RESULTS-BASED MANAGEMENT:GOVERNANCE OF THE EDUCATION SYSTEMImplementationVolume 2

This document was produced by the Ministère de l’Éducation et de l’Enseignement supérieur in collaboration with representatives from the following organizations:

Association des directions générales des commissions scolaires (ADIGECS) Association montréalaise des directions d’établissement scolaire (AMDES) Association of Administrators of English Schools of Quebec (AAESQ) Association of Directors General of English School Boards of Quebec (ADGESBQ) Association québécoise des cadres scolaires (AQCS) Association québécoise du personnel de direction des écoles (AQPDE) English Parents’ Committee Association (EPCA) Fédération des commissions scolaires du Québec (FCSQ) Fédération québécoise des directions d’établissement d’enseignement (FQDE) Quebec English School Boards Association (QESBA) Québec Federation of Parents' Committees (QFPC)

Title of original document: GESTION AXÉE SUR LES RÉSULTATS : PILOTAGE DU SYSTÈME D’ÉDUCATION Mise en oeuvreGuide 2 de 5

For additional information, contact: General Information Direction des communications Ministère de l’Éducation et de l’Enseignement supérieur 1035, rue De La Chevrotière, 28e étage Québec (Québec) G1R 5A5 Telephone: 418-643-7095 Toll-free: 1-866-747-6626

An electronic version of this document is available on the Ministère’s Web site at: education.gouv.qc.ca

© Gouvernement du Québec

ISBN 978-2-550-82514-2 (PDF)

ISBN 978-2-550-80731-5 (French, PDF)

Legal Deposit – Bibliothèque et Archives nationales du Québec, 2018 17-00450

Foreword

This document is intended for school boards, educational institutions, members of the general public and education system

stakeholders. It presents a summary of the process involved in implementing results-based management in education. It is based

on the Guide sur la gestion axée sur les résultats, published (in French only) by the Secrétariat du Conseil du trésor, which the

Ministère de l’Éducation et de l’Enseignement supérieur (MEES) has adjusted to reflect the realities facing the education system.

Table of Contents

Introduction 1

Stage 1: Planning 2

Stage 2: Implementation 3

Stage 3: Reporting 3

Summary 4

1

INTRODUCTION Under the new provisions introduced with the enactment of Bill 105, in particular the provisions relating to results-based

management in education, MEES must prepare a strategic plan, school boards must prepare a commitment-to-success plan and

educational institutions must prepare an educational project. The strategic tools to be produced by the school boards and

educational institutions – the commitment-to-success plan and educational project respectively – are described in detail in two

separate volumes (Volumes 3 and 4).

Results-based management calls for a collaborative approach, with everyone concerned working together. It makes it possible

to identify the context, to define the challenges, policy orientations, objectives and results to be achieved, and to report to the

public on the results obtained.

Results-based management is divided into the following three stages: planning,

implementation and reporting.1

A description of each stage, and the related measures to be taken, can be found in the following pages.

1 Based on the cycle proposed by the Secrétariat du Conseil du trésor www.tresor.gouv.qc.ca/cadredegestion/gestion-axee-sur-les-resultats/index.html.

2

STAGE 1: PLANNING The planning stage is essential in a results-based management approach. The Secrétariat du Conseil du trésor has divided this

stage into two phases: “Learn and Adjust” and “Make Commitments.”

Learn and Adjust

An organization must know and understand the context in which it operates if it is to be able to make informed decisions and

establish priorities. Throughout the planning stage, the organization must ensure that its priorities are adjusted to reflect public

expectations, the context, the analysis of the results obtained and the available resources.

Learning and adjusting involves taking the following measures: Read the most recent annual report and analyze the results obtained. Identify the context in which the organization operates by carrying out consultations and using statistical

data. Question the public to identify its expectations. Identify the available resources (human, financial, material, etc.). Acknowledge the organization’s strengths and vulnerabilities. Define the challenges facing the organization.

Make Commitments

The organization must identify its policy orientations and objectives, as well as the results to be achieved. These commitments

must reflect the context in which it operates, its vulnerabilities, its expectations as to what it should do and the MEES strategic

plan.

In order to obtain the support of its staff, the organization must work together with all personnel in identifying its policy orientations,

objectives and results to be achieved. It is important to communicate effectively in order to ensure that the organization’s priorities

are well understood and that the staff rallies around the decisions in this regard.

To meet the requirements of transparency and accountability, the organization must use clear, simple language to inform the

general public about the policy orientations, objectives and results to be achieved. These commitments are set out in the MEES

strategic plan, in the school boards’ commitment-to-success plans and in the educational projects of educational institutions.

Making commitments involves taking the following measures: Define the policy orientations and objectives associated with each of the challenges identified at the planning

stage. Propose indicators that can be used to assess the extent to which the results associated with each objective

have been achieved. Determine the results to be achieved (targets). Prepare the strategic tool (commitment-to-success plan for a school board and educational project for an

educational institution) and make sure it contains all the required information.

3

STAGE 2: IMPLEMENTATION Take Action

At this stage, the organization must identify the methods it will use to fulfill its commitments. To do this, it may take into account

the organizational culture, research or empirical data, and the documents produced by MEES (policies, strategies, action plans,

etc.). This stage is not governed by any legislation.

It is essential to ensure that implementation and results are monitored using a monitoring tool such as a dashboard, which

provides an overview of the organization’s performance so that its methods can be adjusted if needed.

The following measures must be taken at this stage:

Work with the staff to choose the methods that will be used to fulfill the organization’s commitments. Prepare the tools needed to monitor the commitments (e.g. a dashboard, a database, etc.). Periodically monitor the methods and results. Adjust the methods where necessary, to ensure that the results are achieved.

STAGE 3: REPORTING Report

The term reporting means presenting, analyzing and interpreting the results obtained and methods used, and comparing them to

the objectives and targets. From a continuous improvement standpoint, if the results are not achieved, the organization must

propose avenues to remedy the situation.

The Public Administration Act requires MEES to produce an annual management report. According to the Education Act, school

boards must produce an annual report and educational institutions must report in accordance with the agreement they have

reached with the school board.

The following measures must be taken at the reporting stage:

Gather the results shown in the monitoring tool (dashboard). Analyze the methods used and results obtained. Consider the changes that could be made to ensure ongoing improvement. Prepare the annual report. Communicate the results.

4

SUMMARY The following diagram summarizes the various stages involved in implementing a results-based management approach and

presents the actions described above:

5

The components of results-based management in the education system, as they apply to each administrative level, are as follows:

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STAGE: PLANNING

STAGE: IMPLEMENTATION

STAGE: REPORTING

Commitment-to-success plan

(EA, s. 209.1)

Educational project (EA, s. 36.1, 37, 109)

Information on services provided

(EA, s. 83, 110.3.1)

According to their management decision

(e.g. action plan, policy, strategy, etc.)

According to their management decision

(e.g. action plan, intervention plan, etc.)

Annual report (EA, s. 220)

Financial report

Collecte-Info (EA, s. 219)

Others (human resources, etc.)

Educational project: evaluation methods and frequency determined by

the school and school board (EA, 37, 109)

Services offered: annual reporting and evaluation

methods determined by the educational institution

(EA, ss. 83, 110.3.1)

Strategic plan (PAA, s. 9)

According to its management decision

(e.g. action plan, policy, strategy, etc.)

Annual management report (PAA, s. 24)

Others (action plan, policy,

strategy, etc.)

Service statement (PAA, s. 6)