Education Sector Plan: Education for All: Embracing Change, Securing Finale | Página 9

Executive summary
❚
❚
improving coordination between the MoE and higher education providers to promote increased access and
participation; and
refining targeting mechanisms for social assistance programmes, and implementing appropriate services
for vulnerable population not being adequately served.
Strategies to strengthen the quality and relevance of education include:
❚
❚
❚
❚
❚
implementing a revised national curriculum and learning assessment system that allows students to
develop a holistic set of competencies for the 21st century;
facilitating compliance with existing safety and quality standards in ECD and TVET and implementing a
school safety and security policy in compulsory education, as well as a Quality Teaching and Learning
Framework;
strengthening the SKN Accreditation and TVET Secretariats through regulatory reform and establishment
of a quality assurance system for TVET;
instituting a well-resourced student support services unit in the MoE to serve schools and training school
staff by providing various academic, behavioural, and psychosocial supports;
developing the framework for mandatory pre-service teacher training, establishing a National Teaching
Council and a Continuous Professional Development framework, implementing professional standards
and welfare initiatives for teachers, and providing certification training for instructors in selected TVET
areas.
Strategies to enhance governance, planning, and management in the sector include:
❚
❚
❚
❚
❚
❚
❚
❚
❚
improving long-term resource planning and evidence-based decision making through the use of simulations
and other ICT-driven planning and data management tools;
strengthening policy action by aligning education legislation with policy mandates, developing capacity in
policy development, and raising public awareness on MoE policies;
modifying the MoE organizational structure to improve work processes and drafting relevant job descriptions;
implementing leadership standards and capacity building for the MoE and school leaders;
fostering participatory management by utilizing entities sanctioned by the 2005 Education Act to assist in
managing the sector;
applying standard approaches to performance management for personnel and institutions;
Implementing policies on equity, resource, and data management, and personnel matters such as
succession planning, and teacher training and professional development.
Improving the monitoring of financial expenditure in relation to budget objectives; and
implementing a tailored monitoring and evaluation system for TVET.
Cost and financing
The plan financing gap was established by comparing the estimated cost of the plan with the projected financing
available for implementation.
Plan financing gap
2017 2018 2019 2020 2021
% of potential recurrent budget 0.0% 4.5% 7.4% 4.2% 2.1%
% of potential capital budget 2.8% 9.4% 10.9% 8.2% 5.8%
% of total budget 0.8% 5.9% 8.4% 5.1% 2.9%
Source: St. Kitts and Nevis Island Administration Budget Estimates and SKN ESP Simulation Model, IIEP.
The financing gap over the total budget is sustainable with an average gap of 4.6% over the plan period. The average
gap over the recurrent and capital budget is 3.6% and 7.4%, respectively. Importantly, the MoE is seeking to strengthen
partnerships with non-state actors to defray the cost of implementation; if necessary, targets will be adjusted to align
with available financing.
Monitoring and evaluation
Using monitoring tools developed by the Education Planning Division, the Education Sector Plan Monitoring
and Evaluation Committee (EMEC) will conduct quarterly and annual progress reviews to identify challenges in
implementation and make corrective actions, in the case of the former, and measure progress against key performance
7