Government of Grenada

STRATEGIC PLAN

for

EDUCATIONAL ENHANCEMENT AND DEVELOPMENT

2006 - 2015

◄ SPEED II►

Volume 1: The Strategic Framework

Ministry of Education March 2006

1 2 4 5 8 8 53 64 32 33 34 34 37 39 40 44 49 54 57 62 40 50 50 52 12 17 25 28 31 32 23 36 ncement and Development 2006 -2015 2006 Development and ncement …………………………...... Government’s development development prioritiesGovernment’s ......

cess to secondary and tertiary quality professionalism and development...... professionalism ation in education...... Strategic Plan for Educational Enha for Educational Plan Strategic the Strategic Plan ...... II II 8. Pursuing and promoting prevention rather intervention and remediation. intervention prevention rather promoting and 8. Pursuing .... 1. A system of mutual accountability. of mutual 1. A system ...... of learning...... 2. A culture of teacher 3. The promotion services...... of effective school and system management 4. The development Communication and of Information application 5. The centrality of the Technology (ICT)...... 6. The attainment of increased ac of literacynumeracyeducation by and standards in primary 7. The achievement all students...... educational opportunities......

5.1 SPEED II Management Structure Management 5.1 SPEED II ...... 5.2 Indicators...... 5.2 Indicators...... 4.3 Education and the world of work, citizenship and life...... of work, 4.3 Education and the world 4.4 Co-operation for Development ...... and Management...... 4.5 Administration 4.6 Costs and Financing...... for SPEED 114.7 Logical Framework ...... 4.1 Access to and particip Education...... of 4.2 Quality 2.6 11…………………………………………… the strategic and actions of SPEED objectives A framework for adopting 2.1 The philosophy2.1 The education...... and goals of educationthe main goals of the formal 2.2 An outline of system...... 2.4 2.5 Education policy relation to in sector ……………………………………………………………………………. of the development the foci informing and Strategic education imperatives

5. Implementation and Evaluation of the Planthe of and Evaluation 5. Implementation ...... Bibliography...... 3. Objectives of 4. The Strategic Framework ...... 2. Education policy...... 2. Education Abbreviations ...... FOREWARD ...... 1. Introduction ...... Volume 1: The Strategic Framework Framework 1: The Strategic Volume contents Table of SPEED

2 ncement and Development 2006 -2015 2006 Development and ncement

dge and Learning Network Learning dge and onomic Strategy Paper StrategyPaper onomic Strategic Plan for Educational Enha for Educational Plan Strategic II II

NAB NTA OECS P3E National Accreditation Board PAHO National Training Agency PAR Organization of Eastern Caribbean States PMU Partnership in Education Private Public Health Organization Ran American PPP PSC Poverty Assessment Report ROC China Unit Project Management of University SGU Republic Progress Pillars for Partnership and George’s SIP Public Service Commission St. Plan School Improvement CRC CSME CXC DHR Child Rights of the Coalition on the Single Market and Economy Caricom DST EAB Council Caribbean Examinations ECED Department Resources of Human EFA District Supervision Team EFC Board Education Advisory and Development Education Early Childhood EFF EMIS All Education for EPU Committee Education Financing ESD Fund Financing Education ESD Information System Management Education ESDC Unit Education Planning ETX Diagnosis Education Sector GCIC Sustainable Development Education for GFNC Development Committee Education Sector GoG & Examination Unit Testing Education GUT Grenada Chamber of Industry Commerce and Council and Nutrition Grenada Food HFLE HRD of Grenada Government ICT Grenada Union of Teachers LMIS Life Education and Family Health MCT Tests Development Resource Human MoE Competency Technology Communication Information Minimum MoF Information System Labour Market MoH MoW Ministry of Education MPU Ministry of Finance MTESP Ministry of Health Works and Public Utilities Ministry of Communication, Materials Production Unit Ec Term Medium Abbreviations Abbreviations CAPE CBO Organization Based CDU Community CEE Caribbean Advanced Proficiency Examination CETT CKLN Development Unit Curriculum Entrance Examination Common of Excellence for Teacher Training Caribbean Center Knowle Caribbean SPEED

3 ncement and Development 2006 -2015 2006 Development and ncement ntific and Cultural Organization ntific and Cultural

nal Enhancement and Development and Development nal Enhancement

Strategic Plan for Educational Enha for Educational Plan Strategic II II

TAMCC TAMCC Council TUC Union TVET Community T. A. Marryshow College Trade UNESCO Scie United Nations Education Vocation Technical and Training Education SMB SMT SPEED Board School Management Team Senior Management Plan for Educatio Strategic USE UWI Universal Secondary Education University of the West Indies SPEED

ous partners on to our vari the aftermath of Hurricane the aftermath ncement and Development 2006 -2015 2006 Development and ncement another significant landmark in landmark significant another t of education had to be reviewed. to be reviewed. t of education had in-depth analysis of the structure in-depth analysis d approach to sector improvement. d approach to sector improvement. c plan to all stakeholders in the important milestone, it represents a milestone, important of reference for future enhancement, of reference for future enhancement, ional infrastructure, it was clear that that clear it was ional infrastructure, nt, sector reform as well as upon as well as upon nt, sector reform who in various ways contributed to contributed to who in various ways ng the review process. Also, I wish ng the review process. Also, I is expected that there will be regular there that is expected loped during 2001 following broad loped during 2001 for Educational Enhancement and Enhancement for Educational tance is the management structure and tance is the management fellow ministers, senior officers and senior officers and fellow ministers, ous organizations, in the private sector sector private in the ous organizations, done with the meaningful participation done with meaningful the

Although SPEED II contains our national II contains our national Although SPEED in government offices, in schools, in homes and in offices, in schools, in homes in government I extend sincere appreciati I extend cation system. In 2005, in In 2005, cation system. at will implement policy. will implement at Strategic Plan for Educational Enha for Educational Plan Strategic

II II

technical staff for the leadership and committed efforts made during this period period during this made efforts and committed the leadership for technical staff gratitude to everyone and to extend my SPEED II (2006-2015). SPEED II adopts planne a forward-looking of policies national existing built upon it is in nature, proactive it is Yet, while poverty alleviation, financial manageme II is an public consent. Although SPEED It critical stage in a continuing process. II as targets are achieved and new goals reviews and updates of SPEED regarded as a flexible guide to be SPEED II should therefore emerge. frame and a education sector development but not as an educational blueprint. educational development in Grenada. educational development SPEED was deve Conceived in 1996, consultation, as well as public stakeholder review of SPEED was In that regard, a my to take this opportunity to thank impor aspirations for education, of equal FOREWARD Strategic Plan of the The publication II) 2006 to 2015 is (SPEED Development the edu and operations of most of the educat Ivan which devastated for the developmen the strategic framework stakeholders. of all major duri for their comprehensive consultation plan th detailed action In conclusion, I recommend this strategi education sector: to those in religi partners and to our communities agencies. and in the external support Hon. Claris Charles Minister for Education and Labour March 2006 SPEED

ructural basis for first decade of the new first decade of the sectors of the education

explains the key areas of explains the key ncement and Development 2006 -2015 2006 Development and ncement in relation to the Government’s in relation to the Government’s terms of broad objectives and the and objectives terms of broad on, places SPEED II within the on, places SPEED and priorities are proposed for each and priorities are onomic, social and st onomic, ndards for their adoption are presented. ndards for their adoption are presented. ational Enhancement and Development Development and ational Enhancement try and overseas, around a vision of what try and overseas, ci and imperatives underpinning strategic underpinning strategic ci and imperatives

Government of Grenada over the medium over the medium of Grenada Government are outline proposals for SPEED II are outline proposals Work, Life and Citizenship Work, line of the goals of the ctured around five chapters. like by the middle of the of the middle like by identifies, describes and identifies, describes Strategic Plan for Educational Enha for Educational Plan Strategic to group the various segments of Grenadian society and all of Grenadian society segments to group the various , which serves as an introducti identifies the key areas of focus focus of key areas the identifies reviews the key areas of focus in in areas of focus reviews the key Access to and participation in Education Access to and participation in Education Education The Quality of of Education and the World Partnership and Co-operation and Administration Management Financing Education II II

a) b) c) d) e) f) implementation. implementation. SPEED aims partners in education, within the coun partners in education, focus for the education sector of the focus for the education objectives, targets to 2015. Strategic term Likewise there area of focus. be will system the education In addition, eight strategic fo system. development priorities, the economic context and an outline situation analysis an outline situation analysis context and priorities, the economic development of Grenada’s a discussion is preceded by of the education sector. This education philosophy and an out sta and the and operational frameworks plan. of the strategic outcomes principal expected 1. Introduction 1. Introduction for Educ Strategic Plan The Revised II) 2006 - 2015 (SPEED an seem might to realize what together All will have to work millennium. programme. ambitious 1 of SPEED II is stru Volume Chapter 1 national vision for education. Chapter 2 ec Together these ensure a philosophical, are identified as follows: SPEED II. Six key areas of focus Chapter 3 SPEED

Education Sector be universal access to scussion sessions were ncement and Development 2006 -2015 2006 Development and ncement r each of these broad objectives, these broad objectives, r each of nd efficient systems that enable nd efficient systems ted and published by the Ministry ted and published by the Ministry nistry of Education employees and and of Education employees nistry a comprehensive ) encapsulates this vision within the the vision within this ) encapsulates h follows, outlines the philosophy, esentatives of line ministries, the ministries, of line esentatives

action plan for the SPEED II and action plan for e engagement in social, national and e engagement ives, targets and priorities that will be will be that and priorities ives, targets broad indicators against which sector sector which against broad indicators personal development and equip them, as as and equip them, personal development other community members in the various members other community

is that there should In addition, SPEED II builds upon SPEED II builds upon In addition, SPEED ves that underpin the vision. transparency, the main issues confronting the issues confronting the main transparency, made The participants education system. a large extent enlightening suggestions and to areas of on the key focus was reached agreement SPEED II. Separate di with other organized at different moments the business community, the Grenada Union of Grenada the community, the business Strategic Plan for Educational Enha for Educational Plan Strategic outlines an implementation framework, including a SPEED II including framework, implementation an outlines , the core of SPEED II, proposes, fo II, proposes, of SPEED , the core (ESD), a full-scale study conduc II II

Box 1 11 resultSPEEDa is the of process. consultation wide possible, as far It reflects, as Grenadian the of vision the people. management structure, and a set of structure, management Chapter 4 Chapter object strategic strategies, core a set of plan. strategic the fulfill to successfully deployed Chapter 5 reviewed. can be performance provide a detailed 2 and 3 Volumes respectively. background papers process. a wide consultation the result of this plan is that It is worth recording with parents and Meetings were held and openness by characterized discuss, in an atmosphere parishes to SPEED partners, coming from partners, coming Teachers, student representatives, repr representatives, student Teachers, National Parent/Teacher’s Association, Mi National Parent/Teacher’s Association, plan reflects, as far as possible, this that It can rightfully be said the churches. the vision of the Grenadian people. by (2002 – 2010) which was informed of Education in September 2000. of Education in September The Ministry of Education's vision Diagnosis a lifelong learning through well-managed their adults to maximize and children for productiv ideal Grenadian citizens, Fig 1(overleaf international development. SPEED II framework. Chapter 2, whic SPEED II framework. thinking and national imperati

e and skills g m ste y Key Focus 6 Government Consistent diversification financing, of fundingsources, efficient use of resources s Key Focus 3 have resources human Our relevant workand life-related knowled

Situation analysis and Situation analysis diagnosis of education diagnosis of education ncement and Development 2006 -2015 2006 Development and ncement t emen g (SPEED II)

Key Focus 2 Improved quality of and education achievement student Key Focus 5 efficiency Improved of and effectiveness school and Ministry mana citizens of Grenada citizens Government of Grenada Government of Grenada Development Priorities of the Priorities Development Strategic Plan for Educational Strategic Plan for Educational Enhancement and Development Enhancement and Development Overarching vision: a learning society vision: a learning society Overarching achieved by effective development of the development achieved by effective civil society civil society Strategic Plan for Educational Enha for Educational Plan Strategic Economic and social Economic background; views of background; views Key Focus 4 and Established strengthened with relationships partners education Key Focus 1 and Access to participation educationfor population whole our II II

and Strategy Fig 1 Vision SPEED

Ideal . Although the every individual every individual rnational contexts. rnational contexts. conscious of God’. conscious of God’. ed through a well-rounded ncement and Development 2006 -2015 2006 Development and ncement for the pursuit of learning, this for the pursuit of learning, this tion that is ‘ever is ‘ever tion that t of the whole person leading to the t of the whole person l, regional and inte for lifelong learning differences and similarities between between and similarities differences

jor contributor to developing the jor contributor to developing the

a process necessary to affirm the ideal of to affirm the ideal a process necessary evel of and self-confidence self-esteem. rough harnessing the physical, mental, spiritual the physical, mental, rough harnessing and values to be gain Strategic Plan for Educational Enha for Educational Plan Strategic (Box 2). . However, education should also promote respect for human respect for human promote . However, education should also II II nurtures its development in the economic and entrepreneurial spheres in other areas areas other in spheres entrepreneurial and economic the in development its nurtures of life and being well spiritual and social mental, physical, promote and maintain improve, to contribute the to health and communityof welfare and the country and embraces stereotyping gender without strength mutual of as a source males and females desires must rest. desires must rest. environment the with harmony in living of importance the of aware is and richness moral issues includingresponsibility for accountability and to self and community beliefs and practices ofand past presentand brings bearon this the to innovative solving problem to and technology science of application Demonstrates a positive work ethic work a positive Demonstrates Valuesdisplays and the imagination creative in its various manifestations and Has developed the capacityand to create take advantageopportunitiesof to control, potential person’s each of development fullest the others, in and self in Nourishes Is imbueda withhuman respect for life since it is the foundation on all which other high l secure with a Is emotionally and strength potential of a source as diversity other and religious Sees ethnic, and cohesion, community values, kinship and family of appreciation strong a Has Has an informedour respect for culturalheritage Demonstratesmultiple literacies, independent andthinking, critical questions the

Heads of Government, 1998] [CARICOM • • • • • • • • Box 2 Person: Caribbean The Ideal • • policy 2. Education goals of education philosophy and 2.1 The for the individual and for is guided by considerations Education in Grenada within personal, nationa society and is set is that which education policy is based on The basic premise to education to access has the right SPEED production of good citizens th production of good reason enough education are themselves is the developmen The goal of education of humankind within a na and social power knowledge, skills, attitudes as philosophy celebrates education human dignity a ma rights and, as such, should be Caribbean Person

ophy, there is an ovide benefit to all ovide benefit to vision for the children of ncement and Development 2006 -2015 2006 Development and ncement Educational Development, 1997] Development, Educational a central part in forming the ideal forming in part a central ers, principals, MoE officials and MoE officials and ers, principals, er a culture of peace and learning so er a culture of peace and learning lves in debilitating circumstances or circumstances lves in debilitating a practical philos resources for national economic and economic resources for national tudes for productive engagement in tudes for productive an avenue for the empowerment of empowerment avenue for the an awareness of God and in reinforcing r words, equity, quality, relevance and r words, equity, rticipation of and pr rticipation of and e philosophy of education is its role e philosophy of education is its d be equipped with the requisite d be equipped e particular circumstances of Grenada, of circumstances e particular follows that education is a principal principal is a education that follows achieved their personal best; prepared personal their achieved eving the above personal and national and economic theatres of operation. It theatres and economic the education system must address. the education system

responsibility. By developing programmes In addition to personal and economic well and economic to personal In addition Strategic Plan for Educational Enha for Educational Plan Strategic that is already shared by teach by shared is already that II II employability,self-employment and leadership. that is conducive to learning. learning. to conducive is that toresponsibility take for lifelong learning. caring citizens, proudcountryofand their its cultural heritage. THEY WILL be criticalTHEY thinking, WILL self-reliant, God-fearing, responsibleand have theTHEY WILL knowledge,attitudesand skills, valuesneed they for ALL CHILDREN will startALL CHILDREN school each dayready an learnin to environment having from school graduate THEY WILL

in Collaboration for [Partnership • • • • Box 3 Grenada of Children the for Vision expectation that everyone in the education system, including children, will be will be children, including system, in the education that everyone expectation actively engaged in pursuing and achi aspirations. Achieving this vision is a collective and ensuring that they are effectively implemented, education business is is education business are effectively implemented, that they and ensuring indeed everybody’s business. Thus, as By extending the above principles to th the above By extending therefore play should system the education of human development contributor to the of the business community. members SPEED Grenadian citizen. Grenadian key to progress. It Education is the must be Education social improvement. Grenada those on the periphery of the social those on the periphery principles that efficiency are important Grenada’s Children. A Vision for in promoting society within Grenadian Box 3 contains a spiritual values in the nation. should be structured to enable the full pa should be structured In othe development. national economic fost being, the process of education should for and respect tolerance demonstrate can live together and that people to th diversity and difference. Central citizens, especially those who find themse citizens, especially persons shoul All with disabilities. skills and atti perspectives, knowledge,

active, included ducation to lift the ducation to lift the ities to becoming ities to becoming . The philosophy of ncement and Development 2006 -2015 2006 Development and ncement and national parameters to sub- and national parameters ession. Traditionally, parents have Traditionally, parents ession. of education. In that regard, as of education. In that regard, r partner in the definition of what is in the definition r partner ial and ensuring that they become they become ensuring that ial and zation of parents as ising school activ nd education system. It moves them nd education system. It moves ddition, the role of e ddition, the role the ethos of the delivery of quality of the delivery of the ethos tes a rethinking of the role of parents tes a rethinking the life and functioning of the schools the life and functioning nding about the value of education fornding about the ovement and well-being. Education, ovement and empowered citizenry; r Partnership and Progress (PPP) which of customers to be satisfied; to be satisfied; customers of

from the ghettos of poverty and economic and economic the ghettos of poverty from onomic well-being, has been the driving well-being, onomic of obstacles to transformation; of obstacles to transformation; on, in the new education economy, parents parents on, in the new education economy, nd audience for staff decisions; y, integration and cohesion; stead of fund raisers; parents of students; . A central aspect of the focus of education is the of education is the focus aspect of . A central e process to the center of school development and development e process to the center of school Strategic Plan for Educational Enha for Educational Plan Strategic partners to be engaged instead collaborators with staff instead of servants to the school; to the school; servants instead of with staff collaborators change instead of facilitators instead of a decision-makers resource developers in instead of clerks and carpenters; makers team co-teachers instead of co-learners instead of critics to be persuaded. co-learners instead of critics to be The glue for regional identit and competitiveness global assurance, to multi-cultural The passport international citizenship. The key to building capacity for sustainable development; The key to building capacity for sustainable development; The foundation of a democratic II II

------1. 4. 2. 3. productive members of the society. In a productive members over the decades. by parents made investments the significant force behind parents in of role that the This means education and providing support for its expr and providing education in their understa always been singular children’s fullest potent developing the disenfranchised of the circumstances life of social and ec stagnation to a a central feature of continues to be this plan articula education. However, to support fund ra being mainly from critical role assumed by parents as a majo by parents assumed critical role role for Parents A Renewed process contributors to the meaningful expressed by the Minister of Educati SPEED must be perceived and integrated as: must be perceived and integrated a reenergized mobili evinces This vision and supportive partners of the school a and supportive partners of the school the periphery of th from success. A Commitment to the Sub-regional Education Strategy OECS Education by the sub-regional Grenada is also informed education in Strategy (ERS), the Pillars fo Reform of the the development sees education as a variety of experiences that promote OECS national beyond personal, community regional, regional and global impr therefore, is:

island shores, but island shores, but done. These four pillars ncement and Development 2006 -2015 2006 Development and ncement ducation that privileges the ducation that privileges ate endeavor to ensure that the ate endeavor to also articulated in ‘Learning: The in ‘Learning: articulated also the processes by which education is ion system and the end result of the ion system te the meaningful participation of te the meaningful Critical to the various modalities of modalities Critical to the various inment of those learning goals at the inment They are measured and validated and validated They are measured ed for meaningful participation in a participation meaningful ed for dignity rooted in divine her human education must not only facilitate the not only education must ative experiences of students, parents ative experiences of t and purpose of education. This t and purpose of education. globalized. The relevance and scope The relevance globalized. ces – learning. Learning is not just ces – learning. Learning is not ill inform the content and processes of of processes and the content ill inform e application of the implications and the implications of e application d beyond his of her d beyond his of global society who has learned to live ipating as a valuable member of our ipating as a valuable member informed by the best practices in other by the best informed e individual as a valued and productive as a valued e individual obal arrangements being negotiated with being obal arrangements

ong experience and responsibility of all society by providing the knowledge and knowledge and by providing the society e Market and Economy (CSME) which e Market and Economy oductive harmony. These pillars are: oductive harmony. These pillars The United National Educational, Scientific Scientific Educational, The United National ng; it is something that is ng; it is something Strategic Plan for Educational Enha for Educational Plan Strategic a vision of the purpose of e Learning to know Learning to do Learning to be Learning to live together. II II

1. 2. 3. 4. developing the skills and attitudes need the skills and developing facilita provided must of the education Caribbean Singl Grenadians in the of the ideal Grenadian person; a valued and the expression citizens towards of the national and productive member together with others cognizant of his or Treasure Within’, member of the regional and global of the regional member and inexorably increasingly is world that January 2006. fully in on stream comes should be a deliber education programmes elemen centrality learning as the basic upper end of the continuum. Education, therefore, is to be a lifel imbuement. Education promotes the inclusion of th the inclusion promotes Education and the wider gl CSME the realities if educat process in the focuses on the active and accumulation mere from of education, point to the continuum th of facts and ideas to comprehension partic principles of what we know, to and teachers provide evidence for the atta SPEED the inevitability of their formalization, w formalization, their of the inevitability experien various education and training that is happeni something pr society where we live together in These learning goals are achieved through than test scores – the form through more providing education to all. The impactproviding education of worl the in the individual of integration constructed, negotiated and produced. and Cultural Organization (UNESCO) has and Cultural Organization (UNESCO) the process of education must also be must the process of education places. A Vibrant Focus on Learning.

1 ncement and Development 2006 -2015 2006 Development and ncement skills and attitude needed to and in interaction with family, and in interaction with family, veloped to promote the attainment of the attainment to promote veloped formation through use of library and formation nd care of the environment; nd care of the environment; velopment and responsible action; velopment delivered in both public and private delivered in both the Caribbean and wider world the Caribbean cial responsibility; cial responsibility; -confidence and ability to solve to solve and ability -confidence tion, care and protection for the acy, numeracy and communication acy, numeracy ice of conflict resolution; resolution; conflict ice of

sub-sectors. These goals are outlined These goals sub-sectors. al thinking and creativity; ghts and dignity of others; of the formal education system education of the formal cation and Development (ECED) cation and Development

Strategic Plan for Educational Enha for Educational Plan Strategic A sense of moral and so A sense of moral and respect for self and others; A sense of fairness and security; Self-confidence imagination; and Creativity skills; Physical and motor skills; problem-solving Critical thinking, Awareness, appreciation a and adults; with peers Ability to interact skills. numeracy and Literacy

• • • • • • • • • To develop proficiency in liter skills; To develop the individuals self To develop the ability to source in problems; problems; and self-worth; self-image of a positive To foster the development To nurture moral and spiritual de To develop independent critic To develop good interpersonal skills community and others; To develop a culture and pract electronic devices; ri To nurture respect for the To develop perspectives, knowledge, community; To develop a sense of apprecia function as citizens of Grenada, environment; II II

------See Draft Curriculum PolicyDraft Curriculum of of Education, the2004 See Ministry 1 SPEED 11 is education, For the formal de below: Edu Goals of Early Childhood the goals of education for the various of education for the goals follows: education are as The goals of primary 2.2 An outline of the main goals of the main 2.2 An outline ECED programmes, The students of the develop: institutions, are to Education Goals of Primary SPEED

13 ncement and Development 2006 -2015 2006 Development and ncement ation of national cultural and e environment, able to interact e environment, the elements of scientific scientific of the elements knowledge in at least one foreign knowledge in at least one foreign in English in the various forms – in English in the various forms as they relate to both oral and ext, content, processes, interactions interactions content, processes, ext, l diversity and a sense of being a rd for basic preparation or the world rd for basic preparation the attainment of those of primary of those of primary the attainment pacity in one foreign language; one foreign language; pacity in l. It provides a foundation for access l. It provides a foundation education. Completion of secondary education. Completion spiritual development and moral spiritual development

to build on the foundation of the to build on the foundation ucation, students should be able to: ucation, students

Strategic Plan for Educational Enha for Educational Plan Strategic language; literatures for Possess a appreciation To develop health and physical fitness; health and physical To develop cultural identity; of Caribbean a sense To foster diversity; to cultural sensitivity To nurture ca a basic functional To develop advanced literacy skills Demonstrate written expression and comprehension; English; in Standard communicative competence Demonstrate skills; and knowledge Utilize advanced numeracy judgments; informed Think logically and make functional capacity and Demonstrate poetry, drama, short story and novel; in competence the basic Demonstrate Caribbean and global citizen discovery; authority; law and for Have respect th respect for others and Demonstrate historical heritage; appreciation of cultura Demonstrate with others and promote cultural diversity; cultural diversity; with others and promote self-evaluation; critical for the capacity Demonstrate Exhibit a strengthened sense of responsibility; Exhibit citizenship responsibility; understanding and appreci Demonstrate II II

------Education Goals of Secondary on are premised The goals of secondary education and, in many respects, seek many education and, in leve at the primary student’s experience of tertiary completion to and successful standa minimum as the education is seen of work. Atthe end of secondary ed through the cont These goals will be pursed of the education system. and assessments SPEED

is a (ESD) noted Education

2 Box 4 to the … the main challenge system resides in the need to access to offer much greater secondary education ESD, p 171 ncement and Development 2006 -2015 2006 Development and ncement e number of schools are e number - the main tertiary education education tertiary main - the In practice, the formal education education the formal In practice, for children with special educational for children with special educational exist at all levels and churches play a play a churches and all levels at exist the UWI and enrichment courses in courses the UWI and enrichment cation. The management structure is management cation. The managed by the Ministry of Education managed ssociate degree programmes in arts and ssociate degree programmes in arts are being made for greater devolution for greater devolution are being made : pre-school, primary, secondary and : pre-school, primary, addition to its union duties. A National A National duties. to its union addition the programmes of the St. George’s of the St. George’s the programmes my to schools in decision making with to schools in decision making my and vocational education and training and vocational education and nagement of the school system nagement

Examinations Council (CXC) Secondary Council (CXC) Secondary Examinations Education Sector Diagnosis Education Sector

cture". There is high cture". There is The 2004 Education Act provides the legal basis for provides the legal Education Act The 2004 and personnel. A larg Strategic Plan for Educational Enha for Educational Plan Strategic is available at three main institutions, providing advanced providing advanced institutions, three main at is available , MoE, September 2000. 2000. September , MoE, As the September 2000 2000 As the September II II

A more comprehensive analysis of the sector is contained in the 174-page 174-page the in contained is sector the of analysis comprehensive A more Sector Diagnosis SPEED. of 3 Volume to refer system, education the of account detailed more a slightly For 2 system is organized into four cycles is organized system institutions and private Public tertiary. 2.3 A brief overview of the current education system current education of the overview 2.3 A brief and provision: Legality Grenada. of education in the development delivery of education. part in the prominent Schooling: SPEED on p 171, "Grenada's education system shows a education system on p 171, "Grenada's pi ambivalent somewhat while 80%) (over enrolment pre-school universal, compulsory and schooling is primary schooling lasts for 7 years. Secondary normally not to this level is but transfer 5 years lasts for Entrance Based on the Common automatic. primary results, about 80% of Examination and about one-third of these leave before leavers go on to secondary school 5. Students sit the Caribbean Form (CSEC). Education Examination education Tertiary sciences, teacher training, technical the T and introduced has been programme A baccalaureate general education. A Marryshow Community (TAMCC) College of institution – also delivers some level courses mainly in the Caribbean Advanced Proficiency Examinations Examinations Proficiency Advanced the Caribbean in mainly level courses a (CAPE) and Advanced GCE subjects, (TVET), some first year courses for first year courses (TVET), some schools University (SGU). There are three the of As part in TVET. specialize that institutions three needs and of the schools, attempts development of in terms autonomy institutional increased in resulting and decentralization decision-making. and overall ma Policy formulation responsibility of the Ministry of Edu with little autono centralized typically regard to resources are jointly and as such denominational Teachers’ Union There is a vibrant to which it belongs. and the denomination in concerns professional that addresses

15 ncement and Development 2006 -2015 2006 Development and ncement at critical levels at the primary at the primary at critical levels received initial training to be to be initial training received ducation led by the public sector; ducation led by the public sector; of the for schools in terms stem nded by UNESCO for developing nded by UNESCO for developing velopment and expansion of the and expansion velopment level and the need for improvement level and the need for improvement ries Gross Domestic Product (GDP) Product (GDP) ries Gross Domestic Education Officers, early Childhood Education Officers, early Childhood other examinations especially in other examinations formed but needs strengthening at the needs strengthening but formed me aspects of the curriculum; curriculum; aspects of the me staff in secondary schools;

ndicating that education delivery ors, truancy officers etc; xtbooks, transportation and schools lic funding for education with the investment lic funding for education with the specially at secondary); at secondary); specially l Secondary Education (USE) iary institutions; and teacher performance, are in need of are in need performance, and teacher tertiary education There have been many positive achievements within achievements positive been many There have Strategic Plan for Educational Enha for Educational Plan Strategic Extensive supervision and support sy Extensive supervision and support of persons working as number schools; for primary School feeding programmes Relatively significant pub Significant access to early childhood e Significant access to early childhood supervisors, guidance counsel in education at 7.3% of the count physical infrastructure; physical infrastructure; of so Review and modernization testing competency of The introduction and secondary cycles; teachers have 90% of the primary at that level; qualified to teach of scholarship in the number There has been significant increases opportunities at the tert recomme above the 6% minimum countries; General support by parents for education. Significant investment in the de Significant investment II II

poor results in competency tests and poor results in competency Non-attainment of Universa - - - students (e feeding for some i Language Arts the Mathematics, improvement significant proportion of qualified Inadequate access to - to existing school facilities of te insufficient support in terms services, including school - - - - - insufficient provision at the secondary -

• • • • • including: significant shortcomings There are also some • parish levels. parish levels. challenges: Issues and the following: include These system. the education Parent Teacher’s Association has been Association Parent Teacher’s SPEED

at there was a serious at there was a serious view and analysis while ncement and Development 2006 -2015 2006 Development and ncement d that new partnerships should based organizations, as well as based organizations, by most of the sector and the kind by most of the sector and the kind central Ministry and school levels, central Ministry rrent system. However, as the next rrent system. needs and the world of work and the the world of work needs and designed to take account of the issues of the issues to take account designed e system and/or being failed by the being failed and/or e system ies and aspirations also underpin the also ies and aspirations opment of co-operation in education, opment of co-operation in education,

needs students and young adults and young needs students and decentralized school improvement school improvement and decentralized needs, limited finance allocation finance needs, limited Vocational Education and Training Vocational Education In 2000 the ESD noted th In 2000 the ESD entified through internal re Strategic Plan for Educational Enha for Educational Plan Strategic century. The report conclude st II II

critical focus on Technical and critical focus on p [ESD, and community governmental organizations agencies. international … regional and (ii) Devise new strategies for the devel a narrow place of objective in of learning, with emphasis on the broader on schooling." concentration 172] system, particularly boys, special particularly system, training links to national insufficient at both performance weak management management particularly in data Box 5 The main conclusion of the ESD report should: The Ministry of Education local private sector, non- … the "(i) Work in close partnership with too many pupils who are failing in th who are failing pupils too many planning in the context of ineffective and,

of SPEED II is The strategic framework and challenges already id building on the positive aspects of the cu national polic section will demonstrate, education strategy. • • • • co-operation: Partnership and provided gap between the education being needed for the 21 (Box 5). to be met were to be forged if this and other needs SPEED

Medium Term lack of education. the single most important ncement and Development 2006 -2015 2006 Development and ncement Box 6 in reduction poverty of base the At atGrenada the present be must time, strategy resource human a radical and nation entire the embraces that excites it to acquire knowledgeand skills. xvi] 1, p Vol [PAR, rld of work in areas where there rld of work in areas pecially learning to live together. together. to live learning pecially t' (p 27, our emphasis) and this t' to perform well in the future. It is is It future. well in the to perform the value of developing human the value of developing human more diversified, competitive and more diversified, competitive of Grenada. It identifies, by making of Grenada. It identifies, by making e education strategy fits into the wider into the wider fits e education strategy enhance the quality of life of all its enhance the quality of life of onomic and social plan, the key areas and social plan, the key areas onomic in Grenada’s economic and social and economic in Grenada’s social mobility and its quality is its quality and social mobility a reflection of their (MTESP, May 2000) notes that 'the 'the (MTESP, May 2000) notes that

and poverty alleviation; nuing education, and, above all, ent in the country, ent in the country, ducation system ensures that: ensures system ducation l other government declarations. l other government 2000-2002

Poverty Assessment Assessment Poverty es was demonstrated es was demonstrated Strategic Plan for Educational Enha for Educational Plan Strategic of Grenada's national developmen of Grenada's lead to those values that of and reinforcement there is promotion es societal advancement, personal and are opportunities pres are opportunities there is provision for conti certain minimum levels of achievement are attained by all, of achievement are attained by all, levels certain minimum for the wo prepared students are well , (PAR), National Assessment Team National Assessment , (PAR), II II to address poverty reduction as a economy to re-position its knowledge-based economy; to accelerate public-sector reform.

• • • • i) ii) iii) th puts into perspective how This section policies of the Government development ec overall reference to the government's for education policy. of Grenada recognizes The Government The development. to economic resources as a key contribution Economic Strategy Paper resources constitutes of our human development element in severa is repeated priority to concern The GoG, within its overall citizens, has three overarching policy-objectives: to realizing the That education is necessary objectiv these of first in the recent national national in the recent Report of Grenada (October 1999). See Box 6. way to lift the poor out of their The main poverty is by building up their educational assets. Their present poverty is in part 2.4 priorities development in relation to Government’s policy Education role to play has a key Education to is central Education development. ability to the country’s important extremely the e that therefore necessary SPEED

remains low, remains great concern: the zed by competition zed by competition the characteristics of the of the the characteristics teaches specific skills, of for productive employment for productive employment ncement and Development 2006 -2015 2006 Development and ncement levels of the system together of the system levels provide pupils with literacy and and literacy pupils with provide a strongly developed and publicly e transition rates from primary to e transition rates from ndustries. See Box 8. But this is not a social issue of resource base that makes Grenada makes resource base that hand with poverty alleviation, on poverty alleviation, hand with to be addressed are summarized in the in the are summarized to be addressed easingly characteri easingly supported early childhood education sub-sector and achieved Universal years ago, Education many Primary is education secondary access to the cohort. As to about 80% of limited a result, about half of all young adults do not possess any educational certificate. This poses a threat to the view, the education system’s objective system’s view, the education

l and higher education condition, however, that educational policies are educational policies however, that condition, the needs and of inclusive 7). society (Box in Grenadian most deprived core role to play in any endeavor Education has a and the society at economy to turn the Grenadian is diversified and knowledge- large into one that ngth and flexibility of their human resources. Thus, their human of ngth and flexibility focuses on preparedness

Strategic Plan for Educational Enha for Educational Plan Strategic ducation achievement achievement ducation

II II

immediate use in the job market. use in the job market. immediate early childhood and primary education skills, core social secondary education and social responsibility, technical and vocationa Box 7 needs to be The notion Island Spice of popularised of success on the basis in School". "All Grenada xvi] p 1, Vol [PAR, Box 8 The low level of e access] through is likely to prove a [i.e. formidable barrier to transforming productive into activity more knowledge and skill intensiveof types activity. MTESP, p 27

based. The global environment is incr environment based. The global to build need but it will assets, several has The present education system role in the overall the constructive play to these assets upon further of it. The mostexpected and demanded of the nation that is development areas of focus that will need important Educational development goes hand in goes development Educational and natural material less to do with their has a basis that on between countries the stre resources than on The various productive and competitive. contribute to that objective: • • • next six sections. education in secondary 2.4.1 Access to and participation in th increase the recent notwithstanding secondary school. Although Grenada has of knowledge-based service i development It is also problem. an economic simply SPEED of point and social an economic from lies precisely in developing a human developing a human lies precisely in country cannot afford to neglect such a large number of young people, mainly people, mainly country cannot afford to neglect such a large number of young future are boys, whose chances to find a job and to look forward to a better

have

gogical training. mpetency Tests, mpetency ers, about 65%, ncement and Development 2006 -2015 2006 Development and ncement other words, they are at risk of e public sector will decrease in et not only without certificates, et not only without certificates, unemployment rate had risen to unemployment ing in the light of the actual ing in the light of the actual of Hurricane Ivan in September in September of Hurricane Ivan in consistent peda er of primary school children will er of primary leaves much to be desired at both to be desired leaves much increasing the overall educational educational the overall increasing be a tremendous constraint in their constraint in their be a tremendous needs to be radically improved; needs to be radically improved; ll children are in school until age 14 ll children are in evious decade, stood in 1999 at an evious decade, stood in 1999 at at risk of creating unemployable unemployable of creating at risk enter secondary school. If matters If matters school. enter secondary will be many continue as at present, standard below the minimum expected of a secondary student. In 2005, the percentage of students minimum the meet to failing standard in acceptable performance Competence 4 Minimum the Grade was 30% in both Test (MCT) as the poor competency levels have levels poor competency as the iversalisation of secondary education ance to benefit from early childhood ance to benefit r several reasons, two of whichr several reasons, are sults of Minimum Co sults of Minimum ncingly shown. Although there are ncingly shown. policy of our country. This implies implies our country. This policy of students, demanding robust pedagogical students, demanding

ondary school teach atize state-owned entities. Strategic Plan for Educational Enha for Educational Plan Strategic

Box 9 risk that the There is a serious secondary of universalisation education have will little impact on the overall human of our development resources, if no serious effort is madequality to improve the learning. and teaching of II II struggle to find employment or to become self-employed in the informal in the informal self-employed or to become struggle to find employment sectors. Student learning or formal is otherwise, the education system worry youngsters. This is particularly country, although it rate in our unemployment situation. The employment pr has decreased significantly in the wake uncomfortably high 14%. In the Many children are entering the job mark Many children are entering the skills. In but without basic knowledge and will being functionally illiterate. This the 2004 and Hurricane Emily in 2005, in th opportunities 18.8 %. Employment to put a freeze on hiring in intentions of the Government’s future because the public sector and to priv years a growing numb In forthcoming the acceptable CEE examinations and English. In the Mathematics standard was at 40%. As a result, secondary teachers have performance to handle very diverse groups of skills. Many of the present sec never had an opportunity to participate There is a serious risk that the un

i) ii) primary and secondary level, as the re and secondary primary and learning of teaching 2.4.2 The quality extremely limited. It is clear therefore that It is clear therefore limited. extremely is a education, access to through expanded of our population, attainment education area for the focus first term aim of making with the short education, access to secondary expanding it universal. SPEED undertaken since 1999, have convi undertaken since we can be proud (a of which achievements having of them had the ch with many cannot be complacent, education), we of serious concern fo shown. This is especially important:

must . ncement and Development 2006 -2015 2006 Development and ncement Box 10 Increasedopportunities for skills training be will provided, based on training national defined clearly cadre is to create a needs. The aim of skilled and semi-skilled to contribute to able professionals development. national MTESP, p 28 the progress of the Grenadian Grenadian progress of the the re diversified, especially at post- and be able to adapt to the needs of and be able to adapt to the needs development of young people if no of young people development have to be comprehensive including including be comprehensive have to ith the rapid growth of the services ith the rapid growth of the services rtunately, Grenada’s private sector private Grenada’s rtunately, ghest attention”. Thus the economic the economic Thus ghest attention”. rld of work, life and citizenship rld of work, life and the quality of teaching and learning a teaching and learning of the quality of the economy have two fundamental of the economy issues of access and the quality of the issues of access upon a radical improvement of the improvement upon a radical addressing general under-performance general under-performance addressing 1998 compared with 53% in 1990) and a 1998 compared with 53% in 1990)

will be given to Strategic Plan for Educational Enha for Educational Plan Strategic "The new liberalized global economic order demands enhanced enhanced demands order economic global new liberalized "The competitiveness in exports, promotion investment and … It marketing. is imperative that the private sector seizes the emerging opportunities Unfo environment. global new of the

II II improvement in the quality of the physical infrastructure, school quality of the physical infrastructure, in the improvement of pedagogical and supervision training, support teacher management, measurement and performance an effective diagnostic application and system. mo become education should Formal will have little impact on the overall impact little will have will However, strategies of teachers. proposes level. The MTESP primary on that there should be emphasis In national training needs (Box 10). and addition, science-related, technical vocational subjects will continue to be within secondary schools. promoted Specific attention technology and computer information studies. The MTESP advises that these through population out-of-school should reach the programmes community centres. of development on the more focus to will need system The education skills and attitudes. The MTESP argues, p 34, that: serious effort is made to improve to improve is made serious effort has to be of which critical aspect

i) ii) education experience must be given the hi must education experience that “the 27) confirms The MTESP (p argument makes it abundantly clear that it abundantly makes argument of pupils and the achievement education quality of the wo 2.4.3 Relevance of education to and the society. The place in the economy reflect changes that are taking w structure of the economy is changing, sector. of the agricultural relative decline be flexible The content of education should where highlighted has development economic Grenada’s recent the society. and what is expected to be the future growth is occurring at present economic pattern. These changes in the structure for educational policy: implications SPEED economy and society is conditional society economy and in for 61% of GDP sector (accounting

is central to to is central as highlighted by as highlighted by r of stakeholders: rtnership and co- the development of of the development a definitive focus on the a definitive focus her. It is the conviction of at these partners should be es, the business community ncement and Development 2006 -2015 2006 Development and ncement d delivery systems, better access, systems, better access, d delivery ily in society. In that regard, the the regard, that ily in society. In to enhance clear principles and onsultation process, with Ministry to play in developing knowledge, to play in developing is the Ministry’s belief that building building that belief is the Ministry’s e” and “Learning to live together”. e” and r to establish and/or strengthen then human resources and contribute and contribute then human resources education for living education for living the policy-making process will enhance the policy-making creates a knock-on demand for reforms creates a knock-on demand for gy-driven, more flexible, ….” ….” flexible, more gy-driven, Both SPEED and SPEED II themselves Both SPEED and SPEED II themselves eholders and to gain commitment from

, teachers, students, parents on one hand parents on one , teachers, students, gic policy-making: pa administration of education between a large numbe cation policy, therefore, is therefore, policy, cation Further, there is to be is to there Further, and entrepreneurship. and entrepreneurship. the Ministry of Education th of and implementation involved in the formulation within the This complies educational policies. good governance global concern for government's (Box 11). The re- through participatory government and overseas partners on the ot and civil society, the church the and civil society, Strategic Plan for Educational Enha for Educational Plan Strategic

… is not to ready take advantage of these emerging opportunities in the global marketplace. knowledgeable, be more practices, management modern adopt It must technolo more enterprising, more 33 p II II The education system has a role system The education enterprise, dynamism enterprise, dynamism

TESP, M Box 11 It is GoG intention inclusive an be to ready government, and willing towork with all citizens … establishment of parish and village councils will be one strategy to ensure of parish and village councils will be one strategy establishment broad participation in public policies. wide range of skills and attitudes for each individual to demonstrate their their demonstrate to individual for each attitudes and of skills wide range fam of the human as members engagement have been produced following a wide c and parents with teachers, students officers going to all the parishes, meeting as well as consulting overseas partners. It up partnerships through consultation in structures of co-operation in orde and stak with partners relationships focus must also be on the relevance of also be on focus must better voice their to make society of all members while allowing participation, heard. The strategic plan therefore aims society at large. 2.4.5 Effective management and and skills to streng knowledge relevant as a nation. to development to b the UNESCO goals of “Learning management and administration of the system operation with stakeholders, the in sections 2.3.4, 2.3.5 and 2.3.6 below. and its financing. These are developed 2.3.4 Education is a partnership principals education officials, school and structure audit of the The recent sector performance. improved SPEED focus of edu The third area of Education must foster the development of character and a culture of of a culture and character of the development Education must foster society. of every peoples the diverse relations among harmonious three above-mentione Concentration on the higher quality and greater relevance, strate to relate that areas in three

. 22

terized by to ensure to ffective application MoE and schools are a reform of the present of the present a reform stitution, charac supported by funding from ncement and Development 2006 -2015 2006 Development and ncement changes should take place in er, there is a need for a culturaler, there is a need achieved, there has been the recent achieved, there has a number of structural changes, in of structural changes, a number Each school’s actions will in future school’s actions will in future Each rporate plan that reflects priorities reflects priorities rporate plan that ility for support for educational ility for support for educational vels of the Ministry and the school of management in the Ministry and in the Ministry of management sector performance, particularly in sector performance, inery. In particular, in a small nation nation in a small inery. In particular, partners have made significant partners have made to monitor the e and information system (EMIS) is system and information aims of improving the quality of the the quality of the of improving aims ving representatives of the major ving representatives of the lop the quality of education in each each in lop the quality of education services which has been addressed. A been addressed. A services which has so in the medium term. The final but so in the medium is a necessity if the implementation of the implementation if is a necessity ision and support with the development with the development ision and support tive educational administration systems systems tive educational administration be on providing more comprehensive comprehensive be on providing more change from a traditional command and command a traditional change from nistry becomes an efficient nistry becomes organization,

eased communication between MoE and and communication between MoE eased e strategic plan, therefore, is e strategic plan, therefore, contacts between the contacts between the .

horities and is a government priority, several local horities and is a government stration to a pro-active in stration to a pro-active the latter being being the latter -ordination and eliminate overlaps, for instance in instance for overlaps, eliminate and -ordination objectives and supportive to the schools. In terms ofschools. In terms objectives and supportive to the identified the need for a series of reforms, aimed at of reforms, a series the need for identified 3 to diversify the funding sources and to make certain to diversify the funding sources and to make certain ive districts. Corresponding ive districts. Corresponding Strategic Plan for Educational Enha for Educational Plan Strategic II II

Audit of the Organisation and ManagementofGrenada the of Ministry Education conducted by Internationalthe Institute for Educational Planning, August, 2000

the SPEED II is to be successful. Although education is a principal the SPEED II is to be successful. Although education is responsibility for public aut and international non-governmental contributions and will continue to do of education 2.4.6 Effective financing underpinning area of focus for th 3 and concerns. In addition to and concerns. In deve to working together districts and strategic management and guided by a co strategic management of superv system adoption of a revised invol of District Supervision Teams responsib stakeholder groups embracing school of the respect for their own responsibility to take on are now being asked schools. They monitoring. and performance improvement or development school improvement be guided by an internally-developed plan. effec These concerns with developing avowed with the Government's comply mach state public service and modernizing where direct Grenada, as state such Mi that the plentiful, it is fundamental clearly focused on its core training in the area of self- the MoE has conducted school management, been incr and there have assessment now principals. The focus should as as well training in school management This will require already completed. initiatives of the le and management, at administration consistent government financing of education, development partners, that resources are used efficiently pedagogical areas. More important, howev More important, pedagogical areas. management of the MoE management include The recommendations in schools. co to strengthen particular of goods and the areas of procurement education management more effective and evaluate to monitor required in order Ministry, to the within transformation admini control maintenance SPEED efficiency effectiveness and the improving

nd participation; nd participation; ncement and Development 2006 -2015 2006 Development and ncement rather than intervention and and than intervention rather numeracy standards in primary standards in primary numeracy to quality secondary and tertiary to quality secondary and tertiary lues to stimulate the planning and the planning lues to stimulate of the general society in terms of a of the general society in terms ces promoted in a number of policy policy of in a number ces promoted ratives articulate a new collective a new collective ratives articulate e education sector in Grenada are in Grenada sector e education concentration of effort for the overall concentration of nd quality; access a nd quality; access in the achievements of the education education the of in the achievements lopment and responsibility which are and responsibility lopment ght (8) major education development development education ght (8) major activities under each of the strategic activities under each of the strategic entatives providing feedback on SPEED

its development and success. These foci These and success. its development activities, ensuring that the system is driven by by is driven the system that ensuring activities, ammes including Grenada. Grenada. including ammes Strategic Plan for Educational Enha for Educational Plan Strategic education by all students; prevention Pursuing and promoting remediation. education opportunities; of literacy and The achievement A system of mutual accountability; of mutual accountability; A system A culture of learning; development; and of teacher professionalism The promotion of effective services; management The development and system school and Communication Information of The centrality of the application (ICT); The attainment of increased access II II

8. 7. 1. 2. 3. 4. 5. 6. addressed in the strategies and the addressed in the strategies and objectives. These are macro-va framework operationalizing of the various that are critical for a core of issues were adopted by the stakeholder repres for th The eight strategic focus areas 11 and represent the collective engagement subset of imperatives that are considered important at this time. These are at this time. important subset of imperatives that are considered shown diagrammatically below: papers, jurisdictions and progr papers, jurisdictions strategic foci are: These eight 2.5 of the sector development the and foci informing imperatives education Strategic as a central focus, ei SPEED II has relevance a for ensuring imperatives These impe investment. ownership and of education deve of areas paradigm improvements critical for qualitative out areas of map Together they system. foci are based These for stakeholders and clients. system of the enhancement and best practi on quality recommendations SPEED

Promoting

rather than than rather Prevention Prevention Remediation Pursuing and 24 Intervention and and Intervention

All Students Mutual

Numeracy Standards in Standards of Literacy and of Literacy A System of A System for The Achievement Accountability Primary Education Education Primary ncement and Development 2006 -2015 2006 Development and ncement to Quality Learning Learning 2006-2015 2006-2015 FOR THE GRENADA: SECTOR IN STRATEGIC STRATEGIC A Culture of A Culture Secondary and Secondary EDUCATION Increased Access IMPERATIVES The Attainment of Tertiary Education lenges associated with pursuing its connections and linkages between and

each area is presented below.

and and (ICT) of Teacher of Teacher Technology Technology Development The Centrality The Centrality of Information of Information The Promotion Professionalism Communication

Strategic Plan for Educational Enha for Educational Plan Strategic System The

Services and Management Development of Development of Effective School II II

own chal foci has its Each of these and, invariably, there are achievement among various ones. A detail of among

SPEED

. 25

nal opportunities ool obligations of students ncement and Development 2006 -2015 2006 Development and ncement ch environment at home such at home ch environment tion through behaviors and ners attend school and other rs have the minimum materials sible for the context standards sible for the context ducational programmes. Parents ducational programmes. learning to flourish and celebrated learning to flourish be guaranteed by the Ministry of promoted, encouraged, done and promoted, e and society also become enabling enabling become also e and society rs to the supportive and enabling rs to the supportive and enabling e various educatio providing and accessing it. In that it. In that accessing providing and hip and responsibility for and seekship and responsibility to of mutual accountability defines the accountability of mutual der and client responsibilities ensuring der and client responsibilities adopt and commit to. These standards to. These commit adopt and

ons necessary for the development of a the development ons necessary for onsible for the following: the following: onsible for Parents and the society should provide the most most society should provide the Parents and the . Strategic Plan for Educational Enha for Educational Plan Strategic activities that demonstrate its worth for all members and the and the all members worth for its demonstrate that activities the habit of reading and society. These behaviors include of all; recognizing the learning achievement Ensuring that children and learne and community for to be provided by the home and implements in e participation meaningful meals etc for students of books, uniforms, provide the minimum in school; Providing support for the after-sch projects, assignments, and learners such as completion of home and competitions educational like exhibitions, activities special excursions. institutions of learning; in school; participating in actively their children Encouraging learner-ri Providing a stimulating, such as books, materials access to educational as allowing software etc; Modeling the value of educa Ensuring that children and lear

Government is responsible for the input standards of education parents and community are respon parents and community

e. f. b. c. d. a. environments where learning is environments The conducive context for education and conducive context and society. This refe in home society in general for students and and in the conditions at home th use of full to make learners In fact, the hom provided to them. in those involved by celebrated light, the parents are resp of education The Education. This is a reinforcement of the traditional role of of role the traditional of reinforcement This is a Education. All the necessary inputs to ensure a quality provision in terms of terms a quality provision in to ensure inputs All the necessary and conditions of service, curricula and terms personnel, infrastructure, overall operating procedures are to II II

b. a.

1. A system of mutual accountability. accountability. of mutual 1. A system which the obligations standards of set of a articulate to seeks This imperative expected to stakeholders are principal of stakehol elements reinforce all the SPEED that they seek to meet the obligati meet that they seek to system. The system quality education standards each stakeholder takes owners standards each stakeholder system: achieved. In this they are ensure that

. 26

. This paradigm ncement and Development 2006 -2015 2006 Development and ncement lized instruction based on the ision and support, assessment assessment ision and support, ery of lessons based on ofessional qualification of the ofessional qualification materials to facilitate teaching teaching to facilitate materials s , colleges and the Ministry of and the Ministry s , colleges ity culture that is supportive, a ndly environment conducive to ndly environment and infrastructure for enhancing and infrastructure for enhancing e, a teaching experience that is experience e, a teaching every child along the learning every child along the learning in instruction and classroom r their best performance based on r their best performance the dignity of the individual and a the dignity of the individual and in the particular discipline and the to them during the learning period. during the learning period. to them udent performance on the students. on the students. udent performance ence of the students should be ence of the students should ty standards in areas such as: in areas such as: ty standards regard, Government undertake to undertake Government regard, achievement, must be productive. be productive. must achievement,

and ancillary staff; and ancillary staff; Strategic Plan for Educational Enha for Educational Plan Strategic teaching and management corps at Ministry and school levels; at Ministry and school levels; corps management and teaching instructional of basic Provision and learning; for service of and conditions terms and quality Appropriate teachers, principals Education; Education; basic pr of teachers and Number for services of various delivery for the Infrastructure and policy including planning educational development superv management, formulation, implementation, and development curriculum and examinations, student welfare and maintenance; Physical infrastructure in school infrastructure in Physical Engaging and effective deliv instructional best practice; Diagnostic feedback and individua divergent learning needs of every child; divergent learning needs of every teacher expectations high of boys and girls with Equal treatment for performance; The provision of a learner-frie the maximization of learning opportunities; the maximization ensures time-on- discipline, promotes culture that A classroom task and promotes the personal dignity of every child

students are responsible for the output standards teachers and principals are responsible for the process standards teachers and principals are responsible c. d. b. e. a. a. b. c. d. e. locates the expectation of optimal st optimal expectation of locates the If a learner has a home and commun The inputs Having been provided with the quality instruction and deliver teachers are to learning, and teaching of the overall development promote that is conduciv school environment of instructive he or she, in terms aptitude development, of their level governments in Grenada. In this in Grenada. governments The learning experi continuum. characterized by best practices activities that promote management, elements of Some achievement. student singular focus on improved these standards include: be held accountable fo Students must available made quality of resources ensure adequate provision and quali provision ensure adequate that there would be different expectations of means This necessarily The II II

c. d.

SPEED

ltures makes the makes ltures ith the opportunities, be and live together pillars ncement and Development 2006 -2015 2006 Development and ncement . Every student or person reneurship and productive conditions that promote the conditions that promote ve the core subjects in which ve the core subjects opment and that of the society. and that of the society. opment expertise to make a meaningful expertise to make agency or institution a multi- agency to effective use the multiplicity to effective use the numeracy learning outcomes at outcomes learning numeracy nd behaviors appropriate for nd behaviors in general. For example, there For example, in general. to participate. Many graduates to participate. Many graduates and for general use in society. use in society. and for general nce of education less valuable in nce of education less valuable in e work and the worker. Attitudes the worker. Attitudes e work and although the system would have a would have system the although ployment and engagement in the ployment . In some cases the employment cases the employment . In some nce these are necessary for success success necessary for are these nce th increased learning competencies competencies learning th increased on with the agency not benefiting all students would develop a basic would develop all students be more amenable to change and be more ganizations and cu ve developed through formal, non- ve developed through formal,

ning should be provided w Strategic Plan for Educational Enha for Educational Plan Strategic Ensuring that graduates have a relatively short time between Ensuring that graduates have a relatively short time as a worker; recruitment of studies and completion Providing incentives for entrep learners; by enterprise Providing the best employment dignity of the employee especially appropriate remuneration for especially appropriate remuneration dignity of the employee job performance; Developing in every sector, opportunity; employment layered career path for mobility and functioning in school and society; functioning in school and society; the learning to know, do, Epitomize opportunity. at each level of educational each level; each level; relati standards Meet performance standards at each level of performance minimum to meet education; level; at each potential their performance Optimize a the attitudes Demonstrate Master the basic literacy and Master the basic government, businesses, organizations and civil society are and civil society government, businesses, organizations

a. b. c. d. e. b. c. d. a. involved in lifelong lear or wide range of civil society’s prospect of learning and the importa are required of those who the eyes put the lack of opportunities to lament and even informal learning formal labour acceptable on the minimum opportunities are not based th of dignity the reflecting standards those wi of treating with contempt would because of fear that they resources. The human collective its of the optimization from standards relate to aspects such as: in outcomes improvement conditions and support to apply their conditions and support to apply devel and ongoing contribution to their em The dearth of opportunities for which they ha of competencies leads to discriminati development, responsible for the outcomes standards responsible for the outcomes actual performance for each student for each actual performance basic performance level for students level for basic performance that a clear expectation would be The mastery in literacy and numeracy si numeracy and in literacy mastery in mastering the other disciplines the other in mastering to: students are therefore expected other things, Among II II

e. SPEED

learning by elaborated above. elaborated above. implanted; forging implanted; d through various d through various ganizations to ensure to ensure ganizations all. Thus programmes s, programmes, systems systems s, programmes, ities for lifelong ities for lifelong institutions, professional institutions, professional ncement and Development 2006 -2015 2006 Development and ncement the unique learning styles of the unique learning integration and performance in and performance integration ganizations (churches), non- relational maturity in the social the social in maturity relational iplines as equally intellectually intellectually equally iplines as tellectual status and essential for that all stakeholders and actors are that all stakeholders by the attainment of input targets by the attainment It would find expression in their It would find e the effectiveness of the education of the education e the effectiveness will be monitore cess and a product. In this culture the cess and a product. In this culture e education processes and experiences and experiences e education processes ) pillars of learning a commodity, learning is seen as the a commodity, learning is seen learning is taking place and has taken taken has place and is taking learning an resources of the country; s for the pillars to be oving and experiencing life. The focus oving and experiencing life. The

ors, stakeholders and or learning opportunities for ices, relationships, policie ices, relationships, Strategic Plan for Educational Enha for Educational Plan Strategic the organizations of civil society – Community-based – Community-based civil society of the organizations or faith-based organizations, private sector private and organizations, governmental and agencies businesses, Providing opportunity for useful opportunity for Providing organizations etc; organizations, service opportun promoting Facilitating and level of education. graduates of every

e. f. Valuing and organizing teaching to meet organizing teaching Valuing and every child; every child; are to be skills that and life the social as very important Considering developed; Focusing on experiences that promote the learning of a second, modern language Promoting aspect of the adult and continuing education as a normal Promoting community; national of the experience learning Providing learning opportunitie partnerships between sect interaction between and among learners; interaction between and among disc the ‘non-academic’ Promoting of the hum the full mobilization engaging, comparable in terms of in in terms engaging, comparable that there are quality II II

------Learning is being perceived both as a pro Learning is being perceived both of th basic criterion by which the success on whether will be are to be judged place. Evaluating educational improvement and competencies performance, on the focusing by will be substituted to determin every child of achievement as While knowledge is seen system. in impr expression of that commodity 2. A culture of learning. four (4 This culture is expressed in the on the pillars means the following: the following: means on the pillars is one framework accountability The mutual and operationalize. expected to adopt pract operational procedures, values. The indicators and corporate evaluations and reports. SPEED

. 4 29 ncement and Development 2006 -2015 2006 Development and ncement and styles of students as well as of students as and styles eater efficiency in delivery of eater efficiency and other educational institutions educational institutions and other

ation practical work experience as part of as part work experience ation practical

Strategic Plan for Educational Enha for Educational Plan Strategic some learning programmes; programmes; learning some in schools the curricula that Ensuring which promote the integr which promote needs learning the divergent cater to of learning; the pillars to reflect relevance preference coverage, to ensure modalities learning of variety Utilizing a styles and gr of various learning education. II II

- - From presentation From ‘Revisioning Education’Didacusbynational Jules Dr. at consultationon education, Fox Inn, May 2005 4 of and examples learning of the pillars of the interrelatedness of A diagram provided below is their operationalization SPEED

dards require a dards require ncement and Development 2006 -2015 2006 Development and ncement best practices in the classroom classroom in the best practices ciency of teacher education – – ciency of teacher education rkshops made available by the rkshops made technical competence to facilitate competence technical n-academic criteria in determining determining criteria in n-academic ensure professional standards of of ensure professional standards e teacher-centered approaches to approaches to e teacher-centered profession but who seek teaching profession but who cedures to focus on quality of cedures to focus on quality of nd sustain the culture of learning. of learning. the culture nd sustain ducation programmes for greater ducation programmes of strategic objectives which need to of strategic objectives which need accountability stan accountability ich are being reformed but without but without ich are being reformed ogrammes not focused on providing ogrammes not focused on providing ion and reengineering of the teacher of the teacher ion and reengineering ofessionalism and development. and development. ofessionalism ce has been hampered by a number of ce has been hampered rmation and Communication Technology and Communication Technology rmation

eased capacity-building; capacity-building; eased to find employment elsewhere; to find employment of traditional instructional and classroom classroom and traditional instructional of traints. These include; traints. These include; Strategic Plan for Educational Enha for Educational Plan Strategic improved practice and incr improved pr Inadequate teacher education learning especially in this Info (ICT) driven and saturated society; Continuing application learning. and teaching the profession; for suitability applicant’s teacher education pre-service and reinforcing Strengthening teaching; students to of and career orientation programmes standards of teacher to promote system a licensing Introducing professionalism; teacher e in-service Reforming effectiveness; efficiency, relevance and effi Focusing more on the external trained teachers apply ensuring that upon completion of teacher education programmes. jobs after they have failed jobs after they have of Education; Ministry the Grenada Union of Teachers and to Lack of professional licensing and teachers with both a conceptual practices that reinforc management pro Revising teacher recruitment of no the consideration and nominees Quality teacher recruitment characterized by applicants whose job job whose applicants by characterized recruitment Quality teacher teaching the preference is outside recruiting practice of but undesirable, necessary, The traditionally untrained teachers; development professional lethargy in pursuing continuing Teachers’ wo outside of the annual summer II II

• • - - - - • - • • • These realities require a reconfigurat development policies and practices wh policies and practices development are a number priority. There urgency and are: These term. be achieved in the short to medium professional teaching corps to support a corps to support professional teaching teaching of the servi Professionalism and cons practices, policies 3. The promotion of teacher pr promotion of 3. The focus on the renewed the education system, in improvements The qualitative of the and the attainment learning SPEED

velop the technology ncement and Development 2006 -2015 2006 Development and ncement of the education system at all of the education system iate legislative and regulatory and regulatory legislative iate ommunity partnerships. Thus ommunity ing of best practices in teacher ng in school administration and and ng in school administration a tool for learning and accessing and in the education system at large system and in the education pproaches and practices to school pproaches and mation of the supervision policies, of the supervision mation lated to supervision and educational lated to supervision facilitate and support learning; in the formal and non-formal sectors. sectors. and non-formal in the formal of computer labs in schools; nd school management personnel are personnel are nd school management e District supervision teams; teams; e District supervision e school and system management management and system e school

ate learning and de on across the tri-island state. the tri-island on across pplication of Information and pplication of Information t approach to managing and providing supervision t approach to managing onal supervision; onal supervision; Strategic Plan for Educational Enha for Educational Plan Strategic education, management and school/c education, management Developing the competence of teachers in the use of ICT tools for the competence Developing instruction and professional development; shar promote to Using ICT solutions cost-effective teacher more would be used to provide teleconferencing tertiary educati education and The effective functioning of th The effective functioning to teams management of principals and school Revising the role instructi emphasize Ensuring that all principals a traini provided with comprehensive The provision and effective use Introduction of students to ICT as knowledge; programmes to Use of computer management and school improvement planning; and school improvement management schools approaches to managing client and service-centered Promoting and engaging all stakeholders; Providing and enforcing an appropr for the proper functioning framework levels; II II

------5. The centrality of the a (ICT). Communication Technology utilized to facilit fully be ICT is to services. services. 4. The development of effectiv development 4. The culture in schools Traditional management and practices re procedures, structures promotes the following: new paradigm The management. of a variety of learners competencies modalities: of a variety This is to be done through SPEED leverages control and command type a leverages control SPEED 11 resource management. and human supervision improvement, and suppor evinces a service requires a transfor to schools. This

zed qualification; r secondary to refocus r secondary to refocus ondary level especially ncement and Development 2006 -2015 2006 Development and ncement s of the literacy and numeracy s of the literacy and numeracy ted policy of phased access to to access of phased ted policy be the short-term priority for the priority be the short-term ducation national certification to ducation national certification ents at the end of Grade 7; ents at the end of ge to University College status; tertiary education programmes for programmes tertiary education Education and Training (TVET) Education and Training (TVET) iteracy and numeracy standards; iteracy and numeracy of Excellence for Teacher Training rnationally recogni Common Entrance Examinations, Examinations, Common Entrance Caribbean Knowledge and Learning at the T A Marryshow Community at the T A Marryshow Community olds who have met the criteria; the olds who have met ing the level of programming available ing the level of programming

ogrammes at the College; ogrammes done through the following measures: done through the following measures: a number of measures including: including: of measures a number e curricula at the sec rained teachers in lowe rained teachers in ontinuing education programmes (such as the programmes ontinuing education Strategic Plan for Educational Enha for Educational Plan Strategic Network (CKLN) to provide cost-effective access to a range of a range of access to Network (CKLN) to provide cost-effective at the College; programmes and other regional Franchising UWI developing the Colle In the long term subjects; subjects; a secondary e of The development (Caribbean CETT) as well as the greater relevance and access to inte in the Technical and Vocational in the Technical and Vocational the CXC to benchmarking performance provide additional examinations; in term student performance Improved at primary. learning outcomes of places Increasing the number Area Network being Wide in the Wireless infrastructure Using the ICT Center by the Caribbean established Providing specialized c Providing specialized for at risk stud CARESS programme) College; programmes of the College; effective the out-parish Making more opportunities; and open education distance Utilizing more Introducing various degree pr Implementation of the recently adop of the recently Implementation of a minimum based on the attainment secondary education in the standard performance to the 13 year privileging access of re-t Developing a cadre l of minimum on students attainment Continuing to diversify th II II

------

to access increasing on radically focus there will be sector, For the tertiary well as deepen as tertiary education be locally for nationals. These will sector. However, this will require this sector. However, 6. The access to of increased attainment secondary and quality opportunities. educational tertiary (USE) will Education Universal Secondary SPEED

st practices that classrooms so that classrooms to read at or above Grade to read at or above ncement and Development 2006 -2015 2006 Development and ncement ion of materials, use of action ion of materials, itial stimulation to maximize of the normal culture of the culture of the normal ts in primary education. SPEED SPEED education. ts in primary instructional best practices in for in for best practices instructional such as truancy and special needs teacher training, diagnostic and and training, diagnostic teacher such as the Literacy Faculties; Faculties; such as the Literacy e development of school-based e development by early detection and treatment; by early detection and treatment; the minimum reading standards for reading standards the minimum ental processes and be instruction in their in their instruction ention rather intervention and ention rather intervention will be on early intervention. Efforts will be on early intervention. Efforts illars of learning is the concomitant the concomitant is learning illars of This approach will express itself through itself through This approach will express and numeracy standards in standards and numeracy

on of teachers and principals; on of teachers and principals; n of ICT to support all the other elements, elements, n of ICT to support all the other all students will be able all students will ndards by all studen Strategic Plan for Educational Enha for Educational Plan Strategic educational opportunities; in early are achieved standards literacy and numeracy Ensuring that primary; to social deficiencies children’s to address resources Mobilizing at-risk realities obviate and minimize Emphasizing and pursuing Early Childhood Education to ensure that all Emphasizing children are provided with the in conditions which can be prevented preventable against that mitigate buildings educational Constructing damage; pre-service educati Promoting The implementation of a comprehensive Reading and Mathematics Mathematics and Reading a comprehensive of The implementation schools using the Caribbean (CETT) for all primary programmes focuses on model. This model the provis measurement, performance research and applicatio and th transformation classroom structures professional development The infusion of appropriate remedial part those students who need it as classroom; II II

------remediation. 8. Pursuing and promoting prev 8. Pursuing and promoting system education in the The emphasis would be made to ensure that developm and practices the programmes inform standards original seek to institutionalize at all levels of the education system. as the following: such activities primary education by all students. all students. education by primary 7. The achievement of literacy p the of attainment Critical to the sta of reading attainment ensure that 11 would seek to SPEED level by the end of Grade 3. Those who may not realize the goal will be be the goal will not realize Grade 3. Those who may end of level by the quality remedial provide with targeted, by the end of primary, they would meet by the end of primary, minimum the will attain all students For Mathematics, (Grade 5). primary instruction Grade 3 with quality remedial end of at the also outcomes learning grade level. The following additional support beyond that for those who need will be implemented: measures

rticipation; ncement and Development 2006 -2015 2006 Development and ncement orientation is towards teaching is towards teaching orientation ent and effectiveness especially ent and effectiveness rking conditions at the school. rking conditions e due to nutrition-related causes; causes; e due to nutrition-related itment process that will facilitate will facilitate that process itment fforts to make the experience of of the experience fforts to make nd stimulating so that school is a so that nd stimulating pursue the observance of relevant pursue the observance eals which promote healthy eating eals which promote including preventing the spread of including preventing attendance and pa

ling the strategic objectives. ling the strategic Strategic Plan for Educational Enha for Educational Plan Strategic HIV/AIDS; Grenada Union of relations with the improving Developing and teacher commitm to promote Teachers for teacher development, support mutual that provide in initiatives wo and improved teacher management habits thus minimizing student malais habits thus minimizing and staff health aspects of student Improve the provision of school m the provision Improve that vigorously strategies Promoting as a profession; as a profession; wastage; focus on educational and consistent More strategic e deliberate are there Ensuring that relevant a interesting, students more the employment of those whose career of those whose the employment for student stronger pull-factor Adopting an extensive teacher recru teacher an extensive Adopting II II

- - - - - All of these foci are infused into the strategic framework outlined below as below outlined framework strategic into the are infused foci these All of detai Action of well as the Plan SPEED

akeholders as Many of the the qualitative the qualitative

Some investments Some easonably done in easonably done

. ucation. these include in secondary schools can ncement and Development 2006 -2015 2006 Development and ncement TVET training as well as for t identified by st t identified peratives of another. Typically, ve already demonstrated the ve already demonstrated of the assessment culture of the of the assessment r children and donate them to the and donate them r children Indeed, many of Indeed, many n, inclusive a system of mutual of mutual n, inclusive a system rategies and actions defined has, at rategies and actions II. All strategies and related action action and related II. All strategies expansion of infrastructure, but the expansion of infrastructure, but y school can be r y school can be of adoption to ensure effective of adoption to x areas of focus, identified above, and of focus, identified above, areas x The intent is to strive for efficiencies efficiencies for strive The intent is to d not only in terms of economic and of economic d not only in terms

reiterating that the education strategy of .

umanizing' potential of education. umanizing' Many of the strategies and action plans are Many of the strategies and action ces in the field of ed rdable and sustainable

The existing facilities s of broad objectives. Strategic Plan for Educational Enha for Educational Plan Strategic important for improvement will be fully focused on in a well-defined focused on in a well-defined will be fully for improvement important parent education programme; They must be world class. for instance, once the PTA organize and deliver a parent education for instance, once the PTA organize of the parent suppor many programme, development literacy and numeracy accountability, comprehensive of supervision and the development strategies and programmes, as a basic part continuous assessment class, school and system. partnership with parents who ha partnership with books for thei to purchase willingness ; year class at the end of the term/school They must be doable, affo so that focusing on one aspectstrategies overlap with others will issues and im address the automatically based on known best practi diagnostic instructio the need for where those are readily applicable. For example, the strategy for For example, the strategy applicable. readily where those are each primar libraries in classroom are necessarily costly such as the such are necessarily costly by providing burdensome not be need TVET facilities of provision centers in each parish. ongoing community-based be utilized for programmes. delivered level tertiary They must do more with less They must do more improvements are not capital intensive but call for creative solutions to solutions creative but call for intensive are not capital improvements challenges; integration. and conversion They must allow for II II

4. 2. 1. 3. the Government of Grenada the Government is define the but is inspired by a vision of education that goes beyond social imperatives, the essential 'h embrace utilitarian to the si formalizes briefly The next chapter in term them expresses worth it is this chapter, To conclude 2.6 11 SPEED actions of objectives and the strategic for adopting A framework below with the st framework The strategic SPEED the cursory level, met a standard a standard met level, the cursory in SPEED the strategies of implementation criteria: the following meet plans must

century into the the into century coverage at the st has identified six key has identified six key ncement and Development 2006 -2015 2006 Development and ncement logy to the activities of daily ich exists at the primary level, the end of at least twelve years of vil society. This is in line with the vil society. This to develop themselves consistent consistent to develop themselves rtoire of behaviors that would of behaviors that rtoire puter literate and will be able to to develop a learning society through a learning society to develop people and adults who have hitherto people and adults that all learners gain the necessary gain the necessary that all learners level, achieving universal secondary level, achieving universal secondary and acquire the necessary attitudes for attitudes the necessary and acquire ith other as members of the national, various resources available to the available resources various ool opportunities and ducation and the achievement of ducation and the achievement rspectives, knowledge, skills and rspectives, knowledge, n endeavor and achievement. Therefore,n endeavor and achievement. in the workplace. In addition the

ational outputs for improvement.

es below. SPEED II aims to: es below. SPEED II aims ng teaching practices and learning ng teaching practices and learning rn the first decade of the 21 rn the first decade ation process must not have just learned to know overall objective, SPEED II overall objective, SPEED Strategic Plan for Educational Enha for Educational Plan Strategic

. II II

Provide universal access to and participation in education for our Provide universal access to and population educational attainment for increased a foundation This will provide access wh through maintaining the universal increasing access at the pre-primary increasing access at the pre-primary tertiary level e Improve radically the quality of education and increasing out-of-sch pupils making the achieved by This will be system more effective (includi and by targeting educ conditions) beneficiaries of the educ regional and global community. Provide learners with relevant pe Provide learners with citizenship and life attitudes for work, All students leaving the school system at apply information and communication techno life, whether at a personal level or a repe and do, but must have developed allow them to be and live together w schooling will be functionally and com

1. 2. knowledge enhancement decade. knowledge enhancement this In order to accomplish areas, expressed as broad objectiv

Plan of the Strategic 3. Objectives of SPEED II is purpose The overarching by achieved be resource. This will human Grenada's of enhancement effective in the and successfully meaningfully participate all children ensuring that and that those young education process skills the necessary knowledge, master of ci members responsible to become them to tu Government’s commitment 3. SPEED been excluded receive other opportunities receive been excluded dignity, huma human with the ideals of is designed to ensure the strategic plan

designed, in terms designed, in terms ncement and Development 2006 -2015 2006 Development and ncement

nisters of Education in Santo amework including the regional including the regional amework most efficient use of scarce scarce of most efficient use that resources are used efficiently are used efficiently that resources ese various compacts are directly or ese various compacts ps with partners in education in education partners ps with k which has been those engaged in the delivery of in the delivery those engaged related core strategic objectives and and objectives core strategic related agreed costed minimum national agreed costed minimum national s that will develop a new culture of a new culture of s that will develop be a new inclusive framework for be a new inclusive framework for gement and administration of administration gement and nd priority ratings. Following that, the nd priority ratings. Following EED II, takes each of the above broad

mmitments and obligations to which the the to which and obligations mmitments

amework outlining outputs from the plan outputs from outlining amework braces medium term financial et and Economy (CSME); et and Economy nership and Progress (PPP); ncluding indicative costing). the development of the tertiary sector will be fully will sector of the tertiary development the Strategic Plan for Educational Enha for Educational Plan Strategic education and include:

The Conventions on the Rights of the Child (CRC); The Conventions on the Rights of The UNESCOAll fr Education for Mi EFA goals set by the Caribbean in 2002; Domingo (MDG); Goals Development The Millennium The OECS Pillars for Part Education regional strategy; The Early Childhood The UNESCO Decade of Education for Sustainable Development (2005-2014) (ESD); The Caribbean Single Mark II II

resources within clearly defined role resources within and mutual trust. service, support Establish and strengthen relationshi and strengthen Establish of mana effectiveness Improve the and school levels education at Ministry will make the and schools The Ministry to diversify the of education, government financing Ensure consistent funding sources and to make certain to A recognition that there may need of development planning within a set standards. ------imperatives and international societal to address meet the need This will between co-operation and to enhance wider stakeholder society. education and the financing education, one that em

objectives are set within a logical fr a logical set within objectives are and the necessary inputs (i sub-objectives with indicative targets a targets with indicative sub-objectives 4. 5. 6. framewor SPEED 11 is a comprehensive various co the to meet of education, of the and has adopted as a member Government of Grenada is a signatory Th regional and international community. to related indirectly It should be noted that A addressed in the soon to be developed strategic plan for the T Marryshow Community College. The next chapter, the core of the SP into objectives and disaggregates them SPEED

the strategic plan. e education sector in e education sector the achievements to date. to date. the achievements key objective. Thereafter, Thereafter, key objective. tting reform measures for tting reform puts and proposes inputs, ncement and Development 2006 -2015 2006 Development and ncement with the six key areas of focus as of focus as areas the six key with seen as a whole, with the different d as sets of sub-strategic objectives, d as sets of sub-strategic objectives, structure of MoE as confirmed in asstructure of MoE confirmed the the components of SPEED II, this the components and effectiveness. Furthermore, these these Furthermore, and effectiveness. all sub-sectors) depending on their each other. To underline this unitary this unitary To underline each other. gical framework for gical framework gic Plan for Educational Enhancement Enhancement for Educational gic Plan nd priority ratings. These targets have nd priority ratings. These ation of the national infrastructure by tent with the comprehensive September September tent with the comprehensive

(ESD) that assessed th (ESD) that assessed le leading to the broad ed using an ‘issue-based’ approach rather than a rather approach an ‘issue-based’ ed using strategies reflect cross-cu esents the strategic out hurricane season as well as Strategic Plan for Educational Enha for Educational Plan Strategic Section 4.7, with a lo IIEP, August 2000. As previously identified, the macro-issues the macro-issues As previously identified, IIEP, August 2000. Financial management. Financial management. Management and administration, and administration, Management Co-operation for development, Co-operation for development, Quality of education, citizenship and life, Education and the world of work, Access to and participation in education, Access to and participation in education, II II Education Sector Diagnosis Education Sector

i) v) ii) vi) iv) iii) The logical framework pr The logical framework outputs. to achieve those be necessary that may costs indicative including a brief framework,of the above focus areas starts with each In the following paragraph recalling the rationa the key objective is broken down into core strategic objectives that identify the the that identify objectives core strategic down into is broken the key objective core The to realize the key objective. to be focused on in order strategies main expresse in turn are objectives strategic a targets show indicative to tabulated of the devast light in been reviewed In should be noted that the sometimes (and various sub-sectors the system. of at particular levels development to educational applicability that SPEED II should be It is important strengthening strategies linked to and process and to show linkages between chapter closes, in activity in the 2004-2005 identified in Chapter 3 and is consis Chapter in identified organizational the areas of focus reflect of the Grenada Ministry of of the Management Audit of the Organization Education, underpinning the SPEED II are related to: underpinning the Framework 4. The Strategic of the Strate framework The strategic structur is and Development This approach links ‘sub-sectoral’ format. 2000 efficiency of its scope, relevance, terms SPEED

ills in a rapidly

pressure on the Grenada’s people Grenada’s r greater access to . secondary education will secondary education vel, increasing access at ncement and Development 2006 -2015 2006 Development and ncement increased educational hieving universal secondary to update their sk emic, technical and vocational in and vocational technical emic, tivating factors to engender interest tivating factors to engender interest imary education) will need to be education) will imary TO OPTIMIZE ABILITY TO OPTIMIZE education has to be characteristic of education has to be characteristic xpansion of physical facilities and xpansion of physical facilities e in the process of education. There e in the process of education. There vel. The gains already made at basic at basic made already The gains vel. ties provided by the government and and ties provided by the government young people leave school without young people a need to allow fo a need given to ensuring consistent attendance attendance consistent ensuring to given situation and to increase educational situation and to for the children who are now in school who are now in school for the children ersal secondary education (USE) as a ersal secondary quarter of primary school leavers do not school quarter of primary ducation will put more many Grenadians who have left school Grenadians who have left school many done in a cost-efficient way. The focus done in a cost-efficient way. The

significant proportion of significant who feel the need e most deprived. Access to deprived. Access e most Provide universal access to and participation in Provide a foundation for attainment through maintaining the universal access which exists at the primary le ac level, the pre-primary education and increasing out-of-school opportunities and coverage at the tertiary level education for our population.

Strategic Plan for Educational Enha for Educational Plan Strategic PROVIDING OPPORTUNITY OPPORTUNITY PROVIDING II II

SPEED Objective 1: education level (early childhood and pr education level to be will need attention and preserved, attainment will require action at every le at every action will require attainment th of all pupils, especially 4.1 Access to and participation in education in education to and participation 4.1 Access of a educational attainment The low concern. Over a of national is a matter more school and many enter secondary To overturn this certificates. formal leading to univ need to be expanded, acad USE will be objective. longer term e secondary The growth of character. be therefore tertiary sector. There would SPEED tertiary institutions but this should be tertiary institutions but this should is deliberate. activities in learning participation on not just access but by the e Providing access to education ensure to condition but not sufficient a necessary is development programme participat that the various publics actually other mo must be enabling conditions and the educational opportuni in maximizing its partners. be sufficient to cater Further, it will not to will need opportunities Education years to come. school in the or will be in the be seriously broadened to serve without any certificates or changing society. Adult and continuing changing society. Adult and continuing learning is pursued. as the goal of lifelong the education system

Rating Rating Priority Priority Ongoing High High High Ongoing High Ongoing High High ncement and Development 2006 -2015 2006 Development and ncement Support systems in Support place for children with SENs by 2010 a minimum of 80% of children aged 6 years to 3 months cared for by trained 2009 providers by by provision 100% 2008 Achieved and 100% NER maintained A minimum of5 years secondary all education for those eligible by 2009 Tertiary education available for a of of 15% minimum the post-secondary 2008 age cohort by 2014 by and 40% Inclusive system in place by2010 for all eligible children at all at all children eligible for all riate delivery centres, including centres, riate delivery full participation of at-risk and full participation of at-risk and

.2) Indicative Target .2) Indicative .1) Indicative Target .1) Indicative Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives (4.1 Sub Strategic Objectives Sub Strategic Objectives (4.1 II II excluded children within the context of gender parity. excluded children within private schools. private schools. levels of education and in approplevels of education

Provide support for the continued education and place by in System High Re/integrate previously excluded children, Re/integrate children, previously excluded and provide truants, intra-cycle dropouts participation. support for Expand accesstertiary including to education Marryshow A the decentralization of T CommunityCollege in the other parishes, the distance and on-line education to utilization of the physicalthose outside reach of tertiary of other post- the establishment institutions and offering international secondary institutions curricula and diploma. Ensure that there is adequate provision for all special needs education in children with mainstream day-care centres, nurseries, primary schools and secondary schools as well as specialized centres for severe learning difficulties (deafness and visual impairment) Maintain universal access education to primary for all children aged 5 to 12 access to secondary education Provide universal for all children based on phased transition of on readiness and attainment premised standards achievement to complement minimum education and primary the existing pre-school provision Provide universal access for all pre-school Provide universal 5 children aged 3 to Increase day-care access and to day nurseries centres

4.1.2 for enabling conditions Develop objectives: Core strategic 4.1.1 education access to formal Ensure SPEED b) a)

f) e) c) d) b) a)

Rating Priority High Medium High High Medium High High Medium ncement and Development 2006 -2015 2006 Development and ncement Students accessing education and needs met Special Education Unit established at MoE by2008with by fully trained staff 2010 in Bussing system place for difficult areas by 2009 Programme and accommodation in place by2010 Programme fully 2010 operational by Multi-sectoral Student Services and in Unit Support place by2009 student Improved bysupport services 2009 2008 TVET opportunities TVET opportunities available in parishes by 2012 Information, Education & Communication (IEC) programme in place by2008

.2) Indicative Target Indicative .2) nd textbook provision. provision. nd textbook Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives Sub Strategic (4.1 II II

Ensure the provision of transportation services services of transportation Ensure the provision for students in severely affected areas Institute Early Identification and Diagnostic Institute Early Identification and Diagnostic schools in mainstream Screening programmes to allow for the assessmentneeds of of learning learning- appropriate into children and routing within mainstream support environments schools or elsewhere. Provide access to educational opportunities and Provide access to educational opportunities for children infected and support services affected by HIV/AIDS Ensure specialized support and intervention for and intervention support Ensure specialized students affected by abuse substance coordinated Student Establish an effective for student welfare with System Support related to truancy,components health- school and agricultural-linked promoting pre-school from needy students feeding for all levels a to secondary Provide alternative and rehabilitative Provide alternative accommodation programmes with restorative with severe behavioral challenges for students violent unusual and those displaying tendencies. training of adolescent mothers within the adolescent training of mothers formal system possiblewhere provide or separate accommodation with special support systems where necessary Develop a public awareness strategy to provide awareness strategy provide Develop a public to programmes on the range of information available, their value and utility for Human Resource Development. Establish/upgrade, in co-operation with other with other in co-operation Establish/upgrade, stakeholders, TVET centres as appropriate to provide specialized training for out-of-school persons unemployed and employed youth, desiring specialized training for entrepreneurial or employment purposes

SPEED j) h) i) g) f) d) e) c)

Rating Priority Medium Medium High ncement and Development 2006 -2015 2006 Development and ncement Evaluation designed framework by 2008; Certification in progress by 2010; all secondary school leavers receive National School Leaving Certificate by 2009 Programmes agreed by 2006, on implemented 2008 pilot basis by and expanded 2012 nationally by educational provision beyond, provision educational pand opportunities for Lifelong for pand opportunities

.3) Indicative Target .3) Indicative national evaluation and evaluation national Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives Sub Strategic Objectives (4.1 II II Learning as a basic element of as a basic Learning though supported by, the formal sector. formal sector. supported by, the though

certification framework with a credit certification framework to accumulation for articulation component within the formal and/or other programmes sectors. non-formal Develop an appropriate Develop an appropriate Develop a comprehensive, decentralized, community-based, NGO-supported relevant programme Education Adult and Continuing literacy,with a clear definition of numeracy and enhancement, social skills for knowledge activities in economic involved capacity to be learning. of lifelong and the pursuit

4.1.3 and ex Adult Literacy Improve SPEED

b) a)

ry in particular ure of instruction dards and ensuring lable to the system more ncement and Development 2006 -2015 2006 Development and ncement literate environment. literate environment. hing practices and learning ducational outputs for etency Tests have convincingly convincingly etency Tests have of teachersdesign and the internal E PROCESS OF BECAUSE THE forgotten. The Minist r qualifications, but more especially especially more r qualifications, but of outputs, The processes and inputs. make the teacher corps into a more corps into a more the teacher make to teachers and schools need to be to teachers and schools need causes of this poor achievement are achievement causes of this poor necessary teaching equipment needed needed equipment teaching necessary curriculum especially in the area of especially in curriculum as examinations and achievement tests tests as examinations and achievement rmation had already indicated: few had already rmation have any lasting effect on student have any lasting effect on student ng educational stan ng and develop a cult hools acquire the necessary knowledge hools acquire the

tion Technology and similar subjects. and similar tion Technology r learning environment, with some schools with some r learning environment,

will work to create a Improve radically the quality of education and the avai resources various Make the effective (including teac e and target conditions) improvement achievement of pupils. achievement of pupils. : Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objective 2 learning. Teachers probably need highe probably Teachers learning. traini they require targeted pedagogical support for the professional development through its Library Services to allow the teaching of Informato allow the teaching with a will need to go hand in hand environment in the learning Improvements staff to strengthening of the teaching plans. of school improvement and implementation not be The population out of school will 4.2 Quality of Education of Education 4.2 Quality OF TH THE QUALITY PROMOTING OF THE PEOPLE DIGNITY Comp Minimum introduced The recently info anecdotal what much confirmed and secondary sc students in primary Arts. The and Language Mathematics and others lacking in being overcrowded all of engagement with compassionate tempered and that is results-based to also be made students. Efforts should level. stable one, especially at secondary need to system, within the present which exist at devices, The monitoring consistently on improvement focus more already to use outputs such efforts made feed-back results to provide systematic calls to be school supervision system The continued and further developed. establishi be should its focus reformed: SPEED and skills as outlined in the prescribed and skills as outlined in part to a poo diverse. They relate

Rating Priority High High High High High Medium Medium Ongoing High High Medium Medium High ncement and Development 2006 -2015 2006 Development and ncement New curricula in developed and place by2009 Relevant learning materials in place by 2012 by pupil : 1 2 books 2008, 2011 7: 1 by Basic standard in resources provision met by2009 and Training held primary programme in place and 2008 by functioning Multi-media instructional support in place by 2010 Mentoring programme in place by 2008 Rehabilitate pre- primary, primary schools by 2010 All schools fenced with by 2012 security as personnel appropriate Draft policy in place by 2008 Everyhas a school designated trained 2010 counselor by 1 resource centre per 2009 school by ent to establish learner-centered, learner-centered, ent to establish

.1) Indicative Target .1) Indicative velopment and national and national velopment Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives Sub Strategic Objectives (4.2 II II child-friendly, health promoting schools health promoting child-friendly,

Establish a multi-layered mentoring programme Establish a programme mentoring multi-layered to support principals, teachers at and students all levels of the system Strengthen subject specialization at secondary semi- and and monitoring) training (through specialization at primary for greater effectiveness of instructional delivery Make greater use of computer assisted learning resources to use multi-media optimize and and at the primary support instruction secondary levels Ensure access to textbooks in core subjects for Ensure access to textbooks all students basic materials to Provide primary schools with especially support instruction the subject for areas of Reading and Mathematics Revise the curricula for all sub-sectors ensuring relevance to personal de aspirations consistent Enhance the learning environment with the demands of the revised/developed curricula Define and implement a maintenance for policy Define and implement all education facilities Modernize and secure day-careModernize and secure and nurseries, by ECED standards), the pre-primary (informed primary tertiary , secondary and education adequate safetyfacilities, providing and health with aestheticallyprotection, environs pleasant ambience and access for children with disabilities Provide specialized counseling and career the guidance services in everyschool and at tertiary level Establish functioning resource centres in for with adequate support educational districts continued improvement

Core strategic objectives: objectives: Core strategic 4.2.1 environm the learning Reconfigure SPEED j) k) i) g) h) e) f) c) d) b) a)

Rating Priority High High High Ongoing High Low Ongoing High High

Code in place by ncement and Development 2006 -2015 2006 Development and ncement Career path and criteria for drafted promotion by 2008, implementation commenced by 2009 Conditions of service reviewed by implemented 2008, by 2010 Instruments, indicators and of Ethics 2008 Criteria and roles of supervision and inspection revised by and published 2008 Centres in place by 2011 All teachers qualified and/or bytrained graduates 2008 Standards defined adopted and by implemented 2008 sional development and support and sional development or those with extra-academic qualifications

.2) Indicative Target .2) Indicative service, including a 2-yearmandatory , deployment, , deployment, 5

Develop and adopt a recruitment policy that provides policy provides that and adopt a recruitment Develop teacher supervision Strategic Plan for Educational Enha for Educational Plan Strategic . Sub Strategic Objectives Sub Strategic Objectives (4.2 II II strategy for improvement in teacher services strategy for improvement

system to provide support for professional and enhanced teacher development performance. Establish a Principal-Teacher Resource and with an extension facility in Training Centre Carriacou. Develop an improved Develop an improved Develop/revise/enforce instruments relating to Develop/revise/enforce instruments service,professional standards of the teaching internship and mentoring including suitable programmes, performance indicators and a Code of Ethics Review the conditions of the teaching service and remuneration including for improvement, benefits. Define and institutionalize a multi-level career Define and institutionalize a multi-level policy path with a clearlypromotion defined with appropriate based on equity and merit incentives. Provide relevant pre-service training and in- training and Provide relevant pre-service pre- a fully qualified to service training leading and trained primary teaching staff to secondary graduate for tertiary. (see POA) and policy institutionalize Develop and standards for teacher recruitment training and promotion that reflect the that reflect promotion training and equity, and professional development, fairness quality.

SPEED elaborated the following: following: the elaborated SPEED 5 4.2.2 a teacher-centered profes Develop SPEED for the intake of only trained teachers and/for the intake teaching as criteria the for entryinto probationary teaching period for new teachers, reinforcednew teachers, probationaryteaching period for by bonding. g) f) e) d) c) a) b)

Rating Priority Medium Medium On-going High Medium Medium On-going High On-going High of ncement and Development 2006 -2015 2006 Development and ncement CEE system provides diagnostic feedback in core subject competence parents to children, 2009 and schools by All teachers trained in CA by 2008; by implemented 2009 and System appropriate students 2008 developed by Certificate adopted by 2009 Credit-based system in place at tertiary levels by2009 Publicly accountable accreditation and validation schemes operational from 2010 Minimum National Minimum Standards achievement in core subjects at agreed key stages developed and by implemented 2008 uation culture to one that isculture to one uation

defined competencies, through the through competencies, defined so ing and measurement and quality measurement ing and

to the .3) Indicative Target .3) Indicative certification system

Continuous Assessment Strategic Plan for Educational Enha for Educational Plan Strategic Common Entrance Examination Common Entrance Competency-Based Approach Sub Strategic Objectives Sub Strategic Objectives (4.2 II II based on attainment of explicitly of attainment based on test of multiple forms use of and non-formal in the formal at all levels standards certification systems

that it becomes diagnostic (achievement) based, that it becomes diagnostic (achievement) of competency on the information providing students at the end of the primary cycle(as well schools). as allowing for selection to secondary at the tertiary to various level with gradation levels of training (i.e. Certificates, Diplomas and Degrees) allowing for flexibility in accessing courses after within hiatus of study programme.the same at the tertiarylevel development Continue the validation systems of robust accreditation and and external involving self-assessment assessment mechanisms to ensure standards that are consistent with the demands of the competitive market institutions. Institute a Secondary Certificate School for those attaining a basic standard of performance secondary at the end of education Strengthen the credit-based Adapt the Develop student report system that emphasizes Develop student report system student competence and personal performance rather than class ranking to facilitate for understanding and assistance of parents achievement. improved Strengthen and extend Strengthen and primary levels of learning at and secondary quality control mechanisms, with appropriate in diversified testing training for teachers with the support of Assessment modalities coordinators. Adopt a evaluation of learning outcomes at primary at learning outcomes and evaluation of of secondary and promotion/transition levels by and defining system the students through adopting minimum competency for levels students to achieve at each Grade and Form level.

4.2.3 and eval the monitoring Transform SPEED g) e) f) d) c) b) a)

Rating Priority High Medium High Medium Medium Ongoing high campaign by ncement and Development 2006 -2015 2006 Development and ncement 1 library per secondaryby school 2008 Classroom libraries by in all schools 2008 and Public media IEC 2009 All staff trained by 2009 Buildings and services upgraded and rehabilitated by 2011 All libraries with for public computers use by 2011 Automated library services by 2012

ation processing and use. and use. ation processing .4) Indicative Target .4) Indicative Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives Sub Strategic Objectives (4.2 II II population skilled in inform population

Develop a continuous focus on reading and on reading and focus Develop a continuous culture with writing as a central part of national special focus on school activity. Establish functioning classroom libraries in Establish functioning classroom primary schools and school libraries in for secondary support adequate schools with (Also see 4.2.1.) continued improvement. Increase the availability of print and electronic print and Increase the availability of centres. in all data and information of library automation improve Expand and services to allow for efficient service to clients. Train Library staff to develop capacityTrain Library staff in quality services toproviding the public. in and equipment Upgrade buildings mobile and improve CommunityLibraries services.

4.2.4 a literate and maintain Services to develop Library Improve SPEED f) e) c) d) a) b)

education process. that students, upon that students, upon n in school and to n in school and nt and more meaningful nt and more meaningful a variety of pathways that ncement and Development 2006 -2015 2006 Development and ncement ” so that they can then “Read to that they can then “Read to ” so

aining, in a formal school setting or aining, in a formal need to be further developed. For need to be further developed. the individual and to society. This the individual in the society, so in the society, so vement of individual employers and of individual employers vement by-products of the addition to traditional knowledge. A knowledge. to traditional addition to and participatio should be a close relationship between should be a close focus relates to the moral and ethical relates to the moral and ethical focus of ensuring that the kind of education of ensuring that the kind of education rests of both students and prospective rests of both students and prospective such as respect, tolerance, kindness and on Technology should be offered as part on Technology should be offered e curriculum, which should address skills e curriculum, which should address

nd life. Indeed, improvement in reading in reading nd life. Indeed, improvement SPEED II fully embraces the motif that that the motif SPEED II fully embraces work, citizenship and life and life citizenship work, chances to find employme chances school system, which offers Strategic Plan for Educational Enha for Educational Plan Strategic

II II .”

Learn incidental than mere being more altruism be of must that matter Other subject reflect the characteristics and the inte characteristics and the reflect the term, following consultation on a be required in the longer may employers, wide front. Subjects such as Informati priority. is a critical achievement “Learn to Read alike must adults and children of individual with values development and attitudes and develop aptitudes in in and develop aptitudes and attitudes for implications has this in all schools; environment learning a motivating of need upgrading. the teaching force, who may and tr Technical and vocational education to work a all is relevant to delivered It is not sufficient to increase access It is not sufficient 4.3 Education and the world of and the world 4.3 Education PRODUCTIVE ensure that what is to of learning. It is equally important the quality improve school is useful both to being learned in things, that there among other implies, world of work and life education and the have better leaving school, of the national with others as members engagement and harmoniously community. first of all for th This has implications diversified secondary apprentice system, informal in a more of the training the relevance to ensure and in order reasons of cost-efficiency a close invol offered to the employers, their organizations is desirable. is at the center Literacy development SPEED CONTENT IS RELEVANT; THAT EXPERIENCESTHAT ARE

Rating Priority High Medium Medium High the activities of daily the activities of daily diversity of learning system at the end of at system at the end able to apply information able to apply information ncement and Development 2006 -2015 2006 Development and ncement National Curriculum National Curriculum Council and Curriculum ( with Committees broad stakeholder involvement) established by 2008 Fully revised curricula by 2009 Fully develop/revised pre- primary curricula and implemented Primary curriculum and programme in schools by 2009 universal coverage, the relevance coverage, the relevance universal and 6

.1) Indicative Target .1) Indicative

7 ulum reflects focus on

lighted in the consultation,will be integrated into the Provide learners with relevant knowledge, attitudes attitudes knowledge, relevant learners with Provide and life. citizenship for work, and skills the school All students leaving and will be functionally of schooling least 12 years and will be computer literate technology to and communication and in personal level, in the workplace life, whether at a society at large. : Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives (4.3 II II needs of all children and the demands of the labour market. the demands needs of all children and and scope of the curric

Provide adequate capacity to address macro needs with development curriculum policy stakeholder participation involving of the review and definition and development appropriate curricula Develop/revise pre-primary school curricula school curricula Develop/revise pre-primary based school curricula primary and implement to outcomes learning on OECS harmonized reflect greater on basic literacy quality focus of implementation the through and numeracy the Caribbean CETT programme Revise and develop curricula at all levels to Revise and develop curricula at all reflect focus on sustainable development multiple intelligencesmultiple & aptitudes especially in and Arts, Culture Theatre and Performing Physical Education.

The Caribbean CETT programme is a comprehensive programme for improving reading in in reading improving for programme a comprehensive is programme CETT Caribbean The Issues such as HIV/AIDS, disaster preparedness and management, the history of Grenada Grenada of history the management, and preparedness disaster HIV/AIDS, as such Issues primary schools focusing schools primary grades mainly on It is currently thefullysystem. early the in being has which component Mathematics a is There Grenada. in schools primary 18 in implemented implementation. for Government the by approved been among among whichothers, were high curriculum and development process it. curricula resultingfrom 7 6 Core strategic objectives: 4.3.1 the context of Ensure that, within Objective 3 SPEED SPEED

c) b) a)

Rating Rating Priority Priority On-going High High High High Medium High High On-going Medium ncement and Development 2006 -2015 2006 Development and ncement TVET programme established by 2009; trained including specialist staff, in all sub-sectors by 2012 Training programmes in place by 2010; theatre/arts facility at TAMCC by 2010 Trained officers and Trained officers support and teachers 2010 to schools by Modalities 2010 by functioning Revised curriculum in place by 2008 ECED providers trained by 2009; ECE support to centres by 2010 Language programme fully 2009 developed by Private sector consultation by vocational 2008; programme 2009 developed by Programmes strengthened, extended and available by2009 nd training portfolio of teachers

.2) Indicative Target .2) Indicative .1) Indicative Target Indicative .1) Schools Of Strategic Plan for Educational Enha for Educational Plan Strategic programmes at the tertiary ) and at the tertiary level Sub Strategic Objectives (4.3 Sub Strategic Objectives Sub Strategic (4.3 II II curriculum, learning environment a learning environment curriculum, and principals.

Provide computers for all primary schools and schools for all primary Provide computers per 3 computers High Develop specialized training in various sports Develop specialized training in various arts disciplines and the theatre and performing in selected secondary ( schools Excellence Establish a comprehensive Establish a comprehensive Technical and Training programme Vocational Education and in response to HRD needs which is infused at levels, and Primary the Early Childhood explicit at the Secondary level and specialized at the Tertiary levels. Strengthen Early Childhood Education and and Education Childhood Strengthen Early on emphasis (ECED) to promote Development the developmental skills of children. Introduce and strengthen the application of strengthen the Introduce and diagnostic assessment, initial and ongoing and grouping flexible differentiated instruction, as a basic aspect individualized instruction of programme in schools. the instructional focus on curriculum Develop and/or strengthen Education Religious values education including and Civic Awareness. Institutionalize a Remedial a Remedial and AcceleratedInstitutionalize ProgrammeLearning as a basic part of primary and secondary education Strengthen and make more comprehensive make the Strengthen and co-curricula programmes in all learning institutions Develop and/or introduce a comprehensive a comprehensive Develop and/or introduce programme from Foreign/Second Language tertiary pre-school to level. the and for Develop for secondary education Associate Degree readiness market level a definitive focus on Job through and preparation and Entrepreneurship alliances with the private sector and other public sector agencies.

that Information Technology is a basic part of the Ensure 4.3.2

SPEED a) l) k) i) j) h) g) e) f) d)

Rating Rating Rating Priority Priority Priority High Medium On-going medium High High High ncement and Development 2006 -2015 2006 Development and ncement Adequate training and support 2009 by provided By 2007 Establish needs by 2008; systematic training 2008 in place from of Provide training trainers and other support (e.g. teleconferencing) by 2008 Adequate phone Adequate phone lines and relevant software and training to all schools by 2009 Training provided 2009 from primary by school 2009 Increased number of labs in computer secondary schools and the College by 2009 chanisms for the effective

.4) Indicative Target .4) Indicative .3) Indicative Target .3) Indicative .2) Indicative Target Indicative .2) planning for continued quality HR planning for continued quality Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives (4.3 Sub Strategic Objectives (4.3 Sub Strategic Objectives Sub Strategic (4.3 II II implementation of the HRD framework implementation of the HRD framework

availability in key positions in public sector availability in key positions in 4.3.3 and career training special focus on post-secondary with framework (HRD) Resource Development Develop a coherent Human the articulation of succession Develop the capacity to offer a of TAMCC post- to the up wide range of training to graduate level. Develop a comprehensive programme ofDevelop a comprehensive trainingpublic needs in national development and private sectors identifying areas for scholarships and other assistance funding with for financing training. modalities

Develop a comprehensive HRD policyDevelop a comprehensive Develop a cadre of trained persons to support persons to support Develop a cadre of trained the delivery and Communication Information of schools. in Technology Provide training in Information and in Information Provide training for teachers and Communication Technology principals. Prioritize Computer-Assisted Learning with with Prioritize Computer-Assisted Learning access to the Internet as a part of the basic in primary, environment instructional secondary and tertiary institutions. increase in secondaryaccessibility to computers at the tertiaryschools and level.

4.3.4 Establish relevant support me

3.2 SPEED a) Establish a National Training Agency. a) Establish a National Training Agency. By2009 On-going c) a) b) d) c) b)

Rating Priority On-going On-going high Medium Medium ncement and Development 2006 -2015 2006 Development and ncement high high

Database established Database established as part of LMIS by 2009

.4) Indicative Target Indicative .4) Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives Sub Strategic (4.3 II II

Establish a National Accreditation Board. Board. a National Accreditation Establish maintain a Labour Market Develop and By2008 Information System including annually updated updated including annually System Information and a database of graduates. needs employment

SPEED c) b)

Rating Priority On-going Medium On-going High ally through the use of ncement and Development 2006 -2015 2006 Development and ncement e wider stakeholder society. e wider stakeholder P3E strengthened P3E strengthened and co-coordinated by 2009 All schools with PTAs by2008; Parish PTAs fully national imperatives and national imperatives sponsibilities of the various actors. sponsibilities of lationship with one of the principal lationship with one of the principal to ensure that the more deprived deprived that the more to ensure icipation with government in agreeing icipation with government and Student Councils in the various Councils in the various and Student cannot take place without a clear cannot take place important that they be involved not that they important on with partners and stakeholders will on with partners nd interests of the various stakeholders nd interests of the parents and teachers, employers and and employers teachers, and parents be set up which represent the various be set up which

e Government of Grenada has created a e Government of Grenada has .1) Indicative Target .1) Indicative with partnership e and that their voice is heard. is heard. that their voice e and raising activities, especi Schools, Communities Schools, Communities system, the Grenada Union of Teachers (GUT) which of Teachers the Grenada Union system, Establish and strengthen relationships with partners with Establish and strengthen relationships in education. Address societal and inter engaged in the enhance co-operation between those delivery of education and th

Strategic Plan for Educational Enha for Educational Plan Strategic Parent Teachers Associations Sub Strategic Objectives (4.4 II II Partnerships in Education (P3E) to focus on enhancing the level of Partnerships in Education (P3E) to focus on enhancing the and harnessing to schools human and material resources available community support for education.

initiative. clearlybeyond defined roles and responsibilities Establish/strengthen fully functioning parish and parish functioning Establish/strengthen fully school Strengthen and extend the extend Strengthen and Working Together and Businesses

the media, will be developed, especially developed, will be the media, sections of our society participat

Core strategic objectives: for Public Private framework a co-coordinated Develop 4.4.1 SPEED Objective 4: schools. This complements the existing re the existing schools. This complements partner in the education of these and other The functioning for over 90 years. teachers has represented supported so that they go on playing a such bodies need to be continuously constructive role. Awareness- 4.4 Co-operation for Development for Development 4.4 Co-operation of all: is the business Education Association National Parents-Teachers SPEED community representatives, churches, overseas partners, be they formal formal be they overseas partners, churches, representatives, community supporters. It is agencies or informal resources, but in part in providing simply In this regard, th partners. interested priorities and policies. Such consultati priorities and policies. a the views reflect that lead to policies implementation. and will facilitate and co-operation Such participation and re the roles which identifies framework, to need structures At the same time, b) a)

Rating Rating Priority Priority Medium Medium High ongoing On-going Medium at risk students High High Ongoing high ncement and Development 2006 -2015 2006 Development and ncement Associations established by 2009 and Improved mutually satisfying relationship in place by 2008 Active involvement of Church Community by 2008 and ongoing 2007 High for functional by 2009 by functional PTA fullyNational 2008 functional by By 2008 On-going Active from 2008 On-going Ministries such as Youth and Sports, Culture, Health and Agriculture part of public sector partnership for 2007 education by Active from Active from 2008 On-going partner in promoting education. partner in promoting education.

.2) Indicative Target .2) Indicative .1) Indicative Target Indicative .1) and other partners to opment of the teaching opment of the teaching Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives (4.4 Sub Strategic Objectives Sub Strategic (4.4 II II

Engage the other ministries of Government of Government ministries Engage the other Utilize the media to assist the achievement in Publish examination results, inspection reports, inspection reports, Publish examination results, competency tests, etc., in the media. Develop and present various public awareness present various Develop and basis. on an ongoing programmes on education involved in education-related programmes and in education-related involved projects to for greater synergy and of resource utilization. maximization of learning outcomes and the promotion of and the promotion of learning outcomes literacy broadcasting programmes through educational programmes Engage the private sector participate in the delivery of aspects of for providing training including education and practical exposure spaces to improve to work relevance of learning experiences Engage with the Church Community to refocus Church Community refocus Engage with the to holistic schools in the its support to students. of development Strengthen and extend the establishment the extend of Strengthen and for increased School Alumni Associations development school support for GUT to of the engagement Strengthen the of teacher development, improvement promote service, improved teacher conditions of and constructive resolution of professionalism respectmatters and a common with mutual devel obligation towards profession the scope of traditional functions which are of traditional functions the scope through a embraced and enforced promoted, education programme robust parent

4.4.2 Engage the media as a strategic SPEED d) c) a) b) f) e) c) d)

Rating Priority High High High ncement and Development 2006 -2015 2006 Development and ncement Active from Active from 2007 On-going Active from 2007 On-going

.3) Indicative Target .3) Indicative Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives Sub Strategic Objectives (4.4 II II development of education. of education. development

Involve partners in MoE processes. in MoE processes. partners Involve Active from 2007 On-going Develop various projects based on development based on development Develop various projects strategies various agencies both from Source funding local and extra-local

4.4.3 the to support partners and international national, regional Engage SPEED c) a) b)

all staff in the es in the schools combined with a combined standards, quality Dialogue and co-operation ncement and Development 2006 -2015 2006 Development and ncement Supervision Teams involving Supervision Teams within the Ministry as well as in as within the Ministry s, and with schools taking greater greater taking with schools and s, ation of some of the tasks that are of some of the tasks that ation support in the form of material, material, of in the form support ment skills of principals, who are ment skills of principals, who are olders as critical partners in the as critical partners olders the involvement of the involvement e Ministry of Education lies in the in the lies Education of e Ministry and all school staff working together and all school staff s to reflect more clearly what are clearly what are s to reflect more essional development of Ministry and of Ministry and essional development uation procedures, could lead to the development initiativ development of Education and the schools, between of Education and formulation, setting formulation, training opportunities, iendly consciousness with service and involvement with the community, while with the community, while involvement country such as ours. The relationship country such as accompany such structural changes. changes. such structural accompany

the delivery of education. y stakeholder groups in the communities. This will y stakeholder groups in the communities. at central level to District Strategic Plan for Educational Enha for Educational Plan Strategic II II

school level management staff should staff should school level management closer Schools need to work towards a manage to upgrade efforts should be made central to the success of through within schools can be promoted plans. of school improvement preparation and implementation and increased These structural reforms revisiting of job descriptions and eval aim. culture, which is the ultimate of the management transformation by th The paradigm shift in management transformation of schools. Stronger prof of schools. Stronger transformation fr client/customer adoption of a more and a more meaningful role for stakeh meaningful and a more diffusion support adopted as the de jure and de facto principles of management and operation. each individual school. school. each individual need structure internal The Ministry’s tasks: policy considered to be its main currently undertaken responsibility for their own improvement their own improvement responsibility for goal. towards a common structure and the to develop, both the management For such a climate focused culture need to be management on service and support rather than changes command and control. This implies providing monitoring and evaluation and and learning A decentraliz human resources. representatives of the ke of the provide for a greater ownership needs to be built on mutual trust, with the Ministry providing the desired the desired providing on mutual trust, with the Ministry built needs to be teacher schools and to support guidance and 4.5 Administration and Management and 4.5 Administration CONFIDENCEINSPIRING TOWARDSIN ALL THE CONTRIBUTION ALL OF between the Ministry The relationship in any importance is of uttermost the implementers, and the policy-makers small so in a but especially context, SPEED

Rating Priority High High High High On-going High

than command and clearly defined roles that clearly defined at Ministry and learning at Ministry and ncement and Development 2006 -2015 2006 Development and ncement Education regulations placed before Parliament in 2007 Public awareness IEC raised through in 2007/8; Education Active from 2007 On-going and Audit conducted measuresreform adopted for by implementation 2008 Customer Charter developed and 2008 adopted by Initial training 2008 conducted by d administration philosophy and d administration philosophy and .1) Indicative Target .1) Indicative nd support rather

to sensitize all

Improve the effectiveness of management and and of management effectiveness the Improve of education administration institution levels. will make the most efficient and schools The Ministry within use of scarce resources of service, support and culture will develop a new mutual trust.

Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives (4.5 Conduct organizational analysis towards Conduct organizational greater efficiency of and effectiveness operating Ministry’s functions, procedures and service to clients Develop the capacity of Ministry deliver client-focused, personnel to customer-centred management services institutions and partners to schools, other Develop extensive monitoring Effective school On-going Develop a public awareness programme awareness programme Develop a public of the Education on the basic elements Act and regulations feedback to Provide systematic of stakeholders on the development education Enforce the revised Education Act 2005 Enforce the revised Education Act 2005 and enact appropriate education regulations and stakeholders on their rights in the provision, responsibilities of management and administration education

II II control within an adequate regulatory and accountability and accountability regulatory an adequate control within framework. policy that focus on service a d) e) f) b) c) a)

Core strategic objectives: 4.5.1 an management Develop a central Objective 5: SPEED SPEED

Rating Rating Priority Priority Medium Medium On-going High High On-going High On-going High On-going High High On-going High Medium ncement and Development 2006 -2015 2006 Development and ncement All schools with effective School Boards Management by 2008 By 2008 Achieved and active in 2008 By 2008 On-going On-going Standards in place Standards in by 2007 District Supervision Teams fully 2007 functional by development plans development audit (SIPs) and systems in place by 2007 School and national national School and in student councils place by2007; zonal meetings with Minister from 2007 Education policy redeveloped and circulated by2008; by 2008 monitored the local level and broaden the the local level and broaden the nd administration of schools to nd administration of schools in the governance and operations of of and operations in the governance l and schools, in particular. l and schools, in particular. .2) Indicative Target .2) Indicative .1) Indicative Target Indicative .1)

Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives (4.5 Sub Strategic Objectives Sub Strategic (4.5 Strengthen and support the National the support Strengthen and Parent Teachers Association (see 4.4.1b) Education Re-establish fully functioning Advisory Board and Develop a management recruitment, with policy administration guidelines for operational and evaluation Principals and Managers of schools Establish fully functioning School Establish fully functioning – Parish Boards Boards of Management at Boards at the primary level and School degree of the Secondary - with some financial autonomy Develop, monitor and enforce standards and enforce Develop, monitor of and functioning for the establishment education institutions private schools and for their support technical providing effectiveness. and development supervision of Strengthen co-ordination services byand support Curriculum Measurement,Development, Testing and Education Officers and Teacher District the through Education Staff system Supervision Team mechanisms and accountability measures mechanisms and accountability measures and school at Ministry for management appraisal levels including performance reviews and school performance Convene an annual Minister for Convene an annual Minister to provide Conference Education-Student students on the adequacy feedback from to meet their of the education system learning needs Revise education policy document Education Early Childhood (including Policy framework)

II II situate decision-making closer to closer to situate decision-making participation of various actors participation of various the education system in genera b) c) d) a) i) j) g) h)

4.5.2 a management Re-structure the

SPEED

Rating Rating Rating Priority Priority Priority On-going High Medium On-going Medium On-going Low High On-going On-going High ncement and Development 2006 -2015 2006 Development and ncement Statistics Unit adequately staffed 2008; and trained by EMIS in place from to 2010 2009 By 2008 On-going Training needs identified and met by 2007 Improved participation from onwards 2008 First sector review and held in 2008 annually thereafter Training available 2007-10 from Education personnel to develop levels to provide total quality er the core tasks of the Ministry of the Ministry tasks er the core overall organization and internal organization overall le ofprincipal thele and managing change, which .4) Indicative Target .4) Indicative Target .5) Indicative .3) Indicative Target .3) Indicative

istent support to schools. to schools. istent support

Strategic Plan for Educational Enha for Educational Plan Strategic . 8 Sub Strategic Objectives (4.5 Sub Strategic Objectives (4.5 Sub Strategic Objectives Sub Strategic Objectives (4.5 Provide training to upgrade the technical upgrade to Provide training competence of MOE staff. where possible, Provide opportunities, regional and national, for participation in conferences and other international Establish an effective communication Establish an effective communication Education. Ministry of network within Provide training for school managers and for school Provide training Ministry personnel in effective education management of schools and systems Information Establish a Management System with an indicator system for at Ministry , decision-making informed districts and School levels, to monitor and and evaluate the process of learning the performance of students and institutions. Establish extensive monitoring and monitoring Establish extensive for management accountability systems level and school at the ministry

II II capacity for improved effectiveness. improved effectiveness. capacity for management services. management services. strengthening at central and school structure so that they reflect bett reflect that they so structure it to give cons and allows a) b) c) a) b) a)

Issues suchproject as proposal writing,ro the were highlighted in consultations,focusedwill beon in training. the 8

4.5.5 Address HRD needs for Ministry of

4.5.4 capacity and focus on institutional Develop the management 4.5.3 Re-structure the Ministry’s the Ministry’s Re-structure 4.5.3 SPEED

Rating Rating Priority Priority ongoing ongoing high Medium Medium ncement and Development 2006 -2015 2006 Development and ncement Effective school plans development (SIPs) and audit systems in place by 2008 Sub-sectoral VS systems defined and 2009 operational by .5) Indicative Target Indicative .5)

Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives Sub Strategic Objectives 4.5.6) Target Indicative Sub Strategic Objectives Sub Strategic (4.5 Establish a Volunteer Support System, at school defined and operationalised level, to assist and teachers principals in of school the implementation school plans and wider improvement curricula at Pre-school, Primary and Secondary institutions. Ensure that all schools, in a collaborative in a Ensure that all schools, Improvement manner, prepare School Plans (SIPs) (see 4.5.1) developmental exercises developmental

II II b) a)

4.5.6 schools dialogue and co-operation within Strengthen SPEED

ons, with the necessary ational Enhancement and and ational Enhancement lop a clear framework for lop a clear framework have a negative impact on impact have a negative ncement and Development 2006 -2015 2006 Development and ncement s will therefore be taken to ensure s will therefore be taken to ensure The Government will also promote The Government will also promote they raise a problem of equity, problem they raise a resources, through the purchase of resources, through ng and the payment of various fees. ng and the payment rnment will not be the only contributor only contributor will not be the rnment om the various development partners om the various development partners butory factor, among others, to low others, to low butory factor, among ecognized the reform of its education ecognized the reform g on ongoing transformation and transformation g on ongoing

of parental contributi

Strategic Plan for Educ Strategic therefore proposes to deve vel. Financial obligations obligations vel. Financial S; SUSTAINING THE INVESTMENT THE S; SUSTAINING importance that all funds are used efficiently by the that all funds are used importance Ensure consistent Government financing of financing Government Ensure consistent education, diversify the funding sources and make funding sources education, diversify the used efficiently. that resources are certain inclusive framework for financing Develop a new education, one that embraces medium term financial development planning within a set of agreed costed minimum national standards.

Strategic Plan for Educational Enha for Educational Plan Strategic will be able to count on a strong financial commitment of the of commitment financial on a strong to count will be able II II

SPEED Objective 6: 4.6 Costs and Financing and Financing 4.6 Costs THE COST MEETING of this The implementation SPEED Development Grenada, which has r Government of the Gove However, as a priority. system transport and feedi textbooks, uniforms, are welcome, While such contributions le especially at secondary contri and could be a poor families, to educational expenditure. to educational expenditure. supplying several Parents are already attendance. The Ministry the regulation and rationalization the regulation for poor families. measures compensatory Critical, sector. by the private contributions and encourage, in various ways, fr too, is the ongoing funding support through grant and loan financin development. It is however of crucial step Ministry and by the schools. Several use. greater efficiency in resource

Rating Rating Rating Priority Priority Priority High High High On-going High On-going High Ongoing High ncement and Development 2006 -2015 2006 Development and ncement By 2007 By 2007 On-going Increased accountability by On-going schools by 2007 More efficient use of 2007 resources from Efficiency saving made by 2007 Schools receiving funds based on appropriate formulae to give priority to educational priority to educational to give Annually from 2006 Annually from On-going ciency throughout the education ciency throughout the education s paid in secondary schools. s paid in secondary to areas of greater need.

.3) Indicative Target .3) Indicative .2) Indicative Target .2) Indicative .1) Indicative Target .1) Indicative costsare to that parents

Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives (4.6 Sub Strategic Objectives (4.6 II II system and redirect excess funds finalizing the various user charge the various finalizing investment in the Budget. investment in the Sub Strategic Objectives Sub Strategic Objectives (4.6

Monitor teacher/pupil ratios to ensure levels to ensure levels Monitor teacher/pupil ratios and improvement consistent with quality wastage.limited schools to for providing funding Review system and ensure equity and adequacy of resources Assess areas in efficiencyfor improvement in educational provision. Monitor Government’s annual allocation to Monitor Government’s education.

Review cost-sharing obligations of parents for of parents for Review cost-sharing obligations secondary education. monitor Stipulate and assume and articulation with ceilings indicated of procedures for review. secondary and in primary Monitor financing ensure accountabilityeducation. to and of and use transparencyin the mobilization provided. funding

4.6.3 equity and effi Ensure financial 4.6.2 and of parents by reviewing the financial obligations Rationalize Core strategic objectives: objectives: Core strategic 4.6.1 continues that Government Ensure SPEED b) c) a) a) a) b) c)

Rating Priority On-going High On-going High ncement and Development 2006 -2015 2006 Development and ncement A mobilized private A mobilized 2008 sector from onwards SPEED II presented in 2006; budget to Support from some DPs by 2007

rnal funding agency assistance in in agency assistance rnal funding .

.4) Indicative Target .4) Indicative ners (DP) to support ners (DP) to support Strategic Plan for Educational Enha for Educational Plan Strategic Sub Strategic Objectives Sub Strategic Objectives (4.6 II II financing education through sponsorships, alliances with schools schools with alliances sponsorships, through education financing the SPEED support for and broad

education sector wide development through through development education sector wide SPEED II and provision of adoption of the budget inputs. direct through process support Challenge the private sector to assist in selected Challenge the private aspects of educational improvement in and communities partnership with schools part Invite development

4.6.4 sector and exte private Encourage SPEED a) b)

4.7 Logical Framework for SPEED 11

Monitoring Key Performance Indicators and Evaluation Objectives Indicators & Critical Assumption Indicative Budget/Costs Process/Activities Outputs Outcomes/Impact Means of (EC$) Verification NATIONAL GOAL

To develop the Grenadian Undertake sector analyses Appropriate policies in A more diversified, Labour Market economy as a more diversified, place competitive and records competitive and knowledge- Set sector policies knowledge-based based economy through the Strategies outlined and economy Macro Economic development of its human Formulate sector strategies implemented Review resource particularly in areas that support: Define sector strategies Strategic objectives LMIS transformation of the rural achieved economy Develop and implement sector poverty alleviation plans and programs emerging opportunities in the informatics and hospitality industry. CA: The level of investment is consistent with Government’s high priority for human resource development PURPOSE

The emergence of a learning Strengthen management and Universalization of An educational Ministry of society through quality administration functions within the secondary education environment/system Education

enrolment enrolment out drop repetition literacy

Monitoring Evaluation and & Indicators of Means Verification reports Labour market information Annual MoE Review reports Annual; statistics on: • • • • that is flexible andthat is flexible to societal responsive needs and objectives a of development The of trained critical mass persons support to development national imperatives Greater participation in at process the education all levels in the Greater equity provision of educational services

achieved achieved and school Improved management ministry of financing Consistent the sector at the pre- Full coverage primary level by 2010 at the Full coverage 2010 by level secondary Double full-time and

ncement and Development 2006 -2015 and Development ncement Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities and day nurseries to access Provide of minimum a to centers day-care 3 to 6 months of children 80% years access for all universal Provide children pre-school education system Design projects and programmes Strengthen cooperationwith international financial institutions, bilateral and bodies regional donors

↓

Key Performance Indicators Indicators Key Performance Indicative Budget/Costs (EC$) 1, 800,326 300,100

Strategic Plan for Educational Enha for Educational Plan Strategic

II II

SPEED Objectives Critical Assumption human the of development resources of by Grenada learners all that ensuring participate meaningfully and in the education successfully process and expand To significantly improve the opportunities for will that and training education with the population the provide ofrange skills and knowledge and for the economic required of the social development country. CA: Educationalpriorities synchronizes with national objectives and goals below) 6 to 1 (see OBJECTIVES STRATEGIC PARTICIPATION AND ACCESS 1 to Education Access Increased 42

Monitoring Evaluation and & Indicators of Means Verification Substance abuse monitoring report More of citizens capable of achieving development personal goals the in Improvement literacy rates of citizens client-focused More place support in

in participation Increased the of education process excluded and risk at children the in Improvement transitionbetween rate the various levels of education Specialized support students for available part time enrollment at enrollment part time the tertiary level by 2010 ncement and Development 2006 -2015 and Development ncement Maintain universal existing access level at the primary access at the universal Provide level secondary at the tertiary coverage Increase level for a minimum of 15%of 2005 by age cohort post-secondary and 40% of secondary graduates 2010 by children for all provision Make day-care from needs with special level tertiary centers to re- and services support Provide excluded and risk integrate at children, intra-cycle truants, mothers adolescent and dropouts Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities and alternative Provide with accommodation rehabilitative for programmes restorative behavioral severe with students displaying those challenges and Key Performance Indicators Indicators Key Performance 500,000 15,259,550 15,392,040 3,008,646 1,320,753 000 1, 200, Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption 43

Monitoring Evaluation and & Indicators of Means Verification Enrollment rates and in performance examinations Attendance rates Integration rate schools in risk Decreased of cyclical negative impact student Improved attendance and performance attendance Improved rates Students rehabilitated and completing education

Full participation of age cohorts More effective delivery of services and support to access Improved opportunity and school to participate in education As above

om pre-school to to pre-school om ncement and Development 2006 -2015 and Development ncement unusual violent tendencies. tendencies. violent unusual Provide support for the continued of and training education the within mothers adolescent or possible system where formal accommodation provide separate where support systems with special necessary Establish an effective coordinated for student system support student to related components with welfare all for feeding school truancy, needy students fr secondary and levels textbook provision Provide transportation services for areas affected in severely students Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities and support specialized Ensure interventionfor students affected abuse substance by Key Performance Indicators Indicators Key Performance 000 800 1, 302 800 1, 600,250 000 500 Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption 44

Monitoring Evaluation and & Indicators of Means Verification As above Employment rates, proportion of adult population with certification to able Students educationcomplete in supportive environment national Improved functional literacy levels, increased and productivity provision for education

As above parent National community with for capacity improved employment, citizenship and supportive of education of children

mmunity-based, mmunity-based, ncement and Development 2006 -2015 and Development ncement to educational access Provide opportunities and support services affected and infected for children HIV/AIDS by a comprehensive, Develop co decentralised, and Adult relevant NGO-supported programme Education Continuing Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Key Performance Indicators Indicators Key Performance 000 750 000 2 500 Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption demandCA: Sustained for all levels at services educational OF EDUCATION 2 QUALITY 45

Monitoring Evaluation and & Indicators of Means Verification Education statistics of Ministry Education reports Competency Test results External Examinations results Inspection and Supervision reports Literacy Test results Employer surveys School statistical reports Better prepared graduates Greater teacher and competence satisfaction the in Improvement external efficiency of the education system of Greater relevance education teaching More effective

Modernized school school Modernized facilities performance Improved students of students’ Adequate welfare service Basic resources provided schools to relevant Revised curriculum % of 100 trained teachers

schools with ncement and Development 2006 -2015 and Development ncement Provisionof textbooks for all students basic materials to support to support basic materials instruction especially for the subject areas of Reading and Mathematics Provide primary primary Provide Specialized counseling and Specialized counseling services at all guidance career levels

Define and implement a implement and Define maintenancepolicy for all educational facilities secure educational and Modernize facilities at all levels Establish an effective support student welfare for system • Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities • • to periodically curriculum Review relevancy ensure Provide for the professional of improvement and development teachers

Key Performance Indicators Indicators Key Performance Indicative Budget/Costs (EC$) 50,000 8,506,989 280 240, 12, 240,280 10, 30 000 19,461,001 Strategic Plan for Educational Enha for Educational Plan Strategic More competent and and More competent teaching motivated corps Improved monitoring monitoring Improved and evaluation Better resources and and Better resources schools for equipment Improved library library Improved services II II

• • • • SPEED Objectives Critical Assumption of quality the Improve achievement the and education of pupils

Monitoring Evaluation and & Indicators of Means Verification library books books library Teacher attrition rates Test scores Test scores Records of borrowing Improved performance performance Improved in MCT tests student Improved performance liking student Improved and subjects for performance improved Increase satisfaction in the quality of tertiary education services functional Improved literacy levels of students of Greater satisfaction teachers for MoE support

Minimum competencies Minimum establishedall grades for and forms attain Students standards performance Programmes in place, held and training existing monitoring Quality assurance in place systems library Improved services Resources centers functional ncement and Development 2006 -2015 and Development ncement Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities in-service and pre-service Provide training for teachers at all levels testingTransform the and based to one evaluation mechanism on competencies Institute Learning Remedial Programme in schools in specialization subject Strengthen semi-specialization and secondary in primary Developtertiary level at the a quality assurance system services library Upgrade resource functioning Establish districts educational centres in Key Performance Indicators Indicators Key Performance Indicative Budget/Costs (EC$) 50,738 400,500 000 120 160,750 1, 800,000 000 500 Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption 47

Monitoring Evaluation and & Indicators of Means Verification Teacher surveys Programme reports As above Surveys Feedback from teachers As above Improved teacher teacher Improved quality teacher Improved satisfaction with profession Improved support for dealing the with of education challenges attractiveness Increased a of teaching as profession image public Improved of teachers as professionals of evidence Increased best practices Improved support for instruction and management

Standards in place and in place Standards effectively used by adopted path Career Government providing Programme support for principal clients and actors and terms Improved conditions of service such as Instruments adopted Ethics of Code and used Supervision system functioning Resource center established training training

r improvement, r improvement, ncement and Development 2006 -2015 and Development ncement Develop and institutionalize policy for teacher and standards deployment, recruitment, and promotion promotion and Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities andDefine institutionalisemulti- a pathlevel career Establish multi-layered mentoring forprogramme principals, teachers and students Review conditions the of the fo teaching service and remuneration including benefits instruments Develop/revise standards professional to relating service of the teaching an improved teacher Develop supervision system Principal-Teacher Establish a with Centre Training and Resource Key Performance Indicators Indicators Key Performance 5 000 000 300 2, 000 000 100 Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption 48

Monitoring Evaluation and & Indicators of Means Verification

ncement and Development 2006 -2015 and Development ncement Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities an extension facility in Carriacou. Key Performance Indicators Indicators Key Performance Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption are Standards CA: Performance institutionalized 49

Monitoring Evaluation and & Indicators of Means Verification Employer Employer surveys Employer support to education MCT results of Number with students modern language subjects Qualitative More functionally literate population of number Increased persons with the requisitefor skills social and economic development completing Students education primary having attained literacy standards and numeracy Better prepared graduates better Graduates

Revised Curricula Curricula Revised centers TVET established in strategic trained staff areas and numeracy Literacy and (CETT programmes implemented model) Adequate number of the in staff trained foreign teaching of language in relevance Improved ncement and Development 2006 -2015 and Development ncement Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Provide adequate institutional relevant develop to capacity curricula with stakeholder participation comprehensive a Establish Vocational Technical and Education and Training (TVET) programme school primary lower Revise basic on greater focus curriculum, literacy andnumeracy through the programme CETT Caribbean a comprehensive Introduce Language Foreign/second Programme pre-school from to tertiary level Strengthen curriculum focuson Key Performance Indicators Indicators Key Performance Indicative Budget/Costs (EC$) Costs to be shared with review activity noted above 000 3, 200, 000 1,500, 000 300 Strategic Plan for Educational Enha for Educational Plan Strategic

II II

SPEED Objectives Critical Assumption are teachers and Students motivatedpart to take in the process education AND LIFE CITIZENSHIP OF WORK, WORLD AND THE 3 EDUCATION our peopleEnsure that have relevant knowledge and skills meet their can they that so the in needs national and own world of work 50

Monitoring Evaluation and & Indicators of Means Verification survey Job survey of Number subject entries in specialized subjects of Number students with graduating ICT certificates of Percentage teachers with ICT training reports School citizens and individuals to capacity Increased jobs of advantage take in the information sector technology in functional Students areas of specialized aptitude Student with ICT skills employment for Teachers with ICT skillsprofessional for personal and application well-rounded More school from graduates

curricula Apprenticeship program established Excellence of Schools identified and operational institutionsAll learning provided with computer laboratories and appropriate educational software Teaching staff adequately trained in Information teaching of Communication and Technology Programmes developed and available ncement and Development 2006 -2015 and Development ncement values education including E R. Awareness and Civic Strengthenprivatewith alliance the Entrepreneurship promote to sector readiness Market Job and enhance graduates of Establish Schools of Excellence to in training provide specialized disciplines,sport theatre and the arts performing computer-assisted Promote internet to the with access learning at all levels and Information to access Provide all at Technology Communication levels Strengthen and make more co-curricula the comprehensive Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Key Performance Indicators Indicators Key Performance 2, 500 000 150 000 (for start-up costs Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption 51

Monitoring Evaluation and & Indicators of Means Verification of Number trained public and private sector workers graduates % of with locally delivered training Employer survey Survey system system Better coordination and of HRD delivery activities Post-graduate training of needs individuals met Better coordination and of national delivery training/TVET programmes Improved quality assurance services for local and extra-local programmes Labour Improved planning market

Policyplace in and implemented post-graduate of Range available programmes and accessed NTA established and functioning NAB established and functioning LMIS place and in used ncement and Development 2006 -2015 and Development ncement programmes in learning learning in programmes institutions HRD a comprehensive Develop policy Develop the capacity of TAMCC to training of range wide a offer to level post-graduate up to the Training National a Establish Agency EstablishAccreditation a National Board Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Develop and maintain a LMIS Develop and Key Performance Indicators Indicators Key Performance where applicable) 000 100 000 750 400 000 (for initial outlay) 400 000 (for of 3 years first operation) 80 000 Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption 52

Monitoring Evaluation and & Indicators of Means Verification

ncement and Development 2006 -2015 and Development ncement Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Key Performance Indicators Indicators Key Performance Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption and plans Educational CA: are and reflect programmes manpower responsive to demands AND 4DEVELOPMENT CO-OPERATION 53

Monitoring Evaluation and & Indicators of Means Verification Memoranda of understanding Programme support and documents and memoranda PTA reports reports School Teacher survey Report on support media reports Agency Greater mobilization of Greater mobilization for school resources development Greater community involvement in school success for Greater support development school public Improved of education awareness development activities amicable Improved MoE between relations and GUT of access Improved education programmes and public awareness of coordination Better and support services Education plan supported and implemented

Functional alliances existing with supportfor schools and roles defined Clearly responsibilities of actors Associations established functioning and Newsletter available and disseminated in place Memorandum and utilized Media programmes in place in relationship Working place education for Funding augmented development with ncement and Development 2006 -2015 and Development ncement Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Develop a coordinated framework and partnerships private public/ for strengthen P3E Initiative Establish fully functioning parish and national, parish and school Associations Teachers Parent roles and clearly defined responsibilities Strengthen and extend the Alumni School of establishment Associations Produce quarterly newsletter the of engagement the Strengthen teacher improved GUT and constructive professionalism resolution of matters strategic as a the media Engage education promoting in partner of ministries other the Engage Government and regional national, Engage internationalpartners to support the development of education

Key Performance Indicators Indicators Key Performance Indicative Budget/Costs (EC$) 3 000 25,100 000 110, 250,440 Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption strengthen and Establish with and relationships internal in education partners external urgent societal to address and to enhance imperatives of cooperation clear methods 54

Monitoring Evaluation and & Indicators of Means Verification Transparent Transparent policies in the public domain for Mechanisms decision making Bi-annual Minister’s report EMIS and annual indicators MOE corporate plan Improvement in the the in Improvement efficiency and of effectiveness the in management system of sense Increased accountability and partnership Improved institutional capacity and productivity

Improved regulatory regulatory Improved framework and greater accountability within the system and informed More decision- inclusive processes making informed More s stakeholder Operational EMIS Better interface within the education system audit Organizational completed and recommendations ncement and Development 2006 -2015 and Development ncement Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Enforce the revised EducationAct appropriate enact 2005 and regulations education Policy Education Revise Documents systematic feedback to Provide of development the on stakeholders education Establish an extensive monitoring (EMIS) and mechanisms for accountability measures and ministry the at management level school analysis Conduct organizational efficiency and greater towards of effectiveness Ministry’s Key Performance Indicators Indicators Key Performance 25,000 20,000 400,000 40 000 Indicative Budget/Costs (EC$)

Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption are interests CA: Stakeholders integrated in educational processes development MANAGEMENT AND 5 ADMINISTRATION and efficiency the Improve of management effectiveness the at administration and levels school and Ministry 55

MoE annual report reports School DST/School reports DST/School reports DST reports MoE reports Monitoring Evaluation and & Indicators of Means Verification and services Improved client satisfaction More effectively and managed performing institutions Improved quality of education private and school Improved performance student school Improved management advice policy Improved

adopted Training completed, adopted charter customer adopted and Mechanisms used and adopted Standards used functioning DSTs effectively place and Boards in functioning and EAB in place functioning ncement and Development 2006 -2015 and Development ncement functions functions Strengthen capacity of the Ministry to deliver client-focused, management customer-centered services Develop extensive monitoring mechanisms and accountability measures (e.g. performance performance school and appraisal reviews) enforce and monitor Develop, and establishment the for standards schools of private functioning Strengthen co-ordinationof supervision and supportservices by the District Supervision Team Establish fully functioning School of and District Boards Management Re-establish fully functioning Education Advisory Board Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Key Performance Indicators Indicators Key Performance 190,900 30 000 000 200 Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption 56

Monitoring Evaluation and & Indicators of Means Verification DST reports DST reports DST/school reports DST/school reports management Improved of institutions management Improved of institutions to capacity Improved develop and manage in Improvement conditions learning for support Increased effective school functioning

used and place in Policy Certified principals in institutions held Conferences and completed SIPs implemented Volunteers identified and working

l conferences l conferences ncement and Development 2006 -2015 and Development ncement and a management Develop administration policy with and operational recruitment, evaluation guidelines for Principals Managers and Provide trainingfor school personnel Ministry and managers in effective management Provide opportunities for participation in national,regional and internationa prepare schools that all Ensure plans improvement school Support Volunteer a Establish and defined System, operationalized at school level, to and principals assist teachers Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Key Performance Indicators Indicators Key Performance 9,000 000 300 200,000 50,000 Indicative Budget/Costs (EC$) Strategic Plan for Educational Enha for Educational Plan Strategic

II II

SPEED Objectives Critical Assumption CA: Education policies arewell defined EDUCATION OF 6 FINANCING 57

Monitoring Evaluation and & Indicators of Means Verification School/DST reports MoE report Public expenditure accounts on educational inputs in Trends private expenditure on education Education services are provided as cost possible effectively as with the greatest level achievable benefits of and Transparency accountability existing efficiency Increased wastage and minimized in investment Public sustained education investment Private improved for funding Increased education

Cost-sharing obligations clarified in place, Mechanisms monitored and used Target ratios achieved budgetary Improved allocation for education sector private Increased of education funding Modalities studied and adopted .

ansparency in ansparency ncement and Development 2006 -2015 and Development ncement

Process/Activities Outputs Outcomes/Impact Outcomes/Impact Outputs Process/Activities Rationalize the financial parents of obligations on efficiency in Conduct study financing educational for schools financing Monitor accountability and tr the mobilizationof and use provided. funding Monitor teacher/pupilfor ratios levels consistent with quality wastage and limited improvement Monitor Governments allocation allocation Governments Monitor education for private sector Encourage education financing in partnerships for the alternative means Consider of education financing Key Performance Indicators Indicators Key Performance Indicative Budget/Costs (EC$) 30,000 Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED Objectives Critical Assumption Ensure consistent Government of education, financing diversify the funding sources that certain make to and available are resources 58

Monitoring Evaluation and & Indicators of Means Verification

SPEED Objectives Critical Assumption to CA: Government continues prioritygive high to educational investment

rving as the secretariat rving ill be necessary to review to review necessary ill be ncement and Development 2006 -2015 2006 Development and ncement nd Social Security and Finance, inate the activities of all groups responsible for each focus area of responsible re, Health and the Environment, re, Health and the Environment, the various aspects. Its initial action initial Its aspects. the various responsibility in the realization of theresponsibility in external funding agencies how the plan is being implemented, to implemented, how the plan is being llow for a meaningful modification of of modification llow for a meaningful ministries and departments as well as and departments ministries if nd to obtain corrective feedback, lity for initiating and following through and following through lity for initiating nd finalizing the SPEED II, but it also nd finalizing the

Education Sector Development Committee Development Education Sector with the planning unit se l parts. Further, it w Further, l parts. 10 an. It will co-ord n delineates an approach for conducting this n delineates an approach for Strategic Plan for Educational Enha for Educational Plan Strategic Grenada Union of Teachers, T A Marryshow Community College Trades Union Council, Boards of Management, Denominational The Education Advisory Board, organizations, Private sector/NGO/community-based of the Child, National Coalition on the Rights Association, National Parents Teachers School of Continuing Studies, UWI Ministries of Education, Agricultu Affairs a Housing, Gender and Family partners, including Development Groups will be identify which Work the plan, Groups, of Reference for these Work approve Terms II II

• • • • • • • • • • • a) b) will be established to oversee the plan. Members will be drawn from each of each of from will be drawn plan. Members the to oversee will be established representatives will include normally in the plan and the sub-sectors involved the following: from responsibi The ESDC will have overall concerned with the detailed planning of will be to ensures that there is collective action and ensures that there on all proposals in the pl 5. Implementation and Evaluation of the Plan the Plan Evaluation of and 5. Implementation Structure II Management 5.1 SPEED to approach SPEED II requires a multipartite of nature The multidimensional consistent with the This is not only implementation. and management in drafting a widespread consultation therefore, many goals. As such, plan's SPEED governmental and non-governmental organizations will become partners in become organizations will and non-governmental governmental a and co-ordination considerable This will require SPEED II. implementing al on commitment widespread basis to determine progress on a regular a are in focus check whether targets necessary. This sectio a an approach that will implementation, the plan at any time. the plan at any time. the Firstly, a steering committee, (ESDC), chaired by the CEO,

of the plan by of the plan by d work plan with d work plan with with a follow-up with a follow-up ew the SPEED II, at specified intervals at specified intervals ncement and Development 2006 -2015 2006 Development and ncement work for the implementation of work for the implementation rational, prioritize rational, be kept informed of progress on the of progress be kept informed of the adoption of the adoption ry, seek its advice and views on any ry, seek its advice and views on s in order to revi annual reviews of progress, more annual reviews of progress, f Education Officer (CEO) will meet meet f Education Officer (CEO) will hort written progress reports should be should reports hort written progress oup reports at least once every three at least oup reports on a tri-monthly basis, on a tri-monthly

as Chairperson of each Working Group. Group. Working each of as Chairperson of the progress of the implementation of the progress of the implementation ports will be prepared ports will be prepared Strategic Plan for Educational Enha for Educational Plan Strategic the plan. the plan. request detailed work-plans and budget break down from each Work each Work from down break and budget detailed work-plans request Group, of a coordinated programme prepare II II

c) d) together with an external evaluation together with an external evaluation will The Education Advisory Board (EAB) necessa plan and the ESDC should, when problems. is shown in framework implementation showing the above An organogram, Fig 2 overleaf. report submitted to Cabinet. report submitted will be Over the ten-year period there year prolonged consultations every three to act identified will be Individuals They will be required to produce a fully ope to produce a fully They will be required within six months proposals programme Cabinet. progress re Secondly, special format. S a pre-determined to according Gr each Work so that commissioned, months. Chie Secretary (PS) and The Permanent SPEED with the Minister to report progress progress to report with the Minister g

The work houses Civil society monitoring 52 Policy Assurance Setting policy, standards, establishing monitorin

Engine room of SPEED of SPEED room Engine implementation de i management management s

Working group 6 Finance ncement and Development 2006 -2015 2006 Development and ncement Working group 4 Partnership Working group 5 Management EAB ESDC Cabinet

Education Advisory Board ationalisation/ Implementation Implementation ationalisation/ Education Sector Development Committee Development

MoE Senior Management Team MoE Senior Management de i delivery s Strategic Plan for Educational Enha for Educational Plan Strategic Working Group 2 Quality Working group 1 Access Working group 3 World of work, and life citizenship

II II CEO

., T A M C C, ., T A y

, NGOs, CBOs CBOs , NGOs, chaired by chaired

Fig 2 : Organogram - SPEED Oper - SPEED Fig 2 : Organogram SPEED chaired b chaired DPs Senior technical and and technical Senior personnel planning from MoE, MoF, MoW, etc Senior MoE MoE Senior chaired officers; by Minister Representatives of civil Society, PTA, etc., Elected members Elected members Donors, NGOs, by chaired CBOs, senior relevant officers of MoE Technical officers from MoE, Schools, Curr Dev, Exams,

ncement and Development 2006 -2015 2006 Development and ncement necessary in order to increase to have a general grasp of the ss in the sector so that analyses ss in the sector so that analyses rehensive grasp of the state of ions which may need particular ions which may tation of the context to yield relevant tation of the context nt for monitoring the implementation the implementation nt for monitoring e operationalisation of the plan. This e operationalisation policy measures are discernible policy measures oblem areas and critical concerns oblem areas and periodic timely reporting procedures. reporting procedures. periodic timely (see pages 57 to 62). Qualitative data there needs to provision for special for special there needs to provision developed from OECS proposals for developed from ation, whatever their date of origin. ation, whatever their date of origin. e is an integrated evaluation framework, framework, evaluation integrated e is an for educational interventions

itoring SPEED II is given on pages 54 to providing clear and unambiguous providing clear and unambiguous ccessful implementation. ccessful implementation. (July 2000) and are grouped roughly under the six Strategic Plan for Educational Enha for Educational Plan Strategic . The list will be adjusted as the SPEED develops. Quantitative develops. Quantitative as the SPEED . The list will be adjusted 11

As well as the six areas of focus, As well as the six areas of focus, and possibly unforeseen policy direct will be Support for specific interventions the probability of their su all stakeholders The need to provide feedback to feedback to stakeholders through monitoring The need to generate support assists in system An indicator The need to have a holistic and comp The need to have a holistic targets to the planned in relation implementation need and decision makers Policy makers successes and progre issues, challenges, such a way that supports and taken in and decisions are made to the relevant issues. commitment on pr focus The need to maintain II II

d) c) a) b) Core Education Indicators areas of focus current document from will be obtained 56 below. These indicators have been as a will be used and appropriate, 2000, where available baseline data from from which to measure progress datum A proposed set of indicators for mon 5.2 Indicators 5.2 Indicators a key compone indicators will be A set of and assessment the inform data will qualitative and Quantitative the plan. of relating to th subsequent decision-making that ther ensure to is necessary system between different where relationships analyses and interpre rendering polyvalent for decision-making. information monitoring for requirements the following address will system The indicator SPEED. SPEED

Baseline 2000 Baseline ncement and Development 2006 -2015 2006 Development and ncement

year of cycle. of cycle. year st

s of experience s of experience hool facilities for hool facilities for Strategic Plan for Educational Enha for Educational Plan Strategic Number of adequate sets of teaching of adequate sets Number per guides and instructional materials subject area. Average square feet of school area by student Percentage of schools adequately equipped with A/V and reprographic for computers equipment, telephone lines and administration, services. internet of and availability Average number textbooks by subject per student. Secondary schools built and/or refurbished 15 + Adult literacy rate of population literate. are years that sex, Teaching force by sub-sector, year qualification, Percentage of certified (trained) teachers. Percentage of qualified principals by level of education. Availability of sc by sub-sector, sex, age Enrolments School location by district, zone, parish Attendance rate Transition rate Repetition rate Survival rate Primary schools built and/or refurbished Indicator Indicator size of school age Relative 3-4, 5-11, 12- population age groups: 14, 15-17, 18-24. 1 into rate Net intake (GER) by Ratio Gross Enrolment sub-sector, sex. (NER) by sub- Net Enrolment Ratio sector, sex facilities TVET Availability of students. special needs II II

Quality Education Indicators to monitor the SPEED. Indicators to Education Focus Area Access SPEED

Baseline 2000 Baseline ncement and Development 2006 -2015 2006 Development and ncement

Strategic Plan for Educational Enha for Educational Plan Strategic Adequacy of existing education policies. Membership of stakeholder Ministries on Education Committees Membership of NGOs, CBOs on Education Committees Memorandum of Understanding with donors Donors agree to support SPEED Relative earnings by level of educational attainment and Youth employment rates by educational unemployment attainment. Level of employer satisfaction with work tertiary level graduate employee readiness. Scholarships awarded by private sector Student performance in CAPE Student performance examinations on standardized Student performance tests at Grades 2 and 4 (MCT). on Secondary student performance MCT (Form 3) and CXC examinations. Transition to the world of work. Utilization rate of instructional instructional of rate Utilization and technology. textbooks materials, spent time of instructional Proportion on core subjects in end of cycle Student achievement (CEE) level at primary examinations on Minimum Student Performance Grades 4 and 6 Test at Competency achieving four Proportion of students CXC/GCE subjects including English Language Indicator Indicator II II

Management Participation Participation World of work Focus Area Focus Area SPEED

Baseline 2000 Baseline ncement and Development 2006 -2015 2006 Development and ncement

Strategic Plan for Educational Enha for Educational Plan Strategic Non-salary expenditure per pupil by level of education. Adequacy of teacher preparedness Adequacy of teacher preparedness GNP per capita based on purchasing power parities. Education expenditure as a percentage of GNP Government expenditure on education by resource category as a the total. of percentage Current expenditure per student by as a percentage of GNP government per capita. Average number of students per for teaching/learning computer activities. ratio. Net student-teacher Teacher attitudes and motivation. Student attitudes and motivation. Variety of pedagogical approaches practices used. and teaching and Frequency of assessments of feedback. promptness Accountability mechanisms built into built into mechanisms Accountability of the structure the organizational programs. and institutions MoE, its of staff Frequency and nature at MoE, appraisals performance levels. district and school with Percentage of schools School Improvement implemented Plans performance Extent to which decision- is used for information and school at MoE, district making levels. Indicator Indicator II II

Finance Focus Area Focus Area SPEED

24 95% 95% 50% 50% 50% 45% 45% 2010 0.5% 0.5% 100% 100% 100% 100% 100% Target 57

2007 Target

2003 Target ncement and Development 2006 -2015 2006 Development and ncement 3% 93% 93% 98% 80% 19% 2000 55% (?) (?) 55% Baseline (43%) nst the targets will be reviewed and and will be reviewed nst the targets

ive quantitative indicators for the six key areas. for the six key indicators ive quantitative accessing Special accessing Strategic Plan for Educational Enha for Educational Plan Strategic the best and least served parishes served parishes least and the best Pre-primary NER NER Pre-primary Primary NER Secondary NER Tertiary NER Transition rate to secondary Vocational Institutions (enrolment) TVET accessing of students Proportion programmmes Secondary Tertiary Non-formal Proportion of pop. Education programmes schools Mainstream male) (% enrolment TAMCC tertiary Other schools secondary in male Percentage Education Continuing UWI Percentage in male tertiary institutions St Georges' University ratio (secondary)Enrolment Gross in best least Truancy(primary + Secondary) Rate meeting schools Primary % of standards physical/health minimum meeting schools secondary % of standards minimum physical/health Indicator II II

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 No Participation 1 Access and Group 1. To be completed and revised by Working revised by the relevant Working Group. revised by the relevant Indicative Quantitative Indicators Indicators Quantitative Indicative to 62 contain indicat Pages 57 progress agai targets and In due course, SPEED

4 35 5% 6% 30:1 30:1 35:1 50% 50% 90% 70% 70% 90% 90% 90% 90% 90% 90% 10% 50% 50% 2010 < 1% < 1% 100% 100% 100% 100% 100% 100% 100% 100% Target 58

2007 Target 100% 100% 2003 Target ncement and Development 2006 -2015 2006 Development and ncement

42 n/a n/a n/a 3.4 3.4 4% 5% 22:1 22:1 40:1 55% 55% 63% 63% 42% 37% 37% 41% 40% 40% 80% 80% 10% 35% 15% 15% 10% 10%

2000 70%? 70%? 2% 15% Baseline 6%

Strategic Plan for Educational Enha for Educational Plan Strategic econdary teachers econdary % teachers qualified (Pre-school) (Pre-school) qualified % teachers (Pre-school) trained % Principal (Primary) qualified % teachers (Primary) trained % Principal (Secondary) qualified % teachers % qualified graduate (Secondary) (Secondary) trained % principals II II Proportion of students accessing accessing of students Proportion Languages Foreign Primary Secondary CEE Awards Awardsboys to% CEE CXC results pass % perSubjects student Mathematics % with 4 passesEnglish incl. % with 4 passesEnglish incl. & Math 2 subjects) least in at pass (% CAPE 2 Minimum Competency Tests Grade Grade 2 Language Arts Grade 4 Language Arts (1999) 4 Grade Mathematics (1999) Proportion of population with first 3 Form LanguageArts degrees 3 Mathematics Form by school area of feet square Average (Secondary) student Repetition Primary Secondary (primary) Out Drop Primary Secondary Ratio Pupil Teacher Primary Pupil/class Ratio Secondary (Average) per student of computers No. Utilization rate of textbooks Averagenumber and availability of per student by subject textbooks of adequate sets of teachingNumber for materials instructional and guides subject area core Primary Secondary Proportion of s IV Form up to IT delivering of capable secondary) Class size (Lower Indicator Indicator

No Education of 2 Quality 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 SPEED

60% 60% 90% 90% 2010 100% 100% 100% 100% Target 59

2007 Target

2003 Target ncement and Development 2006 -2015 2006 Development and ncement

90% 90% 2000 Baseline

Strategic Plan for Educational Enha for Educational Plan Strategic II II % of schools adequately equipped with with equipped adequately schools % of equipment, reprographic and A/V administration, for computers telephone lines services and internet (Secondary) ratio /Computer Student Rate Adult Literacy for students of suspension of Incidence serious offences per Counselors Guidance of No. student functioning with classrooms % of libraries fenced of schools Proportion Secondary Utilization rate of textbooks Averagenumber and availability of per student by subject textbooks of adequate sets of teachingNumber for materials instructional and guides area subject core Primary Secondary Proportionof instructional time spent on core subjects Indicator Indicator

Group 2. To be completed and revised by Working No Education of 2 Quality 22 23 24 25 26 27 28 29 30 31 32 33 SPEED

+ + + 25% 25% 2010 Target 60 100% gd gd 100% gd 100% gd 100%

2007 Target

2003 Target ncement and Development 2006 -2015 2006 Development and ncement

10% 10% 2000 Baseline 93% gd gd + 93% gd + 80% 93 % satis

Strategic Plan for Educational Enha for Educational Plan Strategic curriculum curriculum kind) and commerce (cash Proportion of vocation training in graduates graduates satisfactionwith ratingEmployers graduates CXC TAMCC university and industry from schools to Support Indicator Indicator II II

No 3 Worldof Work 1 2 3 4 Group 3. Working To be completed and revised by

SPEED

all all 2010 61

Target partners partners partners 4 per 4 per year

2007 Target

2003 Target ncement and Development 2006 -2015 2006 Development and ncement 0 0 0 14% 14% 2000 Baseline EC$1.8 m EC$1.8 m EC$3.2 m

Strategic Plan for Educational Enha for Educational Plan Strategic % of fully functioning PTAs PTAs functioning fully % of Schools Parishes Student functioning fully % of (amount) Councils (amount) of EAB Meetings SignatoriesCode of Conduct to budget Understanding of Memo to Signatories projects partners from Support to to to studentGDB loans - to students grants (Cuba) of total as % education expend Indicator Indicator II II

No and Partnership Co-operation 4 1 2 3 4 5 6 Group 4. Working To be completed and revised by

SPEED

2010 100% 100% 100% 100% 100% 100% 100% 100% Target 62

2007 Target

2003 Target ncement and Development 2006 -2015 2006 Development and ncement 2000 Baseline

Strategic Plan for Educational Enha for Educational Plan Strategic implemented implemented published (MoE) Schools Improvement Plans Plans Improvement Schools Staff appraisaldone consistent with ( %) Primary stipulated criteria ( %) Secondary schools parishes MoE visits/frequency supervision School Year (n-1) Statistical digest for updated/published mapping School provided courses In-service of No initiativesdevelopment No of staff provided review Annual performance schools MoE School/Parish functioning fully % of Boards Management Proportion of principals using data for development and management school Indicator Indicator II II

No and 5 Administration Management 1 2 3 4 5 6 7 8 9 10 Group 5. Working To be completed and revised by

SPEED

2010 8.5% 8.5% Target 63

2007 Target

2003 Target ncement and Development 2006 -2015 2006 Development and ncement 2000 7..3% 7..3% Baseline EC$1 291 EC$1 825 EC$2 250 EC$8.4 m EC$8.4 m EC$60.5m EC$60.5m

Strategic Plan for Educational Enha for Educational Plan Strategic level of education education of level Education spending Education spending recurrent andcapital by government Expenditure/student of GNP as % Non-salary expenditureper pupil by sources external from sub-sectors various in student per Cost schools by generated Income education child's of parent to Cost primary/child secondary/child Indicator Indicator II II

No Management 6 Financial 1 2 3 4 5 Group 6. Working To be completed and revised by

SPEED

, , ncement and Development 2006 -2015 2006 Development and ncement , Paris nt of the Grenada Ministry of nt of the Grenada Ministry of Education, St George's Ministry of Education, St George's Kairi Consultants Ltd (October 1999) Kairi Consultants Ltd (October 1999) ca Woodley,Werner Meier (July 2000) ca Woodley,Werner the OECS: A Monitoring Model and the OECS: A Monitoring Model

Plan 2000 - 2005 and beyond, Volume 1 Plan 2000 - 2005 and beyond, Volume man Resource Development, Youth and Youth and Resource Development, man Action (MTSPA) 1999 - 2003: Primary Action (MTSPA) 1999 - 2003: Primary , Ministry of Education, St George's , Ministry of Education, St George's Organization of East Caribbean States States Organization of East Caribbean ourse, St Lucia, 9 - 20 February), UNESCO, Caribbean Development Bank, St Michael, Bank, St Michael, Caribbean Development , Ministry of Education, St George's George's , Ministry of Education, St UNESCO, Paris for Ministry of Education, St George's Education, St George's for Ministry of UNESCO, Paris

Strategic Plan for Educational Enha for Educational Plan Strategic Learning the Treasure Within IIEP, Government of Grenada, St George's Government of Grenada, St George's II II

Government of St Lucia, St Lucia 1996-1997 Statistical Digest Sheet Education Fact Paris Medium Term Economic Strategy Paper, 2000 - 2002 Strategy Paper, 2000 - Medium Term Economic St George's Government of Grenada, and Manageme Audit of the Organization Education, Grenada: Education Sector Diagnosis, Volume 1 - Main Report Poverty Assessment Report - Grenada, Volume 2 - Appendices, Barbados in Monitoring Education Reforms Sports (February 2000) Education Sector Development Programmes/Projects in Basic Education The Design of Development (Sub-Regional Training C Education, Medium Term Strategy Plan of Core Education Indicators, (1998?) Statistical Division (2001) Statistical Division UNESCO (1996) Bibliography of the SPEED II. the development informed documents The following (May 2000) Government of Grenada 2000) for Educational Planning (August, International Institute of Grenada, Team National Assessment OECS Education & Moni Reform Unit UNESCO (February 1998) SPEED 2000) Ministry of Education (September Ministry of Education (January 2000) Hu St Lucia Ministry of Education,

65 ncement and Development 2006 -2015 2006 Development and ncement

Strategic Plan for Educational Enha for Educational Plan Strategic II II

SPEED