Strategic Report[4] 15-11-10

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Jewan Ramcharitar

Ministry of Education

Strategy Report (Final)November 15, 2010

Consultant: Jewan Ramcharitar


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The presentation or slides which

follow may require verbal

explanations to add to clarity.

The presentation is the property22


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Jewan Ramcharitar 33

Table of Contents

Purpose 4

Strategic Assessment 5-25

Visioning 26-72

Strategies 73-104

Critical Success Factors 104-107

Some Models now Available 108-109

Immediate Next Steps 110-113

Strategy Report


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Purpose :

l Presentation of the results of the Strategic Planning

Initiative conducted during September - November,

2010

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Ministry of EducationStrategic Assessment

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The Assessment Contents:

The Positives 7Structured Institutional Understanding 8Basis for Institutional Understanding 9

Institutional Development Framework 10A Ministry Model for the Education and Development of Children 11-12Strategic Focus 13Leadership, Governance and Integrated Management 14-16Strategies 17Business Planning 18Business Processes 19Organisation Structure 20Performance Measures and Indicators 21Resources Framework : to Value 22Programmes, Projects and Investments 23People Engagement, Change and Transition 24Summary 25



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The Positives:l Clear Legal Mandate and Significant Leadership cadre

l Definition of a core Strategic Executive Team and broaderleadership

l Overwhelming focus on the core business" of the Ministryi.e. Education and its direct support systems

l Corp. Plan 2008/12 a good initiative

l Considerable Resources- People, Finance and Assets

l People interested in Learning

l The opportunity being taken for re examination andassessment

l IADB in support of Reform Initiatives77




Structured Institutional Understanding:l Proven methods for Institutional building are not in use

l Major Programmes and Initiatives are consistently placed atrisk of less than effective results

l Broad based institutional resources are also at risk of notbeing effectively utilized

l Many variants of models considered and used in planningand establishing development context

l Inappropriate reliance on International Agencies because ofabsence of a Ministry planning and development context

l Difficult to establish Institutional coherency- lots of reports butlittle in integrated focused understanding

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Basis for Institutional Understanding:

l Use of the Institutional Development Framework presented next

l Construction of a Ministry model for the Education and

Development of Children or a high level Value Chain to put

context to all that is required to be done by the Ministry and the

Value it is seeking to achieve in order to perform assessment

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Methodology: Institutional

Development

Framework

Leadership, Governanceand IntegratedManagement

Mandate/ Vision/ StrategicObjectives/ ValueOutcomes/ Key

Performance Measurers

Strategies

Organisation Structure

Resources

Processes People Assets Finance Technology

Information Management

What we must achieve

The big things we mustdo to achieve ObjectivesAnswers the How

How resources will be focused,deployed and managed to performoperations to achieve objectives

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Ministry Model for the Education and

Development of Children

Leadership, Governanceand Integrated Management of the entire

Model

Institutionsfor

Delivery ofServices

The ResourceRequirements to perform theprocesses

The Environment,Processes, Systems,

Programmes,Projects, Initiatives

& Activities to provide theServices

TheOrganisation,Partnerships

and Focus ofResources

Promotion and Awareness of the Children Education and Development Model

People Engagement, Change and Transition

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Services

Children UnderstandingAnd Needs

Children value,outcome, satisfaction



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Ministry Model for the Education and

Development of Children

Leadershipand

Governance

MandateResponsibility,Authority andAccountability

ChildrenUnderstandingof the Children

and theirNeeds

Vision for theChildren

ServicesThe Organisationand Partnerships

Promotionand

Awareness

Institutions ofDelivery

Resources Processes,Systems,

Programmes

Leadershipand

GovernanceProcess

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Strategic Focusl Unclear and ill-defined Vision and Mission.

l Vision does not clearly state what the Ministry wishes tobecome

l Mission is not precise of why the Ministry exists. Everyonedoes not understand what is to be achieved

l Unclear of the method and context used to formulate Visionand Mission

l Unclear of the Value Outcomes Ministry is seeking to achievee.g. Outcomes for Children, Outcomes for the Ministry

l Inconsistent definitions and not comprehensive enough toshow clarity e.g. Services for the Education and Development

of Children 1313



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Leadership, Governance & Integrated Managementl The lack of clarity of Value Outcomes for our Children

makes it difficult to identify which National Authority takesor should take responsibility for the comprehensive

development of Children and manage the Education ValueChain and has the Authority in order to be held accountableto the Nation

l A defined and agreed Leadership and Governance Process

which clarifies the requirements of Leadership and Governancedoes not exist

l The Hub role required to be played by MOE to satisfy ValueOutcomes not defined

l The Business and Services are not clear1414



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Leadership, Governance and IntegratedManagementl Because of the current status, critical elements of the Value Chain are

not focused on. This diminishes the possibility of achieving desired

value e.g. Value Outcomes, Provision of Required Services,Partnerships

l New Programmes and Investments are not considering the full ValueChain, resulting in difficulty in achieving Mission and Outcomes

l Unclear how Transformational Initiatives are grasped, properly

planned, reported upon and strategically managed as compared togeneral operations

l New major Programmes and Investments are not developed usingproven development planning methods

l Investments can be skewed, lack focus and retain unnecessary Riskse.g. Inclusive Education, ECCE, Decentralisation

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Leadership, Governance and IntegratedManagementl Given the issues previously raised, it is almost impossible to

facilitate Integrated Management of the complex set of

Strategic matters which must be considered, planned andmanaged

l Significant fragmentation of Team, Purpose, control andperformance persists leading to a lack of coherency

l The implications of ECCE on the role and responsibility of theMinistry and Leadership are unclear, given the present focuson Primary and Secondary Education

l In the absence of Strategic Leadership, the behemoth ofoperations as is and reactive management dominates

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Strategies

l Corp. Plan 2008/12 has Strategic Priorities and Strategies

which are fair.

l The fundamental problem is the lack of integration and

deployment of resources in relation to Objectives, Outcomes

and Strategies.

l Proper planning, Standardisation and Methods are factors

which impact the above

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Business Planningl Because of the lack of proper planning and StandardizedMethods, the context and understanding of Business Planningare not evident. This results in the lack of integration ofObjectives, Strategies, Activities, deployment of resources and

performance focusl The above results in plan variations for no valid reason and

could be confusing to the organisation at large

l When Government changes and plans require validation

the gaps become more apparent and continuity,consistency and people motivation are impactednegatively, especially when rework is necessary

l In above situation political policy changes can be verydisruptive

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Business Processesl The Decentralisation consultants in their Conceptual Design

Report said ..there seems to be a general lack of knowledge

regarding the importance of processesl Definition of the Processes of the Ministry not available.

l Businesses Processes not used as a vital tool in defining,structuring and resourcing operations to implement Strategyto achieve Objectives

l A fundamental basis for Performance Management istherefore unclear

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Organisation Structurel Organisation Structure does not represent how

resources should be focused and managed toimplement the Strategies and Business Processes

l Given the gaps in Strategy and Processes, theOrganisation Structure appears ineffective and theimplementation and management of all core and

support processes are unclearl Organisation Structure has about 14 Reports tothe Permanent Secretary. This is cumbersome

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Performance Measures and Indicators

l Requested but not availablel Indicators prepared by Planning unit are not

aligned to Value Outcomes, Strategy andProcesses and are largely input focusedl Efforts at Performance Reporting are sporadic,

inconsistent, lack Standardisation and Method

and are not aligned to Value Outcomes, Strategyand Processes

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Resources Framework: to Value

l Considerable Resources- 19,000 people, significant

assets (schools, office buildings, etc), budget of

$4B pa.

l No appraisal of Resource Investments to Value and

Benefits derived e.g. For the next 5 years >$20Bmay be invested, what will be the Value Outcomes?

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Programmes, Projects and Investmentsl Major recent programmes include SEMP and SES- $B`s.

The intended impact was/is to strengthen the Ministry andthe Education Sector

l Very difficult to validate the business case andDevelopment Planning of these in the absence of defined

outcomes and a Ministry Development Modell Difficult to tie back and to achieve balance in the

Education Value Chain and to Value Outcomesl Difficult to understand what value and learning derived

from recent programmes and consultancies

l Valuable data obviously exists from Programmes etc butdifficult to comprehend because of standard models notused

l No proven New Project Development Planning Methodobserved in use- Lots of Planning reports which lackcoherency

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People Engagement, Change and Transition

l The major Programmes envisage majorChange but the Strategy, Plan, Process,

Organisation and Resources to supportChange Management not seen

l This is a key Risk Management and

mitigating factor for major Programmesl An example of incomplete planning andexecution of major projects

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SummaryThe fundamental message is:

l Lack of clarity, alignment and integration of Mandate, Vision,Mission, Strategic Objectives and Value Outcomes with:

l Strategies, Operations, Business Processes, OrganisationStructure, Resources, Performance Management andInstitutional Structures

l Causes- Improper Planning and Methods, a lack ofStandardisation and people development to understand andimplement these, as well as the understanding and applicationof a proven Leadership and Governance Process by StrategicExecutive Leadershipand at best vagueness of IntegratedManagement

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VISIONING

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Ministry of EducationVisioning

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Table of Contents

Vision of the Ministry 28

Mission of the Ministry 29

Strategic Objectives 30

Vision for our Children of T&T 31-41

Key stakeholder expectations 42-62Key Performance Measures examples 63-72


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VISION:

The Ministry will be:

A high performing, dynamic and vibrant

organisation, responsive to the needs of

stakeholders and which works collaboratively,

efficiently and effectively to educate and develop an

intelligent, versatile, productive and well rounded

child.

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MISSION:

To Educate and Develop Children who are:

l Able to fulfill their full potential

l Academically balanced

l Healthy and growing normally

l Well adjusted socially and culturallyl Emotionally mature and happy

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STRATEGIC OBJECTIVES

1. Educate and develop the children of our nation

2. Design and develop a quality education system

3. Understand and satisfy the needs of key

stakeholders

4. Develop a high performing and dynamicorganisation

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Vision for Our Children of Trinidad &Tobago

A. Children who will achieve their full potential

1. Function with a purpose based on love, value, family life,

service and aesthetic expression2. Understand and participate constructively in their career and

vocational pathway

3. Able to cope with daily challenges, set healthy boundaries andmake wise social choices

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Vision for Our Childrenof Trinidad & Tobago contd

4. Productive achievers, role models with good work ethics

5. Will function at their best with a strong sense of

commitment to their interests and activities

6. Optimize their God-given talents to advantage

7. Enterprising and responsible in risk taking

8. Recover quickly from setbacks and disappointments9. Achieve economic well-being and make a positive

contribution to society

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B. Children who are adequately prepared educationally tofulfill their potential

1. Prepared to participate in society as appropriate to their age.

2. Academically balanced to be productive (Combination of

appropriate skills and competencies)3. Skilled in critical and creative thinking, problem-solving,

visioning, thinking outside the box and receptive to newideas

4. Skilled in the use of current technology and the Internet(cyber wellness)

5. Proficient in a second language

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Vision for O r Children


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C. Children who are adequately developed socially andculturally

1. Productive and have good self-image

2. Enquiring, confident and strong among their peers, and

emotionally secure, open, honest and emphatic in

relationships

3. Competent to interact and communicate with others, within

different social settings and environments

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Vision for Our Children


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4. Patriotic and courageous in civic affairs and proud to be

identified as members of the National and Caribbean

Community

5. Historically aware, including knowledge of our people

6. Capable of informed participation in the democratic and

political process

7. Capable of functioning with good character and values in

their culture

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8. Respectful of the law, Authority, the Rights of Others, creative

imagination in its different forms and of the right to divergent

views

9. Developed with interpersonal and language skills

10. Environmentally aware, protective of the physical

environment and demonstrates an understanding of

sustainable development

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11. Able to lead, have good governance skills, are competent torespond to the challenges of new roles in multiple contexts

and are able to manage conflict

12. Humanely aware of the less fortunate and thedisadvantaged and committed to contributing to the welfare

of our community and country

13. Functioning with an honest sense of family and community14. Proficient in dealing with daily conditions

15. Skilled in finding a safe place to think and grow

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16. Confident in themselves, self motivated, enterprising and

pursues Self Education and life long Self Development and

able to work independently and with others17. Capable of finding assistance if they are abused or

neglected

18. Spiritually aware with the emotional and intellectualresources to pursue their spiritual growth

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Vi i f O Child


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19. Appreciative of the contribution of the arts to daily life,

cultural identity and diversity, locally, regionally and

internationally

20. Able to express themselves through the arts

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D. Children who are Healthy and Growing normally

1. Secure and Safe in their home, school, and community

2. Physically fit, mentally alert, well nourished, andpsychologically sound

3. Active in exercise, sports, games and recreation

4. Capable of wholesome interaction with peers

5. Morally prepared for a productive life

6. Adequately developed neurologically to overcome learning,speaking, hearing, focusing, and memory or mobilitychallenges

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Vi i f O Child


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E. Children who are Emotionally Developed, Mature andHappy

1. Able to enjoy daily life, have fun and express happiness and

positive emotions2. Participants in entertainment and celebration

3. Established in their peer group, satisfied with their life and

able to achieve meaning in their lives

4. Mature and able to become full-fledged, productive and

enterprising citizens

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What we will provide to

our Key Stakeholders

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KEY STAKEHOLDERS

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Teachers and Principals 44

Students 45Parents 46-48

Government and Ministers 49-50

THA 51

Examination Bodies 52-53Denominational Boards 54

Leadership 55

Employees 56-57

Teaching Service Commission 58TTUTA 59

Post Secondary and Tertiary Institutions 60

Textbook Writers and Publishers 61

Ministry of Finance 62

T T h d P i i l


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To Teachers and Principals:

l Relevant well-defined curriculuml Non -contact time for planning and marking student scripts etc.

l Relevant resources and materials

l Participation in decision-making

l Clear career path and promotional opportunitiesl Caring and competent teachers

l Recognition for excellence

l Fair remuneration

l Timely resolution of HR issues

l Prompt processing of retirement benefits

l Safe healthy and secure working environment

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T St d t


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To Students:

l Teachers who are competent, qualified, technology up to

date, committed, nurturing, focused, interested, fair,respectful, in tuned, punctual and regular on the job.

l Quality curriculum which caters to students needs anddelivers interesting and diverse educational experiences forhappy learning

l Relevant instructional material

l Diverse and interesting educational experiences

l Equal opportunity

l Quality,safe and secure physical environment and amenities

l Participation in the decision making process

l Respect from peers

l Relevant and appropriate student support services

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To Parents:

l Recognition of their childs potential for success

l An environment for the fair treatment of their children

l Equal access and opportunities to schooling and learning(ECCE, primary, secondary, repeaters, advance proficiency,tech/voc)

l Development of the talents and skills of their children

l Development of social and interpersonal skills of their children

l Caring and competent teachers

l Access to the principal and teachers

l Access to special education needs schools

l Education & development of their children to enable them topass their exams

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T P t td


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To Parents contd:

l Various levels of certification and recognition of their childrenl A safe, secure and healthy environment which will also protect

the children from physical and emotional abuse

l An inclusive education system and environment

l Information about the affairs of the school and child and a

mechanism for feedback

l A participatory role in school affairs and in decision-making

(voices to be heard by teachers, principals and supervisors)

l Guidance and support for proper parenting

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To Parents contd:

l Access to student support services, including special

education needs and disabilities assessments

l Identification and clarification of authorized personnel to deal

with related issues

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T G t d Mi i t


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To Government and Ministers:

l An education system that produces a well-rounded child who

can contribute meaningfully to national development and nationbuilding.

l Strong intellectual capacity as a foundation for sustainabledevelopment

l Well informed citizensl Excellent customer service

l Provision of accurate information on all projects undertakenwithin the education system to ensure transparency,

accountability, good governance and value for moneyl Proactive approach in the education system leadership,

management and operations to avoid unnecessary conflicts(e.g. marching, protest action)

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T G t d Mi i t td


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l Effective leadership

l A well informed and effectively communicated Vision andMission

l A well formulated and shared strategic direction

l Organizational integration, synergy and cohesiveness

l Excellent institutional and internal structures and processes todeliver quality services

l Fairness and equity in the system

l Practice of good work ethics and a fair days work

l A feedback loop in the system that includes the public

l Structured and effective monitoring and evaluation system in use

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To Government and Ministers contd:

T THA


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To THA:

l A relationship that recognizes the THA act in dealing with

Tobago

l Inclusive collaborative and shared decision making in policies

l Communication and effective sharing of information

l Training and other aspects of development that impact

education

l Participation in educational activities and meetings

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To Examination Bodies:


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To Examination Bodies:

l Participation, involvement and partnering in the syllabus

development and education processl Trained and qualified personnel in the overall examination

process, including appropriate knowledge, skills and accurate

supervisionl Honouring and fulfillment of agreement and contracts

l Suitable accommodation and environment

l Timely payments

l A willingness to engage with and embrace change

l Accurate and timely responses and information

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To Examination Bodies contd:


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l Support in the examination marking process

l Participation of MOE personnel in examination bodies affairs

l Confidentiality and security of examination - papers, processes,

centres etc.l Use of state of the art technologies

l Efficient communication systems linking examination bodies to

the MOE and schoolsl Access to school for pretesting and piloting

l Well prepared students

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To Examination Bodies cont d:

To Denominational Boards:


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To Denominational Boards:

l Maintain their particular ethos and autonomyl Relevant and appropriate support services to satisfy their

specific needs

l Most relevant and qualified teachers for the respective

denominational bodyl Assign students based on their choice

l Quick and appropriate levels of resources includinginfrastructure, funding etc.

l Timely and efficient information and communicationl Timely resolution of problems e.g. teacher transfers

l Recognition and appreciation

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T L d hi (E ti C )


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To Leadership (Executive Core):

l Effective support for a shared visionl Mutual respect

l Adherence to policy guidelines

l Efficient and effective professional performance including

proactive managers who managel High performing and competent staff

l Good intra and inter organizational relationships

l Timely and accurate information and responses to issues and

meeting deadlinesl Support for development of career paths

l Clear lines of communication

l Fair and decent working conditions for all employees

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T E l


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To Employees:

l

Transformational leadersl Safe, comfortable and aesthetically pleasing work environment

which complies with OSHA requirements

l Opportunities for professional development and promotionl Mentoring, coaching, support and a clear direction

l Appropriate work/life balance

l Appropriate mechanisms to be aware of and understand

policies

l Participation and involvement in decision making

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T E l td


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To Employees contd:

l Appropriate levels of communicationl Fairness and transparency

l Timely processing of benefits

l Coordinated and efficient operations and appropriate resources

l Reasonable deadlines, demands and requirements

l Reasonable proximity to work areas in relation to home

l Recognition and reward for work excellence and competence

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To Teaching Service Commission


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To Teaching Service Commission

l Expeditious, complete and accurate submission of

information especially in relation to appointments,

promotion and disciplinary matters

l Effective interpretation of policies, procedures etc.

l Appropriate levels of personnel for interview panels and

disciplinary tribunalsl Timely investigation and unbiased reporting

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To TTUTA:


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To TTUTA:

l Respectl Appropriate and effective levels of communicationl Collaboration, consultation and involvement prior to

decision makingl Systems and policies to safeguard the well being of their

membersl Appropriate dispute resolution mechanisms

l Timely remittance of member duesl Fair remuneration for their members

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To Post Secondary & Tertiary


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To Post Secondary & TertiaryInstitutions:

l Information, guidance and access to curriculum input and

training opportunities

l Quality entrants into their system

l Opportunities to collaborate on areas and sites for research, in

addition to having data on students and staff

l Access to the ministrys expertise e.g. for part-time lecturing

l Employment opportunities for their graduates

l Opportunities for consultancies

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T T tb k W it & P bli h


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To Textbook Writers & Publishers:

l A level playing field to achieve fair assessment

and evaluation

l Access to curriculum being offeredl A forum to present their material

l An understanding of market opportunities

l Timely payments

l Communication

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To Ministry of Finance:


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To Ministry of Finance:

l Proper alignment of plans and deployment of resourceswith the governments strategic direction

l Compliance with all financial guidelines, regulations and

Exchequer and Ordinance Actl Accurate and prompt budgetingl Proper accountability in the use of resourcesl Use of proper procurement proceduresl Justification for movement of resourcesl Accurate and timely reporting

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Key Performance

Measures A Model

Key Performance MeasuresA Model


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A Model

MOETransform.Initiatives Schools

Formal Providers of Ed. and

Dev., Services to Children

-Student population,demographics, etc.-Ed. Sector Teacher

requirements-Other key resource

requirements

Parents

Other key children Ed.&Dev. Support ServicesPartners

Other key childrenEd. & Dev.Support Services

Partners

Leadership, Governance & Integrated Management

Data & Evidence Based Information / Resource Requirements / Engagement, Change & Transition

Legislation / Transition to Tertiary, Lifelong and Technical Learning and Work

TheMarket

ChildrenValue

Outcomes

Parents

SchoolSuper.

&Support

ServicesChildren(Home)

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K P f M M d l


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Key Performance Measures Model

l Examples of Performance Measures: Student School

Parents District Ministry of Education The Education Market

Leadership

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Key Performance Measures - Examples


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y p

STUDENT:

1. Examination Results (e.g. National Tests, SEA,NCSE, CXC, CAPE, CVQ)

2. Competition Results (e.g. Visual and Performing Arts,Physical Education)

3. Discipline (e.g. Fewer suspensions, fewer case referrals)

4. Attendance (e.g. Regularity and Punctuality)

5. Drop out rate

6. Youth Development Activities (e.g. Scouts, Cadets etc.)

7. Community Involvement

8. Health and Wellness

9. Potential

10. Social and Cultural Development

11. Emotional Development 6666



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SCHOOL:1. Student Examination Results2. Incidence of Indiscipline

3. Participation in Co-Curricula activities (School, District & National)

4. Teacher Capability, Capacity and Morale

5. Curriculum Implementation6. Staff Regularity and Punctuality

7. Principal/Staff Relationship

8. Parental Engagement & Satisfaction

9. Key Education and Development Stakeholder Partnering10. Physical Environment and Services

11. Safety and Security

12. Overall School Management6767

Key Performance Measures Examples

K P f M E l


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PARENTS:

1. Involvement in School Life (e.g. PTA)

2.

Supervision of Student3. Provision of Resources for Student

4. Provision of Voluntary Services

5. Communication

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DISTRICT:

1. Supervision of School Operations

2. Curriculum Support

3. Provision of Training of School & District Personnel

4. Support for School Based Management

5. Implementation of the Education & Development Policies &

Plans

6. Relationship and Communication with Head Office and

Schools

7. Evaluation of Schools6969

y p

K P f M E l


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Ministry of Education:

1. Education Sector Strategic Direction, Policy, Planning,

Design, Development and Implementation

2. Institutional Capability and Capacity to Support the

Education Sector

3. Provision of Infrastructure, Goods, Services, Funding

and Required Resources

4. Level of Satisfaction of Key Stakeholders

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The Education Market:

1. Value of Education and Development

2. Student Population and its Demographics

3. Education Sector Teacher and other core Service

Provider Requirements

4. Understanding of other Key ResourceRequirements

5. Understanding of Key Stakeholder expectations7171

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1. Strategy and Strategy Implementation

2. Tone at the Top

3. Risk Management4. Measuring and Monitoring Strategy Implementation

5. Transformational Initiatives Management

6. Leadership Evaluation, Compensation and Succession

Planning7. Single-voice Communication to Key Stakeholders

8. Leadership Team Dynamics

Leadership and Governance:


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Strategies

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Why Strategies?


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Why Strategies?

l To understand the Big steps which must beperformed to move the Ministry from its presentstate to where it wants to be and what it has toachieve.

l To know and share with key stakeholders whatare the Big priorities to be performed

l To establish the basis for Integrated Planning,

Management and the prioritised allocation ofresources

l To establish the basis for the next stage ofCorporate Planning 7474


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The Strategies

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Strategy 1

National Mandate and


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National Mandate and

Authority for Childrens

Education & Development

Prepare and Validate the case for a single NationalAuthority (e.g. MOE) to lead and take responsibility for the

Education and Development of children.

Formulate strategies, plans and processes, includingcollaborative and Partnering mechanisms, to successfully

implement and satisfy the National Responsibility.

Strategy 2


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Institutional Capabilityand Capacity

l Develop the institutional capability and

capacity of the Ministry to be able to

effectively pursue and achieve Vision,

Mission and Strategic Objectives

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Strategy 2.0

L d hi G &


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Leadership, Governance &Integrated Management

l Adopt/Adapt and Implement best practice Leadership & GovernanceProcess

l Allocate appropriate time for strategic versus operations management

matters

l Sustain effective SET meetings

l Make Strategy implementation & reporting the basis for SET meetings

l Market, communicate & build understanding of the Vision, Mission,

Strategy and Performance of the Ministry among Stakeholders and

consistently solicit feedback

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Strategy 2.1


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Organisation Structure

l Re-design & align organisation structure to ensure

implementation & management of strategies,

transformation initiatives & processes, plus effective

allocation & alignment of resources

l Align People resources & roles into new designed

organisation structurel Formulate a Human Resource Management

strategy and design and develop HRM processes,7979

Strategy 2.2


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Key Performance Measures

l Design and agree key performance measures

l Require planning, management and reporting

using the key performance measures,

supported by, Vision, Mission, Strategic

objectives & Value outcomes for children

8080

Strategy 2.3

C t Pl i


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Corporate Planning

l Develop the Corporate and Implementation Plan

for the Ministry using the Vision, Mission,

Strategic Objectives, Value Outcomes for

Children, Key Performance Measures,

Strategies and Critical Success Factors as the

basis for the next stage of planning.

8181

Strategy 2.4

P li i


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Jewan Ramcharitar

Policiesl Adopt, formulate & implement relevant policies for

governance, priority business areas, key stakeholder

partnering and processes with the involvement of relevant

stakeholders

l Inventory, categorize, communicate & build understanding

of policies with relevant key stakeholders

l Develop monitoring, evaluation, compliance andcontinuous improvement mechanisms to keep policies up

to date and in use8282

Strategy 2.5

B i P


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Business Processes

l Design and agree high level Business Processes of the Ministry

l Design, develop and implement leading practice processes,

including required integration, related policies, key resource

requirements, roles and responsibilities and performancemeasures and indicators

l Train assigned and related process persons to understand, lead

and perform process activities

l Design, develop and implement mechanisms for reporting,

evaluation, management and continuous improvement of business

processes8383


cti

on


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Jewan Ramcharitar

Business Process ModelCore Business Processes

EducationResearch

and Evaluation

EducationPolicies

and Planning

StudentExaminations,

Testing and

Assessments

Childrens Understanding

and Needs

TeachingAnd

TeacherDevelopment

SchoolManagement and

Supervision

Partners inSupport of

Education andDevelopment

of Children

SchoolsNetwork

and Districts

Special

StudentNeeds

Education

Adult,Tech/Voc

AndDistanceLearning

TextbookRental

InstructionalResearch,Materials

Developmentand

Publications

SchoolsBroadcasting

andEducation

TV

Disciplineand

Peace Promotion

ChildrenHealthTesting

Common Business ProcessesStudent

Nutrition

Scholarships

ServicesDesign and Development

C

hil

dr

en

Va

lu

e

O

ut

co

m

esSa

tis

fa

cti

LegalAnd

Regulatory

Library-National-Schools

Monitoringand

Evaluation

Leadership, Governance and Integrated Management

CurriculumPlanning

and Development

ParentsAwareness

andParticipation



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Jewan Ramcharitar

Support Processes General Business Planning and Management

Finance and Accounts HRM- Employee Assistance; Occupational Research ICT Internal Audit Legal Performance Analysis and Reporting Security Facilities Procurement Programme and Projects Planning and Management CommunicationsRegistry, documentation and file managementCapture of institutional knowledge Change and Transition Quality Management General Admin Support Services Partner Management e.g.- PTSC

8585

Strategy 2.7

Information System Management


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Jewan Ramcharitar

Information System Managementl Prepare Strategic Information System Plan for the Ministry

and use this plan as the guide for further Information and Communications

Systems Planning and Implementation.

l Identify stand alone, relatively easy to implement information and

communication systems which can add immediate value e.g.

- MOE interactive website, linked to tt.connect

- Ministry wide intranet and VOIP system (data & voice)

- Hotline for receiving complaints and transfer to

responsible parties for action

- Student exams and assessment performance tracking system

- Document archival and retrieval system

- IHRIS, GIS, Asset Register etc. 8686

Strategy 3.0


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Jewan Ramcharitar

Education System

l Design, develop and agree the framework of a

Quality and leading practice Education and

Development system

l Use the framework as a standard and basis for

Education and Development, Planning,

transformation and vision achievement

8787

Education and Development System A Model


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Jewan Ramcharitar

MINISTRY Transform.Initiatives

Schools

Formal Providers of Ed. and

Dev., Services to Children

-Student population,demographics, etc.-Ed. Sector Teacher

requirements-Other key resource

requirements

Parents

Other key children Ed.&Dev. Support Services

Partners

Other key childrenEd. & Dev.

Support ServicesPartners

Leadership, Governance & Integrated Management

Data & Evidence Based Information / Resource Requirements / Engagement, Change & TransitionLegislation / Transition to Tertiary, Lifelong and Technical Learning and Work

TheMarket

ChildrenValue

Outcomes

Parents

SchoolSuper.

&Support

ServicesChildren/Students

8888

Strategy 4


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Jewan Ramcharitar

School Supervision and Support

l Design and develop a complete framework for School Supervisionand Support to satisfy the needs, strategy, services and resource

requirements of schools and the Value Outcomes for Children,

including key School Based Performance Measures

l Review current status of School Supervision and Support, including

the status of improvement initiatives, in the context of Value

Outcomes for School Supervision and the Vision for our Children

l Develop and implement plans to fully operate the framework for

School Supervision, including training and development,

measurement, reporting, monitoring and evaluation8989

Strategy 5


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Jewan Ramcharitar

gy

Schoolsl Design and develop a standard framework for the leadership

and management of schools (SBM) to contribute to the

satisfaction of the Value Outcomes for children

l Assess the School Management System against the agreedSBM framework and identify issues for rationalisation and

improvement

l Develop and implement plan to operationalise the schoolbased management framework in a quality manner at the

different levels of schooling (ECCE, Primary, Secondary etc.)

including, School Development Planning, Teacher Mentoring,9090

School Based Management


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Jewan Ramcharitar

g A Model

9191

KeyStake.

Engage.

Teachers

ChildrenValue

Outcome

School Supervision

Leadership, Governance and Integrated Management(The Principal and Leadership Team)

StudentServices

StudentsPhysicalInfra.And

Environ.

Teaching&

OtherServicesDelivery

Support Services

Exam.Test.

&Assess.

Strategy 5.1


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ECCEl Consistently research and understand the

population and trends, requirements and

demographics of children 0 5 years old

l Design, develop and implement an ECCE

education and development Strategy and

system which are integrated, well managed and

regulated and assures quality performance,

equity, accessibility and a universal standard of9292

Strategy 6


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Jewan Ramcharitar

Children

l Research, develop and sustain understanding of

Children and their requirements, population trends and

demographics of Children

l Design, develop and implement strategies, plans and

systems to satisfy the requirements of Children

9393

U d t di th Child


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Jewan Ramcharitar

Understanding the Children

Illustrative Age Groups:

- Birth to 3 yrs

- ECCE 3yrs > 4 yrs

- Primary 5 yrs > 11yrs

- Secondary 12 yrs > 16 yrs

- CAPE 16 yrs > 18 yrs

Gender Religion/Ethnicity Health and Well being to Learn Home/Economic Background 9494

Strategy 6.1


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Jewan Ramcharitar

Inclusive Education

l Research, understand and prioritise the factors

of Exclusion which impede learning and

development in Children

l Design and develop strategies and mechanisms

for the appropriate Inclusion of children into the

process of Learning, Education and Development

9595

Strategy 7

S i t b id d t


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Jewan Ramcharitar

Services to be provided toChildren

l Design and keep up to date the schedule andbasis for Services to be provided to children toSupport their Education and Development

l Design and develop strategies, mechanismsand Systems, including Partnering and

Outsourcing arrangements for the delivery ofServices (e.g. Denominational Boards, EFCL,NSDSL)

9696



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Jewan Ramcharitar

Illustrative Services for the Education and Development of Children

l Pregnancy to Early Childhoodl Parenting and Family Life

l Academic Schooling-ECCE-Primary-Secondary-Special Ed-Adult Learning-Tech Voc-Transitioning

-Post Secondaryl Health

-Disabilities Screening and Testing (Hearing, Vision,Neurodevelopmental, HIV-AIDS, etc )-Nutrition and Meals-Physical Development

l Sports, Games and Recreationl Character Development

l Social and Culturall Career Counselling, Self Planning, Self Education and Potential Developmentl Cyber Wellness/ Technology Awareness and Competencel Environmental Awarenessl Spiritual Awarenessl Securityl Transportl Leadership, Governance and Conflict Management 9797



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Jewan Ramcharitar

Illustrative Institutions for Delivery of Services

MOE MSTTE MOH MOSD MOCD MOYS MPA (ICT) NGO's Private Organisations

Business International Organisations Regional Organisations (CXC) Nat. Security Arts and Culture Office of PM- Info Service

Universities Parents/ Guardians

9898

Strategy 8

The Education Sector Market


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Jewan Ramcharitar

The Education Sector Marketl Define and categorise the Market information required to be

understood and updated on a sustained basis for effective functioning

of the Education and Development System for Children

l Design and Develop the systems, activities and relevant relationships

(e.g. CSO, UWI, UTT, NGOs etc.) including resources and

organisation for sustained capture, data-warehousing and reporting of

Education Sector Market information

l Use the Market research and information to inform, plan and improve

the development of the Education and Development system

9999

Strategy 9

Standardisation &


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Jewan Ramcharitar

Standardisation &Simplification

l Design and agree key areas for standardisation& simplification

l Design, develop, promote and implementleading practice standards in all areas relevantto their use

l

Evaluate and continuously improve standards

100100

Strategy 10


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Jewan Ramcharitar

Approaches & Methodologies

l Consistently apply tested, proven, state of

the art and approved approaches and

methods to all key initiatives of the

Ministry

101101

Strategy 11

Transformation Initiatives


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Jewan Ramcharitar

Transformation Initiatives

l Establish Proven Standard Approach and Methodology fordeveloping, planning and managing transformationinitiatives

l Review past and all existing and planned Transformation

and Improvement initiatives to extract value and learningsand bring current projects into context and alignment withStrategy, plus restructure and re-plan as necessary

l Re-examine how Programme and Project Management is

structured, performed and integrated into the overallbusiness of the Ministry and update as necessary inrelation to planned transformation initiatives

102102

Strategy 12

People Engagement


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Jewan Ramcharitar

People Engagement,Change and Transition

(Key Success Factor for Implementation)

l Develop Strategy, Plan, Resource

Requirements and basis for implementation

management, evaluation and reporting of

People Engagement, Change and Transition,

across the Education Sector

103103

Summary of Strategies


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Jewan Ramcharitar

y g

1. National Mandate and Authority Validation and Implementation2. Ministry Institutional Capability and Capacity Development

3. Education System design, development and implementation

4. School Supervision and Support System

5. School Based Management System6. Children Understanding

7. Services to be provided to Children

8. Education Sector Market information understanding and use

9. Standardisation and Simplification across the Education Sector10. Proven Approaches and Methodologies in use

11. Alignment and effective management of Transformation Initiatives

12. People Engagement, Change and Transition Management104104


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Jewan Ramcharitar

CRITICAL SUCCESS

FACTORS

105105

CRITICAL SUCCESS FACTORS


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Jewan Ramcharitar

1.Leadership Team:l Participation, understanding, buy in and commitment

by the leadership team to action the strategy

2.Change & Transformation:l Understanding of the magnitude of change and

transformation and how to design, develop, plan,resource and implement the strategy, change andtransformation

106106

CRITICAL SUCCESS FACTORScontd


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Jewan Ramcharitar

3. Resources:

l Mobilization and deployment of the right resourcecapability and capacity to plan and execute the

strategy

4. Quick Wins:

l Identification, planning and implementation of

Quick Wins to build momentum and support forimplementation of the strategy to effect change andtransformation.

107107

contd


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Jewan Ramcharitar

Some Modelsnow available

108108

Key Models:(Standardisation to Simplify Understanding)


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Jewan Ramcharitar

(Standardisation to Simplify Understanding)

1. Institutional Development Model

2. Education and Development of Children Model

3. The Education and Development System

4. School Based Management Model5. Services An Illustrative Framework

6. Business Processes Model

7. Performance Measures A Model

8. Examples of Performance Measures

9. Leadership and Governance Process (to adapt)109109


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Immediate Next Steps


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Jewan Ramcharitar

l Approve Strategy at Ministry level; at Cabinet level

l Leadership Team Building & Role Agreement in Strategy

Implementationl Build Understanding, Consensus and Commitment to Action and

support, amongst Key stakeholders

l Mobilise Resources:

- Governing /Steering Team- Key implementation Teams

- Support Resources (Accommodation etc.)

- Funding

- Time and Effort Commitment

l Build and Sustain Implementation momentum

- Define, agree, plan, resource and implement quick wins (setcriteria for the selection of quick wins)

- Report, communicate, recognise and celebrate successes111111

Immediate Next Steps contd


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l Identify and appoint Executive Leader for StrategyImplementation

l Define and agree Roles of Teams

- SET

- Steering/Governing Teams- Implementation Teams

- P&PM of Strategy

l Prepare Preliminary Milestone Plan

l Prepare Outline Timeframe for Strategy Implementationl Prepare Preliminary Investment estimate for Strategy

Implementation

l Agree, in principle, outline budget requirements

Immediate Next Steps contd


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l Design and agree the Approach and Method for

further Planning and Implementation of the Strategy

l Initiate Strategy and Plan for People Engagement,

Change, Transition and building of Trust

l Prepare preliminary organisation structure

l Review, update and agree Governments Education

and Development Policy for Children

p

Documents

Strategic Report[4] 15-11-10