Education Sector Plan: Education for All: Embracing Change, Securing Finale | Page 41

3. Policy goals and strategies
Intermediate Outcome 13: Effective quality assurance, accountability, and support mechanisms are in place in the
teaching profession
Strategies: To raise the esteem of the teaching profession, the MoE will work
TARGETS
with Human Resources, the Public Service Commission, and the Teachers’
❚ 80% adherence rate to professional
Union to establish a National Teaching Council to assist with the overall
standards to be developed
management and quality assurance of the profession. In this regard, a set
❚ 100% of teachers in initial teacher
of professional standards, including a code of ethics, will be developed and
training monitored and evaluated
implemented for the profession, based on the draft CARICOM Professional
using guidelines to be developed
Standards for Teachers. Additionally, in collaboration with the CFBC
❚ National Teaching Council
operational
Division of Teacher Education and Technical Vocational and Management
Studies, M&E of initial MoE and CFBC teacher training programmes will
be systematized. Initiatives to support the welfare of teachers will also be implemented annually at Ministry and
institutional levels.
3.3. Policy Goal 3: Enhance governance, planning, and management to improve efficiency
and effectiveness throughout the sector
To attain the desired gains in education provision presented under Policy Goals 1 and 2, it is critical to enhance
governance, planning, and management, in order to improve effectiveness and efficiency throughout the sector. At
the Ministry level there is need for: (i) a more functional organizational structure to improve operations; (ii) a stronger
strategic focus including enhanced education planning, policy coordination, and evidence-based decision making;
and (iii) closer monitoring and evaluation of the level of investment and utilization of resources (human, financial,
material) in the sector. Additionally, there are significant challenges throughout the education system with leadership
and accountability that can be tied to the need for relevant job descriptions, strong performance assessment systems,
and a core set of competencies and practices for school and Ministry leaders.
To tackle these governance issues, the MoE has developed six intermediate outcomes organized under two programme
areas, in order to improve efficiency and effectiveness throughout the sector.
Table 9:
Policy Goal 3: Programme areas, rationale, and intermediate outcomes
Programme Area
Rationale
Intermediate Outcomes
5. Knowledge
Management for
Decision Making An evidence base must be
established and maintained
to support informed
decision making and
enhanced coordination of
policy development and
implementation, with a view to
improving the efficiency and
effectiveness of desired policy
actions 14. Education planning, policies, and resource management
are informed by data
15. Knowledge management and policy development and
implementation are efficient and well-coordinated
6. Leadership and
Accountability Effective leadership and strong
accountability mechanisms
are necessary to sustain
transparent and efficient
education administration 16. An efficient and effective organizational structure is in
place to support Ministry functions
17. The leadership skills of system leaders are enhanced and
there is evidence of participatory decision making and
distributed management at the Ministry and institutional
level
18. Performance management systems are in place and
functional for all personnel and educational institutions
19. Strong accountability mechanisms are in place and
functioning to effectively manage resources and equity at
all levels
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