MINISTRY OF EDUCATION · The Medium Term Development Plan of the Education Sector is informed by the National medium Term Development Plan (GSGDA II) for the period 2014-2017 and

MINISTRY OF EDUCATION

EDUCATION SECTOR MEDIUM TERM PLAN 2014 -2017

(GSGDA II 2014 – 2017)

[AUGUST 2013,]

Ministry of Education (NMTDP 2014 -2017) Page 2

TABLE OF CONTENT

Executive Summary…………………………………………………………………8

CHAPTER 1 (PROFILE / CURRENT SITUATION / BASELINE)

1.1 Introduction (Background) …………….………………………………….9 1.1.1 Profile

1.1.2 Vision 1.1.3 Functions 1.1.4 Responsibilities

1.1.5 Agencies and Divisions 1.2. Structure of The Sector…………………………………………………….11

1.3 Performance of The Education Sector........................................13 4.2 Key Development Issues.............................................................20

CHAPTER 2: (PRIORITISATION OF DEVELOPMENT ISSUES)

2.1 Introduction...............................................................................21 2.2 Sector Priorities and Development Issues...................................21

CHAPTER 3: (DEVELOPMENT GOAL, OBJECTIVES AND STRATEGIES)

3.1 Introduction..............................................................................22

3.2 Sector Development Goal, Policy Objectives and Strategies..........23

CHAPTER 4: (DEVELOPMENT PROGRAMMES AND SUB-PROGRAMMES)

4.1 Development Programmes and Sub-Programmes Of The Education Sector...............................................................27

CHAPTER 5 (SECTOR ANNUAL ACTION PLAN)

5.1 Sector Annual Action Plan for 2014………………………………………..28

CHAPTER 6 (MONITORING AND EVALUATION)

6.1 Introduction………………………………………………………………….…34

6.2 Monitoring and Evaluation within the Education

Sector………………………………………………………………………………….…34

6.3 The M&E Framework and Responsibilities……………………………….34


6.3.1 Multi-level M&E

6.3.2 Education Management Information System (EMIS)

6.3.3 National Inspectorate Board (NIB)

6.3.4 National Accreditation Board (NAB)

6.3.4Links between the AESOP, the Budget and Sector Performance.

6.4 ESP Operational Planning, Review and the Budgetary Cycle……….....36

CHAPTER 7 (COMMUNICATION PLAN) 7.1 INTRODUCTION……………………………………………………………………39

7.2 PREFERRED/APPROPRIATE CHANNELS OF COMMUNICATION.....40 7.2.1. Interpersonal communication:

7.2.2. Media

7.2.3. Public Media: 7.3 COMMUNICATION TOOLS AND STRATEGIES…………………………….41

7.3.1 Activities / Strategies to Achieve Objectives

7.3.2 Tactics 7.3.3 Co-Ordination:

7.3.4 Monitoring and Evaluation

List of Tables

Table 1: Selected Statistics for Education (2012/13)………………………..12

Table 2: Performance of Education Indicators Over the Past Medium-Term............................................................................14

Table 3: Trends in Education Resource Envelope and Expenditureas a share of GDP and Total Public spending....................18

Table 4: Trends in expenditure by level of education..............................19

Table 5: Sector Prioritisation and Development Issues...........................21

Table 6:Education Strategic Objectives Linkage GSGDA 2014 – 2017…………………24

Table 7; Sector Development Goal, Policy Objectives

and Strategies..........................................................................25

Table 7: Annual Action Plan 2014………………………………………………....28

Table 8: Medium-Term Strategic Monitoring PlanFramework


(2014 – 2017)..................................................................................37

List of Figures

Fig 1: The Organ gram.......................................................................10

Fig 2: Communication Flow between Education Stakeholders……….…...40

List of Acronyms

AF Administration and Finance Division (of GES) AFC Associates for Change AS HIV%AIDS Secretariat (of MoE)

BE Basic Education BECE Basic Education Certificate Examination

BED Basic Education Division BoG Board of Governors (Senior High) CAL Computer Assisted Learning

CBO Community Based Organizations CBT Competency Based Training CD Compact Disc

CDMoE Chief Director of MoE CL Complementary Learning

CoE College(s) of Education COTVET Council for TVET CPM Consultative Panel Meeting

CRDD Curriculum Research and Development Division (of GES) CRS Client Report System CRT Criterion Referenced Tests

CSSPS Computerized School Selection and Placement System CWS Community Water and Sanitation

DA District Assembly DEO District Education Office/Officer DG Director General of GES

DP Development Partner(s) EFA Education for All

EM Educational Management EMIS Education Management Information System ERRC Education Reform Review Committee

ESAR Education Sector Annual Review ESP Education Strategic Plan ESMTDP Education Sector Medium-Term Development Plan.

ESPRR Education Sector Policy Review Report


ESTAC Education Sector Technical Advisory Committee FBO Faith Based Organizations

FCUBE Free Compulsory Universal Basic Education FPMU Funds and Procurement Management Unit

GAC Ghana Aids Commission GBDC Ghana Book Development Council GCU ? ? ?

GDP Gross Domestic Product GER Gross Enrolment Ratio GES Ghana Education Service

GETFund Ghana Education Trust Fund GEU Girls Education Unit

GLB Ghana Library Board GNAPS Ghana National Association of Private Schools GNAT Ghana National Association of Teachers

GoG Government of Ghana GPI Gender Parity Index

GPRS Ghana Poverty Reduction Strategy HIV&AIDS Human Immunodeficiency Virus and Acquired Immune Deficiency

Syndrome

HQ Head Quarters HRD Human Resource Development HRMD Human Resource Management and Development (GES)

HT Head Teacher ICCES Integrated Community Centres for Employable Skills

ICT Information and Communication Technology ICU Implementation Co-ordination Unit IEA International Evaluation of Achievement

IEC Information, Education, Communication IGO Inter-Governmental Organization INSET In-Service Education of Teachers

IS Inclusive and Special (Education) ISH Integrated School Health

JH Junior High JHS Junior High School KG Kindergarten

M&E Monitoring and Evaluation MDA Ministry Departments and Agencies

MDG Millennium Development Goals MNS Minimum National Standards MoE Ministry of Education

MoEP Ministry of Economic Planning MoF Ministry of Finance MoH Ministry of Health

MoMYE Ministry of Manpower Youth and Employment MoYS Ministry of Youth and Sports


MTEF Medium Term Expenditure Framework NAB National Accreditation Board

NAP National Apprenticeship Programme NBSSI National Board of Small Scale Industries

NCCA National Council for Curriculum and Assessment NCTE National Council for Tertiary Education NDP National Development Plan

NDPC National Development Planning Commission NEPAD New Partnerships for African Development NER Net Enrolment Ratio

NERIC National Education Reform Implementation Committee NF NonFormal (Education)

NFED Non-Formal Education Division NGO Non-Governmental Organization NIB National Inspection Board

NSS National Service Secretariat NTC National Teaching Council

NUGS National Union of Ghana Students OU Open University PBME Planning, Budgeting, Monitoring and Evaluation

PMT Performance Monitoring Tests PRESET Pre-Service Education of Teachers PRME Policy Research Monitoring and Evaluation unit (of PBME)

PRU Public Relations Unit (of GES) PS Private Sector

PTA Parent Teacher Association PTR Pupil Teacher Ratio RECOUP Research Consortium on Educational Outcomes and Poverty

REO Regional Education Office/Officer SA Subject Associations SED Secondary Education Division

SEN(s) Special Education Needs(s) SFL Schools for Life

SH Senior High SHEP School Health Education Programme SHS Senior High School

SL Supply and Logistics Division of GES) SMC School Management Committee

SpED Special Education Division (of GES) SPIP School Performance Improvement Programme SRC School Report Card system

SRIMPR Statistics, Research, Information Management and Public Relations SSCE Secondary School Certificate Examination STD Sexually Transmitted Diseases

STEU Science and Technology Education Unit of GES STME Science, Technology and Mathematics Education


SWOT Strengths, Weaknesses, Opportunities, Threats TA Technical Assistance

TE Tertiary Education TED Teacher Education Division (of GES)

TEU Technical Examinations Unit TIMSS Trends in International Mathematics and Science Study TLM Teaching and Learning Materials

TOT Trainers of Trainers/Tutors/Teachers TTC Teacher Training College TVET Technical and Vocational Education and Training

TVI Technical Vocational Institutions TVED Technical and Vocational Education Division (of GES)

TVSD Technical and Vocational Skills Development UBE Universal Basic Education UDE University Department of Education

UENR University of Energy and Natural Resources (Sunyani) UHAS University of Health and Applied Sciences (Ho)

UNESCO United Nations Education, Scientific and Cultural Organization UNICEF United Nations Children’s Fund UTTDBE Untrained Teachers Diploma in Basic Education

VTI Vocational Training Institute WAEC West African Examinations Council WHO World Health Organization


EXECUTIVE SUMMARY

The Medium Term Development Plan of the Education Sector is informed by

the National medium Term Development Plan (GSGDA II) for the period 2014-

2017 and the Education strategic Plan - ESP (2010 – 2020). This plan seeks to

harmonize new government policies / priorities and other critical issues within

the sector that have emerged out of research and studies carried out by the

Ministry, its agencies and various stakeholders.

The document is structured in seven (7) chapters which include: (i) Profile and

Background, (ii) Sector Priorities, (iii) Development Goals and Strategies, (iv)

Programmes and Sub-Programmes, (v) An Action plan, (vi) Monitoring &

Evaluation Plan and (vii) a Communication Plan.

Establishing a synergy between the eight (8) Policy Objectives in the Education

Strategic Plan ESP (2010 – 2020) and five (5) objectives under the Human

Growth and Development theme of the Ghana Shared Growth and

Development Agenda (GSGDA II), the sector Medium –Term Development Plan

places emphasis on: (i) Promoting Equitable Access at all levels, (ii) Enhancing

the quality of teaching and learning, (iii) Promotion of Life Skills / Technical

Education and (iv) Improving overall management of Education Service.

Key issues the confront the sector that the Plan seeks to address includes:

Teacher Absenteeism, Low time on task, Low performance in Mathematics and

Science and increasing Wage Bill.

The sector among others plans to implement new policies and interventions

such as: the Teacher Rationalization exercise, implementation of the National

Research Fund, Replacement of allowances of Teacher trainees with Students

loan and improved management and supervision at the school level through

engagements with the Metropolitan, Municipal, District Assemblies (MMDAs)

and the implementation of the School Report Cards.

The Monitoring & Evaluation and Communication Plan will guide the smooth

implementation of the entire Plan.


CHAPTER 1

PROFILE / CURRENT SITUATION / BASELINE

1.1 INTRODUCTION (BACKGROUND)

Profile

The Ministry of Education, established under the Civil Service Law 1993 and the PNDC Law 327 is mandated to provide relevant education to all Ghanaians as a vehicle for human growth and national development.

The Ministry is therefore committed to putting in place an education system

focused on promoting creativity and problem-solving through the development of academic, technical and vocational programmes that will improve the acquisition of skills and assure job-market readiness by 2020.

Vision A dynamic sector that prepares and equips all Ghanaians with relevant

education and skills to promote socio-economic development and national orientation.

Mission To provide relevant education with emphasis on science, information,

communication and technology to equip individuals for self-actualization, peaceful coexistence as well as skills for the workplace for national

development.

The goal of the Ministry is to formulate and implement policies that would ensure quality and accessible education to all Ghanaians to meet the needs of the labour market; and accelerate the acquisition of requisite skills to achieve

human development, good health, poverty reduction, national integration and international recognition.

Functions For the purpose of achieving its objectives, the Ministry performs the following

functions:

Initiates and formulates policy options on Education for the

consideration of government.

Initiates and advises on government plans.

Undertakes research as may be necessary for the effective implementation of government policies.

Reviews government policies and plans.

Co-ordinates the implementation of sector policies and strategies.


Conducts periodic monitoring and evaluation

Responsibilities The Ministry works towards the achievement of the overall goal of ensuring

relevant and quality education for all Ghanaians, including the disadvantaged, to enable them acquire skills, which will make them functionally literate and

productive to facilitate poverty alleviation, promote rapid socio-economic growth.

This makes the Ministry responsible for:

Expanding access to quality education at all levels.

Providing and improving education infrastructural facilities.

Providing free education at the basic level.

Expanding post basic education

Making tertiary education more cost effective and relevant

Raising the quality of teaching and learning for effective outcomes.

Making education more relevant to national goals and aspirations with a

focus on technical and vocational education. Agencies and Divisions

The Agencies and Divisions of the Ministry of Education are as follows:

Ghana Education Service (GES)

National Teaching Council (NTC)

National Council for Curriculum Assessment (NCCA)

The West Africa Examinations Council (WAEC)

The National Inspectorate Board(NIB)

National Council for Professional & Technician Examinations (NABPTEX)

National Accreditation Board (NAB)

Ghana Book Development Council (GBDC)

The GETFund

Students Loan Trust Fund (SLTF)

The National Commission for UNESCO

Funds Procurement and Management Unit (FPMU)

Encyclopaedia Africana (EA)

Ghana Academy of Arts and Sciences (GAAS)

National Service Secretariat (NSS)

National Council for Tertiary Education (NCTE)

Centre for Distance Learning and Open Schooling (CENDLOS)

Ghana Library Authority (GLA)

Figure 1 below, shows the organogram of the Ministry of Education and its agencies.


1.2 STRUCTURE OF THE SECTOR

The Education Sector is made up of four sub sectors. These include:

Basic Education which is to provide free compulsory basic education,

comprising 2 years of Kindergarten, 6 years of Primary and 3 years of Junior High School;

Second Cycle Education which is to provide 3 year Senior High School

/Technical and Vocational Education; and formal apprenticeships under a broad-based skills development programme;

Tertiary Institutions, which provide teacher education, polytechnic and university education;


Non-Formal and Open school education, which is to provide functional

literacy and numeracy education to adults and delivery of open school package that complements the formal system.

Inclusive education is provided as part of the formal education delivery to ensure that the needs of all persons with diverse educational needs are taken

into account. At the level of basic education, there are 19,277 Kindergartens, 19,854 Primary

schools and 12,436 Junior High schools. The Gross Enrolment Ratios for these levels are 113.8, 105.0 and 82.2 respectively.

At the second cycle level, there are 828 senior high schools and 181 technical and vocational education and training institutes. The GES oversees 45 TVET

institutes, and the other public institutes are overseen by other Ministries, Divisions and Agencies.

In 2012/13 there were 76 public tertiary institutions, of which nine were universities, 10 polytechnics and 38 colleges of education. There were 66

private tertiary institutions offering a range of certificates, diplomas and degrees.

Under Batch 18 of the National Functional Literacy Programme, 2,056 classes were operating in 2012/13 covering 51,257 learners.

There are currently, 36 Special Schools with enrolment of 6,180 pupils in 2012/13.


Table 1: Selected Statistics for Education (2012/13)

INSTITUTION No. of Institutions

No. of students

% female GER %

No. of teaching staff

PTR

%

teachers trained

% of

total education

spending

Kindergarten Public Private

19,277 13,305 5,972

1,604,505 1,226,132 378,373

49.7% 49.7% 49.6%

113.8 45,223 33,108 12,115

35 37 31

39% 52% 5%

7.2%

Primary Public

Private

19,854 14,112

5,742

4,105,913 3,156,572

949,341

48.9% 48.7%

49.8%

105.0 129,599 94,905

34,694

32 33

27

53% 69%

9%

25.9%

Junior High School

Public Private

12,436

8,818 3,618

1,452,585

1,157,827 294,758

47.7%

47.1% 49.8%

82.2 93,797

72,777 21,020

15

16 14

69%

84% 18%

16.3%

Senior High School Public Private

828 535 293

842,587 770,925 71,662

45.9% 45.4% 50.7%

36.8 37,218 32,884 4,334

22.6 23.4 16.5

83.2% 86.9% 55.0%

17.5%

TVET Public

Private

181 107

74

61,496 48,845

12,651

31.4% 25.2%

55.4%

N/A 3,423 2,766

657

18.0 17.7

19.3

66.6% 73.2%

39.0%

2.7%

Tertiary *

Public Universities Polytechnics Colleges of

Education Prof. Institutes Other

Private

142

76 6 10 38

9 13

66

261,962

202,063 109,278 47,294 27,580

14,951 2,960

59,899

36.7%

34.5% 32.6% 30.5% 42.3%

40.8% 64.0%

44.1%

N/A n/a n/a n/a 18.0%

Non-Formal Education

2,056 51,257 64% N/A n/a n/a n/a 0.7%

Special Education 36 6,180 n/a N/A n/a n/a n/a 0.4%

Management and Subvented agencies

N/A N/A N/A N/A N/A N/A N/A 11.3%

Notes: N/A:- Not Appropriate n/a:- not available * Tertiary data is for 2011/12

1.3 PERFORMANCE OF THE EDUCATION SECTOR

The Ministry of Education led the collaborative effort to create the Education Strategic Plan for 2010-2020 (ESP). The strategies outlined in the ESP were

agreed by the major stakeholders in education, which include the Agencies and Divisions of the Ministry, and Development Partners including donors and

NGOs. The ESP outlines eight policy objectives which were also aligned to the eight objectives in the Ghana Shared Growth and Development Agenda 2010-2013. However, the new National Medium-Term Development Policy

Framework NMTDPF 2014 -2017 being developed by the National Development Planning Commission, NDPC, proposes five new broad sectoral policy objectives

for education over the next medium-term.


They are:

1. Increase inclusive and equitable access to and participation in education at all levels.

2. Improve Teaching and learning of Science, Mathematics and Technology at all levels.

3. Improve the quality of teaching and learning at all levels. 4. Ensure provision of life skills training and management for managing

personal hygiene, fire safety, environment, sanitation and climate change.

5. Improve management of education service delivery. Key indicators for the sector are monitored each year in order to assess

progress towards the policy objectives. In order to assess progress against the GSGDA objectives, the following table sets out a number of indicators for the

years 2010 to 2013 (where relevant academic years 2009/10 to 2012/13). The indicators show that good progress is being made for increasing access at

the pre-tertiary level, with gross enrolment ratios increasing year-on-year towards their targets. This improvement has been supported by a number of social intervention programmes making education more accessible for children,

including free school uniforms and exercise books, the capitation grant, and the BECE subsidies. However, further significant increases in enrolment will be

required in the next two years to meet the 2015 targets. Enrolment in the public universities and colleges of education has also grown consistently over recent years.

Meeting gender parity has seen greater success at the lower levels of basic education. However at JHS, SHS and TVET progress towards bridging the

gender gap has been fairly stagnant and will need to step up to meet the 2015 targets. Here, programmes are being delivered to provide scholarships for girls,

take home rations to girls in the northern regions, and girls’ camps to increase girls’ confidence and teach them life skills.

Increasing access to education for children with disabilities appears to be facing challenges, with the numbers of children enrolled with special needs

falling in 2012/13 compared with 2011/12. However, data capture has proven to be difficult in this sub-sector. The Special Education Division of the GES has made good progress in rolling out inclusive education programmes in districts

across Ghana, and providing training for district and school staff and sensitisation workshops for parents.

Measuring progress in the quality of teaching and learning is difficult and a number of proxy indicators can be used. The pupil teacher ratio shows us that


across pre-tertiary education, on average, class sizes are too small with too few pupils, indicating an inefficient deployment of teachers. However these

aggregate figures mask the variation between schools where some have very high numbers of pupils in a class and some very low. At the basic level there

has been a steady increase in the proportion of teachers who are trained, working towards the targets of 95% in 2015. Whilst at the SHS level, the proportion of professional teachers as compared to the targets has made little

progressin recent years. Availability of Teaching and Learning Materials, specifically textbooks, can be

used as an indicator of quality in the classroom. Across the basic and secondary levels, the ratio of core textbooks to pupils has not seen the

anticipated towards the targets of one subject textbook per pupil, due to a lack of replacement and increase in textbook distribution in the review period.

WASSCE pass marks have improved in all four core subjects between the 2010 and 2012 sets of examinations. However marks in English saw a drop in 2012,

partly due to the unprecedented improvement in performance the year before when the pass rate rose 33 percentage points.

Promotion of science and technical education has been at the heart of a number of activities undertaken by the GES. Science camps have been organised for girls in JHS and SHS to increase their exposure to the sciences.

Work is ongoing to promote the role of females in traditionally male-dominated technical and vocational trades. In 2013 alone 420 SHS Science teachers have

been given in-service training in Physics, Chemistry and Biology, and 60 laboratory technicians have been trained. Progress can be seen in the proportion of students at public tertiary institutions who are enrolled in

science and technical subjects, now up from 34.6% in 2009/10 to 39.1% in 2011/12.


Table 2: Performance of Education Indicators Over the Past Medium-Term (2010-2013) POLICY

OBJECTIVE

PROGRAMME INDICATOR TARGET LEVEL OF ACHIEVEMENT

2009-10 2010-11 2011-12 2012-13

1. Improve

equitable

access to and

participation

in quality

education at

all levels.

Basic Education GER

KG 97.3 98.4 99.4 113.8

Primary 120 (2020) 94.9 96.4 96.5 105.0

JHS 110 (2020) 79.5 79.6 80.6 82.2

Second Cycle

Education

GER SHS 50 (2020) 36.1 36.5 37.1 36.8

Enrolment TVET 62,303 61,496

Enrolment

National

Apprenticeship

Programme

(NAP)

1,600 5,000 8,000*

Tertiary

Education

(public)

Enrolment in public universities 179,998 185,268 202,063 n/a

Enrolment in polytechnics 107,058 115,452 109,278 n/a

Enrolment in Colleges of Education 46,079 43,113 47,294 n/a

Non-Formal

Education

Learners in National Functional

Literacy Programme

42,020

(Batch

16)

50,681

(Batch

17)

N/A

51,257

(Batch

18)

2. Bridge

gender gap in

access to

education

Basic Education GPI

KG 1 (2012) 0.98 0.98 0.98 1.03

Primary 1 (2012) 0.96 0.97 0.97 0.99

JHS 1 (2012) 0.92 0.93 0.94 0.93

Second Cycle

Education

GPI SHS 1 (2010) 0.85 0.87 0.87 0.86

% female

enrolment TVET 40 (2015) 30.2 31.4

Tertiary

Education

% female

enrolment

Public

universities 32.3 33.3 32.6 n/a

Polytechnics 30.2 31 30.5 n/a

Colleges of

Education 40 41.2 42.3 n/a

3. Improve

access to

quality

education for

people with

disability.

Basic Education

(Inclusive

education)

Enrolment of

children with

SEN in

mainstream

schools

KG 3,413 3,123 3,636 2,901

Primary 11,035 9,804 11,112 9,847

JHS 3,814 4,489 5,027 3,848

Children enrolled in special schools 6,900 5,504 6,432 6,180


4. Mainstream

issues of

population...,

5. Improve

quality of

teaching and

learning

Basic Education

(public

institutions)

PTR

KG 45 (2015) 34 37 38 37

Primary 45 (2015) 31 34 34 33

JHS 35 (2015) 15 17 17 16

% trained

teachers

KG 95 (2015) 32.2 38.8 44.8 51.6

Primary 95 (2015) 58.2 62.8 66.3 69.4

JHS 95 (2015) 72.8 78.4 82.9 83.7

Core textbooks

per pupil

KG - 0.2 0.4 0.3 0.3

Primary 3 (2015) 1.6 1 0.9 1.2

JHS 3 (2015) 1.5 0.9 1.1 0.9

Second Cycle

Education

WASSCE pass

rates

English 43% 76% 68% n/a

Integrated

Science 35% 42% 57% n/a

Maths 29% 44% 50% n/a

Social Studies 77% 82% 87% n/a

Second Cycle

Education

(public

institutions only)

PTR SHS 21.1 27.31 24.4 23.4

TVET 21.1 17.7

% trained

teachers

SHS 85.9 85.3 87.4 86.9

TVET 78 73.2

Core textbooks

per pupil (SHS)

English 1 (2012) 0.94 0.56 0.74 0.66

Maths 1 (2012) 0.93 0.58 0.75 0.67

Science 1 (2012) 0.72 0.48 0.68 0.63

Tertiary

Education

6. Promote

Science and

technical

education at

all levels.

Basic Education

Second Cycle

Education

Tertiary

Education

Enrolment in science and technical

subjects – public unis and

polytechnics

34.6 30.7 39.1 n/a

7. Strengthen

links between


tertiary

education and

industry.

8. Improve

management

of education

service

delivery

n/a Data not yet available * Target


The tables below show the level of expenditure of the sector in the years 2010 to 2012, broken down first by source and then by level of education.

Since 2010, the spending on education has increased from 5.5% of GDP to 8.4% of GDP in 2012. Similarly education spending as a proportion of total

government expenditure has risen, from 22.2% to 28.8%. This increase has been largely due to an increasing share of Government of Ghana funds, rising

from 71% to 76% of expenditure. Donor funds are also playing a larger role, now accounting for 7% of expenditure compared with only 3% in 2010. The largest drop in share has been in the GETfund, halving from 12% of spending

to 6% in 2012. Table 3: Trends in Education Resource Envelope and Expenditure as a

share of GDP and Total Public Spending (GHc)

Source 2010 2011 2012

Amt. (GH¢) % Amt. (GH¢) % Amt. (GH¢) %

GoG 1,825,819,889 71% 2,563,391,576 72% 4,587,183,213 76%

Donor 64,742,440 3% 127,255,813 4% 432,831,251 7%

IGF 302,013,754 12% 354,288,649 10% 630,674,197 10%

GETfund 313,283,250 12% 518,486,027 15% 361,279,228 6%

HIPC/MDRI 58,504,024 2% 2,288,506 0% 0 0%

Annual Budget Funding Amount (ABFA)

0 0% 0 0% 10,571,282 0.18%

Total Education Expenditure

2,564,363,357 100% 3,565,710,571 100% 6,022,539,170 100%

GDP 46,232,000,000 57,013,000,000 71,847,000,000

Total Government Expenditure

11,532,209,320

13,837,325,330

20,944,723,341

Education Exp. as a % of GDP

5.5%

6.3%

8.4%

Education Exp. as a % of GoG Exp.

22.2%

25.8%

28.8%

All levels of education saw an increase in expenditure between 2010 and 2012.

Pre-school saw the most significant increase in expenditure, from 72 million to 434 million GHc, representing a shift from 2.8% of the total expenditure to 7.2%. Whilst spending on Primary increased in nominal terms from 715m to

1.6bn GHc, there was a decrease in its share of total spending, from 27.9% to 25.9%. JHS on the other hand had an increasing share of total expenditure,

from 14.4% in 2010 to 16.3% in 2012 which was 984million GHc. SHS received an increase in share from 15.6% to 17.5%, and this was over a doubling from400millionGHcto 1,057million GHc. The share of expenditure to

Management and Subvented agencies decreased from 14.1% to 11.3% (2010 to 2012), however, the absolute figures indicate that that component actually

increased from 362million GHc to 678million GHc.


Table 4: Trends in expenditure by level of education

Level

2010 2011 2012

Amt. (GH¢) % Amt. (GH¢) % Amt. (GH¢) %

Pre-school 72,036,051 2.8 103,391,337 2.9 434,037,694 7.2

Primary 715,160,506 27.9 1,234,146,460 34.6 1,562,257,302 25.9

JHS 370,235,825 14.4 411,648,553 11.5 983,858,793 16.3

SHS 400,030,646 15.6 526,809,606 14.8 1,056,898,985 17.5

TVET 38,436,313 1.5 126,982,366 3.6 163,635,733 2.7

SPED 17,214,633 0.7 19,149,996 0.5 21,717,157 0.4

NFED 13,357,023 0.5 15,154,167 0.4 40,538,896 0.7

Teacher Education 62,056,093 2.4 - - - -

Tertiary 511,806,744 20 639,230,889 17.9 1,081,971,635 18.0

Management &Subvented Agencies

362,459,208 14.1 487,809,862 13.7 677,622,974 11.3

HIV-AIDS 1,570,316 0.1 1,387,335 0.04 - 0.0

Total 2,564,363,357 100 3,565,710,570 100 6,022,539,170 100

1.4 KEY DEVELOPMENT ISSUES

Increasing access and completion at JHS and SHS

Increasing access for children with disabilities

Raising accessibility of tertiary education to all

Improving quality of teaching and learning, particularly:

o Teacher deployment – efficient use of resources, controlling wage bill

o Teacher time-on-task and attendance o Textbook and workbook provision

o Increasing the proportion of trained teachers

Management – teacher deployment and attendance to control wage bill.

Finance – expenditure on compensation crowds out activities in goods, services and assets.


CHAPTER 2: PRIORITISATION OF KEY DEVELOPMENT ISSUES

2.1 INTRODUCTION This chapter focuses on the key development issues the sector intends to

address within the plan period 2014 – 2017. The National Medium Term Development Policy Framework identifies seven thematic areas for development

issues in Ghana:

Ensuring and sustaining macroeconomic stability;

Enhancing Competitiveness of Ghana’s Private Sector;

Accelerated Agriculture Modernization and Sustainable Natural Resource

Management;

Infrastructure and Human Settlement;

Oil and Gas Development;

Human Development, Productivity and Employment; and

Transparent and Accountable Governance.

The development issues of Education fall under the theme of Human

Development, Productivity and Employment.

The previous chapter identified a number of key development problems and

issues which came out of analysis of the sector’s profile and performance over

the period of the Ghana Shared Growth and Development Agenda 2010-13.

These development issues largely corroborate those outlined in the NMTDPF.

These issues were linked to the issues within the GSGDA II and also used to

adopt the relevant policy objectives and strategies for the period 2014-2017.

The development issues adopted and prioritised for Education under the

GSGDA IIand in line with chapter 1 are as follows:

Inadequate and inequitable access particularly after the basic level and for persons

with special needs

Poor quality of teaching and learning especially at the basic level

Poor quality of teaching and learning especially Science, Mathematics and

Technology

Lack of timely and reliable data for planning and programming

Inadequate knowledge and life skills for managing personal hygiene, fire safety,

environment, sanitation and climate change.

Weak management and supervision

Lack of comprehensive policy for tertiary education

Non implementation of the policy on 60:40 admission ratio of Science to Humanities

students at the tertiary level.


CHAPTER 3: DEVELOPMENT GOAL, OBJECTIVES AND STRATEGIES

3.1 INTRODUCTION In accordance with the constitutional mandate (Education Act 778) and the

new National Medium-Term Development Policy Framework developed, the

development goal of the sector is “to deliver quality education service at all

levels that will equip learners in educational institutions with the skills,

competencies and awareness that would make them functional citizens who can

contribute to the attainment of the national goal”.

Under the focal areas of Education, the sector has strategic priorities for all levels. The Education Strategic Plan (2010 – 2020) sets out eight strategic

objectives which have been consistent with the Policy Objectives outlined in the Ghana Poverty Reduction Strategy (GPRS) for education. However, in 2013, the Government revised its medium term plan now known

as the Ghana Shared Growth and Development Agenda II (GSGDA II) 2014-2017.The eight ESP objectives are now simplified into five broad medium term objectives which speak to all the key issues. These are set out in Table: 6 Education Strategic Objectives below.

Table: 6 Education Strategic Objectives

ESP 2010-2020 Strategic Objectives GSGDA II 2014-17 Objectives

1

Improve equitable access to and

participation in quality education at all

levels 1

Increasing Inclusive and Equitable Access

to, and Participation in Quality Education

at all Levels 2 Bridge gender gap in access to education

3 Improve access to quality education for

people with disability

4

Mainstream issues of population, family

life, gender, health, HIV/AIDS/STIs in

the curricular at all levels

2

Ensure the provision of life skills training

and management for managing personal

hygiene, fire safety, environment,

sanitation and climate change

5 Improve quality of teaching and learning 3 Improving the Quality of Teaching and

Learning

6 Promote Science and Technical education

at all levels 4

Promote the Teaching and Learning of

Science, Mathematics and Technology at

all Levels

7 Strengthen links between tertiary

education and industry.

Improving the Management of Education

Service Delivery 8

Improve management of education

service delivery 5


3.2 SECTOR DEVELOPMENT GOAL, POLICY OBJECTIVES AND

STRATEGIES.

The Ministry of Education and its Agencies will also continue to work under the

eight broad policy objectives of the ten-year Education Strategic Plan, which is

in Chapter one. These objectives can be seen to align with the new NMTDPF

objectives as in table 3.1 below.

Table 5 below depicts the sector adopted issues and their corresponding policy

objectives and strategies for the period 2014-2017. The table also contains the

implementing and collaborating agencies within the Sector.

Table 5: Sector adopted issues, policy objectives and strategies

Thematic Area: Human Development, Productivity and Employment

Key Focus Area: Education

ADOPTED

DEVELOPMENT

ISSUES

ADOPTED

POLICY

OBJECTIVES

ADOPTED STRATEGIES IMPLEMENTIN

G &

COLLABORATI

NG AGENCIES

Inadequate and

inequitable access

particularly after

the basic level and

for persons with

special needs

Increase

inclusive and

equitable

access to and

participation in

education at all

levels

*Remove the physical and

financial barriers and constraints

to access education at all levels.

* Expand delivery modes

including distance education,

* Mainstreaming education of

children with special needs.

* Convert the NFED into an

agency and empower it to make

the necessary interventions for

life long education.

* Roll out a programme for the

attainment of universal access to

secondary education.

* Bridge gender gap in access to

education at all levels.

MOE, GES,

MOF, MLGRD

(MMDAs),

NFED,

COTVET, NAB,

NCTE, GNAT,

MEST,

Poor quality of

teaching and

learning especially

at the basic level

Improve the

quality of

teaching and

learning at all

levels

.* Increasing access and

completion at JHS and SHS

.* Increasing access for children

with disabilities

.* Raising accessibility of tertiary

education to all

MOE, GES,

MOF, MLGRD

(MMDAs),

NFED,

COTVET, NAB,

NCTE, GNAT,

MEST,




ADOPTED

DEVELOPMENT

ISSUES

ADOPTED

POLICY

OBJECTIVES


G &

COLLABORATI

NG AGENCIES

Poor quality of

teaching and

learning especially

Science,

Mathematics and

Technology

Improve the

quality of

teaching and

learning

especially

Science,

Mathematics

and

Technology.

.* Improving quality of teaching

and learning, particularly:

Teacher deployment –

efficient use of resources,

controlling wage bill

Teacher time-on-task and

attendance

Textbook and workbook

provision

.* Increasing the proportion of

trained teachers

.* Assessment of student learning

for accountability, feedback and

monitoring

MOE, GES,

MOF, MLGRD

(MMDAs),

NFED,

COTVET, NAB,

NCTE, GNAT,

MEST,

CENDLOS,

Lack of timely and

reliable data for

planning and

programming

Provide timely

and reliable

and

disaggregated

data for policy

making,

programming,

monitoring and

evaluation.

.* Systemise the collection,

compilation analysis and

dissemination of relevant and

timely data for planning, policy

making, programming,

monitoring and evaluation.

.* Develop capacity for effective

use of data for decision making.

MoE (EMIS,

PBME,) GES,

COTVET,

NFED,

Inadequate

knowledge and life

skills for managing

personal hygiene,

fire safety,

environment,

sanitation and

climate change.

Ensure

provision of life

skills training

and

management of

personal

\hygiene

.* Equip community members

with life skills to manage

personal hygiene, fire safety,

environment, sanitation and

climate change.

.* Provide all public basic schools

with modern toilet facilities and

improved access to potable

water.

MOE, GES,

MOF, MLGRD

(MMDAs),

NFED,

COTVET, NAB,

NCTE, GNAT,

MEST,

CENDLOS,

Weak management

and supervision

Improve

management of

education

.* Strengthen capacity for

education management.

.* Ensure efficiency development,

MoE, GES,

MLGRD

(MMDAs),




ADOPTED

DEVELOPMENT

ISSUES

ADOPTED

POLICY

OBJECTIVES


G &

COLLABORATI

NG AGENCIES

service delivery deployment and supervision of

teachers.

.* Review policies to meet

emerging demands in education

at all levels especially at the

Tertiary level.

Lack of

comprehensive

policy for tertiary

education

Increase

inclusive and

equitable

access to, and

participation in

education at all

levels.

. * Adopt clear policy for tertiary

education.

NCTE , NAB,

MOE, MOF,

,COTVET, NAB,

NCTE, GNAT,

MEST,

NABTEX,

GETFund,

CHASS, PEF

Non

implementation of

the policy on 60:40

admission ratio of

Science to

Humanities

students at the

tertiary level.

Increase

inclusive and

equitable

access to, and

participation in

education at all

levels.

.* Ensure that tertiary institution

adhere to the national policy on

60:40 admission ratio in favour

of science, mathematics

engineering and technology in

the medium to long term.

.* Expand infrastructure and

facilities in tertiary institutions to

absorb the increasing number of

qualified students

NCTE , NAB,

MOE, MOF,

,COTVET, NAB,

NCTE, GNAT,

MEST,

NABTEX,

GETFund,

CHASS, PEF



CHAPTER 4: DEVELOPMENT PROGRAMMES AND SUB-PROGRAMMES

4.1 STRATEGIC GOALS OF THE SECTOR

Basic Education Provide equitable access to good-quality child-friendly universal basic

education, by improving opportunities for all children in the first cycle of education at kindergarten, primary and junior high school levels.

Second Cycle Education Increase equitable access to high quality second cycle education that prepares

young adults for the various options available within tertiary education and the workplace.

Non Formal Education Provide opportunities for those outside the formal education system to have

free access to meaningful high-quality user-friendly education and training, through inclusive or complementary provision, approved or informal apprenticeships, distance education or technical and vocational skills

development initiatives (TVSD) Inclusive and Special Education

To provide education for those with physical and mental impairments, orphans, and those who are slow or fast learners, by including them, wherever

possible, within the mainstream formal system or, only when considered necessary, within special units or schools.

Tertiary Education Increase equitable access to high quality tertiary education that provides relevant courses to young adults within Colleges of Education, Polytechnics

and Universities, and for research and intellectual stimulus.

Education Management To improve planning and management in the delivery of education by devolving resource management and decision-making to regions, districts and

institutions, while retaining central responsibility for establishing norms, guidelinesand system accountability.


(SECTOR PROGRAMME OFACTION FOR 2014-2017)

POLICY OBJECTIVES

PROGRAMMES / SUB PROGRAMMES OPERATIONS / PROJECTS

OUTPUT INDICATORS

TIMELINE (2014 - 2017) INDICATIVE

BUDGET

IMPLEMENTING PARTNERS

14 15 16 17

Management &

Administration

1.1.Review mode of recruitment for graduates of CoE.

MoE, GES, NCTE, NAB,,

1.2. Clean GES payroll and rationalize teacher deployment.

Reduced Wage bill

MoE, GES, Controller Ac. G. , MoF,

1.3. GES to implement a system that ensures no pay for unjustified absence from school.

Reduced Absenteesm

MoE, GES, MLGRD (MMDAs)

1.4 Rationalize and tighten the system of teacher recruitment through re-engagement, re-activation and replacement.

Teacher recruitment processes enhanced

MoE, GES, Controller Ac. G. , MoF,

1.5 Withdraw allowances paid to trainees of CoE with the option to access students’ loan.

Trainee allowances withdrawn and replaced with Student loan option

MoE, GES, MoF, NCTE, NAB

1.6 Promote a Policy on Sustainable funding for tertiary education in progress.

Tertiary Education Financing Policy established.

MoE, NCTE, MoF, NAB

1.7 Re-organize CSSPS to handle placement without protocol. CSSPS streamlined

MoE, GES,

1.8 Strengthen supervision and invigilation.

Supervision and invigilation strengthened


1.10 Finalize and implement the plan for completing all ongoing infrastructural projects (giving priority to projects (WIP) that are 70% and above).

All projects with 70%+ completion status resourced for 100% completion

MoE GES, MoF, GETFund, FPMU


1.11 Undertake periodic school supervision.

Supervision strengthened with good reports.

MoE, GES, MLGRD, (MMDAs)

BASIC EDUCATION

2.1. Provide capitation grant Capitation grant

provided on time

MoE, GES, MoF, Controller

2.2. Provide BECE subsidy BECE Subsidies provided

MoE , GES, MoF

2.3.Provide Complementary Basic Education (CBE)

CBE operations started

MoE, GES, Development Partners, CSOs, CENDLOS,

2.4. Provide gender-friendly toilet facilities.

Gender friendly toilet facilities provided

MoE, GES, MMDAs

2.5. Provide potable drinking water

Potable drin king water provided to school


2.6. Rehabilitate basic school buildings and purchase furniture

Dilapitadated schools rehabilitated and furniture purchased


Supply textbooks to basic schools.

Basic schools Textbooks supplied

MoE, GES, MoF, MLGRD (MMDAs) GBDC, GLA

2.2. Supply exercise books to basic schools.

Exercise books to Basic Schools

supplied.

MoE, GES, MoF, MLGRD (MMDAs) GBDC, GLA

2.3. Introduce national standardized exams for basic schools (3rd term of every academic year).

National Standardized exams for Basic Schools Instituted.

MoE, GES, WAEC, NIB, NCCA

2.4. Review Best Teacher Award Best Teacher MoE, GES, NIB,


Scheme to place emphasis on awarding school performance based on pupil/student learning outcomes.

Award Scheme reviewed

NTC

SECOND CYCLE EDUCATION

3.1. Provide 200 new SHSs. 200 SHS provided

MoE, GES, MLGRD (MMDAs), DPs, GETFund

3.2. Rehabilitate SHS buildings SHS buildings

rehabilitated

MoE, GES, MLGRD (MMDAs), GETFund

3.3. Provide scholarship for girls in SHSs.

Scholarship for girls provided.

MoE, GES, MLGRD (MMDAs), DPs

3.4. Provide potable drinking water

Potable drinking water provided in SHSs with no water

MoE, GES, MLGRD (MMDAs),

3.5. Provide school furniture Furniture provided in SHSs inadequate furniture.

MoE, GES, MLGRD (MMDAs), Development Partners, GETFund

Supply core textbooks to SHSs. Core textbooks supplied to SHSs

MoE, GES, MoF, GETFund

3.2. Procure equipment for TVET institutions.

Equipments for TVET institutions procured

MoE, GES, COTVET, Development Partners,

3.3. Organize INSET.

MoE, GES, NTC, NIB,

NON –FORMAL EDUCATION

4.1. Organize enrolment drive

Innovative enrolment drives initiated.

MoE, NFED, GES, CENDLOS, Development Partners

4.2 Revise curriculum in literacy, occupational skills.

Curriculum in literacy and occupational skills

revised.

MoE, NFED, GES, CENDLOS, COTVET Development Partners

4.3. Conduct training in income generating activities for learners.

Training conducted for learners in income generating activities

MoE, NFED, CENDLOS, COTVET, GES, DPs

4.4. Conduct Assessment for learners

Assessments for learners conducted

MoE, NFED, CENDLOS, COTVET,


GES, Development Partners

5.1. Organize sensitization workshops for parents of children with SENs.

Sensitization Workshops organized for Parents of children with SENs.

MoE, GES (SPED), DPs, CSOs (NGOs & FBOs)

5.2. Complete the re-construction of the national assessment center in Greater Accra Region.

Reconstruction of the National Assessment Center in Greater Accra

Region completed.

MoE, GES (SPED), WAEC, NIB, NCCA, Development Partners, CSOs (NGOs & FBOs)

5.3 Commence construction of one regional assessment center in Western Region.

Construction of Regional Assessment Center in western Region

Started


5.4 Provide feeding grant for special schools.

Special Schools provided with feeding grants

MoE, GES (SPED), Development Partners, CSOs (NGOs & FBOs)

Provide TLMs for Special Schools.

TLMs for special Schools provided


5.2. Train specialist tutors

Specialist tutors in SEN trained.

MoE, GES (SPED), NCTE (CoE), NIB, NTC, NCCA, Development Partners, CSOs (NGOs & FBOs)

TERTIARY EDUCATION

6.1 Ensure admission into

tertiary institutions complies

with the 50:50 (male: female ratio).

Tertiary gender

admission policy

enforced

MoE, NCTE, NAB,

6.2 Ensure admission into tertiary institutions comply with the 60:40 (Science to Humanities ratio).

The Science to Humanities admission policy enforced. MoE, NCTE, NAB,

6.3 Strengthen linkage between Industry and MoE, NCTE,


tertiary education and industry through workplace internship.

tertiary education relationship enhanced with a lot more workplace internship.

MoESW, CoorperateOrganisation, LabourCommision, ILO

6.4 Elevate National Accreditation Board to the status of an Authority.

National Accreditation Board elevated to An Authority Status.

MoE, NCTE, NAB,


CHAPTER 6

MONITORING AND EVALUATIONPLAN

6.1 INTRODUCTION

This section of the Medium Term Plan proposes a uniform approach to

monitoring and evaluation at all administrative levels throughout the education sector. It is aligned with the plans for monitoring and evaluation in the Education Strategic Plan 2010-2020 (ESP). Section 6.1 briefly defines

Monitoring and Evaluation (M&E) in the context of the education sector. Section 6.2 outlines the need for effective M&E within the Medium Term Plan

context. The detailed M&E Framework with corresponding operational responsibilities are presented in Section 6.3. Finally, in Section 6.4 there is an outline of how the Annual Review mechanism works within the ten-year

Strategic Planning framework.

6.2 MONITORING AND EVALUATION WITHIN THE EDUCATION SECTOR

The Ministry of Education uses a results–oriented approach to M&E to assess outcomes, to identify operational and funding gaps, and to introduce

improvements that will enhance the quality of education service delivery throughout the country. M&E is therefore a central component of successful delivery of the sector’s plans.

M&E provides an assurance

system for the goal of improving education provision and outcomes for all. Its aim is to enhance

accountability, improve efficiency (provide value for money), reduce wastage and assist operational

decision making, budget preparation and future policy

direction. Indicative measures required are shown in Box 6.1.

The aim of the ESP is to devolve greater control to institutions, whether basic schools or universities, District Education Offices or national

councils, and, in return, to hold them accountable for resource utilization, for their contribution to the system and their completion of activities as set out in

the Medium Term Plan.

6.3 THE M&E FRAMEWORK AND RESPONSIBILITIES

The sector’s M&E framework is based on an annual cycle that involves: monitoring at all levels of the sector, information gathering and publication,

Box 6.1 Efficiency and Accountability Measures

reduction in non-productive staff in

District and Regional Offices and in tertiary institutions

reduction in absenteeism

effective staff utilisation and enforcement

of compliance mechanisms

application of efficiency-related norms

within the Ministry of Education and educational institutions

demand-driven academic reforms including

relevant programmes at the tertiary level and building research capacity to inform policy direction


detailed analysis of sector performance, evaluation against indicators and other devices, and reporting on a periodic basis. These steps are described briefly

below.

6.3.1 Multi-level M&E

Overall, progress under Medium Term Plan will be monitored by a rigorous,

multi-level M&E system that is summarised sequentially below.

a) Decentralised M&E: from ground level institutions (e.g. schools through

their SMCs and BoGs) to districts and regions to feed into regional and national annual reviews. This allows for district level reviews and

institutional reviews especially at tertiary level. There will be some deconcentration of the NIB to Regions to contribute to the M&E process (see next page).

b) Centralised M&E: with the PBME, NIB and other subvented agencies1 as

the key players – all contributing to the National Annual Review. This will include a quarterly reporting mechanism on specific outputs and deliverables relating to the Programmes and sub-programmes in this

Medium Term Plan.

c) External M&E: from wider Government and other stakeholders (private

sector, Faith-based organisations(FBOs), civil society organisations (CSOs)) as well as international development partners through a National

Education Sector Annual Review (elucidated further in Section 6.3)

6.3.2 Education Management Information System (EMIS)

M&E is heavily dependent upon a timely well-functioning EMIS. The EMIS section has hitherto collected education statistics using an annual school

census, cleaning and validating the data before making them publicly available. There is a continuous effort to strengthen the EMIS data collection process, use

of the data for effective monitoring and planning at all levels of the education sector, as well as use for ensuring public accountability.

The EMIS provides the core means to report and monitor a number of output and outcome indicators.

6.3.3 National Inspectorate Board (NIB)

The NIB will play a central M&E role, particularly at school level, particularly

through school inspections and oversight of District inspection and supervision.

6.3.4 National Accreditation Board (NAB)

The NAB, answerable to the NCTE, has M&E oversight responsibility for public

and private tertiary education, ensuring tertiaryawards meet minimum standards.

Reviews

1 Such as COTVET,NAB, NTC, NCTE, GES


An important component of the ESP M&E system is the set of reviews that form one of its principal outcomes:

a) Annual reviews at the national, regional, district and institutional levels for feedback and refinement of policies, programmes and indicators

b) Mid-term and quarterly reviews to provide an opportunity for work-plan

adjustments and to ensure that outcomes remain consistent with changing national priorities. A traffic light matrix will be used to differentiate the level of performance of the Ministry and its agencies in

implementing the outputs and deliverables in the Annual Action Plans.

c) End-of-cycle evaluations2 to consider constraints encountered and ways

and means of addressing them to inform the design of new projects, programmes and initiatives. [See Section 6.3 below.]

6.4 ESP OPERATIONAL PLANNING, REVIEW AND THE BUDGETARY CYCLE

a) The Annual Education Sector Operational Plan (AESOP)

The Annual Education Sector Operational Plan (AESOP) is a three-year rolling work-plan, designed and timed to coincide with the production of the Budget

and the Medium Term Expenditure Framework (MTEF). The AESOP is therefore a medium term implementation plan that is reviewed and rolled forward annually.

b) Education Sector Performance Report (ESPR)

The process of transparency and accountability, to which the Ministry is committed, dictates that there should be an Education Sector Performance

Report (ESPR) that is presented to stakeholders at the National Education Sector Annual Review (NESAR). The ESPR is produced by PBME and reports progress against sector priorities by providing an appraisal of performance

within the education sector. EMIS data, commissioned research and impact evaluation at national, regional and district levels all inform the report.

c) The National Education Sector Annual Review (NESAR)

The National Education Sector Annual Review (NESAR) is a stakeholder conference which is the primary means by which the education sector engages with national and international stakeholders to review sector progress. The

NESAR’s principle function is to consider the ESPR and to assess the effectiveness of the implementation of the AESOP for the reporting year. The NESAR culminates in the signing of an Aide Memoire, an agreement between

the Ministry and its stakeholder partners, notably the development partners (DPs). The Aide Memoire is then used to inform the content of the AESOP as it

is rolled forward to the next year.

2 These include the budgetary cycle, the educational cycle and the annual sector review cycle


6.3.5 Links between the AESOP, the Budget and Sector Performance

The 3-year format of the AESOP makes it particularly appropriate for application to the Medium Term Expenditure Framework (MTEF). Figure 6.1 shows how the AESOP plays a central role in linking the ten-year ESP to the

planning, budgeting and monitoring functions of the Ministry of Education, how these inform each other, and how they roll forward from one year to the

next (2010 and 2011 taken as sample years).

TABLE 8: MEDIUM-TERM STRATEGIC PLAN MONITORING FRAMEWORK

(2014 – 2017)

INDICATOR

BASELINE TARGETS DATA SOURCE

FOR VERIFICATION

2012/13 2013/14 2014/15 2015/16 2016/17

Increase inclusive and equitable access to and participation in education at all levels

NER KG 74.8 77.0 79.1 81.3 83.5 EMIS& ESPR

GER Primary 105 107.1 109.3 111.4 113.6 EMIS & ESPR

GER JHS 82.2 86.2 90.1 94.1 98.1 EMIS & ESPR

Access to potable water in Basic schools

46 50.1 54.3 58.4 62.6 EMIS & ESPR

GER SHS 36.8 38.7 40.6 42.5 44.3 EMIS & ESPR

Number of SHS 535 566 596 627 658 EMIS & ESPR

Access to potable water in

SHS 91.8 95.9 100 100 100

EMIS & ESPR

Number of GES TVIs 45 45 45 45 45 EMIS & ESPR

Annual admissions to Public universities

13,464 Maintain above 12,000 NCTEEMIS& ESPR

Annual admissions to Colleges of Education

9,373 Maintain above 5000 NCTEEMIS& ESPR

Annual admissions to Polytechnics

13,966 Maintain above 10,000 NCTEEMIS& ESPR

Distance education

enrolments 63,296 64,562 65,853 67,170 68,514

NCTEEMIS&

ESPR

GPI KG 1.03 1 1 1 1 EMIS& ESPR

GPI Primary 0.99 1 1 1 1 EMIS & ESPR

GPI JHS 0.93 1 1 1 1 EMIS & ESPR

GPI SHS 0.86 1 1 1 1 EMIS & ESPR

% female enrolment TVET 31.4 35.7 40 EMIS & ESPR

% female intake tertiary institutions*

40.6 Maintain above 40% NCTE, EMIS& ESPR

Children with non-severe SENs mainstreamed in basic education

100%

Attendance of those with SENs in schools

n/a 100%

Improve the quality of teaching and learning at all levels

PTR KG 37 41.0 45 45 45 EMIS & ESPR

PTR Primary 33 39.0 45 45 45 EMIS & ESPR

PTR JHS 16 25.5 35 35 35 EMIS & ESPR

% trained teachers Primary 69.4 73.1 76.7 80.4 84.0 EMIS & ESPR

% trained teachers JHS 83.7 85.3 86.9 88.5 90.2 EMIS & ESPR

% trained teachers SHS 86.9 88.2 89.5 90.8 92.1 EMIS & ESPR


Core textbook-pupil ratio Primary

1.2 3 3 3 3 EMIS & ESPR

Core textbook-pupil ratio JHS 0.9 3 3 3 3 EMIS & ESPR

English textbook-pupil ratio SHS

0.66 1 1 1 1 EMIS & ESPR

Maths textbook-pupil ratio SHS

0.67 1 1 1 1 EMIS & ESPR

Science textbook-pupil ratio SHS

0.63 1 1 1 1 EMIS & ESPR

Pupil time-on-task Basic schools

39% (2008)

80%

Improve management of education service delivery

Teacher absenteeism 25% (2008)

5% School Report Cards

Non-teaching staff in Tertiary institutions (reduce to 20,000 by 2020)*

9,807

Maintain below 20,000 NCTE, EMIS& ESPR

* Baseline data for tertiary

institutions is 2011/12


CHAPTER SEVEN (COMMUNICATION STRATEGY)

7.1 INTRODUCTION

This section of the Education SMTDP establishes the relationship that exists between the stakeholders and beneficiaries within the Ghanaian Education community. It also spells out the expected roles, means of awareness creation

and dissemination of the plan to all stakeholders. The objectives and principles behind the communication of the

Education SMTDP to all stakeholders and the general public are:

(i) To educate the general public on all aspects of the education strategic plan for the Education Sector Medium Term Development.

(ii) Create a platform for the various sub-sectors to publicize their activities.

(iii) To create the necessary understanding and goodwill for the ESMTD plan. (iv) To involve stakeholders in the review and plans of the sector (NESAR).

Often, the commonest challenges that confront the management of the education sector, at least in the eyes of the various stakeholders or the general

public, include making the available information accessible to all who need to know as well as complaints of public and media about lack of information about educational issues or lack of access to information on education.

It is critical to utilize an efficient and effective communication strategy to

inform and engage with sector stakeholders and deploy same across systems. In a situation where stakeholders are ignorant of the approved or recognized media for communication or the sources of particular information one cannot

talk about having a means efficient communication system. Linkages and networks with stakeholders (relating to people) and systems(relating to communication infrastructure) like websites, intranets/Internet, Blogs Network

Infrastructure including Local Area Networks(LAN) and Wide Area Networks(WAN), Central Document Repository System including

Documentation Centres, Voice Over Internet Protocols(VOIP), Software, cannot be divorced from any effective and efficient communication strategy.

The Diagram below shows the various stakeholders within the Ghanaian Education community and the flow communication between them.

Fig: A DIAGRAM OF EDUCATION STAKEHOLDERS


The diagram above gives a picture of the various stakeholders and the flow of

communication which exists amongst them. The diagram indicates that Ministry of Education represents the Government within the Education sector

and serves as the organizer, coordinator and facilitator of all Education Policies, Programmes, Projects and Activities.

7.2 PREFERRED / APPROPRIATE CHANNELS OF COMMUNICATION

7.2.1. Interpersonal communication:

Direct contact by mouth, letters, memoranda, telephone conversations, telefax messages, conference calls, Voice Over Internet Protocol (VOIP) etc. a

newsletter, a large conference, networking lunch, workshop, e-mail alerts, press release, website, promotional literatureControlled 7.2.2. Media:

Usually focused on the internal publics. It may take the form of meetings with a definite agenda and appropriate documents provided. It may also

GOVERNMENT

OF GHANA

(Ministry of

Education)

CIVIL SOCIETY

ORGANISATIONS

PRIVATE

PROVIDERS OF

EDUCATION.

DEVELOPMENT

PARTNERS

PARENTS /

GUARDIANS

Local Community &

Authorities

PUPILS

(STUDENTS)

THE MEDIA TEACHERS


include Notice Board, Handouts, Newsletters, Brochures, Float File, Information racks, Audio visuals like slides, video clips and documentaries

and use of corporate identity keys – Logos, slogans, special colours, official type styles and dress, calendars, diaries.

Seminars, symposia and spot-lights are vital tools. 7.2.3. Public Media: Use of Information Service Publicity Van, Press coverage –public

newspapers radio and television, Use of the Education Websiteand other government websites, intranets/Internet, Blogs Network Infrastructure including Local Area Networks(LAN) and Wide Area Networks(WAN), Central

Document Repository System including Documentation Centres, Voice Over Internet Protocols(VOIP),

7.3 COMMUNICATION TOOLS AND STRATEGIES

Prepare and use multi-media approach, including outreach activities

Advocacy

Publicity.

7.3.1 Activities / Strategies To Achieve Objectives

• Launch activity

• Use print and electronic media • Use brochures and posters • Use outreach ctivities like drama, durbars, workshops and seminars

• Use advocacy and lobbying approaches • Counseling based on understanding of human behaviour and of clients.

• Analysing future trends in the education arena and predicting their consequences.

• Researching into public opinion, attitudes and expectations and advising

on necessary action. • Establishing and maintaining two-way communication based on truth

and full information. • Preventing conflicts and misunderstanding. • Harmonizing mutual Respect and Social responsibility.

• Projecting corporate identity and image. • Promotion of products or service. • Promoting goodwill with internal and external publics.

7.3.2 Tactics Simplify the reform documents.

Launch the activity

Organize orientation seminars for reporters, presenters, producers and editors.


Organize Public Speaking and Media Training sessions for national and

regional spokespersons.

Produce press kits, articles, features, documentaries,brochures (Q&A,

FAQs), News stories, posters, Editorials for the print media.

Produce talking heads Documentaries Panel Discussions Programmes

Interviews, Radio Commentary, Drama for electronic media

Organize outreach activities for designated stakeholders.

Have advocacy meetings as and when necessary.

7.3.3 Co-Ordination:

The major components of the co-ordination are:

Identifying experts for contents of communication materials;

Developing and producing all communication materials;

Identifying resource persons to facilitate educational campaigns at all levels;

Organizing workshops, meetings and seminars.

Media planning and buying.

Monitor and evaluate the campaign.

7.3.4 Monitoring And Evaluation

Evaluation through Annual Progress Report

Summative Evaluation

Monitoring Indicators:

Implementation of planned activities

Number of communication materials produced and disseminated backed

by distribution list to various targets.

Major documents simplified and disseminated.

Number of outreach activities undertaken and reports produced.

Press clippings, recordings and transmission certificates from media

houses.

Evaluating Success - Indicators

– Percentage achievement of Deliverables for different policy goals

– Openness and transparency promoted and thereby reducing resistance

– Loyalty and trust built among stakeholders. – Team morale built – Profile with a less corresponding expenditure built.

– New partnerships built – Sharing of new ideas


– Opportunities for creative thinking and problem solving created – Increased Job satisfaction

– Less misunderstanding. – Enlarged sphere of influence.

– Increased awareness of work profile. – Increased respect and cooperation.

Documents

MINISTRY OF EDUCATION · The Medium Term Development Plan of the Education Sector is informed by the National medium Term Development Plan (GSGDA II) for the period 2014-2017 and