1 . Introduction
Table 1 :
Eight core values
Core values and guiding actions
Guiding actions
Accountability • Establish and adhere to MoE and civil service standards , policies , and procedures .
• Communicate rights and due processes for Ministry officials , institutions and their staff , students , and parents .
Efficiency • Ensure and maintain Ministry-wide proactive and responsive services .
• Maximize resources to improve educational outcomes .
Empowerment • Provide learners , educators , and administrators with the tools and support needed to reach their full potential .
• Emphasize critical thinking and individual agency in teaching and learning , and cultivate in learners a strong sense of self-worth , cultural awareness , and pride , as well as a positive moral disposition .
Equity • Establish systems to ensure resources ( human , financial , and material ) are allocated to supporting the improvement of educational outcomes for all learners .
• Redress inequalities by providing opportunities for quality learning outcomes to all students through close monitoring of resources and educational performance , and through collaboration with partner entities .
Excellence • Entrench high-quality standards of performance throughout the system .
Learner-centredness • Commit to providing educational experiences that are responsive to individual learning needs .
• Include learners in decision-making processes regarding teaching-learning .
Integrity • Adhere to applicable standards and maintain confidentiality .
• Establish and sustain a circle of trust among education stakeholders .
Partnership • Consult and collaborate with a wide range of diverse stakeholder groups in the provision of education to maximize resources and achieve shared education goals .
• Engage the public to build common expectations and gain support for education reforms .
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The ESP was devised around these core values and , through its implementation , seeks to operationalize these guiding actions .
The theme of the ESP
Taking into consideration the various commitments to national , regional , and global development efforts and the significant shift in the approach to education management and delivery necessary to achieve the objectives of the plan , the MoE has chosen the following central theme for the ESP : Education for All : Embracing the Change , Securing the Future .
1.3 . Plan preparation process
Plan preparation was both highly collaborative and used as a capacity-building process in strategic planning for MoE personnel . A wide cross-section of stakeholders within and beyond the education sector were consulted at each important phase of plan development . Additionally , local writing teams composed of Ministry and institutional-level personnel were responsible for developing plan strategies in each key programme area under the expert guidance of a consultant for the UNESCO International Institute of Educational Planning ( IIEP ) 4 . This approach was critical to improving national ownership of the plan and efficacy of implementation . IIEP-UNESCO also offered vital technical expertise with monitoring and evaluation ( M & E ) as well as the cost and finance elements of the plan .
Ministry of Education officials preparing Sector Plan .
4 . A list of stakeholders involved in the plan preparation process can be found in Annex 1 .