constance nasi under-secretary national education services
TRANSCRIPT
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Constance Nasi Under-Secretary National Education Services, Ministry of Education and Human Resource Development, Solomon Islands
Karoline Afamasaga-Fuata’i CEO, Ministry of Education, Sports and Culture, Samoa
Fred Brooker Principal Education Adviser, Centre for Employment Initiatives
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1. Pacific Benchmarking for Education Results (PaBER)
2. Experiences from learning assessments in the Solomon Islands)
3. Policy assessments in PNG, Samoa and Solomon Islands
4. Research – preliminary results from Samoa
5. Some results are in …
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1. PaBER
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The Pacific Benchmarking for Education Results
(PaBER) program was introduced in 2012 to improve
the quality of education and student performance
across the Pacific. The aim of the program is to
improve literacy levels of children in the region by
providing education ministries with systematic and
reliable analysis of their own systems and those of
their neighbours.
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Three countries are participating in the pilot phase
over four years: Papua New Guinea, Samoa and
Solomon Islands. PaBER comprises a number of
diagnostic benchmarking exercises, policy and
institutional analysis and focussed research on
learning.
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PaBER comprises 3 components.
1. regional learning assessment
2. benchmarking of education policies and
institutional capacity
3. research at the classroom level
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PaBER did not lead on policy reform in the three
countries. It supported ongoing reforms that all the
countries had started – is creating evidence which the
countries will be able to use.
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2. learning assessments
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Indicator 2010 2011 2012 2013 2014
ECE 34.3% 34.1% 31.1% 30.7% 34.3%
Primary Prep-Year 6 91.2% 91.6% 89.5% 88.9% 88.4%
Junior secondary, Form
7 to 9 39.5% 40.8% 41.3% 41.8% 42.0%
Senior Secondary, Form
10 to 13 22.8% 24.0% 24.6% 26.6% 28.6%
Dropout Rate (DR) in
Prep to Year 6 7.2% 8.9% 6.3% 6.6% 9.1%
Transition Rate (TR) to
Year 1 of Primary
Education 94.9% 92.7% 95.2% 93.5% 91.1%
Transition Rate (TR)
from Year 6 to Form 1 95.7% 92.3% 90.0% 93.7% 91.4%
Transition Rate (TR)
from Form 3 to From 4 93.3% 89.1% 87.4% 92.6% 89.1%
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Education expenditure for the last 10 years
Management & HR5%
ECE5%
Primary36%
Secondary26%
TVET2%
Tertiary26%
Total Sectoral Share 2015
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Huge investment in education. Solomon Islands like
other Pacific countries has invested heavily in
education.
Establish whether the educational achievements are
commensurate with the substantial investment made
by the government.
Identify areas of poor performances that would
require further investigations and interventions.
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66.463.8 64.6
32.3
26
21.4
25.928.1
7.6
14.8
9.4
39.6
0
10
20
30
40
50
60
70
English Literacy Reading Language Writing
At or above Emerging Critical
% o
f S
tud
ents
att
ain
ing
sta
nd
ard
leve
l S
olo
mo
n
Isla
nd
s
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35.7
45.5
34.7
65.9
36.1
58.7
47.1
40.8
47.4
29.1
47.2
30.8
17.313.7
18.0 18.0 16.7
10.5
0
10
20
30
40
50
60
70
Male Female Rural Urban Government Private
Gender Location Authority
Performing at Working to Yet to work at
% o
f S
tud
ents
att
ain
ing
leve
l S
olo
mo
n
Isla
nd
s
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7.8 7.6
21.2
15.7
35.7
45.5
32.5
49.2
57.1 56.5
47.1
40.8
59.7
43.2
21.7
27.8
17.3
13.7
0
10
20
30
40
50
60
70
Male Female Male Female Male Female
Samoa PNG Solomon Islands
Performing at Working to Yet to work at
% o
f S
tud
ents
att
ain
ing
leve
l A
llC
ou
ntr
ies
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Training of teachers (pre-service/in-service/PD
support for teachers)
Use of assessment data at school level to inform
teaching
Support base for teachers
Monitoring of teaching and learning
Curriculum implementation and monitoring.
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• Continuation of the whole-system reform of literacy that is
currently underway, using these results to modify any
elements.
• Overhaul of pre-service and in-service training of teachers to
ensure there is particular language knowledge being built
and appropriate pedagogy. This includes a major reform of
SINU literacy education program.
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3. policy intent and implementation
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a. Buy in and ownership (process)
b. Usefulness of reports
c. Some results …
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Preparation workshop
PaBER held a 2-3 day preparation workshop (Step 1) with key staff
from the relevant policy area on each domain. Consultants were
engaged to carry out the review using the SABER methodology.
The instrument was presented by the consultants and PaBER
Assessment Officers for discussion and clarification. In addition,
additional items were included in the instrument relevant to the
countries’ context.
Preparation workshop
1
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Data collection / report writing / approval
The consultants with the PaBER Assessment Officers carried out
the reviews in each country (Steps 2-4). The first part of the
exercise was to collect data in country. The draft reports were
written by the consultants or by the SABER team(s) in Washington
depending on the domain. The Curriculum and Materials
instruments were developed by the PaBER team with assistance
from Pearson but using the SABER methodology. The draft reports
were presented to the Ministries for validation and approval.
Preparation workshop
Data Collection
Report writing
Validation & approval
1 2 3 4
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Cross Country Analysis workshop
Following the validation and country approval of the reports, a 2-3
day workshop (Step 5) was held with all three countries. The
participants were senior staff (3-4) from the relevant policy
sections. The reports were reviewed and agreements were made
for each country on the issues to adopt. It should be noted that
countries brought other issues to the table and shared their
practices and solutions with each other.
Cross-country
workshop5
Preparation workshop
Data Collection
Report writing
Validation & approval
1 2 3 4
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PaBER approvals
The results from workshops were consolidated into regional
reports. The reports were discussed in a Technical Working Group
for endorsement submitted to the PaBER Steering Committee for
final approval (Step 6).
Cross-country
workshop5
Preparation workshop
Data Collection
Report writing
Validation & approval
1 2 3
PaBER TWG / SC
approval4 6
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Implementation at country level
The reports were disseminated in the
ministries for the most part. Education staff
had a general knowledge of the policy analysis
but did not always attribute it to SABER or
PaBER. This phase added the element of
‘policy implementation’ to the dialogue.
Cross-country
workshop
Implementation
Internalisation & development of
policies and plans in country
5
Preparation workshop
Data Collection
Report writing
Validation & approval
1 2 3
PaBER TWG / SC
approval4 6
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Development Partners
The DPs in country did not initially use the
reports, findings and recommendations in
their policy dialogue or provide additional
funding.
Cross-country
workshop
Implementation
Internalisation & development of
policies and plans in country
5
Preparation workshop
Data Collection
Report writing
Validation & approval
1 2 3
PaBER TWG / SC
approval4 6
Development Partner
participation
Financial and technical support
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The policy assessments carried out have been utilised throughout all of the countries and the ministries and departments.
What has been more difficult is to attribute the usefulness to SABER specifically or to PaBER more general or to the ongoing policy reform agendas going on in the countries.
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13
18
13
8
16
8
0
2
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6
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14
16
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SABER MESC SABER NDoE SABER MEHRD
Samoa Papua New Guinea Solomon Islands
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13
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SABER MESC SABER (A) SABER NDoE SABER (A) SABER MEHRD SABER (A)
Samoa Papua New Guinea Solomon Islands
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8
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SABER MESC SABER NDoE SABER MEHRD
Samoa Papua New Guinea Solomon Islands
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8
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SABER MESC SABER (A) SABER NDoE SABER (A) SABER MEHRD SABER (A)
Samoa Papua New Guinea Solomon Islands
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5
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SABER MESC SABER NDoE SABER MEHRD
Samoa Papua New Guinea Solomon Islands
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5
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SABER MESC SABER (A) SABER NDoE SABER (A) SABER MEHRD SABER (A)
Samoa Papua New Guinea Solomon Islands
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Need to improve the role of the community (school
management) especially in monitoring teaching performance
Monitoring teaching and learning at the school level (teacher policies) should be a focus and better use of teacher time, but this was in only two of countries
Development of strong classroom assessment policies and practices (student assessment) combined with continuous professional development
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SABER was largely successful for the following reasons:
There was buy in from the governments from the beginning – the program ‘survived’ changes in Ministers and Senior Management in all countries
It was one part of a larger comprehensive program – PaBERthat was genuinely designed by the countries
PaBER supported ongoing institutional and policy reforms in each country
The domains selected were complementary and formed a broader systems approach
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policy
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policy implementation
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policy implementation practice
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practice
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implementationpractice
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policy implementation practice
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4. research / evidence base
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a. Policies -> Implementation -> Practices
b. Assessment Practices
c. Curriculum & Materials
d. Teacher Quality
e. School Governance & Management
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1st Strategic Plan 1995-2005 – as part of Public Service
Commission Reforms
Institutional Strengthening Project (ISP) in the middle
nineties
2nd Strategic Plan 2006-2016
Education Sector Project-2 (ESP-2) 2013 ->
Establishment of the Education Sector Plan (3rd year now)
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• Practices – some principals & teachers report full knowledge of
centrally developed policies – majority have little knowledge or
any awareness they exist
• Full implementation of policy - Little evidence available in
classrooms and school offices to demonstrate full implementation
of most of the policies
• Monitoring of implementation of policies at school level – if not
regular then policy implementation fails at school level – ministry,
district, school etc
• Existing Practices lacking connections to existing policies and
vice-versa - at the teacher/principal level – because that is how it is
often done
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The distinction between different types of assessment are well documented
in Curriculum Documents and National Assessment Policy Framework
(intent). Findings show that:
Summative assessment – ie assessment for – eg topic tests, end of
term and end of year exams are common – results are mainly used for
ranking students and as part of term and annual reports.
Formative assessment – ie assessment for, assessment as, eg
student portfolios, running records -- to track progress of students
against the standards -- little to no evidence found in the majority of
classrooms
School Board/Parents/Community Engagement in Assessment
Matters/Issues – not a common practice in government schools but
quite common with non-government schools
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National Curriculum Framework & Teacher Manuals in all subjects
Up to date Versions of Curriculum Documents (Framework and Year
Teacher Manuals) – many classroom teachers do not have the full set for
their planning and usage – shared copies in a school
Materials and Supporting Resources – limited supplies, newly bought
resources under the Samoa School Fee Grant remain unopened and/or
underutilized
Curriculum Standards vs Student Achievement – little to no curriculum
support provided to teachers after the one and only national workshop to
familiarize teachers with the new curriculum document, to support
teachers as they grapple and begin to use new curriculum – as a result,
most teachers resort to teaching old curriculum
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National Teacher Development Framework – professional teacher standards -
National Professional Development Framework Plan– once/twice a year –
Induction Program for newly hired teachers – 1-3 years since appointed
District Level PD – clustering teachers from local district – twice/3-times a
year
School-Based PD – supposed to be principal / infant supervisor driven –
more regular but little to no evidence that these are planned in advance or
structured to specifically address school achievement results on national
literacy and numeracy testing
Shift from teacher-centred to student-centred – mainly former is practiced
– gap between curriculum intent and teaching practices
What is the impact of all the PDs on student learning?
Current on-going national teacher upgrades – multiple approaches to
address teacher qualifications & shortages in primary and secondary schools
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School Organisational Manual, Minimum Standards, School
Improvement Plan
New Roles or Confused expectations for principals – high turnover of
principals (retiring or exiting profession)
Curriculum or professional leadership – confused roles and
responsibilities at school level as to who should be doing what to make a
difference in student learning and to plan/deliver school-based PD
School Board roles and responsibilities – government schools mainly
focused on money and physical facilities but not teaching and learning
issues/matters
Parents and Community Engagement – entrenched perceptions of
roles and parents in relation to assessment, teaching & learning matters
– absence of community engagement except in support of some reading
programs
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5. key results
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The policy and institutional assessments carried out impacted directly on the development of the 5-year National Education Action Plan in the Solomon Islands. This included an implementation plan for new and revised education policies.
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The Government of Samoa This has contributed to country wide Public Service Reform that has been carrying out for in the last 20 years. PaBER has already provided preliminary evidence for the education sector in Samoa.
The Ministry of Education, Sports and Culture is now implementing a broad policy reform which includes a review of all policies and an implementation plan to ensure that policies are becoming practice at the school level.
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The role of assessment in the acquisition of literacy and numeracy is established. Formative assessments are distinguished from summative assessments and are often used to inform class engagement in the learning of literacy and numeracy.
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Thank you!