Education Sector Plan: Education for All: Embracing Change, Securing Finale | Page 35

3. Policy goals and strategies
The key policy issues presented in the education sector diagnosis (Chapter 2) must be taken up if the education
system in SKN is to successfully contribute to individual and national development needs and uphold its commitment
to the sub-regional education sector strategy (OESS), as well as the global mandate for education captured in SDG 4.
As such, three overarching policy goals have been identified to strengthen the Ministry’s capacity to attain its vision
and mission and realize the objectives of the 2005 Education Act. The three policy goals and six thematic programme
areas through which policies are operationalized are outlined below.
Table 6:
Policy goals and programme areas
Policy Goals
Programme Areas
I. Improve equitable access to and participation in
education at all levels 1. Access and Participation
II. Strengthen the quality and relevance of education at all
levels to improve learning outcomes 2. Curriculum and Assessment
3. Quality and Relevant Teaching and Learning
4. Professionalizing the Teaching Force
III. Enhance governance, planning, and management to
improve efficiency and effectiveness throughout the
sector 5. Knowledge Management for Decision Making
6. Leadership and Accountability
Figure 10: Cross-cutting themes
Access and
participation
Leadership
and
accountability
Knowledge
management for
decision making
4 Themes
1. Policy development
2. ICT integration
3. TVET
4. Equity
Professionalizing
the teaching force
Curriculum
and
assessment
Quality and
relevant teaching
and learning
These policy goals provide a long-term view for the
direction of education development and policy in
SKN over the next 10 years. While they will need to
be supported by sustained and relevant interventions
over the long term to enable full actualization, this
plan presents intermediate outcomes, strategies,
and targets that will move the Federation closer to
accomplishing these goals over the five-year period
2017–2021.
Significantly, while strategies within each
programme area are designed to res