(I)Publicly-Funded Bodies: National and District Contexts

(I)Publicly-Funded Bodies: National and District Contexts

ACCESS EQUITY QUALITY RELEVANCE EFFICIENCY

DIRECTORATE OF EDUCATION STANDARDS

DRAFT STRATEGIC PLAN 2011-2015

1.Vision, mission and values

2.Key Drivers

3.Responsibilities

(i)Publicly-funded bodies: national and district contexts

(ii)Remit of DES

4.DES Plan 2011-2015

SP1IMPROVEMENT & ACCOUNTABILITY: INSPECTION and QUALITY ASSURANCE

Providing a systematic and coherent inspection and quality assurance service

SP2IMPROVEMENT & ACCOUNTABILITY: PARTNERSHIP WORKING

Strengthening impact and adding value through partnership working

SP3IMPROVEMENT & ACCOUNTABILITY: REPORTING

(a)Reporting on national standards and the quality of education

(b)Providing advice to the education system

(c)Identifying, supporting and disseminating good practice

SP4IMPROVEMENT & ACCOUNTABILITY: SELF-EVALUATION AND CPD

Developing professional effectiveness and building capacity in the education system

SP5IMPROVEMENT & ACCOUNTABILITY: INTEGRATION OF DIS WITHIN DES

Strengthening the national and local impact of inspection

5.Summary Plan 2011-2015

6.Measures of progress

Appendix 1DES: established in the 2008 Education Act

Appendix 2MoES: Education Sector Strategic Plan: Overall Policy Thrusts

Appendix 3Education for All (EFA) Goals

Appendix 4Key Functions of the Ministry of Education and Sports

Appendix 5The Inspection Cycle
1.Vision,mission and values

1.1The overarching vision of the Directorate of Education Standards is tocontribute to improvements in the learning experiences and achievements ofall children, young people and adult learners in Uganda.

1.2Within the Ministry of Education and Sport (MoES), the Directorate of Education Standards (DES) has a significant role in leading, promoting and supporting improvement in education. Our mission is to provide a rational system of setting, defining and reviewing standards and quality of education and sports and to monitor the achievement of such standards and quality to ensure continually improved education and sports in Uganda. The legal requirements and functions of DES are defined in the Education Act of 2008 (cf Appendix 1).

1.3We will undertake our mission by systematically monitoring, evaluating and reporting on the quality and standards of learning, teaching and achievement in educational establishments, drawing on substantive evidence to promote good practice and support improvements for all learners. Key elements of our mission include supporting effective implementation of government policy priorities such as quality education for all (EFA) with a focus on literacy, numeracy and life skills.Within that context we will promote, support and evaluate the implementation of “The Inspection Cycle” which provides an overview of all key processes and procedures for inspection activity.

1.4At all times our professional conduct will meet the highest standards. We will demonstrate commitment and enthusiasm in performing our duties. We adhere to the following core values which underpin all aspects of our work: integrity, honesty, objectivity and impartiality. By integrity we mean that we work to the highest professional and moral standards. By honesty we mean that we tell the truth and are not open to corruption or pressure from others. By objectivity we mean that we are fair and are not influenced by personal feelings or prejudices. By impartiality we mean that we are unbiased and do not favour some people or institutions more than others.

1.5When putting our values into practice, we always:

  • have the best interests of learners as our prime focus;
  • promote and support equality and fairness in all our work;
  • ensure our inspection evaluationsand reports are independent, fair, consistent and timely;
  • promote and disseminate good practice;
  • interact with all those involved in inspection activity in a purposeful, friendly, compassionate and professional manner, treating them with courtesy, respect and sensitivity.

Further guidance on our values and expectations of conduct is identified in the Handbook for School Inspectors (2005) and in the “DES: Code of Conduct for Inspectors” (2011) leaflet.

1.6Continuous professional development (CPD) is a vital feature of our work. As part of our commitment to supporting quality improvement in education, ensuring that the needs of children are well metand providing advice to Ministers, we are committed to continuously developing the expertise and skills of our colleagues in DES. We are also committed to developing the skills of local government inspectors, and to promoting self-evaluation throughout the education system.

1.7We adhere to the MoES policy themes which prioritiseaccess, equity, quality, relevance and efficiency (cf Appendix 2). These themes, together with the Joint Assessment Framework (JAF) indicators also provide benchmarks for us to evaluate how well we are achieving our vision, mission and values.
2.Key Drivers

2.1The key drivers for the DES Strategic Plan are:

  • the Government White Paper on Education (1992)& The Constitution of Uganda (1995)
  • the National Development Plan 2010/11-2014/15;
  • the Ministry of Education’s Education Sector Strategic Plan (ESSP) 2007-2015;
  • the Millennium Development Goals (MDGs); and
  • the Education for All goals (EFA).

2.2The 1992 Government White Paper on Education is the basis of policy on education. While some programmes have been revised in the intervening years, the White Paper’s articulation of the purposes of Uganda’s education system continues to be the supreme guidance for the sector, and therefore for MoES and DES. The aims of education are to promote citizenship; moral, ethical, and spiritual values; scientific, technical and cultural knowledge, skills, and attitudes; literacy; and to equip individuals with basic skills and knowledge - in short, “to contribute to the building of an integrated, self-sustaining and independent national economy.” In addition, The Constitution of the Republic of Uganda (1995) highlights educational aims and emphasises the right to education. All government Ministries and departments share the aim of contributing to sustainable economic growth. There is also the expectation that MoES, as with all Ministries, will be effective and efficient.

2.3The National Development Plan 2010/11-2014/15 outlines an ambitious strategy for the socio-economic transformation of Uganda to a modern and prosperous country within 30 years. Its ambition is to promote and support major economic growth and wealth creation for the benefit of the people of Uganda. Education and training feature as high priorities in the National Plan.

2.4The MoES Strategic Plan is set within that context. The MoES mission statement confirms the breadth and depth of the Ministry’s responsibilities: “to provide technical support, guide, coordinate, regulate and promote quality education and training to all persons in Uganda for national integration, development and individual advancement”. The references to “quality” and “all” are particularly important for DES. The ESSP (cf Appendix 1 for summary of policy thrusts) recognises the need to raise standards of literacy, numeracy and life skills, and the current review of the curriculum seeks to address these concerns. In addition to the ESSP, the Education and Sports Sector Review (ESSR) and the Joint Assessment Framework (JAF) indicators are important drivers providing an annual milestone and benchmark to measure progress.

2.5The ESSP also recognises two sets of commitments to the international community which have an impact on Uganda’s long-term plans: the Millennium Development Goals (MDGs) and the Education for All goals (EFA). The ESSP is fully consonant with these broad sets of goals and provides the specific context within which DES monitors, evaluates and supports improvement throughout the education system.

2.6The Millenium Development Goal that is most relevant to MoES, and therefore DES, is to ensure that by 2015 all boys and girls are able to complete a full course of primary schooling, and that gender disparities will be eliminated at all levels by 2015.

2.7MoES is also responsible for implementing, monitoring and regular reporting on the six Education for All goals. The goals self-evidently focus on education, but obviously highlight the importance of health in the different contexts of nutrition, AIDS, and health and safety. DES clearly supportsMoES as it works towards achieving EFA goals (cf Appendix 3). With particular reference to the sixth goal, DES has a key role in contributing to improvements in the quality of education and outcomes for pupils in literacy, numeracy and life skills.

2.8The drivers include the five political and moral imperatives which underpin education policy and permeate the work of DES: access, equity, quality, relevance and efficiency. A further reference point for DES’ work can be found in the list of functions of MoES (cf Appendix 4).

3.Responsibilities

Publicly-funded bodies: national and district contexts

3.1As a national, publicly-funded body, we have a responsibility to deliver high quality, continually improving, efficient services responsive to need. We are charged with monitoring and supporting the work of local government inspectors who have similar responsibilities for delivering a quality service in their districts. To strengthen accountability and the impact of inspection on improvement nationally and locally, this Strategic Plan includes proposals for the integration of local government inspectorates within DES.

3.2Together with local government inspectors, DES is committed to working with other public bodies to make planned contributions to the system which maximise outcomes and minimise net public sector costs.DES willlead and contribute to joint inspection activity with colleagues in other Ministries.

Remit of DES

3.3DES is the quality assurance arm of the Ministry of Education and Sports and has responsibility for setting standards, assuring quality and evaluating performance in education.

3.4DES’ strategic national responsibilities include:

  • coordinating and managing national inspection programmes;
  • collating reports from regional offices and other sources to provide national reports on quality and standards in education;
  • providing policy advice to Ministers, the Permanent Secretary and DirectorsMoES, linking with other Ministries and Departments as appropriate;
  • working in partnership with a wide range of bodies and agencies; and
  • providing national leadership, ensuring effective systems of recruitment and continuing professional development.

3.5DES has a central team based in Kampala and inspectors based in four regional offices. Currently, the central team comprises the Director, four Commissioners for primary & pre-primary, secondary, teacher education, and BTVET, and specialist senior inspectors making a complement of twelve. Some 25 specialist inspectors (reporting to four Assistant Commissioners) are based in the four regional offices located at Mpigi, Mbale, Gulu and Mbarara. Each of these offices has responsibilities which include:

  • coordinating each region’s contribution to national inspection programmes;
  • managing and organising the inspection of education institutions in the region;
  • monitoring inspections carried out by local government inspectors.

3.6In delivering on the above, all DES inspectors have roles as District Focal Point Officers (DFPOs), linking with three or four named districts. DES also uses “Associate Assessors” who, as experienced educators, assist with the work of DES on a part-time or short-term basis.

3.7Key issues addressed in the Plan include the following:

  • The need to improve DES efficiency and effectiveness through transparent forward planning and implementation of inspection activity focused on national and local priorities.
  • The need to improve partnership working with key stakeholders, particularly with the Districts, through closer liaison and strengthened monitoring of The Inspection Cycle.
  • The need to strengthen the impact of inspection through timeous, accurate reporting throughout the system, and systematic dissemination of good practice.
  • The need to improve professional skills within DES and DIS to build capacity in the system.
  • The need to strengthen accountability and achieve value for money, and to improve the impact of inspection on improvement nationally and locally through the integration of local government school inspectorates within DES.

4.DES Plan 2011-2015

4.1The Plancovers the period 2011-2015 to coincide with the periods identified in the National Development Plan andthe Ministry of Education’s Education Sector Strategic Plan. Similarly, the Millenium Development Goals and the Education for All goals identify targets to be achieved 2015.

4.2The following sub-sections provide an overview of priorities for DES in 2011-2015. They match Section 5 of this document which summarises, in tabular form, the activities planned.

SP1IMPROVEMENT & ACCOUNTABILITY: INSPECTION and QUALITY ASSURANCE

Providing a systematic and coherent inspection and quality assurance service

4.3In the course of 2011, we will develop a systematic and coherent approach to the national planning of inspections in 2012-2015. Priority areas (geographical and thematic) will be agreed in discussion with MoES and the Education Planning Department, and will draw on recent inspection evidence, intelligence from DFPOs, the views of stakeholders andreputable information and data from Foundation Bodies, international donors and NGOs. In addition, DES will review operations as necessary, to address any adjustments to government priorities.

4.4In conjunction with the production of a 3-year plan of inspection activity, we will develop a model of inspection which uses available resources efficiently and effectively, and can be deployed flexibly to address different priorities. This will involve, for example, a focus on a small number ofkey Quality Indicators (QIs), with self-evaluation and School Improvement Planning providing the entry and exit points for the inspection.All inspections will include a focus on the quality of pupils’ learning, achievement and attainment, aspects of leadership and management, and issues relating to child protection. The Joint Assessment Framework (JAF) and the BRMS indicators will provide a context for questions to be explored in any form of inspection.

SP2IMPROVEMENT & ACCOUNTABILITY: PARTNERSHIP WORKING

Strengthening impact and adding value through partnership working

4.5We work with all sectors of the education community to improve learning and achieve better outcomes for children, young people and adult learners. Working with partners and stakeholders in coherent and cohesive partnership arrangements accrues significant educational and value-for-money benefits. We will continue to strengthen the links we have with UNEB and NCDC as key national strategic partners.

4.6A key aim of our Strategic Plan is to strengthen our formal and informal arrangements for working in partnership with the districts (esp DIS), teacher education providers (esp CCTs) and Foundation Bodies at both strategic and operational levels. In order to build capacity across the education system, DES will continue to develop mutually supportive partnership arrangements. An integral feature of our partnership with the districts will be the work of DFPOs in promoting andsupporting self-evaluation, and ensuring implementation of The Inspection Cycle (cf Appendix 5).

4.7Our partnership with the districts, teacher education institutions and Foundation Bodieshas the following aims:

  • to strengthen the impact of our own work and that of other key bodies in the shared purpose of delivering on the government’s policies and on the Ministry’s ESSP and ESSR;
  • to add value through partnership working at different levels in the system;
  • to engage in joint programmes and joint activities, including support for self-evaluation;
  • to inform the national agenda for education by advising on policy and standards;
  • to stimulate and inform DES’ strategic and organisational development through dialogue and the active sharing of information;
  • to promote and enable knowledge transfer to help broaden expertise and skills.

4.8To achieve these aims DFPOs will share information, discuss reports produced by DES and DIS, and agree on follow-up action with a focus on school improvement planning and disseminating good practice. Through planned CPD opportunities and in other contexts we will promote and support continuing dialogue between DES, DIS, NTCs, PTCs and CCTs on priorities for improvement.

4.9Liaison with other Ministries and Departments is key to ensuring consistency in delivery of government policy. The development of joint inspection activities will underpin consistency and efficiency. On planning and district matters, contact with officials in the Department of Education Planning and the Ministry of Local Government will be required on a regular basis. Liaison with the Ministry of Health will be an important element of ensuring joined-up government approaches to promoting, supporting and monitoring the impact of health initiatives (including HIV/AIDS), care and welfare, child protection and health education.

4.10MoES and DES work closely with UNESCO, UNICEF, international donors such as USAID and Irish Aid, and other education development partners (EDPs) on agreed priority areas. The Millenium Development Goals, Education for All goals and JAF indicators provide the context for these projects.

SP3IMPROVEMENT & ACCOUNTABILITY: REPORTING

(a)Reporting on national standards and the quality of education

(b)Providing advice to the system

(c)Promoting, supporting and disseminating good practice

4.11The 2008 Education Act requires DES to undertake a number of functions including:

“…….to provide and disseminate regular reports on the quality of education at all levels;

to develop the use of the reports as a mechanism to provide support and the dissemination of good practice……..;to provide independent expert comment and advice on educational provision and practice at all levels of education……”.

4.12We willpublish an annual report which gives an overview of the standards and quality of education in Uganda. The annual report will identify strengths and good practice, point up priorities for improvement, and provide recommendations for action. We intend to publicise the annual report and, thereafter,inspection reports on individual institutions and districts, using print and broadcast media.

4.13Our annual report will be published in October as an annual event prior to the ESSR. It will include evaluative commentary on progress and success of the education system in implementing the ESSP and the recommendations of each year’s ESSR. The report will be based on inspection findings. It will also draw on evidence from our partners and stakeholders, and from national data on the performance of the education system. That evidence will underpin our advice to Ministers and stakeholders.

4.14Our annual report therefore serves a number of purposes. Primarily, it is to inform the public about the state of education in Uganda. Secondly, it provides a platform for disseminating good practice. Thirdly, it offers an opportunity for DES to present its work, demonstrating its accountability as a public service by recording DES’ performance against agreed targets.

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