Country PresentationVANUATU

Presented By:Team Vanuatu• National Statistics Office• Ministry of Education• Department of Strategic

Planning and Aid Coordination (DSPPAC)

Vanuatu National Planning Structure

1. Planning documents driving education policy

Planning Documents Driving Education Policy

Responsible(Department/Person)

Period Review Date

National SustainableDevelopment Plan 2016-2030 (NSDP)

NSDP Monitoring and Evaluation Framework

Department of Strategic and Policy Planning and Aid Coordination

The Department of Strategic Planning and Aid Coordination

2016-2030

2016-2030

2020

2020

MoET Corporate Plan Ministry of Education and Training 2013 - 2017

2018Currently Under

Review

Interim VETSS 2017-2018 Ministry of Education and Training 2017-2018 2018

Education Act No. 9 of 2014 Parliament of Vanuatu

NSDP: Society Goal 2-Quality Education An inclusive, equitable and quality education system with life-long learning for all.

• SOC2.1 Ensure every child, regardless of gender, location, educational needs or circumstances has access to the education system

• SOC2.2 Build trust in the education system through improved performance

management systems, teacher training, and the reliable delivery of quality services

• SOC2.3 Formalise early childhood education and life-long learning opportunities within the education system

• SOC2.4 Increase higher education opportunities, including technical and vocational training and skills

2. Key focus areas of education development

Education Goal Statements VETSS Strategies Key Activities (Focus Areas)

Increase equitable ACCESS to education for all people at all levels of education of Vanuatu

1. Provide Fee Subsidy 1. Improve school funding process2. Inclusive Education Policy Implementation3. Implementation of Education in Emergency (EIE) Policy2. Promote and mainstream Inclusive Education

3. Development of proper school Infrastructures and National School Development Plan

4. (Primary) School Construction Program5. School Maintenance Planning

Improve the QUALITY of education 4. Mainstream Early Childhood Care and Education (ECCE) 1. ECCE Policy Implementation

5. Teachers training and development and implementation of a National Teacher Development Plan

2. Professional Development (PD) to Support New Curriculum 3. VITE Institutional Strengthening

6. Integrate and consolidate the Curriculum reforms, strengthening assessment systems

7. Teachers training and development and implementation of a National Teacher Development Plan

8. Integrate and consolidate the Curriculum reforms, strengthening assessment systems

4. Curriculum Implementation5. Assessment, Reporting and Monitoring6. Language Policy Implementation

9. Development and implementation of bilingual/ plurilingual education policy and system

10. Strengthened Basic and Secondary Education 7. Implementation Basic and Secondary Education Policies

11. Ensuring equitable and inclusive access to a quality assured and appropriately resourced Post School Education and Training system

8. Implementation of the Post School Education and Training Policy 2016-2020

Improve planning , fiscal and financial MANAGEMENT 12. Promote educational and Training standards, sound legislation, evidence base policy development, strengthening ICT use, planning, budgeting and implement M&E reporting

1. Education Management systems implemented

13. Rationalization of resources 2. Developed education service delivery to schools3. Evidenced based policy

14. Re-structuring and Devolution of MoET functions

15. Strengthen Governance, partnerships and communications 4. School Leaders Program

5. Development and implementation of a MoET communication Plan

3. Indicator frameworks to monitor education development

MoET Results Framework 2018 – 2020

OBJECTIVES

(What you want to achieve)

INDICATORS

(How to measure change)

MEANS OF

VERIFICATION

(Where & how to get

information)

Frequency

of Data

Collection

ASSUMPTIONS

(What else to be aware of)

End Outcome Access:

All students have opportunity to

access schools within a reasonable

distance and at a reasonable cost.

• Net Enrolment Rate (NER),

Kindergarten and schooling Years 1 - 3

(age 6 schooling Year 1; Age 7 schooling

Year 2; age 8 schooling Year 3)

• % of schools schooling Years

Kindergarten and 1 - 13 Standards for

children with special needs.

Open VEMIS

AnnualBehaviours and decisions around

child enrolment are understood

and contextualised.

Access outcome

Cont..

NSDP outcome 1: Ensure every child, regardless of gender,

location, education needs or circumstances has access to the

education system

• Percentage of age 6 in Yr. 1 who attended

kindergarten

• Survival rates Yr. 1 - 6, 1 – 13.

Open VEMIS Annual

National campaign on right age

of schooling (6 years, class

one).

Literacy & numeracy standards

achieved and socioeconomic

factors correlated with

children/students completing a

level of schooling.

Output 1.1.

All school age children in Y1-10 attend school

• Net Enrolment Rate Primary and Junior Secondary Open VEMIS Annual National campaign on right age

of schooling (6 years, class one)

• # of children with special needs (or disadvantaged

children) accessing schoolsOpen VEMIS/Disability society Annual

Decisions around sending

children with specific needs to

school are understood and

supported

• # of schools that has a Comprehensive Safety Plan in

placedSIU/Open VEMIS Annual

Trainings provided to school

principals to develop and

implement School

Comprehensive Safety Plan

Output 1.2.

Infrastructure planning to support quality facilities and

improved safety access to learning

• # of primary schools that completes an asset survey

(facilities) and the survey information’s are entered in

OV

Facilities /Open VEMIS On going

Primary schools facilities survey

related to primary school asset

survey

• # of schools with new classrooms built and occupied Facilities Unit AnnualQuality new classrooms are

funded by projects

• # of schools implementing maintenance plans SIU/OV AnnualSchools have established

maintenance plan

• # of schools that engage community support for

accessible facilities in primary schoolsOpen VEMIS Annual

Responses and participation of

communities understood and

contextualized

• # of schools with infrastructure improved and wash

improvement projects implemented

UNICEF report/Facilities

unit/Open VEMISAnnual

Quality of infrastructure

correlated with location of

schools and leadership in the

schools

Quality outcome

End Outcome Quality:

Enhanced teaching leading to

broader learning and social results

within schools.

• % of student meeting literacy and

numeracy standards in year 4.• Annual data

collection

through

evaluation

studies

• Open VEMIS

Annual • Literacy and numeracy rates

correlated to new

curriculum roll-out and

teacher training efforts.

NSDP 2.1.

Formalize early childhood education

and life-long learning opportunities

within the education system.

• Percentage of students meeting

literacy and numeracy standardsVANSTA/Open VEMIS Annual

Literacy and numeracy

standards correlated with life-

long learning opportunities

NSDP Outcome 2.2.

Increase higher education

opportunities, including technical

and vocational training and skills.

• No of technical & Vocational

schools that are certified and

registered under the Vanuatu

Qualifications Authority to

operate

VQA records Annual

Mechanisms established to

assist TVET institutions to meet

VQA standards

Output 2.3.

Strengthened ECCE to support early

years learning.

• # of Kindies implement ECCE policy

of school readiness

Open VEMIS/ECCE

coordinatorAnnual

ECCE policy of school readiness

has a clear implementation plan

• % of ECCE teachers trained on the

new ECCE curriculum

Open VEMIS/ ECCE

CoordinatorAnnual

ECCE teachers trained obtain a

certification

Cont..Output 2.2.

Training (pre-service and in-service)

programs for teachers updated to

meet quality standards.

• # of schools with teachers trained

in new curriculum (for Years 1-3 as

rolled out);

Open VEMIS/ISU/VITE Annual

Training in new curriculum

conducted in both in-service and

pre-service

• # of schools with principals trained

in new curriculumOpen VEMIS/ISU/VITE Annual

Principals have the capacity to

support teachers in delivering

new curriculum

• # of VITE courses reviewed and

certified by VQAVQA records Annual

All VITE courses are reviewed to

guarantee bachelor program

Output 2.3.

New curriculum implemented

• # of schools receiving and

implementation new curriculumCDU records Ongoing

Non-Government (private)

schools implement additional

curriculum

• VANSTA administered in Open

VEMISEAU TBC

EAU has another standalone

system to administer VANSTA

Output 2.4.

SIPs and grants are monitored by

provincial school improvement

officers and inspectorates and

auditors.

• # of schools (Primary & Secondary)

having developed and

implementing their SIP

SIU/Open VEMIS AnnualSIP to be standardized and

applied in PS & SS

• # of schools (Primary & Secondary)

producing financial reports

Open VEMIS/Finance

UnitAnnual

Schools need clear direction on

financial reports

• # of schools that meet relevant

Minimum Quality Standards (MQS)Open VEMIS/SIU Annual

SIPs are developed and

implemented to meet the MQS

Output 2.5.

Scholarship support is provided to

students to have access to accredit

training within a tertiary and higher

education framework

• # of TVET institutions accredited by

VQAVQA records Annual

Processes of registering and

accrediting TVET institutions are

in place

• # of students enrolled in TVET

institutionsOpen VEMIS Annual

TVET institutions need to

registered and their courses

accredited by VQA

• # of scholarship awarded per year

Scholarship

records/Open

VEMIS/DFAT/MFAT

Annual

All scholarship awarded based

on VanGov Scholarship Priority

Framework

Management OutcomeEnd Outcome Management: School service

delivery meeting MQS requirements

• % schools meeting relevant MQS on an

annual basis

Open VEMIS/SIUAnnual

MQS standards clearly defined and

applied (i.e. shared criteria)

NSDP Outcome 3.

Build trust in the education system

through improved performance

management systems, teacher training,

and reliable delivery of quality services

• Percentage of schools demonstrating

effective implementation and

management of school grants

Open VEMIS/Finance

Unit / IAUAnnual

School principals were trained &

supported to manage the school

grants

Output 3.1.

Strengthen performance management

systems (reporting against plans and

standards), at all institutional levels,

including appraisal of managers, principals,

teachers, staff

• # of provinces with capacity for devolved

responsibilities for the management of

teachers and schools. VESP progress report Annual

The six provincial education offices

have differing capacity levels

• # of eligible primary schools receive and

acquit school grants on time

Open VEMIS/Finance

UnitAnnual

The capacity/capability of principals

to produce acquittals is understood

and assistance provided

Output 3.2.

Provincial management to support service

delivery at school level

• Quarterly reports are produced. PPD Quarterly Managers timeliness of producing

the QRs

• # of schools (ECCE, Primary, & Secondary)

producing annual reportsOpen VEMIS Annual

All schools (PS & SS) should have the

capacity to produce annual reports

• Performance appraisal for PSC and TSC

staff conducted annuallyHRM/TSC records Annual

Mechanisms for performance

appraisal are in place

• # of schools using Open VEMIS Open VEMIS Annual

Internet connectivity is still a

challenge for schools in the

rural/remote areas

• # of school support centers established VESP progress reports Annual SSC concept understood &

contextualized

Cont..

Output 3.3.

School leadership to support

improved learning in classrooms

• # of schools with school

improvement plans (SIPS)Open VEMIS/SIU Annual

SIPs are applied at PS & SS and

aligned to high level plans for

MoET

• # of school principals trained Open VEMIS/SIU Annual School principals are community

leaders

Output 3.4.

Community engagement to support

improved quality, access and

participation in schooling

• # of schools that engage with

communities to enroll children at

right age into Year 1 VESP progress reports Annual Participation of communities are

understood and contextualized

• # of Education Governance Bodies

that are effectively functioning

Assessment

report/Education

sector review report

Annual

All education governance bodies

exist (i.e. appointed by the

Minister)

4. Policy alignment with budget allocation

Education Projects/Programs funded by Government and Donor Agencies:

• School Grant payment – Paid to ECCE to Year 6 and Tuition fees paid to year 7 and 8. Funded by Government, MFAT & DFAT

• Grants to Vanuatu Institute of Technology & Vanuatu Institute of Teachers Education . Funded by Government

• Development of Open VEMIS Database – Supported by VESP (MFAT & DFAT)

• TC PAM Classroom Reconstruction Project – Funded by ADB/VESP

• Piloting National School Infrastructure Development Plan. Funded by VESP (MFAT & DFAT)

• School Improvement Plan Awareness and Training. Funded by VESP (MFAT & DFAT)

Cont..

6%

MoET - 22%

7%

MFEM - 32%

10%

7%

• Current 2017 MoET Ceiling: 4,471,301,120 VT vs 2018 MoET Ceiling: 4,526,147,293 VT(Less TVET Operations Budget: 8million vatu, Add Parliamentary Secretary budget: 28,683,109 vatu and Primary School Grant budget: 34,163,064 vatu)

• Comprises 22% of total Government budget.

(2nd highest Budget Ceiling after Ministry of Finance & Economic Management)

• MoET ceiling does Not include Scholarship Budget of 509 million vatu which is managed by MFEM.

Proportion of Government Budget Allocation for Year 2018

2018 Budget Allocation by DepartmentsDEPARTMENT OPREATION BUDGET (VT) PAYROLL BUDGET (VT) TOTAL BUDGET

(VT)

MoET Cabinet 7,600,017 0.7% 37,943,506 1.1% 45,543,523

MoET Parliamentary Secretary

12,647,853 1.2% 16,035,256 0.5% 28,683,109

Education Service Directorate 781,165,606 74.9% 3,043,993 87.4% 3,825,158,701

Directorate General Directorate

9,674,942 0.9% 38,335,275 1.1% 48,010,217

Education Commissions and Councils

33,069,341 3.2% 16,935,247 0.5% 50,004,588

Finance & Administration Directorate

119,159,301 11.4% 43,444,663 1.2% 162,603,964

Policy & Planning Directorate 6,925,207 0.7% 26,811,584 0.8% 33,736,791

Tertiary Education Services 72,082,960 6.9% 260,323,440 7.5% 332,406,400

Grand Total 1,042,325,227 3,48,822,066 4,526,147,293

Government Vs MoET Expenditure in Billions (Vatu).

16,72617,523 17,773

4,285 4,180 4,303

2013 2014 2015

Government Budget MoET Budget

Donor Contribution in Education in 2017

Donor Budget %Australia 785,830,695 85.0

A.D.B 42,461,282 4.6Japan 36,029,927 3.9Kuwait 17,314,530 1.9

New Zealand 4,385,497 0.5UNESCO 12,382,072 1.3

VESP (MFAT/DFAT) 10,693,842 1.2SPC 7,113,150 0.8

UNICEF 5,024,795 0.5Common Wealth 3,029,544 0.3

Total 924,265,334

Tenk iu Tumas!