Cook Islands Ministry of Education Statement of Intent 2010-2015

7/30/2019 Cook Islands Ministry of Education Statement of Intent 2010-2015

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Statement of Intent

The Statement of Intent outlines the priorities of the Ministry

of Education for the next five years (2010- 2015). It provides

stakeholders with an outline of priority areas, their purpose,

specific outputs, desired outcomes and an undertaking fromthe Ministry as to how progress towards these will be

monitored.

The priorities are indicative of the current position of

education in the Cook Islands. Whilst not detracting from the

goals in entirety of the Education Master Plan, the priorities

reflect the areas that the Ministry believes are required as a

base for the remaining goals to be achieved and are areaswhere considerable gains need to and can be made. The

statement also reflects the priorities set out in the National

Sustainable Development Plan.

Achieving the outcomes of this statement will allow the

Ministry to live its vision and support the achievement of

national, regional and international goals.

Vision:

The Ministry of Education values the unique nature of the Cook Islands.

We contribute to the effective governance of our country and are recognised as leaders in

education throughout the region.

The Ministry of Education provides a dynamic and professional environment which promotes

and supports life long learning through the provision of quality services.

Ministry of Education, 2009

This Ministry vision works to support the Education Sector vision tobuild the skills, knowledge, attitudes

and values of Cook Islanders to put their capabilities to best use in all areas of their lives.

Ministry of Education, 2008


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Priority Outcome 1: Parents and the community have confidence in their own and the Ministrys ability to support

quality learning and development for the very young.

Why? Quality early childhood education and the skills it develops in the very young sets a base for positive

educational outcomes in formal schooling. Parents and the community have an important role to play in this

development and the Ministry must make sure it supports parents in this role as well as continuing to focus on quality

personnel and resources in the Early Childhood sector.

How?1. Increased participation although most young Cook Islands children do attend an ECE Centre, there are still

some children who do not have equity of access or participation. The Ministry will focus on engaging these

children in early childhood education through awareness and media programmes and individual community

based responses.

2. Quality Learning the Ministry will continue to support the professional development of ECE teachers andAdvisory staff and the development of ECE specific quality assurance programmes.

3. Parental Support the Ministry will further develop and implement the Te Kakaia programme to supportparents in being the leaders of their childs education.

4. ECE Resourcing resourcing for ECE (human, learning and consumables) is tagged within school budgets.5. Pay parity for ECE teachers with teachers at primary and secondary level.6. Provision of physical learning environments which reflect health and safety requirements and curriculum

intent.

Evidence of Success:

1. Gross Enrolment Rate for Early Childhood Education at least 95% across all islands.2. Successful completion of ECE specific courses and qualifications by teachers and advisory staff.3. ECE specific resourcing available in schools (including pay parity).4. Te Kakaia programmes successfully run to support parents in understanding learning and development in the

very young.

5. ECE buildings and environments are fit for their intended purpose.

Priority Outcome 2:That every child is literate and numerate by the end of Year 8

Why? Literacy and Numeracy are the foundation skills for all other learning. They also provide the foundation for life

skills that all individuals need to be active members of their communities. Success in literacy and numeracy leads to

positive learning outcomes in all essential learning areas of the Cook Islands Curriculum. The target of year 8 is to

ensure that students have the skills needed to access opportunities at secondary school level and to be able to

successfully gain recognized qualifications. The Ministry of Education considers attainment in both Maori and English

to be a requirement of the literate learner.

How?1. Lead Teacher Programmes professional and effective lead teachers in schools to support, monitor and

evaluate classroom programmes in literacy and numeracy.

2. Resourcing - a focus on resourcing Maori language with relevant high quality resources at all levels of

education.

3. The development of resourcing formulae for literacy and numeracy.

4 Assessment Tools to improve learning a range of assessment tools are used by teachers to assess learning in


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1. Classroom teachers reflect best practice in their delivery of literacy and numeracy programmes.2. Valid and reliable Literacy and Numeracy data with national snapshots at Years 4 and 8 which meet set

targets.

3. Increase in resources (print and digital) available in Maori Language.4. Research conducted, recommendations implemented and findings published annually on best practice in

teaching literacy and numeracy in the Cook Islands.

5. Adherence to resourcing formulae developed.

Priority Outcome 3:Every young person has access to the opportunity to develop skills and knowledge and to gain

the qualification that they need to contribute to the development of the Cook Islands.

Why? Young Cook Islanders need to have the opportunity to gain the knowledge, skills and qualifications that will

equip them for the career and lifestyle of their choice. The NCEA qualification, accessed by schools in the Cook

Islands, allows for a significant range of subjects and linkages between academic, vocational and alternative courses.

The intent is to give learners access to seamless educational opportunities.

How?

1. Increase Subject Scope the Ministry will continue to review the scope of subjects available in senior

secondary school and add to this in a way that meets the interests and skills of students and provides young

Cook Islanders with the skills and qualifications needed to contribute to the national workforce.2. Dual Pathway Programmes in collaboration with other providers, the Ministry will continue to develop a

range of standard based programmes which students can utilize to gain credits towards both school based and

vocational qualifications eg carpentry, hospitality, automotive engineering.

3. Alternative Pathways the Ministry recognizes the traditional school based academic programmes do not suit

all learners. By creating alternative pathways for learning, the Ministry in collaboration with other providers,

can ensure that the learning needs of all students are met.

4. Increased access for students in isolated communities the Ministry wants students to be able to access quality

education on their home islands for as long as possible. New methods of providing access to educational

opportunities will be investigated and implemented in remote communities.5. Secondary literacy and numeracy professional support to all secondary teachers to be teachers of literacy and

numeracy.

6. Provide quality support and information on career opportunities and decision making continue to develop

careers education programmes in schools and support with well trained and resourced Careers Education

teachers.


1. Student retention in education on home islands and in vocational education.2. Active participation of students in dual pathway programmes measured through the breadth of courses offered

and student participation.

3. Students have access to alternative programmes which provide the opportunity for success.4. Improved NCEA Literacy and Numeracy results to ensure increased student access to qualification

programmes.

5. Careers Education programmes at all levels of schooling from year 7.


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Priority Outcome 4:Learning needs of the wider community are acknowledged and addressed through collaboration

and partnerships with other agencies.

Why? The Education Master Plan has the catchphrase Learning for Life. As a key driver of the education sector, the

Ministry therefore has a major role to play in ensuring that all Cook Islanders have access to learning at all levels.

How?1. Community Education in collaboration with schools and other agencies, the Ministry will encourage and

support the development and implementation of programmes that provide learning opportunities to the wider

school community including parents, caregivers and other community stakeholders.

2. Life Skills Programmes the Ministry will work with schools, communities and other agencies to identify the

island/community specific skills that need support and will develop programmes in response.

3. Te Kakaia the Te Kakaia programme specifically supports parents/caregivers to understand and be able to

support their childs learning at all levels.

4. Resource Support the development of partnerships with community groups and other agencies to utilize

school resources for the purpose of providing formal and non-formal learning opportunities.


1. Number of successful community education and life skills programmes offered measured throughparticipation, successful completion and course evaluation.

2. Te Kakaia programmes that meet the needs of different communities.3. Increased utilization of schools and their physical resources.

Priority Outcome 5:The Ministry of Education is capable, professional, efficient and responsive to the needs of and

opportunities provided to the education sector.

Why? The Ministry of Education is mandated to provide quality education to all Cook Islanders. It can only achieve

this if it develops and supports best practice models, operates quality assurance systems and monitors its performance

to ensure currency nationally, regionally and internationally.

How?

1. Safety the Ministry, in collaboration with CIIC, will work towards ensuring a fitness of purpose for schools.The Ministry will also continue to work with EMCI to ensure that schools and their communities are prepared

to respond to adverse events.

2. Health the Ministry, as a good employer, affords priority to the promotion of wellness, and aims to ensurethat all are free from harm.

3. Quality Assurance the Ministry will monitor and evaluate its own performance (internal) and be open toaudit from other agencies (external). This quality assurance includes school review and the development and

implementation of sound forward looking policy that meets the needs of the sector and its responsibility to the

wider community.

4. Development of research environment the Ministry will develop a culture of research across all levels of theeducation sector.

5. A Performance Development System that reflects professional standards and which is supported by purposefulprofessional development opportunities.


1 Unqualified audit report and PSC endorsement


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Five Year Action Plan

Focus Area: Taku Ipukarea Kia Rangitira

Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15

Improved

Maori

literacy at all

levels of

education

Relevant

Learning andTeaching

styles and

methods

identified and

developed

Develop as a

Centre of

Excellence

for all things

Cook Islands

65% G4 students with

Maori at or above

suggested standard.

60% Y8 students at or

above expected

standard.

At least one research

based publicationproduced each year.

At least 2 staff

presenting at national,

regional or

international

conferences per

annum.

By 2015 at least 3

standards for

traditional knowledge

registered on

qualifications

framework.

Maori Lang. Framework completed to Year 8 (SS)

Lead Teacher Pro rammes SS

Strengthening Secondary Maori: NCEA, Pedagogy (SS)

Resource Development (SS: Seconded project)

2010/12 ECE Grade 3 Grade 4-8

Year 9 - 13

Research Programmes (PPR/SS):

Literacy &Numeracy Research Sabbatical Programme Developed

EIU/ESD ECE

Scoping of Innovations Centre (PPR)

Development of traditional knowledge

standards (SS/PPR)

Register of Presentations maintained (HR): In response to abstract submission and invitation

Annual Research Publication PPR/SS

Development of

research library (PPR) On oin librar maintenance PPR

Eval.

Resources

EFAEFA


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Focus Area: Learning and Teaching

Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15

Equitableaccess for all

learners to

quality

learning

programmes

Improved

literacy andnumeracy for

all learners

NERG1-6>95%

Y11>90%

Y12>50%

Y13>30%

1011 retention >95%

Disaggregate data by

home island.

Review of CICF.

At least two

alternative pathway

programmes.

National English

Literacy >85%Northern Gp at least 5

percentage points per

year.

Numeracy

National >70%

Southern Gp >60%

Review of DFL modalities (ITC/SS)

Implementation of prioritized actions for DFL modalities (ITC/SS)

Annual needs analysis of senior secondary programmes available: increase scope (SS)

Review of CICF (SS) and

services

Development and implementation of

Enterprise/Financial Literacy Curriculum

Document. (SS)

Special

Review of

alternativecourses.(PPR)

Lead Teacher Programmes in Literacy and Numeracy (nb research in TIKR) (SS)

National Literacy

and Numeracy

Conference (SS)

Special Review:

(AE) Lead Teacher

Programme (PPR)

Development of further courses as informed by review (SS)

National assessment tool

development (SS, ITC)

Special Review:

Northern Group

Education (PPR)

Implementation of strategies to address findings of the review (SS, HR)

LAC/NAC courses for secondary teachers (SS)

Post review

development of

resourcing formulae

for Litand Num

PPR/SS

Isolated

student review

AE

Frameworks


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Goals

Increasedenrolment in

ECE Centres

Increased

access to

vocational

courses at

senior levels

Targets (2015)

GER>95% on every

islandNo. of Dip ECE>10

Resourcing Policy for

ECE (ECE tagged

budget and staff)

Te Kakaia ECE

specific programmes

>3 pa

Dual Pathway courses

>8

Taster Courses >4

OIs courses >6

ECE Media Campaign (ITC/SS)

Dip ECE Programme for teachers and advisors

in collaboration with USP (HR)

Post EFA ECEanalysis to identify

communities at risk

(PPR)

Implementation of programmes to address

communities at risk (SS)

ECE resourcing

policy (PPR)

2010/11 2011/12 2012/13 2013/14 2014/1

Ongoing implementation (HR/SS/F)

Te Kakaia Programme: ECE specific (SS)

ECE specific criteria

developed for

education review(PPR)

Ongoing coordination of programmes through facilitation with schools, DNHRD and other providers (SS)

Fitness of Purpose

standards

developed for ECE

(SS/PPR/F)

Work programme to address standards in units (SS/F)

Special Review:

Dual Pathway

Programmes

(PPR) (AE)

Special Review

(AE) ECE

programmes


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Goals

Systems thatenhance

student

wellbeing

Targets (2015)

All accredited schoolshave integrated

careers education

programmes

Careers Ed

programmes for Y7/8

School wide health

promotion

programmes

At least 2 local

guidance counselorsavailable to schools

2014/152013/142012/13

Development of

Careers

Education

programme for

Years 7&8 (SS)

Careers Education

staff ID and

training (SS/HR) Continued training support

(SS/HR)

Careers Teachers

intensive training

(HR/SS)

Programme

development

(SS)Health Promotion implementation (SS)

Guidance staff identification and

training (SS/HR)

2010/11 2011/12


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Focus Area: Learning and the Community

Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15Increased

participation

by parents in

education

policy and

decision

making

Wide

communitysupport and

understanding

of inclusive

education

All schools have

active committees

that meet compliance

requirements.

The Education

Advisory Board of

community

stakeholders meets at

least twice annually.

Policy consultation

programmes utilized.

Community

stakeholder meetings

and media releases(x 2 per year).

Involvement in

Principal appraisal.

100% of children

access educationfrom age 5.

Media Campaign (PPR, ITC)

SchoolCommittee

Training (PPR)

SchoolCommittee

Training (PPR)

Annual Stakeholder Reports & Expo: variety of audiences (PPR)

Early Intervention

Specialist

Programmes (SS)

Early Intervention

Specialist

Programmes (SS)

Completion of

IE policy (SS)

Teacher Aide

training programmes

(SS)

Teacher Aide

training

programmes (SS)

Media Awareness Programme (SS, ITC)

PDS involvement in PDS for Principals (HR)

AE AE

Special Review

(AE):TeacherAide Programmes


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Increased

participationof the wider

community in

ongoing

learning

Annual Programmes

-

5 Te Kakaia- At least twocommunity

education

programmes

per island

- At least twolife skills

programmes

per island

At least 10 school

communities actively

utilizing school

resources for formal

and informal

education.

Te Kakaia Programme

(SS)

Policy development

on Life skills

Courses (PPR/SS) Development and implementation of Life skills Action Plan (SS)

Policy development

on Community Ed.

Courses (PPR/SS)

Development and implementation of Community Ed Action Plan (SS)

From Comm. Ed

policy, develop

guidelines for

school policy

development oncommunity

utilization (PPR)

Monitor policy implementation (SS:Comm Ed/PPR:Policy)

Media awareness

(run by schools)

AE: Lifeskills

andComm


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Focus Area: Infrastructure and Support

Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15

Adequate

budget

resources for

education

High quality

buildings,

grounds and

facilities

Unqualified audit

report

Fully integrated

finance systems

100% of schools

rreecceeiivvee aannnnuuaall

wwaarrrraanntt ooffffiittnneessss

All teachers haveaccess to ICT

facilities for

professional and

learning

development

purposes

Completion of new

MoE headquarters

(F)

Development of specialized learning areas: (F)

10/11 11/12 12/13

Science graphics tourism

ICT wshops hospitality

Complete libraries

Development and

resourcing of health and

safety standards for

schools (PPR/F)

Development and implementation of IT

action plan (ITC)

Development and implementation of work programme to address issues. Fitness of

Purpose focus. (with CIIC) (F)

Annual budget policy submissions, business plans and budgets prepared (F/PPR)

Maximum alignment of donor and local funding and systems (F/PPR)

All requirements from

2008 Audit report and

June 2010 inventory

report addressed (F)

Development of

IT replacement

programme(ITC/F)

MYOB

implementation (F)

Fitness of

purpose focus.


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Effective well

qualified and

resourced

teachers,

administrators

and support

staff

All new buildings

have disability

access and facilities.

110000%% aatttteessttaattiioonn

All schools fully

staffed

Certified:95%

Academic Quals:

90%

First degree or

higher:40%

New PDS system

implemented and

reviewed (HR)

HR strategy & policy

development (HR)

Staffing forecast

models developed

(HR)

Review of

disability

access in

schools (SS/F)

Ongoing PD programmes developed from PDS (HR)

Professional

standards foradvisors

developed and

implemented

(HR/SS)

Annual recruitment, induction and orientation programmes (HR)

Training programmes identified and developed to meet forecasted needs (HR)

Prioritise and implement outcomes of review (SS/F)

Scoping and

resourcing of

Mentoring

position

description

(HR/SS)

Professional mentoring

programme in schools (SS)

Special

Review:

Mentoring

Systems

(PPR)

Special

Review (AE):

HRM and

Professional

Development


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High quality

management

systems

Education Bill

passed to Crown

Law (PPR)

Review of

School Audit

Process (PPR)

Scoping and development of capacity in Internal Quality

Assurance (PPR/SMT)

Developing internal

QA policy (PPR)

Develop policy development and

management processes (PPR)

Completion

and

endorsement

of strategic

policies(PPR) Development of supporting operational and issues policies (PPR and relevant

Divisions)

Com Ed Language

AE: QMS

AE: Policy

Managment

EA: School

Review

Processes


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Documents

Cook Islands Ministry of Education Statement of Intent 2010-2015