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Cook Islands Ministry of Education Statement of Intent 2010-2015
Cook Islands Ministry of Education Statement of Intent 2010-2015

Cook Islands Ministry of Education Statement of Intent

2010-2015

Statement of Intent

Statement of Intent Vision: The Statement of Intent outlines the priorities of the Ministry of Education

Vision:

The Statement of Intent outlines the priorities of the Ministry of Education for the next five years (2010- 2015). It provides stakeholders with an outline of priority areas, their purpose, specific outputs, desired outcomes and an undertaking from the Ministry as to how progress towards these will be monitored.

The priorities are indicative of the current position of education in the Cook Islands. Whilst not detracting from the goals in entirety of the Education Master Plan, the priorities reflect the areas that the Ministry believes are required as a base for the remaining goals to be achieved and are areas where considerable gains need to and can be made. The statement also reflects the priorities set out in the National Sustainable Development Plan.

Achieving the outcomes of this statement will allow the Ministry to live its vision and support the achievement of national, regional and international goals.

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

We contribute to the effective governance of our country and are recognised as leaders in education throughout the region.

The Ministry of Education provides a dynamic and professional environment which promotes and supports life long learning through the provision of quality services.

Ministry of Education, 2009

This Ministry vision works to support the Education Sector vision to “build the skills, knowledge, attitudes and values of Cook Islanders to put their capabilities to best use in all areas of their lives”.

Ministry of Education, 2008

Priority Outcome 1: Parents and the community have confidence in their own and the Ministry’s
Priority Outcome 1: Parents and the community have confidence in their own and the Ministry’s ability to support
quality learning and development for the very young.
Why? Quality early childhood education and the skills it develops in the very young sets a base for positive
educational outcomes in formal schooling. Parents and the community have an important role to play in this
development and the Ministry must make sure it supports parents in this role as well as continuing to focus on quality
personnel and resources in the Early Childhood sector.
How?
1.
Increased participation – although most young Cook Islands’ children do attend an ECE Centre, there are still
some children who do not have equity of access or participation. The Ministry will focus on engaging these
children in early childhood education through awareness and media programmes and individual community
based responses.
2.
Quality Learning – the Ministry will continue to support the professional development of ECE teachers and
Advisory staff and the development of ECE specific quality assurance programmes.
3.
Parental Support – the Ministry will further develop and implement the Te Kakaia programme to support
parents in being the leaders of their child’s education.
4.
ECE Resourcing – resourcing for ECE (human, learning and consumables) is tagged within school budgets.
5.
Pay parity for ECE teachers with teachers at primary and secondary level.
6.
Provision of physical learning environments which reflect health and safety requirements and curriculum
intent.
Evidence of Success:
1. Gross Enrolment Rate for Early Childhood Education at least 95% across all islands.
2. Successful completion of ECE specific courses and qualifications by teachers and advisory staff.
3. ECE specific resourcing available in schools (including pay parity).
4. Te Kakaia programmes successfully run to support parents in understanding learning and development in the
very young.
5. ECE buildings and environments are fit for their intended purpose.
Priority Outcome 2: That every child is literate and numerate by the end of Year 8
Why? Literacy and Numeracy are the foundation skills for all other learning. They also provide the foundation for life
skills that all individuals need to be active members of their communities. Success in literacy and numeracy leads to
positive learning outcomes in all essential learning areas of the Cook Islands Curriculum. The target of year 8 is to
ensure that students have the skills needed to access opportunities at secondary school level and to be able to
successfully gain recognized qualifications. The Ministry of Education considers attainment in both Maori and English
to be a requirement of the literate learner.
How?
1.
Lead Teacher Programmes – professional and effective lead teachers in schools to support, monitor and
evaluate classroom programmes in literacy and numeracy.
2.
Resourcing - a focus on resourcing Maori language with relevant high quality resources at all levels of
education.
3.
The development of resourcing formulae for literacy and numeracy.
4.
Assessment Tools to improve learning – a range of assessment tools are used by teachers to assess learning in
literacy and numeracy to inform the next steps for individual learners and allow for reliable and valid
monitoring at a national level.
5.
Research on literacy and numeracy - research by advisors and teachers to investigate and utilise best practice
models in literacy and numeracy for the Cook Islands.
Evidence of Success: 1. Classroom teachers reflect best practice in their delivery of literacy and
Evidence of Success:
1. Classroom teachers reflect best practice in their delivery of literacy and numeracy programmes.
2. Valid and reliable Literacy and Numeracy data with national snapshots at Years 4 and 8 which meet set
targets.
3. Increase in resources (print and digital) available in Maori Language.
4. Research conducted, recommendations implemented and findings published annually on best practice in
teaching literacy and numeracy in the Cook Islands.
5. Adherence to resourcing formulae developed.
Priority Outcome 3: Every young person has access to the opportunity to develop skills and knowledge and to gain
the qualification that they need to contribute to the development of the Cook Islands.
Why? Young Cook Islanders need to have the opportunity to gain the knowledge, skills and qualifications that will
equip them for the career and lifestyle of their choice. The NCEA qualification, accessed by schools in the Cook
Islands, allows for a significant range of subjects and linkages between academic, vocational and alternative courses.
The intent is to give learners access to seamless educational opportunities.
How?
1.
Increase Subject Scope – the Ministry will continue to review the scope of subjects available in senior
secondary school and add to this in a way that meets the interests and skills of students and provides young
Cook Islanders with the skills and qualifications needed to contribute to the national workforce.
2.
Dual Pathway Programmes – in collaboration with other providers, the Ministry will continue to develop a
range of standard based programmes which students can utilize to gain credits towards both school based and
vocational qualifications eg carpentry, hospitality, automotive engineering.
3.
Alternative Pathways – the Ministry recognizes the traditional school based academic programmes do not suit
all learners. By creating alternative pathways for learning, the Ministry in collaboration with other providers,
can ensure that the learning needs of all students are met.
4.
Increased access for students in isolated communities – the Ministry wants students to be able to access quality
education on their home islands for as long as possible. New methods of providing access to educational
opportunities will be investigated and implemented in remote communities.
5.
Secondary literacy and numeracy – professional support to all secondary teachers to be teachers of literacy and
numeracy.
6.
Provide quality support and information on career opportunities and decision making – continue to develop
careers education programmes in schools and support with well trained and resourced Careers Education
teachers.
Evidence of Success:
1. Student retention in education – on home islands and in vocational education.
2. Active participation of students in dual pathway programmes measured through the breadth of courses offered
and student participation.
3. Students have access to alternative programmes which provide the opportunity for success.
4. Improved NCEA Literacy and Numeracy results to ensure increased student access to qualification
programmes.
5. Careers Education programmes at all levels of schooling from year 7.
Priority Outcome 4: Learning needs of the wider community are acknowledged and addressed through collaboration
Priority Outcome 4: Learning needs of the wider community are acknowledged and addressed through collaboration
and partnerships with other agencies.
Why? The Education Master Plan has the catchphrase Learning for Life. As a key driver of the education sector, the
Ministry therefore has a major role to play in ensuring that all Cook Islanders have access to learning at all levels.
How?
1.
Community Education – in collaboration with schools and other agencies, the Ministry will encourage and
support the development and implementation of programmes that provide learning opportunities to the wider
school community including parents, caregivers and other community stakeholders.
2.
Life Skills Programmes – the Ministry will work with schools, communities and other agencies to identify the
island/community specific skills that need support and will develop programmes in response.
3.
Te Kakaia – the Te Kakaia programme specifically supports parents/caregivers to understand and be able to
support their child’s learning at all levels.
4.
Resource Support – the development of partnerships with community groups and other agencies to utilize
school resources for the purpose of providing formal and non-formal learning opportunities.
Evidence of Success:
1. Number of successful community education and life skills programmes offered measured through
participation, successful completion and course evaluation.
2. Te Kakaia programmes that meet the needs of different communities.
3. Increased utilization of schools and their physical resources.
Priority Outcome 5: The Ministry of Education is capable, professional, efficient and responsive to the needs of and
opportunities provided to the education sector.
Why? The Ministry of Education is mandated to provide quality education to all Cook Islanders. It can only achieve
this if it develops and supports best practice models, operates quality assurance systems and monitors its performance
to ensure currency nationally, regionally and internationally.
How?
1.
Safety – the Ministry, in collaboration with CIIC, will work towards ensuring a fitness of purpose for schools.
The Ministry will also continue to work with EMCI to ensure that schools and their communities are prepared
to respond to adverse events.
2.
Health – the Ministry, as a good employer, affords priority to the promotion of wellness, and aims to ensure
that all are free from harm.
3.
Quality Assurance – the Ministry will monitor and evaluate its own performance (internal) and be open to
audit from other agencies (external). This quality assurance includes school review and the development and
implementation of sound forward looking policy that meets the needs of the sector and its responsibility to the
wider community.
4.
Development of research environment – the Ministry will develop a culture of research across all levels of the
education sector.
5.
A Performance Development System that reflects professional standards and which is supported by purposeful
professional development opportunities.
Evidence of Success:
1. Unqualified audit report and PSC endorsement.
2. Ongoing research that ensures currency of practice.
3. All staff actively engaged in ongoing professional development linked to PDS goals.
4. Enhanced learning and teaching areas that are fit for purpose and exceed minimum health and safety
requirements.
5. Buildings and facilities fit for intended purpose.
6. Statistical evidence that the Ministry of Education is recognized as a good employer.

Focus Area: Taku Ipukarea Kia Rangitira

Five Year Action Plan

Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15 Improved Maori literacy at all levels of
Goals
Targets (2015)
2010/11
2011/12
2012/13
2013/14
2014/15
Improved
Maori
literacy at all
levels of
education
65% G4 students with
Maori at or above
suggested standard.
Lead Teacher Programmes (SS)
Eval.
Maori Lang. Framework completed to Year 8 (SS)
Resources
60% Y8 students at or
above expected
standard.
Strengthening Secondary Maori: NCEA, Pedagogy (SS)
Resource Development (SS: Seconded project)
2010/12 ECE – Grade 3
Grade 4-8
Year 9 - 13
Research Programmes (PPR/SS):
Relevant
Learning and
At least one research
based publication
produced each year.
Literacy &Numeracy
Research Sabbatical Programme Developed
Teaching
EIU/ESD
ECE
styles and
methods
identified and
developed
At least 2 staff
presenting at national,
regional or
international
conferences per
annum.
Annual Research Publication (PPR/SS)
Development of
research library (PPR)
Ongoing library maintenance (PPR)
Register of Presentations maintained (HR): In response to abstract submission and invitation
Develop as a
Centre of
Excellence
for all things
Cook Islands
By 2015 at least 3
standards for
traditional knowledge
registered on
qualifications
framework.
Development of traditional knowledge
standards (SS/PPR)
Scoping of Innovations
Centre (PPR)
EFA
EFA

Focus Area: Learning and Teaching

Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15 Equitable access for all learners to quality
Goals
Targets (2015)
2010/11
2011/12
2012/13
2013/14
2014/15
Equitable
access for all
learners to
quality
learning
programmes
NER
G1-6>95%
Annual needs analysis of senior secondary programmes available: increase scope (SS)
Y11>90%
Y12>50%
Review of DFL modalities (ITC/SS)
Y13>30%
10–11 retention >95%
Disaggregate data by
home island.
Review of CICF.
Implementation of prioritized actions for DFL modalities (ITC/SS)
Review of CICF (SS) and
services
Isolated
student review
Development and implementation of
Enterprise/Financial Literacy Curriculum
Document. (SS)
At least two
alternative pathway
programmes.
Special
Development of further courses as informed by review (SS)
Review of
alternative
courses.
(PPR)
Special Review:
Implementation of strategies to address findings of the review (SS, HR)
Northern Group
Education (PPR)
Improved
National English
Literacy >85%
Northern Gp at least 5
percentage points per
year.
Lead Teacher Programmes in Literacy and Numeracy (nb research in TIKR) (SS)
literacy and
numeracy for
all learners
National assessment tool
development (SS, ITC)
LAC/NAC courses for secondary teachers (SS)
Numeracy
National >70%
Southern Gp >60%
Special Review:
Post review
development of
resourcing formulae
for Lit and Num
(PPR/SS)
National Literacy
AE
Frame
and Numeracy
(AE) Lead Teacher
Programme (PPR)
works
Conference (SS)
Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/1 Increased ECE Media Campaign (ITC/SS) enrolment in
Goals
Targets (2015)
2010/11
2011/12
2012/13
2013/14
2014/1
Increased
ECE Media Campaign (ITC/SS)
enrolment in
ECE Centres
GER>95% on every
island
No. of Dip ECE>10
Resourcing Policy for
ECE (ECE tagged
budget and staff)
Te Kakaia ECE
specific programmes
>3 pa
Special Review
Dip ECE Programme for teachers and advisors
in collaboration with USP (HR)
(AE) ECE
programmes
ECE specific criteria
developed for
education review
(PPR)
Post EFA ECE
analysis to identify
communities at risk
(PPR)
Implementation of programmes to address
communities at risk (SS)
ECE resourcing
policy (PPR)
Ongoing implementation
(HR/SS/F)
Te Kakaia Programme: ECE specific (SS)
Fitness of Purpose
standards
developed for ECE
(SS/PPR/F)
Work programme to address standards in units (SS/F)
Increased
Dual Pathway courses
Ongoing coordination of
programmes through facilitation with schools, DNHRD and other providers (SS)
access to
>8
vocational
courses at
Taster Courses >4
OIs courses >6
Special Review:
senior levels
Dual Pathway
Programmes
(PPR) (AE)
Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15 Systems that enhance All accredited schools have
Goals
Targets (2015)
2010/11
2011/12
2012/13
2013/14
2014/15
Systems that
enhance
All accredited schools
have integrated
careers education
programmes
Careers Education
staff – ID and
student
training (SS/HR)
wellbeing
Careers Ed
programmes for Y7/8
Development of
Careers
Education
programme for
Years 7&8 (SS)
Continued training support
(SS/HR)
Careers Teachers
intensive training
(HR/SS)
School wide health
promotion
programmes
Programme
development
Health Promotion implementation (SS)
(SS)
At least 2 local
guidance counselors
available to schools
Guidance staff identification and
training (SS/HR)

Focus Area: Learning and the Community

Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15 Increased participation by parents in education
Goals
Targets (2015)
2010/11
2011/12
2012/13
2013/14
2014/15
Increased
participation
by parents in
education
policy and
decision
making
All schools have
active committees
that meet compliance
requirements.
Media Campaign (PPR, ITC)
AE
AE
Annual Stakeholder
Reports & Expo: variety of audiences (PPR)
The Education
Advisory Board of
community
stakeholders meets at
least twice annually.
School
School
Committee
Committee
Training (PPR)
Training (PPR)
Policy consultation
programmes utilized.
PDS – involvement in PDS for Principals (HR)
Community
stakeholder meetings
and media releases
(x 2 per year).
Involvement in
Principal appraisal.
Wide
Specialist
community
100% of children
access education
from age 5.
Early Intervention
Specialist
Programmes (SS)
Early Intervention
Programmes (SS)
support and
Teacher Aide
Teacher Aide
training programmes
training
understanding
(SS)
programmes (SS)
Special Review
of inclusive
(AE): Teacher
education
Completion of
IE policy (SS)
Aide Programmes
Media Awareness Programme (SS, ITC)
Increased participation of the wider community in ongoing learning Annual Programmes Te Kakaia Programme -
Increased
participation
of the wider
community in
ongoing
learning
Annual Programmes
Te Kakaia Programme
- 5 Te Kakaia
(SS)
- At least two
community
education
programmes
per island
Policy development
on Community Ed.
Courses (PPR/SS)
Development and implementation of Community Ed Action Plan (SS)
AE: Lifeskills
and Comm
- At least two
life skills
programmes
per island
Policy development
Ed
on Life skills
Courses (PPR/SS)
Development and implementation of Life skills Action Plan (SS)
At least 10 school
communities actively
utilizing school
resources for formal
and informal
education.
From Comm. Ed
policy, develop
guidelines for
school policy
development on
community
utilization (PPR)
Monitor policy implementation (SS:Comm Ed/PPR:Policy)
Media awareness
(run by
schools)

Focus Area: Infrastructure and Support

Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 2014/15 Annual budget policy submissions, business plans and
Goals
Targets (2015)
2010/11
2011/12
2012/13
2013/14
2014/15
Annual budget policy submissions, business plans
and budgets prepared (F/PPR)
Adequate
Unqualified audit
budget
report
Maximum alignment of donor and local funding and systems (F/PPR)
resources for
education
Fully integrated
MYOB
finance systems
implementation (F)
All requirements from
2008 Audit report and
June 2010 inventory
report addressed (F)
Completion of new
MoE headquarters
(F)
High quality
100% of schools
rreecceeiivvee aannnnuuaall
wwaarrrraanntt ooff ffiittnneessss
Development and
resourcing of health and
Development and implementation of work programme to address issues. Fitness of
buildings,
Purpose focus.
(with CIIC) (F)
safety standards
for
grounds and
schools (PPR/F)
facilities
Development of specialized learning areas: (F)
10/11
11/12
12/13
Fitness of
Science
graphics
tourism
purpose focus.
ICT
w’shops
hospitality
All teachers have
access to ICT
facilities for
professional and
learning
development
purposes
Complete libraries
Development and implementation of IT
action plan (ITC)
Development of
IT replacement
programme
(ITC/F)
All new buildings have disability access and facilities. Review of Prioritise and implement outcomes of
All new buildings
have disability
access and facilities.
Review of
Prioritise and implement outcomes of review (SS/F)
disability
access in
schools (SS/F)
Special
110000%% aatttteessttaattiioonn
Review (AE):
Effective well
HR strategy & policy
development (HR)
HRM and
qualified and
resourced
All schools fully
staffed
Professional
Development
teachers,
New PDS system
implemented and
administrators
Certified:95%
reviewed (HR)
and support
Academic Quals:
Ongoing PD programmes developed from PDS (HR)
staff
90%
First degree or
higher:40%
Staffing forecast
models developed
Training programmes identified and developed to meet forecasted needs (HR)
(HR)
Professional
standards for
advisors
developed and
implemented
(HR/SS)
Annual recruitment, induction and orientation programmes (HR)
Scoping and
Special
resourcing of
Review:
Mentoring
position
Mentoring
description
Professional mentoring
programme in schools (SS)
Systems
(HR/SS)
(PPR)
High quality management systems Education Bill passed to Crown Law (PPR) Scoping and development of
High quality
management
systems
Education Bill
passed to Crown
Law (PPR)
Scoping and development of capacity in Internal Quality
Assurance (PPR/SMT)
AE: QMS
Developing internal
QA policy (PPR)
Review of
EA: School
School Audit
Review
Process (PPR)
Processes
Develop policy development and
management processes (PPR)
AE: Policy
Managment
Completion
and
endorsement
of strategic
policies
(PPR)
Development of supporting operational and issues policies (PPR and relevant
Divisions)
Com Ed
Language