covers all 337 schools of Samoa, comprising of Early Childhood Education, Primary and Secondary to maintain and enhance teaching and learning, to promote the achievement of high quality education as per our mission. The coordination of the OGG is monitored by the Corporate Service Division as one of its key functions.

The One Government Grant Unit conducted a Consultation in partnership with the Ministry of Finance from the 5th – 8th November 2019 at the ground floor of TATTE Conference Center. This consultation targeted feedback on how the grant can be improved and more efficiently processed, disbursed and reported for the new school year 2020.

Consultation was divided into school types (Mission, Private and Government) and school levels (ECE, Primary, Colleges and Special Schools), allowing OGG Team and MOF to tailor the OGG distribution needs, and to ensure the optimal use of the Government’s assistance to improve quality of education for all. It was also a strategy to identify ways to improve reporting requirements, so that the schools are compliant with requirements as per the Manual of Operations, Treasury Regulations 2013 and PFMA 2001.

The Ministry conducted two trainings to build the capacity of teachers on payment procedures of One Government Grant as well as developing leadership and management skills for teachers.

e. Maintenance works for MESC headquarters The Maintenance team conducted daily maintenance for MESC grounds, carpentry, plumbing, electrical, ongoing cleaning of headquarters common areas, and security of MESC compound by night watchmen. The tables, chairs and pot plant stands for the waiting and dining areas for the staff were also built in this financial year. In addition, apart from the ongoing maintenance works conducted by the Team, there were also additional works completed in this financial year, such as electrical upgrading for Printing, NARA building, Museum of Samoa and Maintenance Unit house, installation of water pump, battery replacement for generator, and installation of OGG Unit new door. The Maintenance Team also managed to assist Leifiifi College with connecting their water supply from the Sub-Meter to some rooms that were disconnected using the Main Meter.

A2.3 Achievements as per MESC Divisional Outputs The following section provides matrices explaining the progress of the Ministry’s Performance Indicators by Output as well as highlighting key achievements under each Output from July 2019 – June 2020.

Output 1: POLICY ADVICE TO THE RESPONSIBLE MINISTER Output Manager: Chief Executive Officer

Key Performance Target Status: Progress Indicators: - The new Education Sector Plan 2019-2024 was endorsed on the 21st November 2019 with the official launching at Taumeasina Island Resort on the 6th February 2020. 1.Oversee and - The new Education Sector Plan 2019-2024 will commence its New monitor the Key Performance Indicators as of 1st July 2020. Its first

development and Achieve Implementation stage and part of its Action Plan is to roll out 1 implementation of d awareness programs as part of our National Teachers trainings. MESC Strategic Plans However, awareness programs were postponed until further notice due to State of Emergency for COVID-19. - OCEO is continuing its monitoring role in updating the Ministry's AMP through its Core Management meetings weekly. - Teachers Regulation 2019 was approved by Revenue Board on the 29th July 2019, and endorsed by Attorney General on the 24th September 2019. - The schedule of fees for teachers’ registration and licensing was 2.Monitor the approved by the National Board of Revenue and then Head of State

development of Dec signed off on October 28, 2019 and tabled in the Teachers Council Achieve Regulations for 2019 meeting which took place on the 24th January 2020. d Teachers Act 2016 - Registration of teachers commenced on the 1st of November until February 2020, but it has been extended until July 2020. As of June 30th, 1454 teachers’ application were received by MERD and all applications were checked and forwarded to the TC sub-committee for their final assessment. - The IT Infrastructure report was presented and endorsed on the 3. Date by which the Partially 10th February 2020 by Core Management. The delay in the ICT MESC IT achieved Master Plan is due to the fact that it requires the completion of the Infrastructure Audit Infrastructure Audit plan before the MESC IT Plan is developed.

and Master ICT Plan completed - The finalization of the contract for TA for ICT Master Plan is now in progress, currently with Attorney General’s Office for its review. OCEO is monitoring progress of Plan to ensure completion. Two (2) policy frameworks completed and endorsed by Core Management in this financial year: - The National Curriculum Framework was endorsed by Core 4.Monitor the Management on the 13th February 2020. completion of - The Core management endorsed the National Archives and Records relevant policies and Dec Partially Framework (NARF) on the 24th February 2020. progress reports to 2019 achieved - These frameworks will be tabled at the NPCC as soon as the related be completed in FY policies are completed. 19/20: - Consultations for other policy documents (Multi-literacy Policy, Numeracy Policy, National Assessment Policy and National Archived related policies) are in progress and targeting to be completed in the new financial year. 5. Monitor the - All 8 Eight cabinet endorsed policy documents 12 were printed in implementation of preparation for policy awareness and training but due to COVID-19 relevant Achieve 100% SOE all trainings were postponed until next year. During this policies/frameworks d quarter videos of all policies are completed to be delivered through endorsed and our online learning platform launched. 6. Percentage of archive materials within Partially - A total of 93 Archive boxes were Transferred from MPMC, MOH and 100% Ministries/Agencies achieved MNRE to NARA during this financial year. to be identified and transferred to NARA 7. Percentage of - During this financial year, there were: Ministry of Prime . 3515 files entered; Minister and Cabinet . 3056 files Item listed; 30% collection from the Achieve . 7175 folio numbering; old Court House d . 18571 pages were preserved; and digitized . 3412 images were captured and processed - The first Study Visit on the development of the FEMIS system has been completed and a Finalised FEMIS report was submitted to 8. Date by which the Cabinet for endorsement. The second study visit for Vanuatu was review of the scheduled to be held in December 2019 but it was postponed to June existing databases Partially February 2020 due to Measles outbreak. Due to COVID-19, trip was 2020 and development of achieved again postponed until borders are opened and SOE is cleared. Funds an Integrated EMIS have been withheld pending activities to take place next Financial Year.

9. Date by which the - MESC submitted to PSC on the 7th April 2020 its consolidated and submission of the strategized OS proposal inclusive of its financing and new revised implementation plan as Phases 1, 2 & 3. organizational Achieve structure is d - In June, PSC favorably considered and approved the Ministry's OS submitted to cabinet proposal Phase 1 which included new proposed critical positions for endorsement under the Assessment & Curriculum Divisions of 3 x Specialists

12 National Sports Framework, National Sports in Education Policy, National Culture Framework, National Heritage Policy, National Culture in Education Policy, National Cultural Industries Policy, National ICT in Education Policy, National Secondary Schools TVET Policy

positions and 2 x Principal Tools Development Officers. The recruitment processes of these new positions are now work in progress. MESC is continuing consultations with both Offices (MOF & PSC) to expedite decisions for the rest of MESC OS proposal as in Phases 2 & 3.

- The Ministry has received responses from PSC and some critical positions have been endorsed by PSC given the need to recruit staff. Also a PK on OS Phases I, 2 & 3 was circulated to both MOF & PSC for their consideration. All other positions on OS are on hold for now while discussions were ongoing with MOF & PSC. 10. Date by which a Career Structure for Achieve - The Career Structure for MESC Specialist is completed and forms

MESC Specialists d part of the OS MESC PK. formulated - Pre-auditing of Ty11a/b, Ty1, and Divisional proposals were an ongoing check performed by the audit Team - Audit performed below assignment due to the need to enforce 11. Number of ministry internal controls and also compliance to Government laws AUDIT and regulations. ASSIGNMENTS - For example, these include full pre-auditing of ministry payments, Achieve conducted to 12 checking of Divisional proposals of activities, payroll activities d Strengthen Internal (Ty15/overtime/overnight etc), ALL SODs MEMO to CEO for approval Auditing and (retiree requests for extension/exit report and etc,), and loads of Controls investigations assigned from CEO - The 12 audit assignment as per base Target FY 19/20 was achieved in addition to thousand for pre-auditing and conducting investigation. 12. Number of Special As Achieve Investigations reques - 14 investigations were completed in this financial year. d conducted by the ted Internal Auditor 13. Ensure the enforcement of the - ALL MESC staff consultations on the revised Performance Plan 2019- performance 2020 have been completed. management plans Achieve 4 - ALL MESC staff consultations on Performance Appraisals 2019-2020 and evaluations d (12-monthly appraisals) are in progress and to be due in this final processes are month of the financial year. undertaken for all staff.

Output 2: MINISTERIAL SUPPORT Output Manager: Chief Executive Officer Key Performance Targe Status Progress Indicators: t 1. Percentage of - There were no issues raised by the customers visiting the Minister's visitors/customers 100% Achieved Office, therefore 100% of visitors were satisfied with the services satisfied with the provided. service provided

Output 3: TEACHING SERVICES Output Manager: Assistant Chief Executive Officer – School Operations Key Performance Target Status Progress Indicators: 1. Number of qualified teachers Partially - A total of 46 teachers were posted to Secondary schools in this posted to secondary 80 achieved financial year. schools to meet current school needs 2. Number of qualified teachers Partially - A total of 58 teachers were posted to Primary schools in this posted to primary 80 achieved financial year. schools to meet current school needs 3. Percentage of government secondary schools - As of June 2020, 86.9% of government colleges meet the 1:20 50% Achieved meeting the student teacher student ratio. teacher ratio (1:20 per Staffing Manual) 4. Percentage of government primary Partially - As of June 2020, 66 out of 144 (46%) Government Primary Schools schools meeting the 50% Achieved met the student ratio 1:30 based on enrolment data. student teacher ratio (1:30 per SM) Princip 5. Number of als 30, Contract school Deputi - 6 Principals and 4 Vice Principals were recruited in this financial principals and es 3 Partially year. Deputy Principals (per achieved recruited PSC advice)

Output 4: TEACHER TRAINING SERVICES Output Manager: Assistant Chief Executive Officer – Teacher Development and Advisory Key Performance Target Status Progress Indicators: - 12 Primary schools were supported through SBPD 1. Percentage of - SBPD visits 12/25x100= 48% government schools - SOE for COVID 19, 2020 caused the delays and cancellations of supported through Partially other Primary SBPDs but have opted to do filming of teachers PD 60% school-based achieved online. professional - 19 primary PDs filmed in May and June and almost completed with development final production. - 43 SBPD PD were collected from 10 primary schools. 2. Percentage of school principals and those in positions of Partially - Proposals and all paper work were prepared for trainings but due 100% responsibility trained achieved to Covid-19 SOE, all face to face National Trainings were cancelled. in leadership and management roles

- 1 proposal completed but unable to implement the training due to COVID 19. 3. Percentage of

Primary teachers Partially - Partial completion of national online training for Anne Leauga- trained in Literacy, 70% achieved Primary Literacy, Iakopo- Samoan Primary Science, and

Numeracy - Attendance and PD hours summary were updated within 6 months as per report tabled in CORE December 2019. 4. Percentage of Secondary teachers - All preparations for National trainings in April were on target Partially trained in Literacy, 60% - Trainings for this financial year were cancelled due to measles, bad achieved Science, and weather and COVID 19 SOE. Numeracy 5. Percentage of Primary & Secondary - All preparations for National trainings in April were on target. Partially teachers trained in 50% - Trainings for this financial year were cancelled due to measles, bad achieved the use of ICT in weather and COVID 19 SOE Teaching 6. Percentage of teachers in the ISP - All preparations for trainings and support programs for teachers in trained to meet Partially April were on target. 45% Professional achieved - Trainings for this financial year were cancelled due to measles, bad Standards for weather and COVID 19 SOE. Teachers 7. Percentage of teachers engaged in Partially - All preparations for trainings were on target. mentoring support achieved programs 8. Percentage of new teachers and Partially principals completing - All preparations for trainings were on target achieved the Induction support program 9. Percentage of Teachers (Pre- Service) in a tertiary - Pre-service enrollment was on time, list sent to NUS timely. Grades institution to 40% Achieved analysis report was completed and submitted to ACEO and upgrade teaching sponsorship Committee in Q3. qualification to a Bachelor Level. 10. Percentage of - 4 meetings were completed. NUS sponsored pre- Partially 88% - 50% of pre-service sponsored teachers graduated from NUS in April service teacher achieved 2020. trainees graduating 11. Percentage of - 226 teachers enrolled in the NUS teacher upgrade program- teachers (in-service) Semester 2, 2019 enrolled in a tertiary - 204 teachers enrolled in the NUS teacher upgrade program- institution to 40% Achieved Semester 1, 2020 upgrade teaching - The 22 teachers who enrolled in Semester 2, 2019 have completed qualification to a their program and graduated in April 2020. Bachelor level 12. Percentage of - A total number of 18 ECE teachers enrolled at the NUS. 5% Achieved ECE teachers - 4.5 % of ECE teachers enrolled to upgrade qualifications.

enrolled to upgrade qualifications - Semester 1 2019 results: . 76% of sponsored students attained a 60% average or 13. Sponsored higher, 15% of sponsored students were between 50%- students passing at 59% and 9% of sponsored students were below 50% 80% Achieved 60% average or - Semester 2, 2019 results for all sponsored students: above. . 85% of total sponsored students passed with 60% or higher, 11% passed with 50% - 59%, and 4% were below 4%. 14. Promote the teaching profession/retain - Teachers Day program (sports program) was held in Savaii on teachers through the October 2019. implementation of Partially - Marketing visits in late October to Savaii colleges to promote the

the teacher achieved teaching profession. marketing strategy: - Teacher promotions ads already aired in June 2020 (ECE and TVET World Teachers Day, on TV 1) School and Tertiary Fairs

Output 5: SCHOOL MANAGEMENT SERVICES Output Manager: Assistant Chief Executive Officer – School Operations Key Performance Target Status Progress Indicators: 1. Percentage of community - All 19 school districts were represented in the 2 days awareness compliance with the program in January 2020. The Awareness program focused on the compulsory 80% Achieved amendments to the Education Act 2019. The program also looked education age at new legislations in place due to the Measles outbreak in 2019. A provision of the session on OGG was also part of the awareness program. Education Act 2009 2. Date by which the MESC Annual April Not - The MESC Annual Teachers Conference was cancelled due to Conference Report (2020) achieved COVID 19 Lockdown. submitted to Core Executive 3. Percentage of Government primary - Percentage of Government primary schools meeting the Minimum

schools meeting the Service Standards is 65% 25% Achieved Minimum Service - The Actual Number of Primary Schools Meet Standards is 94. Standards 4. Percentage of Government - Percentage of Government secondary schools meeting the secondary schools 25% Achieved Minimum Service Standards is 74%. meeting the - The Actual number of Secondary Schools Meeting Standards is 17. Minimum Service Standards 5. Date by which the Dec - Work plan for Education Cabinet Advisory Committee submitted to work plan for 2019 Achieved Cabinet in Jan 2020. Education Cabinet

Advisory Committee is submitted to Cabinet (Output 2)

Output 6: CURRICULUM DEVELOPMENT SERVICES Output Manager: Assistant Chief Executive Officer – Curriculum, Design & Materials

Key Performance Target Status Progress Indicators: 1. Percentage of - Launch of the Handbook was conducted on June 19, 2020. Government Despite not having clusters training the Handbook training was Teachers Trained on 40% Achieved done using on-line resources and TDAD online mode. This covers the new Inclusive national level under the delivery mode (Moodle platform) used Education Policy by TDAD 2. Number of Male - A total of 227 students with disabilities were enrolled and children with 110 mainstreamed in government schools. 203 (141 males, 62 disability enrolled in Achieved Female females) in Primary and 24 (14 males, 10 females) in Secondary mainstream 61 schools. government schools

3. % of teacher aides - The TOR is in place and it’s finalised. The delay of hiring of the

meeting Teacher consultant is due to SOE lockdown. 5% Partially Aides Standards achieved - No national trainings were conducted however all teachers 4. Number of visited the office for help were supported through a face to face teachers trained. 400 Achieved approach. - A total of 193 curriculum resources developed in this financial year. Within Q1 - Q3, resources were distributed to schools to 5. Number of 200 Achieved support teaching and learning. During COVID 19 SOE, the Ministry teachers trained. utilised online learning, television and broadcast to air a variety of lessons and scripts for all students. 6. Percentage of ECE - A total of 388 teachers were supported through visits. Due to the teachers supported SOE the programme changed. Support was provided through the through school visits use of technology. They were trained on how to transfer their 60% Achieved 2017- 106 teachers lessons plans into scripts. They were also coached on how to visited out of 366, 55 present lessons on TV. ECE centers 30% 7. Percentage of Comm teachers and unities/ community members Villages 245 (58%) out of 423 ECE teachers attended workshops for MSS at awareness Achieved 30% workshops on ECE teacher MSS. s

- English, Science, Visual Arts, HPE, Social Studies (Yr 1-Yr4), Gagana Samoa (Yr1-Yr 6) curriculum learning standards were unpacked in this financial year. - Due to the Covid-19, trainers for the Phonics Samoa were unable to travel to Samoa. However the resources for the programmes 8. Percentage of have been uploaded on the Phonics by Phone app for Gagana government primary Samoa. Proof reading and editing process is taking place at this Partially schools’ performance 50% time. achieved improved in SPELL - The Bilingual policy review is completed. The draft of the 1&2 reviewed policy is in place at divisional level. The Multi-literacy policy draft is in place at divisional level. The Teaching and Learning policy draft will be presented to the Core Executive before the end of June. Literacy Benchmark draft is also in place at divisional level.

The below table shows the percentage of government school students passing rates for 2019 examinations:

SPELL Year 4, 2019 – Government Schools Competency levels13 Subjects # % Total Students English 3297 81 4069 9. Percentage of Samoan 2658 65 4065 government primary Numeracy 2013 50 4033 schools performance 90% Achieved Science 1980 53 3764 improved in SPELL 1

& 2 SPELL Year 6, 2019 – Government Schools Competency levels Subjects # % Total Students English 2179 56 3875 Samoan 2267 58 3899 Numeracy 990 26 3879 Science 3771 97 3894

10. Percentage of schools (primary & secondary) involved - Proposal for SSILNAaS 2020 has been presented to the MESC in the Ministry’s SSILNaS Committee before the SOE. Because of the COVID 19 a program of Samoan 90% Achieved different approach to use Technology was proposed for SSILNaS Schools Innovation, 2020. TEISS work was reported under ICT&Media Division. Literacy, Numeracy and Science (SSILNaS) 11. Date by which the exhibitions are - According to dialogues and invitations coming in for Curriculum held for secondary Officers to assist schools exhibitions, a number of 5 colleges Technical & Partially Nov-19 conducted their exhibition. These include, Leifiifi College, Avele Vocational, achieved College, Anoamaa College, Aana 1 College and Faleata College. Education and This activity is now conducted at school based level. Training (TVET) courses 12. Date by which Partially the Development of Jun-20 achieved the Teaching and

13 All students who achieved 50% and above by subject or Levels 2 , 3 & 4

Learning Policy is - The document is going through 2 phases of consultations with completed PPRD. The Teaching and Learning policy was developed by CDMD with the assistance of PPRD. 13. Number of teachers enrolled to - There were 3 Teacher Aides in government schools who passed Partially upgrade 10 the Literacy and Numeracy Assessment at APTC14 and started in achieved qualifications with an Semester one 2020. IE focus 14. % of secondary schools providing at - Consultations started on 25 June 2020 for TVET. Awareness 5% Achieved least 3 TVET started with School Inspectors programs 15. Date by which MESC pilot for TVET - Received FK approving the 4 Year Level. Developed work plan for Jun-20 Achieved in secondary schools TVET pathway. ToR for TVET TA in draft form. commences

Output 7: ASSESSMENT AND EXAMINATION SERVICES Output Manager: Assistant Chief Executive Officer –Assessment and Examination

Key Performance Target Status Progress Indicators: 1. Number of selected and qualified personnel 5 new - There were 35 SSC & SSLC and 7 SPECA examiners that successfully proficient in the examin Achieved completed the development of exam papers in 2019. production of ers national examination papers 2. Number of personnel proficient - Selection of panel criteria was completed and implemented. for the marking of 30 new - Scoring of all primary assessments completed on the 8th National marker Achieved November 2019 Assessments & s - Scoring of secondary commenced 2-3 days after each exam. National Examinations 3. Number of personnel trained & 30 new proficient as supervi Achieved - Completed in October & November 2019 Supervisors for sors National Examinations 4. Percentage of Year 8 teachers proficient with SPECA - The manuals were completed and used for the training of chiefs requirements 100% Achieved and assistant supervisors. (purpose, function  172 chief supervisors and 688 assistant supervisors. and analysis of results)

14 Enrolment requirement by NUS for Teacher Aides students

5. Number of selected personnel 10 new - New staff members already trained on the conducting of proficient in moder Achieved moderation for all vocational subjects. moderating SSC and ators  10 moderators for SSC and 11 moderators for the SSLC. SSLC Internal Assessments Jan. SSC&SS 6. Date by which the LC - SPECA Results were released on January 31, 2020 National Examination Achieved Results released to Nov. - SSC & SSLC Results were released on March 13th, 2020 schools (SPECA ) 7. Date by which Mar - All Assessment reports were released together with the National National Assessment Achieved 2020 Examination results. Reports are released. SSLC certs - January

8. Date by which SSC - Assessment reports for Primary were released on January 31, 2020 School Assessment certs - reports are released: Achieved Februa - Assessment reports for Secondary were released on March 13, Primary (n) ry 2020 Secondary (n)

SPELL – Februa ry 9. Date by which analyses for Primary (n) and Secondary (n) Feb/ are released to Achieved - Completed Mar CORE&DSI's, Principals and Teachers 10. Percentage of Year 13 students 60% Achieved - 92.6% (55.2% Foundation programmes, 37.4% TVET courses) qualified for NUS For 2019 examinations, provided below are the percentages of 11. % of Year 2 government primary students who have met the minimum level government primary 1% 3: school children increas Achieved meeting a minimum e of Level 3 in literacy Numeracy - 38% and numeracy Literacy - 49% All - For (SSC 2019) 12. % of SSC & SSLC subject  English - 46% students in s below  Math - 8% government colleges 70 a 1% Achieved  Biology - 31% meeting a minimum increas of Level 2 in Samoan, e. - For SSLC 2019 English, Maths,  English - 43%

Biology, Chemistry All  Samoan - 82% and Physics other  Mathematics - 18% subject  Biology - 39% s to  Chemistry - 17% remain  Physics - 34% above 70%.

Output 8: POLICY, PLANNING AND RESEARCH SERVICES Output Manager: Assistant Chief Executive Officer – Policy, Planning and Research Services Key Performance Target Status Progress Indicators: - The Government State of Emergency for COVID 19 had caused the delay of the Verification Visits to schools for 7 weeks (23rd March - 1. Date by which the 8th May 2020). The verification visit resumed on the 11th May MSS for Schools Partially 2020 and currently in progress. Jun-20 Annual Verification achieved Visit conducted - The Final Report will be submitted to Core Executive for endorsement in the new FY 2020/2021.

- The focus for the Literacy Research is now changed to the procurement of a TA to develop a Long Term Classroom Based Assessment (CBA) Program. The change of focus was a directive from the Core Management based on similar studies conducted before such as PaBER, EGRA and SECHI, which provided the same 2. Number of findings. The Draft Proposal was submitted to CEO in May 2020 and Research initiatives now revising the proposal before the second submission and Partially conducted and 2 endorsement achieved reports submitted to - Completed the data collection for the Rapid Assessment of MESC Core Executive Students Access to Multi-Modal Resources during the SOE Lockdown in collaboration with the SOD. Draft Report completed and will be submitted and endorsed by Core in the first quarter of the new FY 2020/2021 - The Gender Achievement Gap Research Studies will be conducted in the new FY 3. Date by which the - The whole Process of the ECE Verification was completed in April ECE annual Apr-20 Achieved 2020 with the data submitted to CSD-OGG Team for the grant Verification Visit distribution. completed Q4-Jul 2019 Q1-Oct - There were four Quarterly Review Reports completed and 4. Dates by which the Achieved 2019 endorsed in this Financial Year quarterly progress Q2-Jan . Quarter 4 of FY 2018/2019 reports are finalised. 2020 . Quarter 1, 2 & 3 of FY 2019/2020 Q3-Apr 2020 - Cabinet approved the Annual Report 2018/2019 in December 12, 5. Date by which the Oct 2019 and 80 copies were submitted to Parliament on January 20, Achieved Annual Report 2019 2020. 2018/2019 is - Amendments for Financial report of the Samoan version was

submitted to Cabinet completed and resubmitted to Printing for reprinting. The reprinted copies were done in quarter 4 of this FY.

- Two National Frameworks (National Curriculum and National Archives and Records Frameworks) were completed and endorsed by Core Executive in February 2020. 6. Date by which the - The first Drafts at divisional level of the Multi-Literacies Policy and following policy Sept Numeracy Policy were completed in this Financial Year 2019/2020. documents are 2019 The Draft Teaching and Learning Policy was completed and tabled finalised. (National Dec at Core Management on 4th June 2020. CDMD and PPRD are Curriculum 2019 Partially currently working on revising the Draft Policy before the second Framework, National Mar achieved presentation to Core Management in the first quarter of the new Literacy Policy, 2020 FY 2020/2021. National Assessment June - Draft Policies for the National Archives, National Recordkeeping Policy, National 2020 and National Digitization are in place and were tabled at Core Numeracy Policy) Management on May 25th 2020 except the Digitization Policy. NARA and PPRD are currently working on revising these draft policies before the next Core Discussion. 7. Date by which the - Education Statistical Digest 2019 was approved, published and Education Statistical Sept Achieved distributed in February 2020. E-Copies are also available on MESC Digest 2019 is 2019 Website published - 100% of Primary Schools and Colleges were complied with the SEN 8. Percentage of and CENSUS submission. Schools in - This year (2020) was the first year where all schools submitted their compliance with SEN 50% Achieved SEN and CENSUS forms before the end of March. and CENSUS - Using the OGG requirement as a strategy for school submission submission compliance was a great decision by the Ministry. 9. % of schools - 26% of schools submitted their SEN and CENSUS electronically. submitting all - The activity was completed but the target was not met due to the 50% Achieved administrative data internet connection issues in schools at the beginning of the school using ICT term 1. 10. Number of Analytical reports - Completed one Analytical Report for Apia Primary School in prepared to inform 1 Achieved collaboration with SOD and submitted to Core and Minister for management decision making on 16th March 2020. decision - UIS questionnaire was completed and submitted to UNESCO in 11. Education As April 2020. Statistics for External require Achieved - All other requested information from external stakeholders were requests prepared d compiled by the division and submitted through OCEO.

Output 9: ASSETS MANAGEMENT SERVICES Output Manager: Assistant Chief Executive Officer– Corporate Services Key Performance Target Status Progress Indicators: 1.Percentage of Schools trained on - All School Committees and Principals were trained on payment Payment Procedure 100% Achieved procedures of OGG in this FY One Government Grant 2. Percentage of - 99 % of schools had signed their agreements. Some schools had schools signed 100% Achieved closed down during the Measles Outbreak and the COVID19 agreement of One Lockdown. government grant

3. Percentage of schools and communities covered - There was no training for teachers and communities conducted in the roll out of 100% due to cancellation of Teachers Annual Conference and SOE. Partially training for teachers by June achieved and communities in 2020 - First Aid Training was conducted for MESC staff as of 12-17 June responding to natural 2020. and man-made disasters.

4. Percentage of - These exam fees are reflected under the Assessment Division

examination fees Partially Non-Taxation Revenue. As per approval from the National 100% collected for Year 12 achieved Revenue Board NTR request from MESC was considered and a

and Year 13 students reduction of 97.5% ($39,000) was actioned. 5. Percentage of maintenance works for headquarters 100% Achieved - All maintenance works were completed as planned. carried out and completed

Output 10: PUBLIC LIBRARY SERVICES Output Manager: Principal Librarian Key Performance Target Status Progress Indicators: 1. Number of - Literacy programs for Q1-Q3 were on target and achieved. Q4 relevant Literacy programs all cancelled due to SOE. However library experienced a Programs large amount of students and the general public utilising the library 2 Achieved implemented to services for research and internal assessment needs. support curriculum and reading 2. Date by which - Internet set up is completed. the new developments in - Setup of system used for students for accessing the internet public libraries June connection by ICT Division is completed. Achieved completed 2020 (Internet Cafe in the Nelson Public Library) 3. Percentage of - 129% achieved for Non-Taxation Revenue Non-Taxation 70% Achieved Revenue Collected

Output 11: SPORTS DEVELOPMENT SERVICES Output Manager: Assistant Chief Executive Officer – Sports Key Performance Target Status Progress Indicators:

1. Number of - M & E and Refresher trainings for Fiafia Sports 2020 were Schools trained and Partially conducted on March 10, 11, 12 for Upolu and March 17, 18, 19, and fully equipped with 25 achieved 20 for Savaii. sports equipment under Fiafia Sports 2. Number of Sports organizations that has met the - Five Sports Organisations (Netball, Weightlifting (2), Body Building, requirements and Partially 8 Deaf Association, Tennis Association) received financial assistance receive financial achieved for International competitions assistance to compete at International Competitions 3. Number of sports - 4 proposals were received: organizations 1. 1 x submission for Special Olympics Partially receiving assistance 10 2. Toa Samoa (Preparations for World 9 Championships) achieved for their 3. Marist Club (Marist 7s) activities/program 4. USP (Research) me - Sports Unified Calendar kicked off on March 2nd. 4. Number of (i) FFS - Vaimauga & Itu o Tane; sports organization (ii) NRL - Falealili District; assisted and 10 (iii) SICA - Lefaga, Sagaga and Itu o Tane supported to Achieved (iv) SRU - Aleipata, Lepa Lotofaga, and Faasaleleaga 2; provide sporting (v) Volleyball - Vaimauga; SNA, Athletics and Badminton as per services Calendar.

- 577 athletes competed at internationally recognised events (PG = 5. Number of 560; Netball World Cup = 12; Weightlifting World Champs = 5) athletes competing 20 Achieved - 15 Athletes competed at the Deaf Oceania 7s Championship in at internationally Suva. 6 Athletes competed at the Oceania Bodybuilding recognized events Championship in Tahiti. 22 squad for Toa Samoa.

- 2 Sports fields (Saanapu & Aana 1) completed in this financial year. . Faleula Sports Field Construction began on June 3rd - IN PROGRESS 6. Number of . Lona Sports Field Construction began on June 7th - IN Sports fields to be 2 Achieved PROGRESS upgraded by June . Safotu Sports Field was initially tendered on Jan 13th - 27th, it 2020 was then retendered on May 12th - 25th, and report is now with Tenders Board with recommendations to be re-tendered again. 7. Number of - 16 schools were identified (Aele, Vaimoso, Maagiagi, Moataa, Special Needs Luatuanuu, Faleula, Tanugamanono, Aleisa, Moamoa ma Tauoo, students Partially Vailoa, Laulii, Faleasiu, Senese, Fia malamalama, Loto Taumafai, 300 participating in the achieved SOS) Special Needs - School Visits were conducted on the second and third weeks of Games Festival March 2020 in conjunction with the M&E Visit. 8. Number of Not - Activities were cancelled due to measles outbreak and Covid-19 200 students with achieved SOE.

disabilities actively involved in sports 9. Number of Annual inter-school - Weightlifting Program started on March 2nd with 10 Colleges tournaments Partially (Aana 1, Aana 2, Avele, Leififi College, Maluafou College, Faleata 11 supported by MESC achieved College, St. Josephs College, Sagaga College, Paul VI College, (boxing and Leulumoega Fou College). weightlifting) 10. Number of Annual inter-school tournaments supported by MESC (rugby, netball, boxing, Not - No inter-school tournaments were conducted in this financial year

weightlifting, achieved due to measles outbreak and Covid-19 SOE. cricket, basketball, national rugby league, volleyball, touch rugby and soccer) 11. Number of schools participating in Not 13 - No requests received in this financial year Zonal Athletics and achieved PMs cup championship - A total of 3,063 students from Saleaula PS, Tutaga PS, Laumoli PS, 12. Number of Safotu PS, Paia PS, Samauga PS, Sasina PS, Letui PS, Aopo PS, Asau students involved 1000 Achieved PS, Auala PS, Vaisala PS, Sataua/Fagasa PS, Uafato PS, Lona PS, in sports Falevao PS, LufiLufi PS, Solosolo PS, Luatuanuu PS were involved in sports. 13. Number of students involved 1000 Achieved - A total of 212 girls and 297 boys were involved in Soccer. in sports by gender/age

Output 12: CULTURAL DEVELOPMENT SERVICES Output Manager: Assistant Chief Executive Officer – Culture

Key Performance Indicators: Target Status Progress

1. Number of cultural programmes conducted to promote heritage, culture in - 15 cultural activities were completed in this financial 12 Achieved education and cultural year industries to increase public participation and awareness. 2. Number of public - There were 26 performances and 480+ theory and performances of the National 25 Achieved performance master classes completed. Orchestra and choir of Samoa

 309 Number of research conducted in and by the Museum of Samoa  2 Exhibitions completed  1 Museum Talk session 3. Number of promotional  36 guided tours (13 Colleges, 15 Primary Schools, activities for the Museum to 30 Achieved 1 University, 2 groups, 3 families & 2 special IMD increase public interest tours)  1 promotional program on International Museums Day 2020.

4. Festival of Pacific Arts Hawaii June Not - Activity was postponed to June 2024 due to Covid-19 2020. 2020 achieved

Output 12.5: NATIONAL ARCHIVES AND RECORDS AUTHORITY Output Manager: Assistant Chief Executive Officer – NARA

Key Performance Indicators: Target Status Progress 1. Date by which the National - Propose to reconvene NARA Board meetings effective June 1/ Not Archives Authority is from July 2020 and all required reports will be 2020 achieved established. submitted during the meeting. - 4 Recordkeeping Trainings were planned for the fiscal 2. Number of record-keeping June 1/ Partially year however 1 was conducted due to prevention of training/workshops conducted. 2020 achieved Measles and Corona virus SOEs. - A total of 93 Archive boxes were Transferred from 3. Percentage of archive MPMC, MOH and MNRE. documents within June 1/ Partially - 1 Archives awareness training was conducted however Ministries/Agencies to be 2020 achieved due to restrictions of the SOE from Measles and identified and transferred to Corona virus other awareness could not be conducted NARA. as planned. - A total of 3385 was achieved for Data entry for the whole year. 2160 was achieved for item listing, 7175 was achieved for folio numbering, 13485 was achieved for preservation, 2957 was achieved for image 4. Number of PM's collection June 1/ Partially capturing and the same amount for image processing. digitized and processed. 2020 achieved The light was for preservation when the capture is on process so we have moved the preservation process to another room with sufficient lights. So the procurement of the light was put on hold.

- Access Policy is part and parcel of the development of 5. Date by which National June 1/ Partially the three policies that are currently in draft forms Archive Access Policy is 2020 achieved (Recordkeeping Policy, Archives Policy and Digitization completed. Policy). - No PK was needed as we did not require funding due 6. Date by which the Partially to the SOE so we decided to have a display and use the celebration of the International Jun 2020 achieved resources we have and also contribution from our Archives Day. team. - The third draft of the nomination template form is 7. Date by which Memory of Partially Jun 2020 updated with additional information (NZ Prime the World research inscribed achieved Minister Apology speech).

8. Date by which National - The NARA framework has been approved by Core and Archives and Records Authority Jun 2020 Achieved is now with PPRD. Framework completed

Output 13: MONITORING, EVALUATION AND REVIEW DIVISION Output Manager: Assistant Chief Executive Officer – Monitoring Evaluation & Review Division

Key Performance Indicators: Target Status Progress - For Primary . 100% (67/67) completed. 2 deceased Principals, 1 male & 1 female. . Completed 46% (35/67) of Primary Principal 1. Percentage of contracted Primary - Reports and the remaining reports are in Principals performance 75% progress. measured against set targets Achieved Secondar - For Secondary and the Leadership and y - 65% . 122% (11/9) completed. Conducted 11 QAPA Management Standards. for Secondary Principals compared to the 9 planned. . Completed 10 Secondary Principal Reports with 1 remaining which is in progress. - For Primary - 57% (8/14) completed all 8 Primary Vice 2. Percentage of contracted 'Primary Principal reports. Vice Principals performance - 35% - For Secondary measured against set targets Achieved Secondar - 100% (14/14) completed. 1 deceased, 1 and the Leadership and y - 68% resigned, 1 appointed to Principal position & Management Standards. 1 Acting Principal. 100% completion of Secondary Principal Reports. - Male - 35% (16/46) - Female - 62% (113/183) - Conducted 229 out of the 244 Primary teachers 'Male - planned to be appraised. 1 deferred female due to a 3. Percentage of primary 68% personal matter, 1 resigned female, 1 overseas leave teachers meeting performance Achieved Female - female, 1 female attended NUS to sign bond for standards by gender. 87% upgrading, 1 female attended exam supervision, 2 transferred females, 1 female came late to school, 5 sick - 2 females & 3 males, 1 female was unable to cover due to COVID-19. - Male - 89% (39/44) - Female - 85% (61/72) - Conducted 116 out of 142 Secondary teachers 4. Percentage of secondary Male - planned for appraisals in this FY 2019 - 2020. 7 teachers meeting performance 80% Achieved resigned teachers (3 males & 4 females): 6 study standards by gender. Female - leave (2 males & 4 females), 2 were on maternity 94% leave, 2 females already appraised in 2018, 1 absentee (male) and 8 not appraised due to COVID19 (2 males & 6 females). 5. Percentage of primary Male - teachers meeting standards 65% - Male - 36% (5/14) Achieved after re-appraised cycle by Female - - Female - 37% (38/66) gender. 67% 6. Percentage of secondary Male - - Male - None for this FY Achieved teachers meeting standards 65% - Female - 100%

after re-appraised cycle by Female - - 1 already Proficient female awaiting 3 year cycle, 3 gender 67% resigned (2 females & 1 male) & 4 (1 female & 3males) not appraised due to measles outbreak.

7. Date by which National - 3rd draft of the Framework was completed and Partially Competency Framework is Jun 2020 currently with the Management for endorsement achieved developed and finalised. before next step Nov 2019 8. Date by which the - Regulation for Teachers Act 2016 was endorsed in Regulations for Teachers Act Achieved March 2020. (Refer to Parliament website) 2016 approved and launched

- Conducted 7 out of 12 Teachers Council meetings planned (21st August, 25th September, 30th October, 24th January, 5th March, 29th April & 4th June). - No meetings were held in July 2020 (Pacific Games), 9. Percentage of all teachers Jun 2020 Achieved November & December (Measles outbreak), February registered &May (unavailability of members). - A total of 1,356 Teacher Registration Application forms received within FY2019-2020. 1,119 Full & 237 Temporary Teachers Registration Forms. 10. Date by which mapping Nov 2019 Partially matrix for Graduate Teacher achieved - Endorsed by DCEO in March 2020 Standards finalised.

Output 14: SECTOR COORDINATION SERVICES Output Manager: Education Sector Coordinator

Key Performance Indicators: Target Status Progress 1. Sector implementation of work plans and expenditure - All 3 Education Implementing Agencies have been monitored and reported 4 Achieved informed of timeline for each quarter's progression quarterly to ESAC within 1 reports. month of expected time frames (ES quarterly progress report) - IAs were reminded to develop annual plans then cost 2. Sector work plans and them (identify which activity to fund under local budget budget approved by ESAC and Partially and those to fund under budget support). submitted to MoF within 1 achieved - New ESSP design finalized and signed in June 2020. ESP expected timeframe approved by CDC on 21/11/19. Fine-tuned and ready (ES Work plan and budget) for printing in next financial year. Partially 3. Documented ES MEL process 1 - Activity is updated annually not quarterly. achieved 4. At least 2 new approved - There were no face to face meeting conducted due to Partially research proposals in target 2 national states of emergency but a zoom meeting was achieved areas conducted for the last quarter of this financial year. - Secondary School Dropout Report completed but 5. Published and disseminated Partially unable to hold a forum to present findings due to sector research findings 2 achieved COVID 19 pandemic.

6. 60% of invited stakeholders Establis participate in consultation or h Not - No stakeholder consultations were conducted due to meeting on ES policy baselin achieved national state of emergency development e 7. Approved National TVET Not 1 - Defer to next financial year. Strategy and Policy Framework achieved - SEMIS report was endorsed by ES ICT Sub-Com on 8. SEMIS project design 1 Achieved Thursday 9th April 2020 and ESWG on Thursday 7th May document (plan) in place 2020. 9. Report of ES fact finding visit Not - VEMIS Trip is on hold due to national state of 1 to Vanuatu on VEMIS achieved emergency. 10. On the job coaching in Not working alongside SEMIS TA in 1 - Defer to next financial year. achieved development of SEMIS PDD 11. ES Capacity Development Partially 1 - To be implemented in the next financial year. Plan achieved 12. Percentage of accurate 100% Achieved - Seven (7) Special ESAC meetings held on ESP. record of meetings 13. Proposed amendment to Not 1 - Awaiting on PFM Act from MoF. Education Act achieved - Draft Sector Communication Strategy will be released after contract signing. 14. Approved ES Partially - No consultations conducted due to contract signing 1 Communication Strategy achieved delay. - Awaiting consultant's Policy Insurance as required by OAG prior contract signing. 15. Annual DP roundtable Not - No round table conducted due to national state of 1 meeting achieved emergency. - ARR had been circulated to ESAC for approval. Need 16. ARR consultation 1 Achieved two more members to approve then will send for printing before end of financial year. - IAs finance focal points reminded to report on spending 17. Detailed ES expenditure 4 Achieved against the approved Sector Work plan especially NUS report & SQA. This is required by ESAC. - Work done in updating MTEF to identify unspent 18. Updated MTEF 1 Achieved budget support funds. - IAs were advised to reprioritize activities not feasible to 19. Updated Risk Matrix 1 Achieved implement but important to link to ESP outcomes.

CSU 1: FINANCIAL ADMINISTRATIVE SERVICES Key AMP Activities Progress Performance Indicators: 1. Monitor Quarterly Reports - 6 months report submitted/tabled in Full Executive on 30th January financial Submitted to Core 2020. procedures for and to MOF MESC Review Payment - Process review in order to maintain efficiency and effectiveness of Process service provide as result of all vacant post yet to be filled. (Senior Assets on board 15th June 2020 and Senior Accounting Officer Revenue waiting for interview).

Redesign TY11a, - TY11A & TY11B circulated to Core Management on the 10th July 2019. TY11B and TY1 - Redesign in order to insert MOF IAID in Tys for Office Vehicle Payments. Payments Completed - 523 batches submit to MOF as per updated 31/03/2020 including manual and purchase order exclude Tys for SPA.

- 456 batches submit to MOF as per updated 11/06/2020 including manual and purchase order exclude Tys for SPA.

Query from MOF and - Daily Ministry respond for both Audit/MOF query. Audit Outstanding - Outstanding invoices - Bluesky, Methodist Printing, Island Rock, CSL, Payments (not Kooline, Janes, Natural Foods, Bluebird Lumber, USP, Lesa's Telephone. meeting 15 days) Audit Response - Complete and submit to Audit Office.

Acquittal Reports - Acquittal Reports prepared in this financial year: . Pesega Fou Primary School . Asaga Primary School SSILNaS . Papa Sataua Primary School Teachers Day . Itu Asau College . Vailoa Faleata Primary School . Faleata College . Sili Primary School . Vaitoomuli Palauli Primary School . Manono Uta Primary School Petty Cash Spot - 3 spot check conducted for petty cash Check (no spot check from 1st April until now June 2020). Supplementary - FK(20)4 approved 2nd supplementary budget provision for OGG. Budget Request to MOF - 3rd Supplementary request to reallocate our non-taxation revenue. Waiting for Parliamentary Approval.

Submit First Round - First Round Update was submitted to MOF on the 20th January 2020. Estimate to MOF - Second Round Estimate submitted to MOF in April. Mid-Year Review - Mid-Year Review submitted on Thursday 27th February 2020. Submitted to MOF Number of virement - 48 Virements requested in this financial year. requests submitted Number of Cash - Already Submit MOF Cash Book for January- May 2020, for June is on Books submitted progress must due in before 1st July 2020. Awareness/Training - Individual training was provided to some ACEOs and Acting ACEOs programs offered to whom requested. staff and the Finance Team - Assets Management Training (Coordinator MWTI). Financial Plan - Already submitted report to MOF for Advice before Cabinet. developed for the multiphase implementation of the OS Number of TY21 - 71 write offs endorsed by ACEO CSD. prepare (exclusive Vehicles)

Assets Procure - 402 assets procured in this financial year 2. Effective Savaii Mail - 1898 administration Distribution of records, Upolu Mail - 4012 archive Distribution systems and Priority Mails - 2903 mails transport Outgoing Mails - 4494 mails Incoming Mails - 2447 mails Filing - 14758 Archive Files - 579 files Irregularity Reports - 3 Irregularity Reports for Vehicles Insurance for - 21 vehicles insured in this financial year Vehicles . Q1 - 4 new insurance policies for the 4 new vehicles (MESC01, 09, 20, 21).

. Q2 - Renewed Insurance 11 vehicles (MESC19,22,04,AMMESC,17,07,02,12,24,MinMESC,08).

. Q3- 3 Vehicles had renewed insurance policy (1 in Jan MESC06 & 2 in Feb MESC25 & 12).

Q4- 3 (MESC03, MESC09, MESC01). Renewal of MESC - 18 Ministry vehicles renewed registrations in this financial year Vehicle Registrations . Q1 - 8 (MESC20, 21, 01, 19, 24, 04, 22, 07). with LTA . Q2 - (Min MESC, 08, 02, 23, AMMESC).

. Q3- 3 Vehicles renewed registrations with LTA - MESC06, 12 & 25.

. Q4- 2 (MESC03, MESC06). Monitoring of - 6 monthly reports completed. Daily Report generated for monitoring of Vehicles using SkyEye ministry vehicles over speed and to control the misuse of government Tracking Device vehicles. These include the following reports o Daily Trip Log Book Report o Daily Over Speed Report o Daily Idle Engine Report o Daily After Hours Report - Vehicles speed above 60km/h in town areas/urban and above 70km/h in rural areas and Savaii are considered as over speed.

During this financial year, one vehicle/driver was reported of over speed and was caution and reprimand accordingly Monitoring of - Total MESC fleet of 19 vehicles and there were 15 reports completed. Vehicles using Log - Mileage and distance as backed up for the SkyEye Report. Sheet Fuel Consumption - 6 reports completed in monitoring of fuel utilization for each vehicle.

Vehicle Schedule - 45 weekly reports and vehicle schedule prepared and circulated to Management.

Assess and finalised - Final list of designated drivers approved in May 2020 and will be list of designated submitted to MOF /Insurance in the beginning of the new financial year.

drivers who are able A total of 22 employees nominated from 12 divisions as designated to drive standard drivers. vehicle (manual & - Designated drivers have assisted well during busiest times to the automatic) for the Ministry drivers’ workforce of only 6 staff. For example school visits, Ministry to assist with professional development programs in schools and national exams. shortage of drivers Awareness program - Final report submitted and endorsed by the CEO in May 2020. to be offered to staff o Awareness program focused on use of office vehicles as per as per PFMA Government Vehicles (PFM Regulations 2015 and Fleet Driver (Government and Management Policies and Procedures Manual developed Vehicles) Regulations by the Ministry of Education, Sports and Culture). 2015 o Duties of drivers/Designated Drivers o Penalties faced by drivers/designated drivers with regards to irregularity reports. 3. Monitor the Updated list of Payroll Update as of 30th June 2020: Human employees - Total Payroll as per EMIS update: 1995 (including teachers)15. Resources Recruitment & - 52 employees recruited within this FY16. function of Selection - An average of 8 weeks for recruitment and selection process (this the ministry includes advertisement for 2 weeks, application assessment for 2-3 weeks including interviews, provisional appointment for 2 weeks, 2 weeks for appointee to confirm offer letter). - There were no Appeals to the Recruitment & Selection process recorded for FY19/20 within the Ministry.

Employees who have - 93 employees who ceased their employment in this financial year. ceased employment with the Ministry 60% – Resignation 2% – Retirement 12% – Death 14% – Poor Performance 4% – Breach of the Code of Conduct End of Contract (not renewed) (applies only to Contract 8% – Employees)

Leave Update - A total of 5315 staff leave approved and posted. o Strategy in place (Weekly Staff Return) for teachers to address salary overpayment. o Strictly no leave taken before approval. All staff must take leave after it is approved.

Induction Program - 2 induction programs conducted for ALL MESC staff Disciplinary Cases - 26 cases. - % of Disciplinary Actions

4% Refer to Police 4% Deduct Salaries 4% Internal Transfers 12% Refer to PSC

15 Refer to Chapter A1.4.1 (MESC Workforce) for other details regarding the different disaggregation of the MESC staff. 16 Refer to Table 10 of Chapter A1.4.1 for more details.

12% Suspension 23% Termination 41% Warnings

TY15 A, TY15 B, and - A total of 1,489 TY15s issued in this financial year. TY15 C o 826 TY15A: new appointments, promotions, transfer of employment o 474 TY15B: cessation/resumption of employment due to long absent from work, overseas leave, maternity leave, resignations and termination of employment o 189 TY15C: payment of benefits upon resignations and/or dismissal of employment Complaints received - 7 complaints filed in this financial year. o 85% complaints resolved o 15% have been charged Ministry Quarterly - 4 Quarterly reports. Reports (MQR) Daily Attendance - 157 Daily Attendance Report Report 4. Date by OCEO - Completed Compliance: 64% which the TDAD - Completed Non-Compliance – 29% performance SOD - Completed Not Applicable – 7% appraisal (FY2019/2020) CDMD - Completed for staff is completed AED - Completed

PPRD - Completed

Sports - Completed Culture - Not completed

MERD - Completed

ESCD - Not completed

ICT & Media - Not completed

NARA - Completed

SLC - Not applicable

CSD - Not completed 5. Training Staff attending local 1. Workforce Plan PSC and up skilling training offered by 2. Procurement Training MOF of staff other Government 3. Energy Ministries - HRMIS & Leave training at PSC attended by Senior Payroll Officer & HRMIS officer on 24Feb. Awareness Programs - Induction program conducted in August 2019. Work Ethics was also for Staff to reduce covered as part of the awareness program. Another strategy used for unethical behaviour reducing unethical behaviour is through activities coordinated by the Social Committee during the PSC Day.

- Q3 & Q4- deferred due to SOE COVID19 pandemic.

Number of strategies - Emails sent out as a reminder to all staff on attendance, WCE in place to reduce conditions, etc unethical behavior for staff Knowledge sharing - 4 staff attended various overseas trainings returned and have presentations offered submitted training reports to PSC. by staff that attended overseas trainings - Weekly presentations carried out on the 11th & 18th March 2020. Discontinued due to SOE COVID19 pandemic. Training analysis - This will be completed after assessing the Performance Appraisals for report to be all staff. submitted to PSC 6. Percentage PK endorsed by - PK already prepared and submitted but this hasn't been tabled with of the Minister of Education Cabinet. Organisational Consultation with - Proposal submitted to MOF & PSC on 3rd December 2019 for their Structure MOF and PSC review and reports to Cabinet. Review been implemented - Consultation carried out with PSC 18 Feb and with MOF on 24 Feb. Cabinet Directive - PK hasn't been tabled with Cabinet. Consultations with PSC and MOF thus approval has been received from PSC as of 12 June 2020. Financial Plan for - Financial plan completed in Q2. This was submitted to MOF for their implementation of OS assessment.

Implementation of - Critical Positions approved by PSC for Assessment and Curriculum OS Divisions.

CSU 2: ICT & MEDIA SERVICES Output Manager: Assistant Chief Executive Officer– ICT & Media Services Key Performance Target Status Progress Indicators: - 57% (82) of schools have healthy and working connectivity to PrimaryNet. - 29% (32) of Schools with faulty SNBH equipment needing replacements. - 7% (10) Schools with no connectivity to PrimaryNet due to 1. Improve percentage Infrastructure issues. of government primary Partially - 8 % (18) of schools requiring relocation/new installation 90% schools connectivity to achieved because of newly constructed buildings or construction is PrimaryNET services. in progress. - 4.6% (6) of Schools requiring new installations Missed out in the initial project roll-out. - Next IT support visit is scheduled for Q1 next FY on 17th August 2020.

- 59% (23) Colleges are able to access SchoolNET e-library 2. Improve percentage Partially 90% resources ONLY but NO internet due to connectivity issues. government Secondary achieved

75 schools connectivity to - 38% (15) Colleges have access to BOTH SchoolNET e-library SchoolNET services. resources and the internet

- 41% (16) have faulty hardware undergoing repairs and maintenance.

- 13% (5) are connected to Virtual SchoolNet Learning Center source.

- Next IT support visit is scheduled for Q1 next FY on 17th August 2020.

- Video conferencing (VC) technology will be rolled out to 50 schools in the 1st quarter next FY 3. Implement - VC equipment is being procured for 50 schools. streaming lessons pilot Partially . 50 x Speakers project for government Nov 2019 achieved . 50 x webcams primary and secondary - Technical VC testing at the selected 50 schools is now schools. complete and ready for installation

- 10 x Mini documentary episodes to promote educations response to COVID-19. . Online learning awareness 4. Percentage of . TV program awareness schools who actively . Radio learning awareness use ICT tools (Aptus, Partially - Development of the Education e-library system / Portal. 70% tablets, e-resources, achieved . Overall development is 75% complete etc) for classroom . Website structure and design is 90% learning activities. . Uploading of curriculum content is 95% . Uploading of e-resources and learning activities is 65% complete

5. Implement Phase 1 (Technical assessment and Design Technical Implementation Plan) assessment is - Monitoring of SEN enrolment process and data flow to for the development complete. Assessment process and reporting. Integrated and Achieved Centralised Education Implementati - Quality Assurance were conducted for SPECA, Year 2 and Management on Plan SPELL data for RUMM analysis Information System complete. (EMIS) for Samoa Education System. 100% complete for publication 6. Develop video and tutorials for teachers Partially - No progress due to other priorities. distribution on the use of ICT's in achieved the classroom. PrimaryNET tutorial series

Education Technology series

Aptus e- library series

Live streaming/Vi deo Conferencing . Submit a Monthly (12) Issues Log & - 244 lessons broadcasted on TV Report on - 268 lessons broadcasted on Radio status of All 7. Support MESC - TV schedules posted on FB and MESC website MESC Network and Achieved - Broadcasting equipment is being procured Information Information Systems - Collaboration with CDMD has improved over this quarter. Systems - Weekly meetings are held to discuss and finalize weekly (EMIS, plans and schedules. SEMMIIS, QAPA, MSS, Website, etc) Statistics must be - Total Website visits and views (Apr – Jun): 56,583 visits, progressive. 11,153views - Total number of Posts Published (Apr – Jun) – 21 Number of - Website Top 10 Most Visited Posts and Pages Website 1. Home page / Archives(8132) visits 2. Textbooks (5903) 8. Improve stakeholder 3. Primary Education (4806) awareness of MESC Number of 4. Secondary Education (4332) educational followers Achieved 5. Press Release: Plans and Programmes for all Year levels developments through achieved. (2933) Ministry's online 6. SSC papers (1858) presence. Number of 7. Past Years Exams Paper (1796) Facebook 8. Primary Curriculum Statements (1674) likes. 9. SSLC papers (1489) 10. NUS Sponsorship List For Semester 1, 2020 (1195) Number of users - Facebook Followers at 23/06/2020- 13831 reached. 9. Improve stakeholder awareness of MESC - Press Releases – 9 Number of educational - Public Notices – 14 videos developments through - Media Negotiations – 2 produced AV, Multimedia and Achieved - Official Speeches – 6 and Media resources. - La Oso - 178 episodes, 152 clips/videos and footages distributed (Quantity of Video (Archived) production, - MESC Social Media Messages Log multimedia

educational resources Number of La and Information Oso episodes disseminated through produced. the media) Number of Information/ Awareness materials designed and distributed

Number of Press- Releases published/br oadcasted. 10. Number of training based AV materials Not 4 - No progress for this activity distributed to schools achieved and teachers. 11. Date by which the Review of the MESC Oct 2019 Achieved - MESC Communication Strategy 2019-2023 completed. Communication Strategy is completed. 12. Date by which the - The Office of AG is currently reviewing the contract for the MESC ICT Master Plan Partially ICT Master Plan. for the integration of Nov 2019 achieved ICT in education is

completed. 13. Date by which the Study on the Use of ICT Not Oct 2019 - No progress for this activity in Secondary Schools is achieved Completed.

CSU 3: PRINTING SERVICES AMP Activities Progress 1. Date by which the new printing machines - Delay due to COVID19 procured  437 Lesson Plans book,  1,700 Tauvalaauga  SSC Certificates - 2,383 2. Number of educational  SSLC Certificates - 1,911 support material  SPECA Certificates - 4,787  28 Lesson Plans (28 x 100)  420 Reading Book (420x117)

3. Date by which printing - 100% completion printing of 7 SPECA exam papers and a total of 39,022 scripts and of Year 8 SPECA exam 500 manuals papers completed

4. Date by which printing - 100% completion printing of 17 SC exam papers and a total of 17,954 scripts of SC is completed

5. Date by which printing of SPELL Yr2, Yr 4 and Yr - 100% completion printing of SPELL Year 2, Year 4 and Year 6 exam papers with a total 6 examination is of 74,105 scripts altogether. completed. 6. Date by which SSLC examination scripts is - 100% completion printing of all 18 exam papers with the total of 15,170 scripts ready  100 sheets of 5 policies manual  15,200 sheets of 800 Sports Policy printed  Printed materials for Teachers Conference: - 600 Reports, - 400 MSS, - 400 Programmes  200 Manuals for OGG Funding Agreements 7. Number of ministry  400 MSS Manuals reports, policies printed  Annual Report FY18/19 (300 copies) by Printing Unit  10000 sheets of presentations for trainings materials  200 books (Manuals & guidelines)

 NARA Record Keeping Policy (40 x 15)  NARA - National Archive Policy (40 x 22)  NARA Digitization Policy (4 x 12)  40 Records cover Sheet  25 Museum Brochures  40 Museum Photographs

8. Number of maintenance conducted - Full service of all printing machineries completed in August 2019 and January 2020. for printing machines  1 Register Book 9. Procurement of safety  40 scripts gears for printing staff  Regular inspections for staff safety gears

SAMOAN LANGUAGE COMMISSION Key Performance Target Status Progress Indicators: - Phase 1 of the development of Samoan Monolingual Dictionary is completed; TA report has been submitted 1. Date by which the Partially and endorsed. A preparation for Phase 2 is in progress. FK Samoan Monolingual June 2020 achieved received for the approval of requested funds for this Dictionary is launched project.

- Conducted 2 boards meeting in August and October. 2. Date by which the Continue liaising with AG after the first initial meeting. Samoan Language Partially Information paper proposing draft table of fees submitted June 2020 Commission fully achieved to SLC Board for information and seeking their advice. This established. will be finalised and approved in the next board meeting.

PART B: SCHOOL STATISTICS AND DEVELOPMENT PROJECTS This part of the report provides statistical and relevant information on MESC for the period July 2019 – June 2020. The mandate of the ministry and schools under its jurisdiction are herein referred to in this part of the report.

Section B1: School Statistics

B1.1 Schools The total number of schools in Samoa as of 30 June 2020 is 214. Two new schools established this year namely Mt Zion Primary School and Nuufou Baptist Academy. Out of 214 schools, 167 of them are government schools (78%), 38 are mission schools (18%), and only 9 are private schools (4%). This is further illustrated in Table 16. Table 16: Number of schools by district

Government Mission Private Region/District Grand Pri Pri/Sec Sec Total Pri Pri/Sec Sec Total Pri Pri/Sec Sec Total Total Apia Urban Faleata 10 1 11 2 1 5 8 5 2 7 26 Malifa 1 1 1 Vaimauga 11 3 14 5 1 2 8 2 2 24

Apia Urban Total 21 5 26 7 2 7 16 7 2 9 51 Rest of Upolu Aana No 1 9 1 10 2 1 1 4 14 Aana No 2 10 1 11 11 Aleipata 8 1 9 9 Anoamaa No 1 4 1 5 5 Anoamaa No 2 6 6 2 2 8 Fagaloa 4 4 4 Falealili 9 2 11 1 1 12 Lefaga 4 1 5 5 Lepa/Lotofaga 5 1 6 6 Safata 8 1 9 9 Sagaga 8 1 9 3 2 5 14 Rest of Upolu Total 75 10 85 8 1 3 12 97 Savaii Faasaleleaga No 1 6 1 7 2 2 4 11 Faasaleleaga No 2 6 1 7 2 1 3 10 Itu Asau No 1 5 1 6 6 Itu Asau No 2 4 4 1 1 5 Itu o Tane No 1 5 1 6 6 Itu o Tane No 2 7 1 8 1 1 9 Palauli 7 1 8 1 1 9

Savaii Sisifo 8 2 10 10 Savaii Total 48 8 56 6 1 3 10 66 Grand Total 144 23 167 21 4 13 38 7 2 9 214

B1.2 School Enrolment

Table 17 shows school enrolment by each year level as of March 2020 in comparison to 2019. Primary level shows an increase of 300 students particularly in year levels 4 & 5. This leads to the establishment of two new schools this year which contributed to the increase.

For secondary level, enrolment figures also increased which denotes increasing participation of students in secondary level.

Table 17: School enrolment

School Level Year Level 2019 2020 Primary Yr 1 6282 5844 Yr 2 5882 5796 Yr 3 5795 5798 Yr 4 5410 5875 Yr 5 5261 5417 Yr 6 5211 5220 Yr 7 5018 5095 Yr 8 4687 4801 Total 43546 43846 Secondary Yr 9 4334 4194 Yr 10 3897 4060 Yr 11 3002 3068 Yr 12 2889 3048 Yr 13 2243 2219 Total 16365 16579 Source: MESC Manumea Database, EMIS

Table 18: Number of students by controlling authorities

2019 2020 Controlling Authority Controlling Authority 2019 2020 Gender Government Mission Private Total Government Mission Private Total Primary Male 18211 3207 1016 22434 18393 3342 1072 22789 Female 16845 3266 1001 21112 16809 3175 1073 21057 Total 35056 6473 2017 43546 35202 6499 2145 43846 Secondary Male 4848 2790 129 7767 4647 2943 185 7775 Female 5200 3275 123 8598 5262 3326 216 8804 Total 10048 6065 252 16365 9909 6269 401 16579

Table 18 shows gender disaggregation, where male students are dominating the primary level and vice versa for secondary education. For primary level, an increase in males for all controlling authorities this year compared to 2019. For secondary education, the number of male and female students enrolled both increased except a decline in the number of males in government schools. Even though of such decline, there is still an increase in the overall enrolment as shown in Table 17 and Table 18. Out of the three controlling authorities, government continues to lead in enrolment for both primary and secondary education.

B1.3 Teachers Table 19: Number of teachers

Year School Status Gender 2019 2020 Government Males 501 489 Females 1235 1215 Total 1736 1704 Mission Males 193 211 Females 401 371 Total 594 582 Private Males 35 37 Females 97 106 Total 132 143 Total Sum of Males 729 737 Total Sum of Females 1733 1692 Total Sum of All Teachers 2462 2429 Source: MESC Manumea Database, EMIS

Table 19 above shows a decline in the number of teachers this year compared to 2019. Both government and mission school teachers declined while private schools experience a slight increase. Even though there is a decline, the Ministry however have in place interventions and marketing strategies (scholarships with NUS) to encourage students and eligible members of the public to choose teaching as their preferred profession and to remain in the workforce once recruited. The teaching workforce is predominantly made up of female teachers across the three controlling authorities (government, mission, private). Government authority continues to employ the highest number of teachers.

Section B2: Development Projects Table 20: Status of all development projects

STATUS OF ALL DEVELOPMENT PROJECTS IMPLEMENTED BY MESC DURING JULY 2019 – JUNE 2020

Project Name Project Status % As of June Completed 2020 1. Samoa Arts and Phase 2 : Construction Phase (70% completed) 70% Delay by 4 Culture Center The Structure Completion Ceremony for the Samoa Culture and Arts Centre was unveiled on months. the 21st October 2019 by the Hon. Prime Minister and Vice Premier of the People’s Republic Completion of China. Work was scheduled to be completed by 30th June 2020. Unfortunately, the date Covid19 global pandemic shut down China for many months and consequently the rest of changed to the world including Samoa. This turn of events was unanticipated and it delayed 31st construction by at least 4 months. To date, engineers and project managers for this project October who left to celebrate Chinese New Year in China in February are still there. A tentative 2020. schedule was advised by the Shanghai Construction Group via MFAT in June 2020 that Construction should be completed by 31st October 2020. This is likely to change given the continuous restrictions facing travel and shipment.

Phase 3 : Establishing the Samoa Culture and Arts Centre Given the uncertainty surrounding this pandemic and its impact on China-Samoa restrictions, it is anticipated that any movement to the new building might happen by December or early next year. 2. Education Joint funding agreement in partnership with the Government of New Zealand a financial 100% Completed Sector Printing assistance of $1 million tala has been provided for the construction of the Samoa Education Building Sector Printing facility in FY18/19. Government of Australia has offered additional AUD$300,000 for the completion of the project in FY19/20 Contract Start Date for Construction – 8th November 2019 Contract Completion Date for Construction – 30th April 2020

WST$1,000,000 has been approved under the Education Sector Budget Support in FY 18/19 to improve the infrastructure of the Printing Building.

$6,800,000 donor Aid-in-Kind from the Japanese Government has been allocated to procure the new printing machines. These new printing machines have been procured already and are awaiting shipment to Samoa once the COVID 19 SOE restrictions is lifted.

After much collaboration and negotiations by the ministry during the procurement process, the All Electrical Company Ltd won the bid to construct and improve the existing printing building at the cost of WST$943,352.05. As of June 30th 2020, the total cost of the building equals to WST$957,408.05 as there were additional unforeseen costs incurred during the construction period. The printing building itself is now fully completed and sealed off while awaiting the printing machines to be shipped over from Japan. Once the printing machines arrive in country the appropriate personnel will install them and the Education Sector Printing Building will be officially opened and commence its normal operations. 3. Establishment Faleata No. 2 College is another new college with Cabinet approval [FK 17(11)]. 3% Work in of Faleata No. 2 progress Given the 20 acre land allocated for MESC at Tafaigata, after the re-location of the Samoa College Prisons Headquarters to Tanumalala, the Cabinet approved in 2020 to renovate some of the old buildings for the new ECE, Primary and Secondary. The new school will be launched in the first quarter of the new financial year 2020/2021 4. Establishment The establishment of another Vaitele Fou Primary School was approved by Cabinet [FK 95% Work in of Vaitele Fou No. (17)07], an effort to address overcrowded classrooms in the existing primary school. progress 2 Primary School Given the 20 acre land allocated for MESC at Tafaigata, after the re-location of the Samoa Prisons Headquarters to Tanumalala, the Cabinet approved in 2020 to renovate some of the old buildings for the new ECE, Primary and Secondary. The new school will be launched in the first quarter of the new financial year 2020/2021 5. Family Life This is a project executed under the Curriculum and Materials Division in collaboration with Ongoing Work in Education (FLE) the UNFPA and partners. Activities are included in an approved work plan to reinforce and progress strengthen the integration of Family Life Education in the curriculum (Health and PE for primary and secondary schools) as well as relevant programs run by the Ministry as well as including students with disabilities in the mainstreamed schools.

The FLE project is in its second phase of implementation. A TA was engaged to conduct a situational analysis on the scope of FLE content coverage and delivery in schools. The report and findings will go through a validation process before it goes through consultations with

relevant stakeholders.

MESC and New South Wales Family Planning Agency are working collaboratively in developing FLE curriculum supplementary resources using the platform of multimedia.

Two activities are being prioritized for the year. The first one is Finalizing the FLE Situational analysis Report and the second one is the development of E-resources.

An International TA is recruited to complete FLE situational analysis review report. 6. Inclusive This ongoing project has been reported over the last five years. Funds are received from the Ongoing Work in Education Australian Government to support the implementation of the Inclusive Education Policy progress through the work done by special schools and service providers (SENESE and the Samoa Blind People’s Association). Students with disabilities are supported through this project. Funds for this project are now channeled through the Education Sector Budget Support Program.

The Samoa Inclusive Education Handbook was launched on the 19th June 2020

The ministry is in now in progress of preparing trainings for Principals and School Inspectors in the tasks and approaches summarized within the Handbook.

IE Champion School Model has been established in one urban school in Upolu (Moataa Primary). The focus is to empower teachers to improve the inclusiveness of their schools and classrooms so that all children can benefit from this model. Moataa Primary School was involved in the first review stage and ready to start supporting other schools in the district.

The process has also started in Saanapu Primary School and will expand to include more schools in the rural area. The collected data shows that 37.5% increase of Students With Disabilities (SWD) attending the mainstream schools. This indicates that some students who would previously have stayed home are now attending mainstream schools. The major challenge is training teachers in their teaching methods to adequately support participation of children with disability in the mainstream system.

Inclusive Education Sub-Committee meets on a monthly basis to strengthen collaborative network and promote actively working together amongst the members to implement the IE Implementation Plan of the IE policy. 7. Phonics Samoa This project was piloted in 10 schools in 2019 and it was implemented through the MESC- 5% Yet to (EQAP) CDMD staff in collaboration with EQAP (Fiji). The project was planned to officially start in the commence beginning of the 2020 school year but have yet to commence due to the COVID 19 Lockdown.

Works are still in progress with finalization of the resources in collaboration with EQA staff. 8. Applied This project was piloted in 6 schools and it is housed under CDMD and implemented in 50% In progress Scholastics collaboration with the Applied Scholastics International Organisation in Missouri, USA. No Project funds are channelled through to GoS for this project. However in-kind support has been provided including opportunities to train selected staff (MESC and teaching personnel), renovation of the Learning Center, supplies of teaching and learning materials and furniture for the center. Even though 6 schools were piloted for this project the spread of the study technology tool has covered the whole country. In March 2020 MESC received a container of dictionaries reading books and other study technology text books. A total of 34,702 books. These were launched and distributed to all the schools in Samoa. Currently MESC and SQA are working on accrediting ASI courses. The courses will be delivered through multimedia platforms. 9. Global This project is still in the design phase. Samoa is one of the 8 Pacific countries that will benefit 2% Application Partnership for from this project. MESC works in collaboration with the PacREF unit in Fiji on this project. phase in Education/ progress PACRef

10. E-learning This project targets the development of STEM in secondary schools, specifically focusing on 11% In progress (NZMFAT Year 10. CDMD as the focal point is working with NZMFAT on this project for development of e-learning resources for Science. ACEO for CDMD is the MESC representative in the Project Steering Committee.

There will be a zoom meeting on this project to discuss how training can be done for the teachers. For Samoa we have recommended that the trainings should be done using multimedia platforms.

11. Women in CDMD as the focal point is working closely with the UNESCO local office in implementing this 100% Completed Science and short term one off activity. Selected female students from 10 colleges joined a workshop on Technology 22nd November 2019 coordinated by UNESCO with the aim to encourage and instil a passion (UNESCO) in female students to take an interest in Science and hopefully pursue a career in this area.

12. Financial The main focus of this project is on integrating financial literacy into the curriculum. Work is 10% Work in Literacy (FinED) done in collaboration with the Central Bank of Samoa (CBS) and MESC through CDMD have progress submitted an updated work plan to CBS. This project is now integrated in the ministry’s SSILNaS initiative where all the activities with regards to Financial education is run under the SSILNaS umbrella. 13. Japanese JFIT is a project in partnership with UNESCO but MESC is contracting Environment 25% Work in Funds in Trust International to carry out most of the four work sets for this project. The project will focus progress (JFIT) on:  Providing technical assistance to MESC in developing resources predominantly linking to science and social science;  Providing support to MESC in the desk top publishing of all resources to ensure consistency of style and presentation;  Provide support to MESC in organizing of a workshop to introduce the resources developed and capacity build teachers and community groups on their use;

The contract with Conservation International has been cleared.

Workshops with teachers will start on the first week of September 2020 and then the roll out to schools follows 14. The Spotlight This project is in the design phase. Currently awaiting Tender’s Board available time to table 1% Work in Initiative to our documents for further progress. This delay is due to the COVID 19 Lockdown progress Eliminate All Forms of Violence Against Women and Girls (UNESCO)

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Ministry of Education, Sports and Culture.(2009). Corporate Plan July 2018-June 2021

Ministry of Education, Sports and Culture.(2009) Education ACT

Ministry of Education, Sports and Culture, Quarterly Progress Reports for FY 2019-20

Ministry of Finance. (2016). Strategy for the Development of Samoa 2016-17 – 2019-20

Public Service Commission. (2004). Public Service Regulations 2004

Public Service Commission. (2004). Recruitment and Selection Handbook of the Samoa Public Service 2005