Education Sector Plan: Education for All: Embracing Change, Securing Finale | Page 39

3 . Policy goals and strategies
Programme Area 2 : Curriculum and Assessment
Intermediate Outcome 8 : A revised national curriculum and learning assessment system is implemented
Strategies : The Ministry has begun the process of curriculum review by developing National Interim Curriculum Guides for existing core subjects at the primary level . While this curriculum provides more structure than obtained in previous curriculum guides , there is a need to overhaul the national curriculum and learning assessment system to ensure that it : ( i ) is learner-centred and inclusive ; ( ii ) aligns with the 2005 Education Act and national sustainable development goals ; and ( iii ) is built upon a set of core competencies ( transversal and discipline specific ), as well as clear learning standards for each level . As such , the MoE will first focus on developing the requisite curriculum development , M & E frameworks , and related policies . The curriculum M & E framework will contain a revised approach to learning assessments in the Federation and , critically , will include graduation criteria for the secondary level , as this is necessary to ensure that all students are holistically assessed by the end of compulsory education . Using these frameworks , National Curriculum Guides will be produced and the requisite curriculum and assessment resources , including ICTs , will be procured for schools . The revised national curriculum and assessment system will subsequently be piloted before full implementation at the end of the plan period . Additionally , because there is limited capacity in curriculum development , monitoring , and assessment , effort will be made to build such competencies in the MoE to support ongoing curriculum development and learning assessment needs .
Table 8 : Policy Goal 2 : Programme areas , rationale , and intermediate outcomes
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Programme Area Rationale Intermediate Outcomes
2 . Curriculum and Assessment
3 . Quality and Relevant Teaching and Learning
4 . Professionalizing the Teaching Force
Ensuring that curriculum and assessment support the attainment of desired learning outcomes is central to improving the quality and relevance of education
The environment and context in which education and training take place must be conducive for learning to support improved student outcomes
Establishing a respected teaching profession will aid in attracting and retaining highquality teachers
Programme Area 3 : Quality and Relevant Teaching and Learning
8 . A revised national curriculum and learning assessment system is implemented
9 . All education and training institutions adhere to quality safety and security standards and processes
10 . Comprehensive student support services are available to learners in all institutions to support improved learning
11 . Increase in the percentage of qualified teachers at all levels and improved gender parity in the teaching force
12 . Qualified teachers are equitably deployed within and between institutions at the ECD to post-secondary level and , where relevant , teach within their field of expertise
13 . Effective quality assurance , accountability , and support mechanisms are in place in the teaching profession
Intermediate Outcome 9 : All education and training institutions adhere to quality , safety , and security standards and processes
Strategies : While comprehensive quality and safety standards are available for the early childhood and TVET sectors , these need to be fully implemented and enforced . Additionally , such standards are piecemeal and not formalized for compulsory education . Thus , the MoE will take steps to facilitate compliance with existing safety and quality standards , and will develop and implement a Quality Teaching and Learning Framework ( QTLF ) that outlines the expectations for quality teaching and learning in compulsory education , including the use of ICTs as a value-added pedagogical tool . A school safety and security policy will also be developed and implemented . With respect to quality assurance of education and training institutions at
TARGETS
❚ 90 % compliance rate with preschool minimum standards
❚ 80 % compliance rate with QTLF and safety and security standards to be developed
❚ 75 % of post-secondary and tertiary programmes meet minimum quality and safety standards
the post-secondary level and higher , the MoE will work to strengthen the operational effectiveness and regulatory role of the SKN Accreditation Board , the TVET Council , and supporting Secretariats . This will include , but not be limited to , full implementation of the National Qualifications Framework and Register , updating legislation guiding the Accreditation Board , and the development and implementation of a quality assurance system for TVET , with this last activity supported by the CDB and MoE TVET Enhancement Project 2016 – 2020 .