Education Sector Plan: Education for All: Embracing Change, Securing Finale | Page 36

Education for All: Embracing Change, Securing the Future
In terms of equity in access to high-quality and inclusive
learning environments, it is important that: (i) existing
transition and promotion policies are reviewed, taking
into consideration their impact on student motivation to
learn and retention; (ii) students with special education
needs are able to access teaching-learning in the least
restrictive school environment; and (iii) special attention
is paid to identifying all vulnerable groups in education
and monitoring their access and participation.
Furthermore, a GER of 20% for males and 38% for
females at the post-secondary level and of 47% for
males and 86% for females at the tertiary level provide
evidence for the need to improve access to higher and
continuing education overall, and to address significant
Secondary school students’ cook-off competition.
gender disparities in participation.
As such, seven intermediate outcomes were identified to contribute to the achievement of Policy Goal 1.
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Table 7:
Policy Goal 1: Programme area, rationale, and intermediate outcomes
Programme
Area
1. Access and
Participation
Rationale
Improving equitable
access to and
participation in
education at all levels
is foundational to
facilitating quality
and relevant lifelong
learning for all
Intermediate Outcomes
1.
2.
3.
4.
5.
6.
7.
Universal ECD for the 3–4 age group and growth in enrolment of the
0–2 age group in high-quality home and centre-based settings is
achieved
Universal secondary education is provided for all students through
Form 5
Universal access to TVET competencies in compulsory education is
provided and gender disparities in participation in TVET courses are
reduced at the secondary level and beyond
Student transition and promotion policies are informed by an evaluation
of current practices regarding student motivation and equity
Students from ECD-post-secondary with special educational needs are
able to access quality care and instruction in the least restrictive school
environment
Increased enrolment and completion in higher and continuing
education
Vulnerable and non-vulnerable groups are able to access quality
education at all levels equally
Programme Area 1: Access and Participation
Intermediate Outcome 1: Universal ECD for the 3–4 age group and growth in enrolment of the 0–2 age group in high-
quality home and centre-based settings is achieved
Strategies: The MoE seeks to provide adequate space for children aged 0–5,
TARGETS
including those with special needs in a combination of public and private-
❚ NER of 60% for children aged
assisted centres by increasing the number of day-care and preschool
2 years old and GER of 95% for
spaces. To do this, it will be necessary to determine current and projected
children aged 4 years old for both
ECD needs and establish a sustainable approach to expanding the sector
males and females
that considers both the expansion of government centres and subsidizing
the expansion of the private sector, which currently comprises 59% of
service providers at this level. Additionally, effort will be made to expand and augment the Reaching the Unreached
Programme, which provides early stimulation and education training to home-based providers, many of whom serve
the most vulnerable in the 0–2 age group.
Intermediate Outcome 2: Universal secondary education is provided for all students through Form 5.
Strategies: Efforts will be focused on reducing the dropout rate throughout
the secondary cycle, and, particularly at the Form 4 level. To do this,
academic, behavioural, psychosocial, and career-oriented student support
services will be strengthened in secondary schools to assist students at risk
TARGETS
❚ Dropout rates of no more than 1%
for Forms 1-3 and 5% for Form 4 for
both males and females