education sector implementation plan for the years 2014-2016 · making learning real – 2013...

The Government of Sierra Leone

Ministry of Education, Science and Technology

Education Sector Implementation Plan

For the Years 2014-2016

“Making Learning Real”

August 2013 Draft

Making Learning Real – 2013 Education Sector Implementation Plan

Table of Contents

Introduction ............................................................................................................................................. 1

General .................................................................................................................................................... 1

Implementation of Previous Education Sector Plan: A Road Map to a Better Future (2007-2015) ....... 1

Implementation Plan Structure .............................................................................................................. 2

Implementation and Monitoring Issues.................................................................................................. 3

Indicators ................................................................................................................................................ 3

Chapter I - Access, Equity & Completion .............................................................................................. 5

1.0: Strategic Objectives and Interventions ............................................................................................ 5

Strategic Objective 1.1: All children enter and complete primary education................................. 5

Strategic Objective 1.2: To increase access to pre-school for children ages 3 to 5 .................... 5

Strategic Objective 1.3: To increase the level of completion and equitable access to Junior

Secondary Schools (JSS) ............................................................................................................... 5

Strategic Objective 2.4: To increase equitable access to senior secondary schools ..................... 6

Strategic Objective 1.5: To increase equitable access to technical and vocational schools .......... 6

Strategic Objective 1.6: To increase equitable access to higher education institutions ................ 6

Strategic Objective 1.7: Improve literacy rate for youth and adults ............................................. 7

1.1: Access, Equity and Completion Activity Matrix .......................................................................... 8

Chapter II - Quality & Relevance ......................................................................................................... 15

2.0: Strategic Objectives and Interventions .......................................................................................... 15

Strategic Objective 2.1: To improve learning environments ........................................................ 15

Strategic Objective 2.2: To revise the current curricula and student assessment ........................ 15

Strategic Objective 2.3: To focus on students’ acquisition of basic skills of reading and

numeracy....................................................................................................................................... 16

Strategic Objective 2.4: To improve the quality of teachers ......................................................... 16

Strategic Objective 2.5: To equitably disperse teachers across the nation (Related to work of

Teaching Service Commission which is covered under system strengthening) ............................ 16

2.1: Quality and Relevance Activity Matrix ........................................................................................... 17

Chapter III - System Strengthening ...................................................................................................... 22

3.0: Strategic Objectives and Interventions .......................................................................................... 22

Strategic Objective 3.1: To improve communication and coordination within the education

sector, and with external stakeholders and the general public ..................................................... 22

Strategic Objective 3.2: To develop consistent, coherent, enabling policies and legislation and

put frameworks in place to influence all levels ............................................................................. 22

Making Learning Real – 2013 Education Sector Implementation Plan

Strategic Objective 3.3: The MEST plans and manages its own human resource .................... 22

Strategic Objective 3.4: Establish effective, functioning systems for teacher recruitment,

deployment, performance appraisal, promotion and development that serve national needs ... 22

Strategic Objective 3.5: To improve strategic and operational planning for development and

service delivery for all levels of the education sector, including the full integration of NGO and

donor contributions, in accordance with sector priorities .......................................................... 23

Strategic Objective 3.6: Ensure that the MEST has the capacity and capability to collect, manage

and use current data and evidence to inform its own work and that of other education sector

stakeholders .................................................................................................................................. 23

Strategic Objective 3.7: Ensure the structures, systems and roles are in place to effectively

address the emerging operational challenges and anomalies of decentralisation in the

education sector ............................................................................................................................ 23

Strategic Objective 3.8: MEST staff members at all levels and appropriate Local Council staff

members have the capacity to plan, develop and deliver on educational budgets effectively ... 23

Strategic Objective 3.9: Build the capacity to monitor performance and supervise quality

improvement at all levels .............................................................................................................. 23

Strategic Objective 3.10: Review and re-orient the selection, procurement and distribution of

textbooks and TLM to ensure that basic education materials’ needs are met and risks to

transparency and accountability are mitigated ........................................................................... 24

Strategic Objective 3.11: Develop a schedule of key performance indicators for service delivery

based on the preceding capacity development details ................................................................. 24

3.1: System Strengthening Activity Matrix ........................................................................................... 25

Chapter IV: Cost of a Three-Year Implementation............................................................................... 28

4.0: Cost Details .................................................................................................................................... 28

4.1: Summary of Cost of Activities Detailed in Implementation Plan (IP) ............................................ 30

4.2: Risks ............................................................................................................................................... 30

Annexes ................................................................................................................................................ 33

Annex 1 – System Strengthening Matrix Details ............................................................................ 33

Making Learning Real – 2013 Education Sector Implementation Plan Page 1

Introduction

General

The context and background to this implementation plan is provided in detail in the 2013

Poverty Reduction Strategy Paper (PRSP) of Sierra Leone – An Agenda for Prosperity (AfP)

as well as in the 2013 Country Status Report (CSR) on Education in Sierra Leone and the

2014-2018 Education Sector Plan (ESP) on which this document is based.

The activities and targets detailed in this plan are primarily derived from the simulation

model used to cost the 2014 – 2018 ESP. The same model is at the heart of the estimated cost

for implementing the education aspect of the Agenda for Prosperity (AfP), which is largely

based on the ESP. It follows that in implementing the ESP, the education aspect of the AFP is

also being implemented.

The foregoing being the case, it may be necessary to refer to the 2014 – 2018 ESP and the

2013 CSR to get a better understanding of why certain activities are proposed in this

document. In short, this document may be regarded as an annex to the ESP.

This implementation plan has been deliberately kept to a lifetime of 3 years in order to ensure

that a re-evaluation of the ESP, its strategic objectives and targets takes place at the end of

that period of time and changes made as necessary.

Implementation of Previous Education Sector Plan: A Road Map to a

Better Future (2007-2015)

Implementation of 2007 – 2015 ESP has not been completed but a change has been deemed

necessary in the light of lessons learnt from the implementation to date, system and policy

changes that have taken place with the coming in of a new government and the preparation of

a new Poverty Reduction Strategy Paper reflecting the new priorities of the Government of

Sierra Leone for education.

Achievements during the implementation period of the 2007 – 2015 ESP were many – they

included:

i. Improvements in access to primary and junior secondary schooling in under-

served areas. For example, starting from the year 2007, the Sababu Education

Project and the EFA-FTI Programme funded the construction of over 150 primary

schools and 30 junior secondary schools in areas lacking in schools. Additionally,

there has been an estimated modest 1% decrease in the percentage of 6 to 11 year

old children out of school.

ii. Small but noteworthy increase in gender parity at all levels of schooling. For

example, in 2007 the junior and senior secondary Gender Parity Indices (GPI)


based on the Gross Enrolment Rates were 0.78 and 0.52 respectively, by 2010/11

they were 0.80 and 0.59

iii. Improvements in the completion and transition rates for both sexes at primary,

junior and senior secondary levels. For example, the primary Proxy Completion

Rate improved from 67% in 2007 to 76% in 2010/11; the Primary to Junior

Secondary transition rate stood at 59% in 2007to 77% in the 2010/11 school year;

in 2007 the transition rate to the senior secondary level and the completion rates at

the level were approximately 38% and 12% respectively by the 2010/11 school

year they were approximately 54% and 29% respectively

Implementation of the ESP covering the period 2007 – 2015 was not without challenges and

lessons. Some are detailed below:

i. Even though implementation of the ESP itself started on time, the implementation

of the GPE (previously EFA-FTI) programme was much delayed. Delays were

caused by the fact that a change in GPE / EFA-FTI processes / requirements and

procedures had taken place between the time of drafting of the ESP and EFA-FTI

programme and the commencement of implementation of the latter.

ii. There was an over-emphasis on implementation of the EFA-FTI programme. This

negatively impacted on implementation of the full ESP.

iii. Some partners appeared to be more concerned about implementation of

programmes emanating from headquarters and funding providers than on

implementation of the ESP.

iv. Staff shortages and other capacity constraints meant that the Ministry was unable

to exert control over the implementation process to the extent needed.

v. The decentralised mode of implementation of the GPE program proved very

challenging as local government had only just been re-instated after many years of

non-existent and needed capacity was lacking. Additionally, overlap of roles and

responsibilities between the central Ministry of Education and Local Councils led

to misunderstandings which caused delays. School construction in particular was

adversely affected by the latter.

Implementation Plan Structure

Following this introductory section are three other sections with titles that are the same in the

ESP:

• Access, Equity and Completion

• Quality and Relevance

• System Strengthening

Each section lists the strategic objectives and output targets together with the associated

proposed interventions, as appropriate, detailed in the ESP. The explanations and background

to the strategic objectives and proposed interventions contained in the ESP are omitted in this

document.


After the listing of the strategic objectives, output targets and proposed interventions are the

matrices which are at the heart of this implementation plan. The matrices are kept as simple

as possible. For the “Access, Equity and Completion” and the “Quality and Relevance”

sections, each row of the matrix shows the activity and level as appropriate, the output

indicator, the yearly estimated/projected outputs and the estimated cost for the three-year

period. There are also columns on GOSL units responsible and known partners supporting

specific activities. In the case of the System Strengthening section, instead of the activity, just

the area of intervention is shown in the matrix in the main body of the plan. The detailed

system strengthening matrix with activities is shown in the annex.

For some activities, estimated/projected costs are not indicated because decisions by the

Government of Sierra Leone are pending or because the input is expected from private

entities and unit costs are unknown. Notwithstanding, the total projected cost of the ESP

makes provision for those activities for which the individual costs cannot at the time of

preparing this plan be accurately estimated. Additionally, continuing ‘everyday’ i.e. recurring

activities and numbers are not included in the matrices but their estimated costs are included

in the total cost of the ESP but not in the total cost of the IP.

Implementation and Monitoring Issues

Successfully implementing the activities detailed in the chapters that follow will depend not

just on the availability of needed funds but also putting in place the system necessary prior to

the commencement of implementation. This will be extremely important given the ambitious

nature of some of the targets set and capacity limitations. It will involve learning from the

lessons of implementing a US$40 million education project known locally as the Sababu

Education Project and a much smaller US$13 million EFA-FTI Project. It will also involve

greater use of partnerships and sharing of the load. Notwithstanding, the GOSL is confident

that with the full support of its friends and partners, and with all internal agencies playing

their roles, the ESP can be successfully implemented.

There will be an M&E system that will be responsible for monitoring the overall ESP. This

system/unit keeps track of progress on key indicators and provides regular reports to the

senior management team. Amongst other things, this team will have overall responsibility for

the monitoring of the indicators in the monitoring framework in the ESP and those not in the

framework in the table that follows.

Indicators

Successful implementation of this plan is projected to result in a positive change in selected

indicators as shown below:

Indicator 2004/05 2010/11 2011/12 2016/17 2018/19

GER Pre-primary 4% 6.5% 8.4% 13.5% 22.2%

Primary GIR 159% 121% 122% 120% 118%

Primary - GIR Based GPI 0.9 0.9 1.0 1.0 1.0


Indicator 2004/05 2010/11 2011/12 2016/17 2018/19

Proportion of Grade 3 student able to read and understand text

appropriate to level NA NA NA 0.5 0.6

Proportion of Grade 3 student able to perform computations

appropriate to level NA NA NA 0.5 0.6

Primary Completion Rate (Proxy Rate) 55% 76% 73% 86% 87%

Primary Completion Rate Based GPI 0.7 0.9 0.9 1 1

Primary Pupil : Teachers Ratio 61 32 31 33 34

Primary Pupil : Teacher with TEC or Better Ratio NA 65 65 60 52

Primary Female : Male Teachers Ratio NA 1:3 1:3 1:2.5 1:2.4

Proportion of Primary School Aged Children Out of School

Primary - JSS Transition Rate 72% 77% 77% 84% 87%

% of Chiefdoms without JSSs 9% 11% 8% 5%

JSS GIR 35% 59% 64% 72% 77%

JSS GIR - Girls 29% 53% 62% 71% 76%

JSS GER NA 62% 67% 74% 79%

JSS GER - Girls NA 55% 64% 72% 77%

Ratio of JSS GERs of worst and best served Local Councils NA NA NA 0.7 0.8

JSS Completion Rate (Proxy Rate) 26% 49% 57% 62% 67%

JSS Completion Rate - Girls (Proxy Rate) 18% 41% 51% 58% 65%

JSS Pupil : Teachers with HTC(S) or Better Ratio NA 43 49 45 40

JSS Female : Male Teachers Ratio NA 1:6 1:6 1:5.5 1:5

JSS - SSS Transition Rate 14% 54% 50% 49% 47%

JSS - SSS Transition Rate - Girls NA 52% 48% 48% 47%

% of Chiefdoms without SSSs NA 60% 62% 54% 40%

SSS GIR 10% 26% 28% 35% 36%

SSS GIR - Girls 6% 21% 25% 33% 35%

SSS GER NA 32% 35% 36% 37%

SSS GER - Girls NA 24% 30% 33% 35%

Ratio of SSS GERs of worst and best served Local Councils NA NA NA 0.7 0.8

SSS - % Repeaters 11% 13% 6% 5% 5%

SSS Completion Rate (Proxy Rate) 11% 26% 37% 40% 42%

SSS Completion Rate - Girls (Proxy Rate) 4% 17% 30% 35% 39%

SSS Pupil : Teachers Ratio NA 25 24 32 34

SSS Female : Male Teachers Ratio NA 1:11 1:11 1:10 1:9

Higher Ed. Enrolment as % of SSS Enrolment NA 21%(Est) 21%(Est) 27%(Est) 32%(Est)

Number per 100,000 of popn. in Higher Education 473 - - 605 650

No. in TVET/(Skills Training as % of SSS + Pre-service teacher

training enrolment) NA 23% 23% 24% 25%

Number in NFE as % of Number in Basic Education NA 8% 8% 7% 6%

The activities that should result in the changes in the indicators shown above are detailed

in the implementation matrices in the chapters that follow. The annual Education Sector

Reviews (ESRs) will include sessions reviewing ESP implementation and progress being

made towards outcomes and outputs.


Chapter I - Access, Equity & Completion

1.0: Strategic Objectives and Interventions

Given below are the strategic objectives and interventions relating to issues of access, equity

and completion in education as spelt out in the ESP. They are presented for ease of reference.

Given that the implementation plan only has a 3 year lifetime, the targets shown are those for

2016. The detailed diagnostic analysis informing the interventions proposed in the ESP and

the activities in the matrices in this implementation plan is in the sister document Sierra

Leone – Education Country Status Report – 2013.

Strategic Objective 1.1: All children enter and complete primary education

Output Baseline 2010 Target 2016

Male / Female Enrolment at Primary Level 1.05:1 1.00:1

Intervention 1.1a: Construct additional fully-functional and equipped classrooms to

accommodate current and projected demand

Intervention 1.1b: Organise campaigns working with vulnerable groups and leaders to

encourage parents to send their children to school

Intervention 1.1c: Reduce the cost of schooling to parents and households

Intervention 1.1d: Provide targeted support program for the neediest families

Intervention 1.1e: Provide support for extra-curricula activities such as sport and arts

programs

Intervention 1.1f: Provide accelerated primary education for older children and youth

between the ages of 10 to 15 years old

Strategic Objective 1.2: To increase access to pre-school for children ages 3 to 5

Indicator Baseline 2010 Target 2016

Pre-primary GER (as a percent) 6.5% 13.5%

Pre-primary GER GPI 1.05 1.00

Intervention 1.2: Develop and pilot cost-effective community-based pre-school models,

targeting the most marginalised communities. (Includes constructing early learning spaces,

developing minimum standards, and training teachers and caregivers)

Strategic Objective 1.3: To increase the level of completion and equitable access to Junior

Secondary Schools (JSS)


Transition rate (Primary to JSS) 77% 84%

JSS GER 62% 74%

JSS GPI for GER 0.80 0.90

JSS GPI for transition 0.87 0.95




Intervention 1.3b: Provide additional trained teachers

Intervention 1.3c: Expand tuition support program for girls to make JSS tuition free

Intervention 1.3d: Reduce cost of education for the most vulnerable (school grants,

scholarship programs)

Strategic Objective 2.4: To increase equitable access to senior secondary schools


Transition rate (JSS to SSS) 54% 49%*

% of pupils in private schools 23% 29.5%

SSS GER 32% 36%

SSS GPI for GER 0.59 0.64



Intervention 1.4b: Provide additional trained and qualified teachers

Intervention 1.4c: Reduce cost of education for the most vulnerable (scholarship programs)

Strategic Objective 1.5: To increase equitable access to technical and vocational schools

Intervention 1.5a: Encourage and support public-private partnerships (PPPs) to operationalise

TVET centres across the country

Intervention 1.5b: Train TVET teachers/instructors

Intervention 1.5c: Finalise and implement TVET policy

Strategic Objective 1.6: To increase equitable access to higher education institutions


Students (local) / 100 000 population 520 (Est.) 605

HE cost per student in PCGDP unit (in 2012) 3.5 3.4

% private 20% 24%

Intervention 1.6a: Construct new and upgrade existing facilities to allow for projected

increase in enrolment at the higher education level

Intervention 1.6b: Use new information and communication technologies to expand access to

higher education and skills training

Intervention 1.6c: Better targeted financial support (grants or loans) to the neediest students,

and continue grant support for females in STEM and for students with disabilities

Intervention 1.6d: Develop a higher education strategy to consolidate the policies for

addressing equitable growth, and quality and relevance improvements in a coherent

framework.


Strategic Objective 1.7: Improve literacy rate for youth and adults


Adult literacy rate 42% 60%

GPI in adult literacy 0.62 0.70

Intervention 1.7a: Launch a sustained national campaign on the benefits/advantages of being

literate

Intervention 1.7b: Train and provide improved incentives for literacy facilitators/ teachers

Intervention 1.7c: Establish more and better resourced non-formal basic skills training and

literacy centres


1.1: Access, Equity and Completion Activity Matrix Presented below are the intervention aligned activities which, in addition to those that were in progress during the baseline year of 2010, would

allow for achievement of the strategic objectives stated in the preceding paragraphs.

Level/Area Strategic

Objective Key Activities

Outputs

Total 3

years

Estimated / Projected

Yearly Cost (US$

Thousands) Cost for 3

years (US$

Thousands)

GOSL Unit

Responsible

Funding

Partner to

GoSL Indicator 2014 2015 2016 2014 2015 2016

Pre-Primary /

Early

Childhood

To

increase

access to

pre-school

for

children

ages 3 to

5

Construction of

additional

classrooms to

accommodate

additional pupils

in existing system

Additional

equipped

classrooms

3 3 4 10 39 41 43 123

LCs +

MEST Dir.

Progs +

P&P +

Facilities

Various

Designing the

new structure

Design of

new structure 1 0 0 1 10 0 0 10

MEST

Facilities GPE

Pilot the new

structure

No of

villages 0 10 10 0 100 100 200

MEST Dir.

Progs +

Insp

GPE

Employ sufficient

caregivers

Additional

number of

caregivers

0 0 538 538 0 0 434 434 TSC

Provision of

seating and

teaching material

for pupils

(number of new

seats)

Additional

classrooms

equipped

0 0 538 538 0 0 1,641 1,641

LCs +

MEST Insp

DDs

Various

Primary

Primary

All

children

enter and

complete

primary

education

Support

construction of

additional

classrooms with a

priority on areas

of greatest need

(including

facilities)

Additional

classrooms

equipped

253 261 270 784 3,081 3,188 3,295 9,564

LCs +

MEST Insp

DDs

Various




Outputs

Total 3

years


Yearly Cost (US$


years (US$

Thousands)

GOSL Unit

Responsible

Funding

Partner to

GoSL Indicator 2014 2015 2016 2014 2015 2016

Reduction of

double shift

Additional

classrooms

equipped

345 360 375 1,080 4,205 4,387 4,579 13,171

LCs +

MEST Dir.

Progs +

P&P +

Facilities

Various

Support

construction of

additional

classrooms for

inclusiveness

(including

facilities)

Equipped

classroom for

inclusiveness

12 13 13 38 178 186 193 557

LCs +

MEST Dir.

Progs +

P&P +

Facilities

Various

Employ sufficient

teachers to meet

national standards

Additional

number of

teachers

354 367 379 1,100 0 0 0 0

LCs +

MEST Dir.

Progs +

P&P +

Facilities

Additional

teachers paid

by GOSL

845 866 887 2,597 1,263 1,344 1,430 4,037 LCs +

LGFD

Integrating

community

teachers

Community

teacher

integrated

253 275 297 824 126 142 159 428

TSC + LCs

+ MEST

Dir. P&P

Provide

additional

incentive for

teachers in hard

to staff area

Number of

teachers

supported

1,866 1,885 1,904 5,655 418 439 461 1,318 TSC




Outputs

Total 3

years


Yearly Cost (US$


years (US$

Thousands)

GOSL Unit

Responsible

Funding

Partner to

GoSL Indicator 2014 2015 2016 2014 2015 2016

Provide

additional

accommodation

for teachers in

hard to staff areas

New

Teachers

housed

18 18 19 55 324 335 347 1,006

TSC + LCs

+ MEST

Dir. P&P

Continue

providing

capitation grant

and Develop and

pilot a new

earmarked system

for provision of

grants to schools

to reduce direct

costs (fees,

uniforms,

transportation and

other)

No. of grants

paid 1,234,318 1,256,107 1,278,501 3,768,926 2,871 3,213 3,568 9,652

LCs +

MEST Dir.

Insp + P&P

+ LGFD

Part GPE

No of

additional

student

receiving

earmarked

grants

61,716 62,805 63,925 188,446 861 876 892 2,629

LCs +

MEST Dir.

Insp + P&P

+ LGFD

Incentive for

150,000 6 yo to

enroll in G1 at

age 6

No of girls

supported

(150,000)

37,500 37,500 37,500 112,500 418 418 418 1,254

LCs +

MEST Dir.

Insp + P&P

DFID

Support

37,000+38 000

girls in basic Ed -

9 years (6/9

primary 6)

No of girls

supported

(37000+3800

0)

12,500 12,500 12,500 37,500 3,750 3,750 3,750 11,250

LCs +

MEST Dir.

Insp + P&P

DFID

Support

37,000+38 000

girls in basic Ed -

9 years (3/9 JSS)

No of girls

supported

(37000+3800

0)

6,250 6,250 6,250 18,750 1,875 1,875 1,875 5,625

LCs +

MEST Dir.

Insp + P&P

DFID




Outputs

Total 3

years


Yearly Cost (US$


years (US$

Thousands)

GOSL Unit

Responsible

Funding

Partner to

GoSL Indicator 2014 2015 2016 2014 2015 2016

Organize

campaigns

working with

vulnerable groups

and leaders to

encourage parents

to send their

children to school

Campaigns

conducted 1 1 1 3 2 2 2 7

LCs +

MEST Dir.

Insp +

Progs

Various

Support for extra-

curricula

activities(sports,

theatre, arts, etc,)

No of school 5,361 5,442 5,523 16,326 436 443 450 1,329 LCs +

MEST PHE

Targeted support

program in low

income

communities

Number of

pupils

supported

61,716 62,805 63,925 188,446 36 37 37 110

LCs +

MEST Dir.

Insp + P&P

Provisions

for out-of-

school

children

Design of new

structure

Design of

new structure 1 0 0 1 1 0 0 1

MEST NFE

+ Facilities

Pilot of new

structure 1 0 0 1 2 0 0 2

Number of

pupils

enrolled

250 0 0 250 0 0 0 0 MEST NFE

Get 30,0000 out

of school children

into education

No of out of

school

supported

(30000 start

2012)

7,500 7,500 7,500 22,500 563 563 563 1,688 MEST P&P

+ NFE

DFID +

Others

Junior

Secondary

To

increase

the level

of

completio

n and

Construction of

additional

classrooms to

accommodate

additional pupils

in existing system

Additional

equipped

classrooms

331 355 380 1,066 5,965 6,389 6,844 19,198

LCs +

MEST Dir.

Progs +

P&P +

Facilities

Various




Outputs

Total 3

years


Yearly Cost (US$


years (US$

Thousands)

GOSL Unit

Responsible

Funding

Partner to

GoSL Indicator 2014 2015 2016 2014 2015 2016

equitable

access to

Junior

Secondary

Schools

(JSS)

Support

construction of

additional

classrooms for

inclusiveness

(including

facilities)

Equipped

classroom for

inclusiveness

7 7 8 22 146 156 168 470

LCs +

MEST Dir.

Progs +

P&P +

Facilities

Various

Employ sufficient

teachers to meet

national standards

Additional

number of

teachers

302 320 337 959 0 0 0 0

LCs +

MEST Dir.

Progs +

P&P +

Facilities

Additional

teachers paid

by GOSL

580 612 646 1,839 1,197 1,309 1,433 3,938 TSC, LCs +

LGFD

Integrating

community

teachers

Community

teacher

integrated

182 206 232 620 125 147 171 443 TSC

Provide

additional

accommodation

for teachers in

hard to staff areas

New

Teachers

housed

15 16 17 48 409 432 456 1,296

TSC + LCs

+ MEST

Dir. P&P

Support for extra-

curricula

activities (sports,


No of

schools 713 723 734 2,170 58 59 60 177

LCs +

MEST PHE

Support 15,000 to

complete JSS

(66% girls)

No of student

supported 3,750 3,750 3,750 11,250 563 563 563 1,688

LCs +

MEST Dir.

Progs +

P&P

DFID




Outputs

Total 3

years


Yearly Cost (US$


years (US$

Thousands)

GOSL Unit

Responsible

Funding

Partner to

GoSL Indicator 2014 2015 2016 2014 2015 2016

Support

37,000+38 000

girls in basic Ed -

9 years (3/9 JSS)

No of girls

supported

(37000+3800

0)

6,250 6,250 6,250 18,750 750 750 750 2,250

LCs +

MEST Dir.

Progs +

P&P

DFID

Brac GEC

program 1 1 1 2 3,728 3,728 3,728 11,184

LCs +

MEST Dir.

Progs +

P&P

DFID

Senior

Secondary

To

increase

equitable

access to

senior

secondary

schools

Construction of

additional

classrooms to

accommodate

additional pupils

in existing system

Additional

equipped

classrooms

179 107 109 395 3,229 1,927 1,966 7,122

LCs +

MEST Dir.

Progs +

P&P +

Facilities

Various

Employ sufficient

teachers to meet

national standards

Additional

number of

teachers

158 6 3 167 0 0 0 0 TSC

Additional

teachers paid

by GOSL

144 22 20 186 320 52 47 419 TSC + LCs

+ LGFD

Support for extra-

curricula

activities (sports,


No of school 196 199 202 597 16 16 16 49 LCs +

MEST PHE

Scholarship

program for SSS

students

No of

beneficiaries 11,053 11,274 11,500 33,827 193 197 201 590

MEST Dir.

Progs +

P&P

TVET

To

increase

equitable

Make TVET

more attractive

Additional

number of

trainees

1,609 1,692 1,778 5,079 40 42 44 126

MEST Dir.

Progs

TVET Unit




Outputs

Total 3

years


Yearly Cost (US$


years (US$

Thousands)

GOSL Unit

Responsible

Funding

Partner to

GoSL Indicator 2014 2015 2016 2014 2015 2016

access to

technical

and

vocational

schools

Improve staff

quality by

provision of

development

workers

(1 attached

to each

center, for

the period of

3 years)

1 1 1 3 135 135 135 405

MEST Dir.

Progs

TVET Unit

+ IDB

GIZ

Literacy and

Non Formal

Improve

literacy

rate for

youth and

adults

Learners in

Literacy

Programs

Additional

number of

trainees

1,704 1,651 1,598 4,953 21 20 20 60 MEST NFE

Conduct literacy

campaigns

Number of

campaigns 1 1 1 3 2 2 2 5 MEST NFE Various

Establish literacy

centers in rural

and underserved

areas and

communities

Additional

literacy

centers

3 3 3 9 2 2 2 5 MEST NFE

Higher

Education

To

increase

equitable

access to

higher

education

institution

s

Facilities

construction

Number of

rooms 7 6 5 18 158 135 113 405

MEST -

HEST

Establishment of

more tertiary

level institutions

and programs

Additional

number of

student

1,113 1,140 1,177 3,430 176 180 186 543 MEST -

HEST

Greater use of

ICT at tertiary

level

Number of

ICT

programs in

operation

1 1 1 3 0 0 0 0 MEST -

HEST

WB and

others

Total Amount US$ Thousands

38,160 38,048 41,608 117,816


Chapter II - Quality & Relevance


Given below are the strategic objectives and interventions relating to issues of quality and

relevance in education as spelt out in the ESP. They are presented for ease of reference.

Given that the implementation plan only has a 3 year lifetime, the targets shown are those for

2016. The detailed diagnostic analysis informing the interventions proposed in the ESP and

the activities in the matrices in this implementation plan is in the sister document Sierra


Strategic Objective 2.1: To improve learning environments


% of school buildings in good order (not needing rehab) 35% (Est.) 45%

% of schools with potable water 65% (Est.) 75%

Intervention 2.1a: Rehabilitate/reconstruct existing classrooms to ensure safe learning

environments

Intervention 2.1b: Provide adequate furniture in schools

Intervention 2.1c: Increase access to potable water

Intervention 2.1d: Increase availability of sanitation facilities

Intervention 2.1e: Provide learning materials (notebooks, exercise books, ledgers, pens,

rulers, etc.) for students

Intervention 2.1f: Provide teacher support and teaching materials, such as guides and posters

Intervention 2.1g: Provide more textbooks that are new and contain updated material

Strategic Objective 2.2: To revise the current curricula and student assessment

Targets- Curricula and Assessment 2010 2016

New basic education curricula exists no yes

% of lower primary teachers trained on reading instruction NA 45%

Intervention 2.2a: Revise current curricula at all levels


Strategic Objective 2.3: To focus on students’ acquisition of basic skills of reading and

numeracy

Targets- Learning Environment 2010 2016

% of students that meet reading standards for their grade NA 47%

% of teachers trained on reading instruction NA 45%

Lower and upper primary assessments conducted NA YES

Intervention 2.3a: Develop a national reading program to ensure that children in grades 1 to 3

are developing essential learning skills

Intervention 2.3b: Train teachers on reading instruction

Intervention 2.3c: Assess children’s reading and numeracy skills in primary schools (lower

and upper) and take necessary remedial action

Strategic Objective 2.4: To improve the quality of teachers

Targets- Quality teacher 2010 2016

% of teachers with in-service training 10% 45%

% of primary teachers with TEC or above 50% 69%

% of teachers relevantly trained and qualified in JSS 42% 61%

Intervention 3.4a: Provide support for innovative pre-service education at the primary and

JSS levels

Intervention 3.4b: Provision of in-service knowledge and teaching skills upgrading short

courses for all teachers

Strategic Objective 2.5: To equitably disperse teachers across the nation (Related to work

of Teaching Service Commission which is covered under system strengthening)

Target - Teacher Deployment 2010 2016

Average Primary PQTTR in each district meets minimum standard NA 60:1

Intervention 2.5a: Deploy and incentivize trained teachers to the neediest communities

(Covered under System Strengthening in implementation plan)

Intervention 2.5b: Approve community schools that meet pre-determined criteria (Covered

under Access in implementation plan)

Intervention 2.5c: Establish literacy centres in rural and underserved areas and communities

(Covered under Access in implementation plan)


2.1: Quality and Relevance Activity Matrix

Presented below are the intervention aligned activities which, in addition to those that were ongoing in the baseline year of 2010, would allow

achievement of the strategic objectives stated in the preceding paragraphs.

Level/

Area

Strategi

c

Objectiv

e

Key Activities

Outputs

Total 3

years

Estimated / Projected Yearly

Cost (US$ Thousands) Cost for 3

years (US$

Thousands)

GOSL Unit

Responsible

Funding

Partner

to GoSL Indicator 2014 2015 2016 2014 2015 2016

Pre-

primary

To

improve

learning

environ

ments

Rehabilitate

existing

classrooms to

ensure safe

learning

environments

Rehabilitated

(classrooms)

schools

14 15 16 44 57 60 63 181

LCs +

MEST Dir

Insp +

Facilities

Various

Provision of

seating for students

Additional

students seated 423 445 467 1,335 20 21 22 62

LCs +

MEST Dir

Insp +

Facilities

Various

Primary

Rehabilitate

existing

classrooms to

ensure safe

learning

environments

Rehabilitated

(classrooms)

schools

292 298 305 895 1,187 1,213 1,240 3,640

LCs +

MEST Dir

Insp +

Facilities

Various

Provision of


Additional

students seated 9,388 9,779 10,192 29,359 437 455 474 1,366

LCs +

MEST Dir

Insp +

Facilities

Various

450 schools in

school

improvement prog

for est. 240,000

children

No of children

supported 60,000 60,000 60,000 180,000 2,250 2,250 2,250 6,750

LCs +

MEST Dir

Insp +

Facilities

DFID


Children and youth

use media and

drama to engage

communities

against corporal

punishment

No. of

communities

sensitized

667 667 667 2,000 67 67 67 200

Dir. Progs +

PRO + Insp

+ LCs

UNICEF

Research on

education

opportunities for

adolescents with

focus on teenage

mothers

Completed

research report 1 0 0 1 100 0 0 100

Dir.P&P +

Girls Ed. +

G&C Unit

UNICEF

Provision of

textbooks

Textbooks

provided 688,842 702,207 715,939 2,106,988 3,204 3,266 3,330 9,800

MEST -

Curr + Proc

Unit + LCs

+ LGFD

Provision of

reading books

Reading books

provided 0

1,531,90

1 254,791 1,786,692 0 3,064 510 3,573

MEST -

Curr + Proc

Unit + LCs

+ LGFD

GPE

Provision of

pedagogical

material for

student

Number of

student

covered

1,234,3

18

1,256,10

7

1,278,50

1 3,768,926 2,194 2,671 3,196 8,062

MEST -

Curr + Proc

Unit + LCs

+ LGFD

Provision of

teaching materials

(teacher guides,

posters etc.)

Total number

of separate

items delivered

37,328 37,695 38,074 113,097 2,417 2,611 2,818 7,846

MEST -

Curr + Proc

Unit + LCs

+ LGFD

Increase access to

potable water

Additional

schools with

water

97 99 102 298 45 46 47 139

LCs +

MEST Dir

Insp +

Facilities

Increase access to

sanitation

Additional

latrines 195 199 203 597 396 404 413 1,213

LCs +

MEST Dir

Insp +

Facilities

Junior

Secondary

Rehabilitate

existing

classrooms to

Rehabilitated

(classrooms)

schools

48 51 55 154 22 24 26 72

LCs +

MEST Dir

Insp +


ensure safe

learning

environments

Facilities

Provision of


Additional

students seated 2,136 2,299 2,474 6,910 5 5 6 16

LCs +

MEST Dir

Insp +

Facilities

Provision of

textbooks (Number

of student)

Textbooks

provided 187,035 197,649 208,763 593,447 1,740 1,839 1,942 5,520

MEST -

Curr + Proc

Unit + LCs

+ LGFD

Provision of

pedagogical

material for

student

Number of

student 280,908 295,341 310,331 886,580 2,865 3,374 3,950 10,188

MEST -

Curr + Proc

Unit + LCs

+ LGFD

Provision of

teaching materials

(teacher guides,

posters etc.)

Materials

provided 11,786 12,106 12,443 36,336 1,117 1,192 1,273 3,581

MEST -

Curr + Proc

Unit + LCs

+ LGFD

Increase access to

potable water

Additional

schools with

water

16 17 18 51 16 17 19 52

LCs +

MEST Dir

Insp +

Facilities

Increase access to

sanitation

Additional

latrines 32 34 37 103 65 69 75 209

LCs +

MEST Dir

Insp +

Facilities

SSS

Rehabilitate

existing

classrooms to

ensure safe

learning

environments

Rehabilitated

(classrooms)

schools

25 26 28 79 103 108 112 323

LCs +

MEST Dir

Insp +

Facilities

Provision of


Additional

students seated 1,003 1,067 1,134 3,205 47 50 53 149

LCs +

MEST Dir

Insp +

Facilities


Provision of

pedagogical

material for

student

Number of

student 125,862 129,127 132,314 387,304 1,982 1,982 1,982 5,946

MEST -

Curr + Proc

Unit + LCs

+ LGFD

Provision of

teaching materials

(teacher guides,

posters etc.)

Materials

provided 4,753 4,759 4,762 14,273 11 11 11 33

MEST -

Curr + Proc

Unit + LCs

+ LGFD

TVET

Improve

teaching

quality

Curriculum

development in 3

new areas

Revised / new

curriculum 1 1 0 100 0 100

MEST -

Curr +

TVET +

IDB

GIZ

Teacher training No. of teachers

trained 1 1 2 0 25 25 50

MEST -

HEST +

TVET +

TSC

GIZ

Primary

To

improve

the

quality

of

teachers

Support for pre-

service education

No. teachers

trained 1,300 1,321 1,343 3,965 256 256 256 767

MEST -

HEST +

TSC

Teacher training in

Emerging Issues,

Child Centered

Teaching

Methodology,

Early Grade

Reading and

Numeracy

No. teachers

trained 1 1 1 3 827 827 827 2,480

MEST -

HEST +

TSC

UNICEF

In-service teaching

skills courses for

teachers

No. teachers

participating 1,866 1,885 1,904 5,655 177 177 177 530

MEST -

HEST +

TSC

GPE

Junior

Secondary

Support for pre-

service education

No. teachers

trained 732 732 732 2,197 144 144 144 432

MEST -

HEST +

TSC

In-service teaching

skills courses for

teachers

No. teachers

participating 589 589 589 1,768 56 56 56 167

MEST -

HEST +

TSC


All levels

To revise

the

current

curricula

and

student

assessme

nt

Curriculum reform New / revised

curriculum 0 1 0 1 0 674 0 674

MEST -

Curr + Progs UNICEF

EGRA and EGMA

G1-3

Assessments

conducted 0 2 0 2 0 750 0 750

MEST - Dir.

P&P -

Assess Unit

+ BEC +

Team

DFID

New learning

assessment

processes different

from EGRA and

EGMA

commenced at

primary level

starting with Grade

4

Assessments

conducted 1 1 1 3 333 333 333 1,000

MEST - Dir.

P&P -

Assess Unit

+ BEC +

Team

GPE

To

equitably

disperse

teachers

across

the

nation

Get TSC to carry

out its teacher

management role

Teacher

deployment

records

Covered in system strengthening under TSC /

Teacher Management

0 0 0 0 TSC

Total Amount (US$ Thousands) 24,152 30,154 27,711 82,017


Chapter III - System Strengthening


Given below are the strategic objectives and proposed interventions relating to issues of

system strengthening as spelt out in the ESP. They are presented for ease of reference. The

detailed diagnostic analysis informing the interventions proposed below is in the Capacity

Development Strategy document and in the sister document to the ESP and IP, the Sierra


Strategic Objective 3.1: To improve communication and coordination within the education

sector, and with external stakeholders and the general public

i. Sample Proposed Interventions (Complete list in Annex 1):

ii. Revitalisation of the Public Relations Unit (PRU) of the MEST and development of

an external communications strategy

iii. Development of a comprehensive Information Communications Technology (ICT)

plan

Strategic Objective 3.2: To develop consistent, coherent, enabling policies and legislation

and put frameworks in place to influence all levels

i. Sample Proposed Interventions (Complete list in Annex 1):

ii. Finalisation of TVET policy

iii. Finalisation of NFE policy

iv. Development of Minimum Standards for schools and other institutions

v. Publish all education policies and legislation available on a MEST Intranet

Strategic Objective 3.3: The MEST plans and manages its own human resource

Sample Proposed Interventions (Complete list in Annex 1):

i. Development of competency framework covering all grades and roles in MEST

ii. All officers at all levels have annually agreed objectives which are used as basis for

annual performance assessment.

iii. Staff development programme exists and being implemented

Strategic Objective 3.4: Establish effective, functioning systems for teacher recruitment,

deployment, performance appraisal, promotion and development that serve national needs


i. Establishment of Teaching Service Commission (TSC) and making functional

ii. Development of a Teacher database

iii. Putting in place new HR guidelines and policies for recruitment and management of

teachers and aligning it with policies of Public Service Commission


Strategic Objective 3.5: To improve strategic and operational planning for development

and service delivery for all levels of the education sector, including the full integration of

NGO and donor contributions, in accordance with sector priorities


i. Establishment of a Donor Coordination entity as a division of the Planning and

Policy Directorate

ii. Preparation and usage of an operational planning framework

iii. Preparation and distribution of annual education calendar prior to commencement of

each school year

iv. Monthly Inclusive Management Team meetings

Strategic Objective 3.6: Ensure that the MEST has the capacity and capability to collect,

manage and use current data and evidence to inform its own work and that of other

education sector stakeholders


i. Annual updating of EMIS data

ii. Putting in place of records management system and guidelines

Strategic Objective 3.7: Ensure the structures, systems and roles are in place to effectively

address the emerging operational challenges and anomalies of decentralisation in the

education sector


i. Establishment of a decentralisation focal point in MEST

Strategic Objective 3.8: MEST staff members at all levels and appropriate Local Council

staff members have the capacity to plan, develop and deliver on educational budgets

effectively


ii. Putting in place of system to ensure that schools receive appropriate subsidies and

transfers before the start of school year

iii. Holding of training on education budgetary processes for key and appropriate MEST

staff

iv. Preparation and distribution of operational guidelines for financial and budgetary

processes for MEST staff, district education offices, local councils, and schools

v. Development and dissemination of policy on use of school fee subsidies

Strategic Objective 3.9: Build the capacity to monitor performance and supervise quality

improvement at all levels


i. Preparation and rolling out of national minimum standards for schools


ii. Putting in place and use of a system that ensures 50 percent of schools get an

inspection and full supervision visit at least once every two years

Strategic Objective 3.10: Review and re-orient the selection, procurement and distribution

of textbooks and TLM to ensure that basic education materials’ needs are met and risks to

transparency and accountability are mitigated


i. Preparation and use of a guide to the procurement, choice and supply of textbooks and

TLMs

ii. Preparation and use of a national textbooks/TLM policy

Strategic Objective 3.11: Develop a schedule of key performance indicators for service

delivery based on the preceding capacity development details

i. A set of key performance indicators that would serve as benchmarks for indicate

progress towards achievement of service delivery goals


3.1: System Strengthening Activity Matrix

Presented below are the intervention aligned activities which, in addition to those that were ongoing in the baseline year of 2010, would allow

achievement of the strategic objectives stated in the preceding paragraphs.

Area Strategic Objective Key Activities MEST Unit

Responsible

Cost

2014

Cost

2015

Cost

2016

Tot.

Cost

USD

000s

Funding

Partner

to GoSL

Policy context and

regulatory

framework

Consistent, coherent and enabling policies, legislation and

regulatory framework in place and informing practice at

all levels (ESP - S.O. 4.2)

See details in Annex 1 Dir. Policy +

Planning 15 200 0 215 Various

Human resource

planning and

management

MEST is able to plan and manage its own human

resources (ESP - S.O. 4.3) See details in Annex 1

Human

Resources

Unit

42 42 42 125 DFID

Management of

teachers

Effective, functioning systems in place for teacher

recruitment, deployment, performance appraisal,

promotion, development and separation that serve all

national needs (ESP - S.O. 4.4)

See details in Annex 1 TSC 1,600 900 800 3,300 GPE

Planning and

coordination

MEST is able to mobilise the data, tools and personnel to

undertake strategic and operational planning for

development and service delivery for all levels of the

education sector, including the full integration of NGO

and donor contributions, in accordance with sectoral

priorities (ESP - S.O. 4.5)

See details in Annex 1

Dir. Policy +

Planning;

Inspectorate;

Human

Resources;

Admin.

103 103 103 310

Systems data and

records

management

MEST has the capacity and capability to collect, manage

and use current data and evidence to inform its own work

and that of other education sector stakeholders (ESP -

S.O. 4.6)


Dir. Policy +

Planning;

(SSL + TSC);

Admin.

32 32 32 95



Responsible

Cost

2014

Cost

2015

Cost

2016

Tot.

Cost

USD

000s

Funding

Partner

to GoSL

Decentralisation

The structures, systems and roles are in place to

effectively address the emerging operational challenges

and anomalies of decentralisation in the education sector

(ESP - S.O. 4.7)


Dir. Policy +

Planning;

Inspectorate;

(DecSec +

LGFD + LCs)

93 93 93 280

Financial Capacity

MEST staff at all levels have the capacity to plan, develop

and deliver on educational budgets effectively (ESP - S.O.

4.8)


Inspectorate;

LCs; Budget

Com

75 75 75 225

Communications

and information-

sharing

MEST has the infrastructure, structures and procedures in

place to communicate and coordinate more efficiently and

effectively within the education sector, and with external

stakeholders and the general public about the challenges

and benefits of investing in education (ESP - S.O. 4.1)

See details in Annex 1 Administration 118 118 118 355

Monitoring and

supervision of

institutions

The education system has the capacity to monitor

performance and supervise quality improvement at all

levels (ESP - S.O. 4.9)


Inspectorate;

Human

Resources

30 30 30 90

Procurement and

Distribution of

Textbooks and

Teaching and

Learning Materials

The selection, procurement and distribution of textbooks

and TLM is rehabilitated and reoriented to ensure that

basic education materials’ needs are met and risks to

transparency and accountability are mitigated. (ESP - S.O.

4.10)


Dir. Policy +

Planning;

Inspectorate;

Procurement;

Admin;

(DecSec ;

LCs)

115 115 115 345

Performance

indicators for

service delivery

Development of key performance indicators for service

delivery

Identify and agree on a

set of key performance

indicators together with

baselines

Dir. Policy +

Planning;

Inspectorate;

Admin. + LCs

_ _ _ _



Responsible

Cost

2014

Cost

2015

Cost

2016

Tot.

Cost

USD

000s

Funding

Partner

to GoSL

Technical and

vocational

education and

training

The TVET system provides demand-led qualifications

that meet regional and international standards and

enhance national employment prospects for sustainable

development. (Related to ESP - S.O. 4.2)

See details in Annex 1 TVET Div.;

NCTVA 33 33 33 100

Non-Formal

Education

The structures, capacities and data are in place to provide

an effective regulatory and operational framework for

Non-Formal Education that can begin to standardise and

coordinate NFE provision (Related to ESP - S.O 4.2 +

4.6)


Dir. NFE;

NCTVA;

(LCs)

63 63 63 190

Early Childhood

Care and

Education

Early childhood care and education, where available,

provides a safe and positive environment (Related to ESP

- S.O. 4.2)


Dir. Policy +

Planning; Dir.

Programmes;

Curriculum

55 55 55 165

Inclusion

The education system identifies children with special

educational needs (for emotional, mental or physical

reasons) and is able to provide them with suitable support,

where possible within a normal mainstream school

environment (Related to ESP - S.O. 4.2)


Dir. HEST;

Special Needs

Unit; (Ministry

Hlth + Soc.

Security)

100 100 100 300

Total 2,475 1,960 1,660 6,095


Chapter IV: Cost of a Three-Year Implementation

4.0: Cost Details

The total cost of implementing the ESP over its five year lifetime has been indicated in the

ESP document itself in Chapter Four – Costing the ESP. In this document, focus is on the

ESP over the three year lifetime of the implementation plan and the cost of the activities

detailed herein. The detailed explanation of the costs has been provided in the ESP and so

just the relevant tables for the three year period are presented here. Readers should note that

the numbers are projected estimates based on a number of assumptions. For the period on

which the implementation plan is based, the ESP numbers are as shown below. As much as is

possible, the numbers have been aligned with those in the Poverty Reduction Strategy Paper

(PRSP) – Agenda for Prosperity.

Recurrent Spending (Le Million):

2014 2015 2016 3 Years

Preschool 7,347 8,048 10,071 25,466

Primary 228,840 246,285 265,002 740,127

Junior Secondary 87,144 98,007 110,046 295,197

Senior Secondary 53,235 56,430 59,779 169,444

Teachers pre-service training 1,881 1,988 2,102 5,971

Teachers in-service training 5,283 5,575 3,506 14,364

Technical and Vocational Education and Training 11,786 12,874 14,061 38,721

Literacy & Non-Formal 11,786 12,874 14,061 38,721

Out-of-school: Accelerated Learning Program 0 0 0 0

Higher Education 151,890 161,643 171,977 485,510

Total 559,193 603,721 650,606 1,813,520

Development Spending (Le Million):

2014 2015 2016 3 Years

Preschool 542 954 8,035 9,531

Primary 98,497 119,182 103,960 321,639

Junior Secondary 41,624 44,053 46,639 132,316

Senior Secondary 14,531 8,963 9,164 32,657

Technical and Vocational 581 1,118 688 2,387

Other levels

0

System Strengthening 13,352 13,352 13,352 40,055

Total 169,126 187,621 181,838 538,584


Projected Student Numbers / Evolution of Student Numbers

Level 2014 2015 2016

Preschool 26,781 28,120 29,526

Primary 1,234,318 1,256,107 1,278,501

Junior Secondary 280,908 295,341 310,331

Senior Secondary 125,862 129,127 132,314

Teachers pre-service training 2,224 2,274 2,326

Teachers in-service training 8,352 8,475 3,194

Technical and Vocational Education and Training 33,037 34,728 36,507

Literacy & Non-Formal 117,157 115,077 113,072

Out-of-school: Accelerated Learning Program 0 0 0

Higher Education 31,342 32,482 33,659

Note that pending decisions about the Out-Of-School: Accelerated Learning Program are

responsible for the zeros recorded. This will change in the early days of implementation of

the ESP.

Domestic Resources for Education (Le Million)

2014 2015 2016 3 Years

Recurrent 405,380 434,594 453,335 1,293,309

Development 26,463 28,371 29,595 84,429

Total domestic resources for Education 431,843 462,964 482,930 1,377,738

Financing Gap (Le Million) based on Domestic Resources

2014 2015 2016 3 Years

Recurrent -153,813 -169,128 -197,271 -520,212

Development -142,663 -159,250 -152,243 -454,156

Total Gap in millions Le -296,476 -328,378 -349,514 -974,367

Financing Gap (US$ Million) Based on Domestic Resources

2014 2015 2016 3 Years

Recurrent -36 -39 -46 -121

Development -33 -37 -35 -106

Total Gap in millions USD -69 -76 -81 -227

Additional Resources – Government (GOSL) Grants + Donor Contributions

2014 2015 2016 3 Years

Recurrent 126,871 131,480 132,525 390,876

Development 8,282 8,583 8,652 25,517

GOSL Total 135,153 140,064 141,176 416,393

Donor Contribution Est. Total 76,381 79,923 73,801 230,106


Note that known activities covered or to be covered by committed donor funding, are

indicated in the matrices. These will be updated as more commitments are made.

Overall Financing Gap i.e. taking into account Additional Resources (Le Million)

2014 2015 2016 3 Years

Recurrent -26,942 -37,647 -64,746 -129,335

Development -57,999 -70,744 -69,790 -198,533

Total Gap in millions Le -84,941 -108,391 -134,536 -327,869

Financing Gap i.e. taking into account Additional Resources (US$ Million)

2014 2015 2016 3 Years

Recurrent -6 -9 -15 -30

Development -13 -16 -16 -46

Total Gap in millions USD -20 -25 -31 -76

4.1: Summary of Cost of Activities Detailed in Implementation Plan (IP)

The cost of activities detailed in this document form part of the overall cost of the ESP.

Ongoing everyday expenditure included in the cost of the ESP are not included in the IP cost.

The estimated costs are summarized according to the main areas of coverage of this

document and presented in millions of US dollar terms.

Areas 2014 (US$m) 2015 (US$m) 2016 (US$m) 3 Years (Total Cost US$m)

Access, Equity and

Completion 38 38 42 118

Quality and Relevance 24 30 28 82

System Strengthening 2 2 2 6

All Areas 65 70 71 206

It is worth noting that a number of the activities already have guaranteed donor support as

indicated in the detailed matrices presented in preceding chapters. Support for some presently

unfunded activities is anticipated.

4.2: Risks

The primary and largest source of funding for the ESP is the Government of Sierra Leone

(GOSL). The major sources of its financial resources are the mining and agricultural sector.

The prices of commodities on the international market fluctuate and hence available financial

resources. For the purpose of costing, numbers for both the pessimistic and optimistic

scenarios, obtained from the Ministry of Finance and Economic Development, have been

considered. Overall the risk of gross under-funding by the GOSL is quite low.


Even with sufficient funding, capacity constraints could prove challenging. The system

strengthening element of the implementation plan will help in addressing some of the key

challenges but additionally the mapping out of clear strategies with private providers of

services to ensure the availability of needed capacity will be necessary and will be carried out

prior to commencement of implementation.

Public support of the ESP and its implementation has been ensured by large scale national

consultations at the local council level involving a very broad cross-section of stakeholders

including traditional leaders and opinion formers.

The commitment of the GOSL to the successful execution of implementation activities is

guaranteed as successful implementation of the ESP means successful implementation of the

education aspects of the PRSP – Agenda for Prosperity.


Annexes

Annex 1 – System Strengthening Matrix Details

Strategic Objective Key Activities MEST Unit Responsible 2014 2015 2016

Cost USD

000s

Consistent, coherent and

enabling policies, legislation and

regulatory framework in place

and informing practice at all

levels

Establish proposed taskforce to coordinate with the work of the Local

Government Commission in harmonizing the Local Government Act and the

Education Act

MEST Planning and Policy

Directorate

10 10

Draw up appropriate amendments and revisions to other education-related

legislation and derived policies


Directorate 5 5

Ensure public consultation process and mechanisms are used to widen

stakeholder ownership and engagement for policy and legislative

development, implementation and evaluation


Directorate

25 25

Develop and disseminate a clear summary document of the key goals,

objectives, outcomes and strategies for basic education from all relevant

policies and planning documents that underpin education sector

development, ,


Directorate,

25 25

Establish systems to ensure available evidence and data are integrated into

policy formulation and planning processes


Directorate 50 50

Strengthen and utilize national education research capacities through a

coordinated approach

MEST Research and Curriculum

Directorate, Universities 100 100

15 200 0 215

MEST is able to plan and

manage its own human

resources

Establish and institutionalize a transparent annual HR planning process in

MEST that follows established HRMO procedures and schedules, and aligns

with long-term MEST recruitment plan

MEST HR Division

8 8 8 25



Cost USD

000s

Provide sufficient support, guidance and training for MEST managers to

ensure that performance management is adopted and institutionalized in

MEST

MEST HR Division, HRMO

8 8 8 25

Develop and disseminate a competency framework covering all grades and

roles within MEST

MEST HR Division, HRMO

8 8 8 25

Develop and embed a training needs analysis (TNA) MEST HR Division and

Professional wing of MEST 8 8 8 25

Develop and initiate a coordinated staff development program at all levels of

MEST

MEST HR Division

8 8 8 25

42 42 42 125

Effective, functioning systems in

place for teacher recruitment,

deployment, performance

appraisal, promotion,

development and separation

that serve all national needs

TSC is established, staffed and functional MoFED, MEST, Office of the

President _ _ _ _

Clarify and confirm the operational functions, structures and capacity of the

TSC (personnel and organizational) required to fulfill its responsibilities as

set out in the TSC Act

TSC

_ _ _ _

Develop a specification on a) what teacher data needs to be held and where,

and b) how this will be collected, used, updated and disseminated and who

has the responsibility and ownership of this process

TRMIP, TSC

_ _ _ _

Develop a Teacher Management System consistent with the specification

and serving all stakeholders

TSC

_ _ _ _

Develop and adopt new HR standards, guidelines and procedures for the

management of teachers, consistent with those now operational for the Civil

Service, including recruitment, promotion, transfer and separation

TSC

_ _ _ _



Cost USD

000s

Support Local Councils to adopt HR standards, guidelines and procedures

for the management of teachers consistent with those now operational for the

Civil Service

TSC in collaboration with Dec Sec

_ _ _ _

Establish systems for quality assurance and monitoring of Local Councils for

teacher recruitment, dispute resolution etc.

TSC

_ _ _ _

Develop a ten-year teacher recruitment plan that is evidence-based,

addresses regional needs, subject areas etc, and prioritizes bringing onto the

payroll qualified and practicing teachers currently not on the payroll and

legitimizing unqualified teachers

TSC, MEST

_ _ _ _

Undertake a review of teacher grading and career structures and link this to

performance appraisal systems

TSC

_ _ _ _

Establish systems to identify the professional development needs of Head

Teachers, Principals and teachers, and to evaluate the effectiveness of

professional development inputs

TSC in collaboration with

universities and teacher training

colleges _ _ _ _

Develop means of coordinating professional development activities for Head

Teachers, Principals and teachers

TSC

_ _ _ _

Investigate incentive systems, recruitment practices, bonding etc. to ensure

equitable deployment of teachers across the country

TSC, MEST Planning and Policy

Directorate _ _ _ _

1,600 900 900 3,400

MEST is able to mobilise the

data, tools and personnel to

undertake strategic and

operational planning for

development and service

delivery for all levels of the

Prioritize recruitment to the Policy and Planning Directorate, provide

appropriate staff training, and integrate the ESP Secretariat into the

Directorate structure

MEST HR Division, Planning and

Policy Directorate

17 17 17 50

Provide all central MEST Directors with appropriate training and support in

strategic and program planning

MEST HR Division

17 17 17 50



Cost USD

000s

education sector, including the

full integration of NGO and

donor contributions, in

accordance with sectoral

priorities

Provide all District Deputy Directors with appropriate training in strategic

planning

MEST HR Division

17 17 17 50

Establish systems to ensure that DEO technical advice and strategic plans are

fed into the educational components of Local Council district development

planning

Dec Sec, Local Councils

12 12 12 35

Establish monitoring systems to ensure the educational components of

District Development Plans are aligned to sectoral priorities and goals

Monitoring Unit of Dec Sec, DEOs

12 12 12 35

Develop systems (including the fortnightly Inclusive Management Team

meetings) to enable all MEST Directorates and other relevant Ministries to

coordinate and exchange information on operational plans

CEO

0 0 0 0

Develop a framework of operational planning of key MEST activities

(budget planning, data collection, procurement of textbooks and TLMs,

examinations etc.) across all levels (centre-district-schools) and ensure that

this is updated annually

MEST Administration, with input

from all MEST Directorates

7 7 7 20

Produce an annual education calendar that provides key dates and

requirements for districts and schools; the calendar to be delivered to district

stakeholders before the start of each academic year to act as a standardized

template for operational planning at district levels

MEST Administration

3 3 3 10

Establish processes to coordinate the operational planning of the education

sector at district level within the annual education calendar framework

Local Councils and DEOs

3 3 3 10

Establish guidelines for MEST-NGO coordination that integrate donor and

NGO plans and activities into the established operational planning cycles

and procedures of MEST

MEST Aid Coordination Division

8 8 8 25

Establish a system of regular information exchange between the MEST Aid

Coordination Division and the DEOs on relevant NGO and donor plans so as

MEST Aid Coordination Division,

DEOs 3 3 3 10



Cost USD

000s

to ensure effective coordination at district level

DEOs and Local Councils hold regular consultation meetings with NGOs at

district level to feed into their annual operational planning and reporting

DEOs, Local Councils

5 5 5 15

103 103 103 310

MEST has the capacity and

capability to collect, manage and

use current data and evidence to

inform its own work and that of

other education sector

stakeholders

Forge an agreement between MEST and MoFED and other MDAs on

education data collection and reporting to ensure a single system for

educational data


Directorate

8 8 8 25

Develop standards, procedures and responsibilities for education data,

covering collection, storage, exchange, reporting and dissemination to meet

the data needs of MEST and other education stakeholders


Directorate, in collaboration with

Statistics Sierra Leone and TSC 17 17 17 51

Establish a records management system and guidelines, with training

provided across MEST

MEST Administration

7 7 7 20

32 32 32 96

The structures, systems and

roles are in place to effectively

address the emerging

operational challenges and

anomalies of decentralisation in

the education sector

Develop a Strategy and Action Plan (as required in the National

Decentralization Policy) to guide the devolution of those educational

functions still to be devolved

MEST Policy and Planning

Directorate, Dec Sec

5 5 5 15

Review the job descriptions and establish clear reporting lines for District

Deputy Directors, inspectors and supervisors, and Local Council Education

Officers (where they exist), to reflect their changed roles under decentralized

structures

MEST Directorate of Inspectorate,

Local Councils

5 5 5 15

Ensure the devolution of supervisors to Local Councils is enforced, with

systems to maintain data and information flow between supervisors and the

DEOs

LGFD, MEST

0 0 0 0



Cost USD

000s

Implement the decentralization of teachers’ payroll and recruitment to Local

Councils

MoFED, TSC

50 50 50 149

Introduce School Development Plans as a three-year planning tool for

schools, incorporating a focus on quality improvement in schools


Directorate, Inspectorate

Directorate 33 33 33 100

93 93 93 279

MEST staff at all levels have the

capacity to plan, develop and

deliver on educational budgets

effectively

Appoint financial staff to DEO Financial Officer posts, appraise officers’

competencies and plan and provide appropriate training and support

MoFED, MEST HR Division

8 8 8 25

Establish procedures to ensure that the preparation of the MTEF in MEST is

based on evidence from educational data

MEST MTEF Budget Committee

0 0 0 0

Commission a detailed review of budget execution and monitoring

procedures at all levels in MEST to identify constraints, barriers and

opportunities

MEST Budget Committee

17 17 17 50

Prepare a single set of guidelines that set out the operational procedures and

processes (e.g. which forms to fill in, when, by whom and submitted to

whom) that are required by DEOs, Local Councils and schools in order to

carry out relevant financial policies and legislature ,

MEST, MoFED

17 17 17 50

Revise the supervision and inspection grant allocation formula to take

account of differences in terrain and distance involved in visiting schools

LGFD

8 8 8 25

Undertake a review of existing guidelines on the use of school subsidies,

ensure that these are disseminated to all schools, DEOs and LCs, and put in

place robust systems of monitoring the implementation of these guidelines

MEST Inspectorate Directorate,

Local Councils

17 17 17 50

Develop a training and monitoring plan for school bursars and SMCs on

financial procedures

Teacher training colleges and

MEST 8 8 8 25



Cost USD

000s

75 75 75 225

MEST has the infrastructure,

structures and procedures in

place to communicate and

coordinate more efficiently and

effectively within the education

sector, and with external

stakeholders and the general

public about the challenges and

benefits of investing in education

Introduce into the Scheme of Service a Communications Division to handle

public relations, information dissemination and management of MEST’s web

presence

MEST HR Division

8 8 8 25

Develop a comprehensive ICT plan for all levels of MEST covering

infrastructure, equipment specification, staff training and skills upgrading

MEST Communications Division

17 17 17 50

Establish, as part of the ICT Plan, a MEST intranet through which all

internal procedures, guidelines, records, data and information, and enquiries

are circulated and accessed by MEST staff


83 83 83 249

Visits by DDs and other DEO officials to MEST are coordinated through the

fortnightly Inclusive Management Team meetings (PC6) to avoid

duplication and inefficiencies

CEO and MEST Directors

0 0 0 0

Develop a MEST Public Information Strategy to strengthen MEST’s

external communications and public relations


7 7 7 20

Publish and disseminate all relevant budget information for both internal and

external stakeholders to ensure accountability and transparency and enable

efficient operational planning

MEST Budget Committee; DEOs

and Local Councils; Schools

3 3 3 10

118 118 118 354

The education system has the

capacity to monitor

performance and supervise

quality improvement at all levels

Prioritize recruitment to the Inspectorate Directorate in MEST (including

district inspectors) to achieve full staffing with appropriately trained and

experienced personnel

HRMO,MEST HR Division, MEST

Inspectorate Directorate

5 5 5 15

Develop operational manuals for the two differing roles of supervision and

inspection to facilitate the devolution of supervision of basic education to

Local Councils

MEST Inspectorate Directorate

8 8 8 25



Cost USD

000s

Establish an Inspection and Supervision Framework that sets out clear

school performance indicators with a focus on quality improvement, and

specifies procedures for the delivery and utilization of supervision and

inspection reports at district and national levels

MEST Inspectorate Directorate

17 17 17 50

30 30 30 90

The selection, procurement and

distribution of textbooks and

TLM is rehabilitated and

reoriented to ensure that basic

education materials’ needs are

met and risks to transparency

and accountability are

mitigated.

Commission a comprehensive review of textbook procurement and

distribution, including development of a textbook policy, procurement and

distribution procedures and guidelines, the establishment of properly

mandated and independent oversight of selection and procurement, and skills

and knowledge upgrading for procurement staff, supervisors and inspectors

Permanent Secretary

17 17 17 50

Implement the policies, reforms, restructuring and procedures recommended

in the review (TT1)

MEST Procurement Division

17 17 17 50

Decentralize aspects of the procurement of textbooks and TLM to Local

Councils, with all districts assessing their schools’ needs and submitting

district procurement requirements to be collated and procured by MEST

centrally

MEST, Dec Sec

75 75 75 225

Develop system to collect and manage data about textbook stocks within the

overall education data management system

MEST EMIS Division

7 7 7 20

115 115 115 345

Performance indicators for

service delivery Development of key performance indicators for service delivery

MEST Policy + Planning; MEST

Inspectorate; MEST Admin. + LCs 0 0 0 0

The TVET system provides

demand-led qualifications that

meet regional and international

standards and enhance national

Finalize and promulgate the TVET policy MEST 3.3 3.3 3.3 10

Review the criteria for registration of TVET providers, including cost and

cost-recovery criteria

MEST TVET Division, NCTVA

16.5 16.5 16.5 49.5



Cost USD

000s

employment prospects for

sustainable development.

Revise licensing and standards enforcement system for TVET providers MEST TVET Division, NCTVA 0 0 0

Commission a business review on making the NCTVA a cost-centre, based

on registration and examination income

MEST TVET Division

6.6 6.6 6.6 20

Establish employer consultation mechanisms MEST TVET Division 6.6 6.6 6.6 20

Identify options for regional and international collaborations on

qualifications, standard-setting etc. with the possible delivery of an

international qualification

MEST TVET Division, NCTVA

0 0 0 0

33 33 33 99

The structures, capacities and

data are in place to provide an

effective regulatory and

operational framework for Non-

Formal Education that can

begin to standardise and

coordinate NFE provision

Develop legislation detailing the functions and responsibilities of the NFE

Council to establish it as an effective body for the oversight of NFE

provision in the country

MEST

0 0 0 0

Commission a more detailed survey of literacy and NFE provision and

facilities in each district to update and extend the previous situational

analysis of NFE

NFE Directorate

17 17 17

50

Ensure the collection of NFE data is integrated into the ongoing, coordinated

Local Council-DEO data collection process, with the support of NFE

Council and PADECO

Local Councils, DEOs, PADECO,

NFE Directorate and NFE Council 5 5 5

15

Develop, with providers, minimum standards for NFE in critical areas,

including literacy, and encourage providers to establish results-based

monitoring mechanisms

NFE Council, NFE Directorate

25 25 25

75

Develop a national framework for NFE course certification, enabling

movement between the non-formal and formal education sectors

NFE Directorate, NFE Council,

NCTVA 17 17 17

50

63 63 63 189



Cost USD

000s

Early childhood care and

education, where available,

provides a safe and positive

environment

Finalize and approve a National ECCE Policy that establishes a clear and

realistic framework for gradual ECCE expansion


Directorate in consultation with

Pre-primary and Primary Divisions 0 0 0 0

Develop and promulgate standards for early childhood care and education

providers that ensure safe and friendly environments.

Pre-primary and Primary Divisions

and MEST Inspectorate Directorate 17 17 17 50

Review approaches to licensing providers to support effective supervision

and inspection

MEST Inspectorate Directorate and

Pre-primary and Primary Unit

Divisions 17 17 17 50

Facilitate ECCE providers to strengthen networks for exchanging

information and experiences

Pre-primary and Primary Divisions

5 5 5 15

Develop and disseminate a national harmonized curriculum for ECCE

providers

Curriculum Directorate, Pre-

primary and Primary Divisions 17 17 17 50

55 55 55 165

The education system identifies

children with special

educational needs (for

emotional, mental or physical

reasons) and is able to provide

them with suitable support,

where possible within a normal

mainstream school environment

Build professional capacity within the universities, teacher colleges etc. to

strengthen inclusion components within teacher training and lead the work

of identifying and accommodating children with special educational needs.

HEST Directorate, Universities and

Teacher training Colleges

67 67 67 200

Develop national tools and systems to identify children with special needs

and classify their needs.

MEST Special Needs Unit, in

collaboration with Ministries of

Health and Social Welfare 17 17 17 50

Develop guidance for teachers to identify children with hearing or visual

impairments.

MEST Special Needs Unit, in

collaboration with Ministry of

Health 17 17 17 50

100 100 100 300

Source: GOSL Capacity Development Strategy

education sector implementation plan for the years 2014-2016 · making learning real – 2013...

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