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(PRIDE) Project BENCHMARKS FOR NATIONAL STRATEGIC PLANS Fourth edition, revised November 2007 The Logical Framework Analysis annexed to the PRIDE Financing Agreement specifies under Result Area 1, Activity 1.1, that the PRIDE Project will: “Establish minimum benchmarks, principles and criteria to apply to national strategic education sector plans”. The PRIDE team therefore developed a draft set of benchmarks derived from the Forum Basic Education Action Plan. In order to enhance the value of the benchmarks as a tool for planning, we sought clarity, brevity and simplicity. The draft benchmarks were distributed prior to the first PRIDE Project Regional Workshop, held in Lautoka from 1 to 8 September 2004, and were fully discussed with participants. Meeting in small workgroups, participants reviewed the list, recommended changes and additions, and listed the benchmarks in order of priority. They also developed a set of specific indicators for each benchmark. The attached list of benchmarks, principles and indicators is the end result of their work, and was formally ratified at the second meeting of the PRIDE Project Steering Committee on 25 October, 2004. It is intended that this be a working document, with regular opportunities for review and revision. In this spirit the benchmarks were revisited at the first regional workshops for PRIDE National Project Coordinators (NPCs) held in Suva from 12 to 16 September 2005, again at the second NPC workshop 2 to 6 October 2006 and finally at the third NPC Workshop 14 to 18 May 2007. On all occasions participants reviewed the benchmarks and recommended a number of small but significant additions and amendments. This document incorporates the recommendations arising out of the 2007 NPC workshop which were ratified at the meeting of the PRIDE Project Steering Committee on 27 of November 2007 in Auckland, New Zealand. The PRIDE team is committed to using the benchmarks as part of a constructive and collaborative review of each country’s strategic plans. We seek to deliver the best possible support and training, thereby facilitating the development and implementation of national education plans in each country. 1 # Benchmarks Principles Indicators 1 Pride in cultural and The Plan builds on a strong foundation of local cultures A statement demonstrating development and implementation of national identity and languages, thus enabling students to develop a deep a national language policy, including vernacular language(s). pride in their own values, traditions and wisdoms, and a clear sense of their own local cultural identity, as well as A statement showing the development of policies and strategies their identity as citizens of the nation. for promoting and building character and citizenship. A specific objective or strategy in the Plan promoting the teaching and learning of local languages and the integration of cultural activities in the school curriculum. A strategy in the Plan promoting values (virtues), such as respect. 2 Skills for life and work The Plan contains strategies for the systematic teaching Clear statements of curriculum outcomes in the teaching and locally, regionally, and and learning of literacy, numeracy, ICT, vernacular and learning of literacy, numeracy, and vernacular and English globally English languages, together with life and work languages across all levels and integrated across all learning preparation skills, within a balanced curriculum areas. framework, to equip all students to take their place, with ease and confidence, in their local communities, regional Clear statement on strategies for the development of life and context, and global world. work preparation skills, including TVET programs. Clear statement of promotion and incorporation of information literacy across the curriculum and supported by properly equipped and resourced libraries and learning centres to ensure access to and use of quality information. Clear statement on the integration of ICT in teaching and learning. 2 # Benchmarks Principles Indicators 3 Alignment with National The Plan is fully consistent with the goals and strategies Evidence of dovetailing of objectives and strategies with the Development Plan and of the most recent National Development Plan, regional most current National Development Plan Regional & International and international conventions. Conventions The Plan contains a statement of commitment to regional conventions and frameworks, such as FBEAP and the UNESCO/UNICEF/SPBEA Literacy, Numeracy & Life Skills Framework, and international commitments such as EFA, Millennium Development Goals, Education for Sustainable Development, Convention on the Rights of the Child (CRC), Convention on the Elimination of Discrimination Against Women (CEDAW) and the Biwako Millenium Framework + 5 (BMF). 4 Access and equity for In order to ensure access and equity, the Plan contains A specific objective in the Plan referring to meeting the needs students with special needs strategies for the teaching and learning of vulnerable and of vulnerable students, including the development of special needs students, including those from low socio- appropriate policies and/or legislation. economic urban groups, those in remote and isolated areas, those with disabilities and school drop-outs and Clear statement on strategies for the development of initiatives push-outs. for marginalised communities and addressing gender disparities. Specific strategies for improving retention through partnerships with other sectors and agencies. Clear statements of strategies to improve educational opportunities for vulnerable students through more effective teacher training, improvement of infrastructure, resourcing and programs. 3 # Benchmarks Principles Indicators 5 Partnerships with The Plan shows clear evidence that it was developed Strategies outlining the most appropriate and effective communities and using consultative and participatory processes within the consultative processes with key community and stake-holder stakeholders sector and inter-sectorally, as well as in the broader groups, and within the sector and inter-sectorally. context of civil society, including parents, students, private providers of education, NGOs, employers, donors Strategies outlining participation of all sectors, stakeholders and and other community and private sector groups. the community in education policy development, implementation and evaluation. Strategies outlining resource sharing among key partners and development agencies. 6 A holistic approach to basic (i) The Plan addresses the challenges of effective The written curriculum framework states the linkages between education articulation between each level of education; from pre- early childhood and primary sectors, between the primary and school/early childhood to elementary/ primary, from secondary sectors and between the secondary and post- elementary/primary to secondary, and from secondary to secondary/tertiary sectors and employment. TVET TVET oriented programs are included as part of the school (ii) The Plan addresses the challenges of articulation curriculum. between education and the world of work, not only in the context of paid employment but also of self-sufficiency, An adequate supply of appropriately qualified and trained self reliance and self-employment. teachers is available for different school levels (iii) The Plan demonstrates effective articulation Pathways between school and post-school are clearly articulated between formal and non-formal education. through programs and a quality communication strategy National curriculum provides for education from early childhood to secondary that can be used in the formal and non- formal sectors Recognition of the complementary nature of non-formal education through identified activities and/or strategies. Specific strategies developed to cater for appropriate curriculum interventions, especially in the classroom context. 4 # Benchmarks Principles Indicators 7 Realistic financial costing The Plan has been carefully costed and is realistic in Evidence of robust budget preparation, i.e., costings, cost- terms of current and projected levels of national budgets sharing, consultation, analysis. and donor funding for the education sector. Evidence of an efficient financial management system in place, e.g., disbursement, accountability, monitoring, cost-sharing. Evidence of cost saving and cost effectiveness strategies to sustain educational development 8 Use of data and research The plan is based on recent educational data and research Evidence of a sufficient number of trained data management information in educational findings that have been systematically collected, officers within the data unit to ensure its sustainability planning analysed, managed and reported Existence of an Education Management Information System (EMIS) Evidence of research findings and educational data used in plans Existence of a research unit/officer 9 Effective capacity building The implications of the Plan for the training of education Indication of levels and numbers of education personnel to be for all education personnel personnel are addressed and effective training strategies trained developed, especially for: Clear strategies for both pre- and in-service teacher training, (i) the pre- and in-service education of teachers and other including capacity building for librarians and other school instructional staff, including librarians; personnel associated with student learning. (ii) education leaders from teachers to CEO level, with a focus on ensuring that staff are conversant with and Evidence of an HRD policy and capacity building programs in committed to the Plan; place (iii) education planners; and (iv) data managers. Evidence of NPC capacity to manage and work on sub-projects Clear statement on the use of ICT to enhance management capacity 5 # Benchmarks Principles Indicators 10 Framework for monitoring The Plan contains a monitoring and evaluation Evidence of a national assessment framework to assess student and evaluation framework that allows outcomes-based judgments to be achievement made about the effectiveness of education provisions at all levels, and in all areas of the curriculum. Evidence of achievement of the strategic objectives of the Strategic Development Plan Evidence of a performance based appraisal system for staff Evidence of a reporting mechanism. 11. Integration of Health and The plan recognises that health and physical education is A specific objective in the plan of integrating health and Physical Education in the an essential element of growth, learning and education. physical education into education as a whole curriculum and school activities Clear statement of promoting health in schools, including prevention of HIV/AIDS and other lifestyle diseases Strong emphasis on creating a supportive environment for diet, physical activity and health © The PRIDE Project. www.usp.ac.fj/pride; e-mail: pride@usp.ac.fj; Phone: (679) 323 2783; Fax: (679) 323 1532 6
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