Achieving a world class standard in quality and...

Achieving a world class standard in quality and effectiveness for primary schoolp y

Madagascar delegate presentation 1th february, 2008 LETSGA, Singapore

PRESENTATION PLAN• National vision of education

• Vision of primary education

• Existing plansExisting plans 

• Current reality

• Singapore’s strengths 

• Basic considerations• Basic considerations

• Innovation project

• Strategies to ensure success

NATIONAL VISION

Madagascar Action Plan visiong

We will create an education system with world class standards in quality and in effectiveness, which stimulates creativity and helps our students to actually transform their dreams into reality, and which provides Madagascar with the necessary human resources to become a competitive nation and a successful player in the world economy.  Madagascar action plan

VISION OF PRIMARY SCHOOLVISION OF PRIMARY SCHOOL87% of Malagasy children will 

l fi f icomplete five years of primary education school by 2012. (94 y (% by 2015)

Increased access, more confident parents and , pteachers, better curricula, succesfull pedagogy, higher education level at the end of primary 

h lschool.

EXISTING PLAN/PROGEXISTING PLAN/PROG• MAP, Education for All program

Increase access rate and reduce drop out– Increase access rate and reduce drop out

– Enhance the quality of the system

Increase the completion rate– Increase the completion rate

– Extend the primary school duration (5 to 7 yrs) 

• Capacity building of actors at each level to /strengthen the organisation/structure of the 

education system

CURRENT REALITYd id f• Demand side factors

– Distance to school more than 10 km – Students’ nutritional deficit

di i l d l l h bi– Traditional  and cultural habits – Inadequacy of the school calendar with the harvest/agricultural 

calendar.– Low implication of parents on learning achievementLow implication of parents on learning achievement

• Offer side factors– School directors and teachers have low understanding of their– School directors and teachers have low understanding of their 

role/mission (Lack of incentive, lack of leadership, lack of professionalism)

– Too centralized management and difficulties to channel ressources t h lto school

– Low qualifications and teachers’ absenteism

As a resultl lPrimary education completion rate is low : 57%

Percentage of students repeating class : 20%

SINGAPORE’S STRENGTHS• Autonomy of decision making at principals’ level• Creativity and incentives for teachers to develop 

f i llprofessionally• Teachers’ high level of knowledge and skills (selection process life long learning system)(selection process, life long learning system)

• Strong leadership for excellence at any level • Curriculum content significant and linked with realityCurriculum content significant and linked with reality (economy)

• Confidence in education and comprehension of the changing world (Parents, principles, teachers, students)H ti hi h i• Human ressources supporting a high economic growth

BASIC CONSIDERATIONS• Discussion points :• Discussion points :

– Which initiatives/actions can really transform current realities/situation?

– How can a new mental vision of the expected events/outputs be built up?

– How can these actions be implemented using theHow can these actions be implemented using the existing/current structures?

• Strengths to build upon : – Government’s commitment (Budget of primary education increased by 15% since 2003)

– Decentralisation process on goingDecentralisation process on going– Parents commitment (Infrastructure, support to teacher payment)W h d l d ti l t ki i tWe have developed our action plan taking into consideration the execution of existing plans (MAP, EFA…).

INNOVATION PROJECT

Extend primary education from 5 to 7 years with success by building a “culture of leadership”success by building a  culture of leadership  esp. amongst teachers and principals.

INNOVATION PROJECT (CONTD)INNOVATION PROJECT (CONTD)– Develop and deploy a communication strategy esp. parents– Implement training system (education authorities principals– Implement training system (education authorities, principals, teachers):

• Develop training content and/or toolkit for principals ( d ti h i l ll b(education change, new curriculum syllabus, leadership/coaching & management skills)

– Install clearer accountability : Give principals greater autonomy and hold them accountable for school outcomes. 

– Create a platform for exchange between directors, teachers to improve management/teaching practicesp g / g p

– Establish legislation framework 

STRATEGIES TO ENSURE SUCCESS• Work with leaders for change: Start action implementation 

with identified « change agents » strongly trained on leadership for excellence practices..

• Communicate well : Ensure efficient communication at/by all levels using different strategies (e.g. central to regional, principals to parents, radios, posters, etc.)  

• Implement and constantly improve: Start the process by September 2008 in 20 districts (about 3500 primary schools) and gradually scale up by evaluating and adjusting

• Create a culture of self‐improvement: Install a system in which teachers/principals plan, train, evaluate by/from themselves

• Put into place a monitoring mechanism : Create a board to i h j ( d b MOE NLIM PRM PMmonitor the project (composed by MOE, NLIM, PRM, PM, 

partners, parent representatives, …)

Leadership in action

Thank You for your feed backThank You for your feed-back

INVEST IN HUMAN CAPITAL

TO BUILD A COMPETITIVE NATIONTO BUILD A COMPETITIVE NATION

Madagascar presentationMadagascar presentationPart 2

TVET TRANSFORMATIONTVET TRANSFORMATIONTVET TRANSFORMATIONTVET TRANSFORMATION

Singapore, 1st february 2008Singapore, 1st february 2008

OutlinesOutlines

• Priority Problems• Priority Problems

• Lessons Learnt from Singaporeg p

• Opportunity for change

• Action Plan

Priority ProblemsPriority Problems• No policy framework for the development of  TVET

L k f l i l i• Lack of employer involvement in system management and testing of graduates, 

• Lack of information about labor market outcomes of training, 

• Major gaps in training provision, particularly for technicians, rural areas and the informal sector, , ,

• An aging teacher force not kept up to date with technological developments, 

• Over fragmentation of teaching programs in• Over‐fragmentation of teaching programs in technical and vocational schools, relatively long TVET courses (2 to 3 yrs each) L t d i t f t d t• Low pass rates and excessive rates of student dropout 

Lessons Learnt from Singaporeg p– Start with small initiatives and expand later 

– Learn from other countries on specific areas and goals and apply to country context

– EDB : designs the economic development strategy, attracts investors and sets up training centers

– One source of financing :  skilled development fund financed with company contributions

Our ProjectsOur Projects1 Create consensus political1. Create consensus, political 

commitment and governance mechanismmechanism

2 D l Pil T h i l/V i l2. Develop Pilot Technical/Vocational Schools

3. System ‐ Level Capacity Buildingy p y g

1. Create consensus, political commitment1. Create consensus, political commitment and governance mechanism

• To create consensus and political commitment– TVET strategy discussion document (issues and recommendations)

–Commission study to propose options for creating governance mechanism involving employers, government and providers

–National consultation and  political commitment for strategy and action plan

2. Develop Pilot Technical/VocationalSchools

• Identify as pilots  5 existing technical schools and y p gapply the model decided during the national consultation– CharacteristicsCharacteristics

• Autonomy : technical, administrative, and legal • Governance : involve employers and other users 

(local government informal sector associations)(local government, informal sector associations)• Provide training  in priority sectors

– Criteria for selection:• Directors : risk takers, change agents and capable 

of implementing the reform program• School that already has links with labor market 

dneeds• With minimum infrastructure and some good staff

2. Develop Pilot Technical/Vocationalp /Schools (cont.)

Build capacity of institution– Build capacity of institution• Provide training of Directors and key administrative staff

• Conduct training needs in the priority sectors• Conduct training needs in the priority sectors• Provide training for instructors• Provide infrastructure and equipment• Conduct tracer studies of graduates

– FinancingFinancing• Seek funding from big companies and encourage others (local and MSMEs)

• Governance of funds in a transparent mannerGovernance of funds in a transparent manner• Create Accountability mechanisms 

3 System Level Capacity Building3. System ‐ Level Capacity Building 

• Technical skills :Technical skills :– To create a pool of resource persons who can develop curriculum and materials

– To set up and implement a quality assurance system 

– To implement an accreditation system

d l lifi i f k– To develop a qualification framework

– To monitor and evaluate the pilot schools

• Administration– Statistics, Finance, HR

CalendarCalendar

1. Create consensus, ea e co se sus,political commitment and governance 

h i

• 2008

mechanism

2 D l Pil t2. Develop Pilot Technical/Vocational Schools

• 2008‐2012

3. System ‐ Level Capacity  • 2008‐2010y p yBuilding

2008 2010

THANKS FOR YOUR ATTENTIONTHANKS FOR YOUR ATTENTION