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.