Trinidad and Tobago - Strategic - Plan - 2011-2015 PDF

Government of the Republic of Trinidad and Tobago
MINISTRY OF EDUCATION
Education Sector
Strategic Plan:
2011 2015
APPROVED BY CABINET MINUTE

NO. 38 OF JANUARY 5, 2012
GORTT MINISTRY OF EDUCATION
Education Sector Strategic Plan: 2011-2015
TABLE OF CONTENTS
Foreword from Minister of Education.......................................................................................... iii

Statement from Minister of State
In the Ministry of Education............................................................................ v
Abbreviations and Acronyms................................................................................................................. vi
PHILOSOPHICAL STATEMENTS .................................................................................................... viii

Vision, Mission and Values................................................................................................. ix
Organisational Values........................................................................................................... ix
Value Outcomes for our Children.................................................................................... x
Guiding Principles of the Ministry.................................................................................. xi
Our Philosophy of Education............................................................................................ xii
EXECUTIVE SUMMARY....................................................................................................................... xiii
PART 1: INTRODUCTION.................................................................................................................. 1
Purpose of the Plan............................................................................................................... 1
Background.............................................................................................................................. 1
The Planning Process........................................................................................................... 3
The Strategic Assessment................................................................................................... 5
The Assessment Models for the
Transformation of the Education System... 6
PART 2: THE EDUCATION SECTOR: A SNAPSHOT................................................................. 7

Purpose and Role of the Ministry.................................................................................... 7
Organisational Structure..................................................................................................... 7
Administration of the Education System..................................................................... 8
School Information............................................................................................................... 9
Student Enrolment................................................................................................................ 11
Issues and Challenges........................................................................................................... 12
PART 3: GOALS OF THE STRATEGIC PLAN................................................................................ 13
PART 4: STRATEGIC PLAN FRAMEWORK ................................................................................. 14

Transformational Strategies.............................................................................................. 14
Ministerial Priorities and Programmes........................................................................ 19
Proposed Organisational Structure 25
Critical Success Factors........................................................................................................ 25
Implementation of the Plan................................................................................................ 27
ii
PART 5: MONITORING, EVALUATION AND REPORTING..................................................... 30
PART 6: FINANCING FRAMEWORK............................................................................................... 32
PART 7: STRATEGIC ACTION PLAN 2011-2015........................................................................ 36
APPENDICES:
i. Appendix 1: Key Stakeholder Issues/Expectations
ii. Appendix 2: SWOT Analysis of the Ministry of Education
iii. Appendix 3: Vision for Our Children of Trinidad and Tobago
iv. Appendix 4: Institutional Development Framework
v. Appendix 5a: Business Process Model
vi. Appendix 5b: Support Processes
vii. Appendix 6: Education and Development System A Model
viii. Appendix 7: School-based Management - A Model
ix. Appendix 8: Organisational Profile of the Ministry
x. Appendix 9: Organisational Charts of the Ministry (Existing and Proposed)
xi. Appendix 10: Monthly Progress Report Template
LIST OF TABLES AND FIGURES
Table 1: Ministerial Priorities................................................................................................ 2

Table 2: Distribution of Schools by Education Districts............................................ 10
Table 3: Types of School Ownership.................................................................................... 10
Table 4: Definition of Transformational Strategies..................................................... 14
Table 5: Ministerial Priorities and Programmes........................................................... 19
Table 6: Legislative Framework for the Education System...................................... 24
Table 7: Summary: Recurrent Financial Projection................................................ 34
Table 8: Summary: Capital Projection........................................................................... 36
Figure 1: Education Sector Structure and Linkages...................................................... 9

iii
FOREWORD FROM THE MINISTER OF EDUCATION

I am very pleased to present this 2011-2015 Education
Sector Strategic Plan of the Ministry of Education. This
Plan represents a major milestone in the governments
policy to transform the education sector into an efficient
and relevant mechanism for the development of our
countrys human resource capital.
One of the first tasks of my administration, on assuming

office in May 2010, was the conduct of a strategic
assessment of the Ministry to get a sense of the extent to
which the operations, programmes, strategies and
policies were in line with the new strategic goals for
education in Trinidad and Tobago. This assessment identified a number of issues that
required immediate and long-term intervention, as well as laid the foundation for the
development of a new child-centred vision. I have since outlined sixteen (16) new priority
areas for the Ministry to pursue over the next four years. These priorities are critical in
addressing the current challenges in achieving quality education. The Ministry will
therefore focus its attention on these priorities and other areas that require improvement,
especially areas that affect children who are at risk of being excluded from the education
system.
Additionally, the Ministry is in the process of being reconfigured and restructured to

appropriately respond to the challenges facing us. The new structure will give impetus to
fine-tuning policy formulation and policy implementation, thereby improving learner
attainment in schools. We are strengthening the research capacity of the Ministry to focus
on cyclical policy review and to ensure evidence-based decision-making in the education
sector.
The issue of safety and security in schools has generated a lot of interest from different
sections of society and is one of our overriding concerns. A learning environment has to be
safe and devoid of fear of all hazardous elements that might harm or impede education. We
have plans to research and understand the root causes of deviant behaviour in schools and
to develop policies to prevent and eradicate negative behaviour and better manage the
entire school environment. . We will continually find ways to collaborate with the Local
School Boards, Denominational Boards, parents and community-based stakeholders to
promote safe-learning environments where human life has equal worth and where every
child has an opportunity to learn and succeed.
iv
Expanding access to quality learning remains high on our agenda. The increased provision
of quality early childhood development programmes for all 3 and 4 year olds, will be
achieved through a combination of innovative strategies, such as public-private
partnerships in the construction/operation of ECCE centres.
At primary and secondary schools, we will continue our expanded provision of

infrastructure, facilities and learning resources. A concerted effort will be made to improve
the quality of schooling, through a revised curriculum that makes provision for the
differentiated learning styles of boys and girls. The in-service training and development
programme for teachers will be strengthened to create a cadre of professionals to act as
competent, dynamic and knowledgeable resources in schools.
We acknowledge that information and communication technology (ICT) plays a major role
in preparing our learners for the global market. Over the next 4 years, we will continue to
deliver on our commitment to provide all students entering Form 1, through SEA
placement, with a personal laptop as an instructional tool. We will also continue to invest
heavily in the training of teachers to effectively incorporate ICTs in delivering the
curriculum.
Despite governments continued investment in education, we recognise that many of the

key issues and challenges facing the education system today require collaborative efforts
between partners in order to effect change. We will therefore meaningfully engage our
educational partners, students and parents toward building a high quality education
system, through which every child can achieve his/her fullest potential.
I would like to commend this Eduacation Sector Strategic Plan for 2011 to 2015 and the
related 2011-2012 One-Year Action Plan to Parliament, and to the people of Trinidad and
Tobago.
Dr. the Honourable Tim Gopeesingh, MP

Minister of Education
STATEMENT FROM THE MINISTER IN THE MINISTRY OF EDUCATION
This strategic plan summarises our priorities and sets out the
programmes and projects that we believe will make it possible
to realise our vision for the education of our children. For the
first time, the Ministry of Education has a plan that boldly
proclaims the education and development of children as the
mission of the Ministry and the central focus of all activities. The
performance of our students in national, regional and
international assessments has demonstrated the need to
transform our teaching and learning strategies to address their
diverse backgrounds, aptitudes and learning styles to ensure
that all students are given the opportunity to succeed.
Traditional approaches must be expanded to attend to 21st
century skills that address life and career, learning and innovation, and information media
and technology.
The Plan will provide guidance to all personnel who contribute to the education of our
children, whether in the classroom, the various divisions and departments of the Ministry
or among the stakeholders. It will also serve as a standard against which to measure
progress and to ensure that we stay on course.
I join with the Minister of Education, Dr. the Honourable Tim Gopeesingh, in thanking all
those who have participated in the various consultations that contributed to the
development of this strategic plan. I look forward to witnessing its full implementation and
to enjoying the improved student achievement and ultimately, an improved quality of life
for our people.
The Honourable Clifton de Coteau, MP

Minister of State in the Ministry of Education
vi
ABBREVIATIONS AND ACRONYMS

AIDS Acquired Immune Deficiency Syndrome
CAPE Caribbean Advanced Proficiency Examination
CETT Caribbean Centres of Excellence for Teacher Training
CSEC Caribbean Secondary Education Certificate
CSME Caribbean Single and Market Economy
CSO Central Statistical Office
CVQs Caribbean Vocational Qualifications
CXC Caribbean Examinations Council
ECCE Early Childhood Care and Education
EFA Education for All
EFCL Education Facilities Company Limited
EPD Educational Planning Division
GDP Gross Domestic Product
GER Gross Enrolment Ratio
GORTT Government of the Republic of Trinidad and Tobago
HIV Human Immunodeficiency Virus
IADB Inter-American Development Bank
ICT Information and Communication Technology
IEA International Association for the Evaluation of Educational Achievement
JBTE Joint Board of Teacher Education
LSBs Local School Boards
MDG Millennium Development Goals
MOE Ministry of Education
MTPF Medium-Term Policy Framework, 2011-2014
NCSE National Certificate of Secondary Education
NGOs Non-Governmental Organizations
NOSTT National Open School of Trinidad and Tobago
vii
NPTA National Parent-Teachers Association

NTA National Training Agency
PIRLS Progress in International Reading Literacy Study
PISA Programme for International Student Assessment
PTA Parent-Teachers Association
QAT Quality Assurance Team
SESP Seamless Education System Programme
SDGP School Development Grant Programme
SEA Secondary Entrance Assessment
SERVOL Service Volunteered for All
SET Strategic Executive Team
TTUTA Trinidad & Tobago Unified Teachers Association
TVET Technical/Vocational, Education & Training
viii
PHILOSOPHICAL STATEMENTS OF THE

EDUCATION SYSTEM
ix
VISION, MISSION AND VALUES

The Ministry is a high performing and
dynamic organization leading a quality
education system that is responsive to the
diverse needs of 21st century learners to
VISION contribute to the education and versatility of
holistically developed children who are able
to satisfy the human capital needs and
sustainable development of society
To eduate and develop children who are:

able to fulfill their full potential; healthy and
MISSION growing normally; academically balanced;
well-adjusted socially and culturally; and
emotionally mature and happy.
Organisational Values
Integrity Treating each other with fairness and honour
Respect - Treating with colleagues and stakeholders in a
manner that maintains ones dignity and upholds individual
opinions
Teamwork - Promoting sharing and respectful approaches to
communication and decision-making to the achievement of a
common goal
Effective Communication - A flow of information internally
and externally which allows one to make informed decisions
Excellent Customer Service - Prompt, professional and
efficient attention to internal and external clients.
Work-Life Balance - Having a mix of activities in work, leisure
and family.
Productivity and Performance - Excellence in all aspects of our
work and acknowledging each others contributions.
VALUE OUTCOMES FOR OUR CHILDREN
These are the outcomes of the education and development process that result in
qualities that children, parents, teachers and the society at large hold in esteem
or have great value for. All transformational initiatives to be pursued will be
aligned towards the satisfaction of these Value Outcomes.
xi
GUIDING PRINCIPLES OF THE MINISTRY

The following principles define the common approach of the Ministry in the implementation of the
policies, programmes and plans developed towards achieving the goals of the education sector:
1. Student-centred: The student is at the centre of everything we do.

2. Engaged Communities: We engage parents and families as the heart of students lives, and we
support and acknowledge them as the primary guides and decision-
makers for students. We engage members of local, regional and global
communities as active contributors to students learning.
3. Inclusive: We expect all students will learn in a welcoming environment,
regardless of place, culture or learning needs
4. Proactive: We plan for a desired future, preventing problems instead of reacting
to them.
5. Shared Responsibility: We acknowledge that education is everybodys business and therefore
expect teachers, the school and education leaders to collaborate with
other government and community organizations to foster student
learning.
6. Innovative: We explore new learning opportunities through research, innovation
and professional development to ensure continuous improvement of
student learning.
7. Flexible: We enable meaningful and relevant learning through a range of
opportunities appropriate to each students developmental stage.
8. Equitable: We ensure that every student will have the benefit of high-quality
learning opportunities.
9. Accountable: We explain to the citizens of Trinidad and Tobago the outcomes of our
students and our use of funding.
10. Transformative We believe that people with vision and passion can achieve great
Leadership: things. We therefore empower and inspire our staff and stakeholders
to create positive and lasting changes in the education system.
11. Quality: We are committed to meeting our own quality standards that are
driven by the requirements of our customers. Each of us takes charge
to ensure that these standards are implemented in our individual area
of activity.
12. Teacher Empowerment: We create the environment for excellence in teaching practice that
improves the learning of all students, deepens educators' content
knowledge, provides them with research-based instructional strategies
to assist students in meeting rigorous academic standards, and
prepares them to use various types of classroom assessments
appropriately.
xii
Our PHILOSOPHY OF EDUCATION

We Believe that . . .
Education is fundamental to the overall development of
Trinidad and Tobago;
Every Child has an inherent right to education regardless of
gender, ethnic, social, economic or religious background;
Every child has the ability to learn
The educational system of Trinidad and Tobago must
endeavour to develop a spiritually, morally, physically,
intellectually and emotionally sound individual
The parent, the home and the community have a major
responsibility for the welfare of the child.
The educational system must provide curricular
arrangements and choices that ensure that cultural, ethnic,
class and gender needs are appropriately addressed.
Students vary in natural ability and that schools therefore
should provide, for all students, programmes which are
adapted to varying abilities, and which provide opportunity to
develop differing personal and socially useful talents.
The educational system must be served by professionals
who share and are guided in their operations by a set of
systematic and incisive understandings, beliefs and values
about education in general and its relationship to the
development of the national community of Trinidad and
Tobago.
A system of 'heavily subsidized' and universal education up
to age 16 is the greatest safeguard of the freedom of our
people
There is a need to create and sustain a humanized and
democratized system of education for the survival of our
democracy
Learning is cumulative and that every stage in the
educational process is as important and critical for the
learner's development as what has gone before it and what is
to come.
SOURCE: Ministry Of Education, Education Policy Paper (1993-2003)
xiii
EXECUTIVE SUMMARY
[Today] I am reminded of the words of Nelson Mandela, who said Education is the
most powerful weapon which you can use to change the world. These words have
indeed become prophetic. In todays global knowledge-driven economy, it is incumbent
upon us as a nation to keep up with the advances in technology.
(Dr. the Honourable Tim Gopeesingh, Minister of Education)
T he development of this medium-term Education Sector Strategic Plan, covering the

period October 2011 to September 2015, is a significant step in the transformation of
the education sector in Trinidad and Tobago. The Plan reflects the national education
development agenda as well as the commitments to regional and international
prerogatives in the achievement of the Education For All (EFA) and Millennium
Development Goals (MDG). This is significant as it enables the country to align itself with
its regional and global neighbours in the pursuit of the common goal of equitable quality
education for all.
Anchored in the first of the seven (7) interconnected developmental pillars of the new
government, the Ministry has begun to take steps towards re-orientating its strategic
initiatives with a stronger focus on the education and development of the children of the
nation. In 2010, with the support of an external consultant, it conducted a strategic
assessment to determine the extent to which the Ministrys operations were aligned with
the new governments policy directions. The assessment produced a strategic assessment
report and a strategy report which articulated the Ministrys new transformation approach.
The process also led to the crafting of a new Vision and Mission - embodying the
aspirations and goals of education. Another key development in the Ministry is the
creation of a set of Value Outcomes for the children of the nation, which establishes the
characteristics of the children that the education system is expected to produce. These
various statements collectively define the new policy direction of the Ministry.
The Plan identifies three (3) major goals that aim at enhancing and consolidating efforts in
the on-going pursuit of improved access, equity and quality of education for improved
student outcomes. These are
(1) Design and develop a quality education system
(2) Transform the Ministry into a modern high-performing organization
(3) Engage stakeholders in the change and transformation process
xiv
In support of these goals, the Ministry has further identified sixteen (16) priorities that
must be addressed through to 2015 (see Table 1). These have been incorporated into the
overall plan of the Ministry.
The Plan also embodies strategies that will ensure collaboration of the Ministry with its
stakeholders in the transformation of the education system. They include, inter alia
1. Creating or setting the legislative framework to support the education and
development of children
2. Designing a quality education and development system that includes,
a. Strengthening school supervision and support systems
b. Achieving Universal ECCE
c. Institutionalising School-Based Management (SBM)
3. Developing and sustaining institutional capability and capacity at every level of the
system to support the Ministrys transformation strategy;
4. Institutionalising corporate and business planning, including the establishing of
monitoring and evaluation strategies to measure and report on performance;
5. Researching childrens needs and interests (understanding) to (i) enhance service
delivery and (ii) create information systems
6. Developing a management framework that supports people engagement and change
management.
In fulfilment of the new education development agenda, this Plan provides a detailed
implementation framework presenting the planned approaches for the execution of the
strategies, programmes and initiatives, and includes implementation structure, monitoring,
reporting and evaluation. Recognising that the transformation initiatives identified will
extend beyond 2015, the Ministry will take a two-pronged approach to implementing the
Plan. This will see the simultaneous identification and implementation of both
transformation strategies, whilst remaining responsive to emerging issues. These two (2)
types of interventions have been integrated into one implementation framework, to ensure
greater coherence and the identification of internal linkages and synergies. Critical to the
implementation of this plan is development and implementation of a comprehensive
change and transition programme, led by the senior executives of the Ministry.
PART 1: Introduction
PURPOSE OF PLAN
The purpose of this strategic plan for the Ministry of Education for the period 2011-2015 is
to outline the strategic policy direction of the Ministry of Education over the next four (4)
years. It is a roadmap that defines:
where we are and points to where we want to go;

the strategies that will take us there; and
the resource (i.e. technical, human and capital) requirements.
The Plan will ensure that all our internal and external stakeholders have a clear, common
understanding of the overall strategic direction of the Ministry, as well as their specific
roles and responsibilities within the transformation process.
The Plan is also in alignment with the national strategic direction as articulated in the
Prosperity for All Manifesto 2010 and the new national Medium-Term Policy
Framework 2011-2014: Innovation for Lasting Prosperity. The preparation of this
document was in fulfilment of the national reporting requirements, in which all
government ministries and state agencies are required to submit Corporate Plans in a
prescribed format, together with their annual financial requirements. An implementation
strategy (or the One-Year Business Plan) is also required to support budgetary requests.
Baseline data (where available), targets and performance indicators are provided and will
form components of the monitoring, evaluating and reporting framework for the Ministry
of Education. This will facilitate the on-going assessment of the planned versus actual
activities throughout the Ministry.
BACKGROUND
The government continues to place top priority on the development of the countrys human
resource capital as the vehicle for attaining sustainable growth and prosperity. In its 2010
Prosperity for All Manifesto, the government identified seven (7) inter-connected
developmental pillars and situates education and human development within Pillar #1 -
People-Centred Development: We Need Everyone and All Can Contribute. This Manifesto has
been approved by Cabinet as the national development policy and purports a new vision
for education premised on:
1. The belief that curriculum reform must address the needs of 21st century
development and the labour market needs of the society, as well as build the
foundation for responsible citizenship and ensure the optimisation of multiple
talents, including the arts and sports.
2. The creation of self-confident, creative, enterprising children as the goal at the pre-
school level.
3. The creation of a learning system that accommodates all types of learners, not
limited to the academically gifted.
4. The strengthening and enhancement of the cognitive, social and psycho-motor skills
learnt at the primary level for a seamless transition to the secondary level.
Initially, the Manifesto was approved as the governments policy framework. That
document had called for government ministries and state agencies to prepare a One-Year
Action Plan and initiate a Five-Year Strategic Plan, within the first 120 days of the new
political administration taking office. The first One-Year Action Plan covered the fiscal
period October 2010 to September 2011 and focussed on carrying through ministry-level
programmes and activities that were in alignment with national priorities. This medium-
term plan will further deepen the synergies among partners in education to discharge the
national mandates for the education and development of children.
Table 1: MINISTERIAL PRIORITIES

G1: Design & Develop a Quality Education System 10) Literacy and Numeracy
1) Universal Early Childhood Care and Education 11) Movement of the Secondary Entrance
Assessment Examination to May
2) Integrating ICTs in Education - Laptop Initiative 12) Career Guidance and Development in Secondary
Schools
3) Teacher Training and Development G2: Transform the Ministry into a Modern, High-
Performing Organisation
4) Curriculum Reform 13) Organisational Restructuring and Institutional
Strengthening
5) Improving Students Over all Academic 14) Corporate Communication Strategy
Performance
6) Testing and Neuro-Diagnostics of Children 15) Human Resource Development and Management
7) Expansion of the Technical Vocational G3: Engage Stakeholders in the Transformation of
Programme, with emphasis on CVQs, into all the Education System
Secondary Schools
8) Improving Infrastructure in Schools 16) Parental and Stakeholder Engagement,
9) Continuous Assessment Programme Involvement and Support
As of October 2011, the Ministry of Planning and the Economy developed the Medium-Term
Policy Framework 2011-2014, embracing the theme Innovation for Lasting Prosperity. This
is the first overarching national planning document of the new government. This policy
framework responds to the sixteen (16) priorities and strategic imperatives previously
identified by the Ministry of Education (see Table 1). These ministerial priorities have all
been incorporated into the programmes and action plans of the Ministry through to 2015.
THE PLANNING PROCESS

Within the context of the new national development agenda1, and the resulting national
priorities for education, the Ministry of Education followed a systematic, participatory
planning approach in the development of this Plan.
1. Conduct of a Strategic Assessment Exercise

The process began with the conduct of a strategic assessment to determine the current
status of the Ministry in the delivery of its mandates to its various publics, most
particularly, the children of Trinidad and Tobago. This assessment led to the formulation
of a new vision and mission that situates children at the centre of the development thrust.
It also laid the foundation for the transformation strategy that would be required to satisfy
the new education policy. The strategic assessment and new policy direction were
consolidated into a Strategy Report which was presented to Cabinet in December 2010.
2. Articulation of New Policy Direction

The Strategy Report, which identified the new vision, mission and transformation
strategies, was presented to the Strategic Executive Team (SET) and to both internal and
external stakeholders in a series of workshops. These workshops were held in fulfilment of
governments promise for more transparent governance, where all stakeholders have a
voice.
3. Identifying The Principal Strategies and Prioritising Programmes

Following the workshops the SET delegated responsibility for drafting the new five-year
strategic plan to the Educational Planning Division. The Strategy Report was used as one
of the base documents for convening a series of internal working sessions with Heads of
Divisions, Managers and Technical Officers. These workshops, the first of which was
presided over by Dr. the Honourable Minister Tim Gopeesingh, continued the process of
1
The Peoples Partnership Prosperity for All Manifesto 2010, adopted by Cabinet as the national development
agenda
gaining buy-in from the Ministrys internal stakeholders for the new strategic directions for
the development of the education sector.
The workshops were successful in building consensus on the strategic direction and
identifying supporting programmes and initiatives that would ensure the achievement of
the education sector objectives. The participants were also able to explore new
opportunities for greater collaborations across the divisions and units, agree on common
approaches to programme implementation, as well as identify their responsibilities for all
the programme activities to be implemented.
These principal strategies, programmes and performance measures are illustrated under
Part 7: Strategic Action Plan 2011-2015.
4. Sustaining Commitment to the New Strategic Direction

As the implementation of the Plan gains momentum, sustaining stakeholders commitment
would be equally as important as gaining initial buy-in. To sustain stakeholder
commitment, the following will be important
(a) continuous and visible demonstration by the executive core of its
commitment to the transformation processes;
(b) leverage opportunities for quick, interim successes;
(c) continuous communication of progress with those within and external to the
Ministry;
(e) Set realistic and appropriate expectations for those involved in the process
(f) Use opportunities to celebrate milestones.
These considerations will be incorporated in the comprehensive corporate communication

strategy to be developed to support the implementation of this medium-term strategic
plan.
THE STRATEGIC ASSESSMENT

The strategic assessment exercise was a critical first step in which the Ministry sought to
determine its readiness to lead the transformation of the education sector, as articulated
under the Poverty Reduction ad Human Capital Development component of the MTPF (2011-
2014). The assessment sought to
(a) evaluate the Ministry in relation to its mandate, purpose and operations;
(b) identify stakeholder expectations, which could influence the Ministrys
strategic direction (see Appendix 1 for key stakeholder analysis matrix);
(c) formulate and align the Ministrys strategies and major processes with the
new national directions;
(d) identify the most suitable institutional arrangements to support improved
service delivery to all stakeholders, primarily the children of the nation; and
(e) identify principal strategies to attain the outcomes of the education sector.
The process also involved the conduct of an analysis of the organisations Strengths,
Weaknesses, Opportunities and Threats (see Appendix 2 for SWOT Analysis of the
Ministry).
A critical outcome of the strategic assessment exercise was the introduction of the concept
of Values Outcome for the Children of Trinidad and Tobago (see Appendix 3). The five (5)
overarching values statements are -
1. Children who will achieve their full potential

2. Children who are adequately prepared educationally to fulfil their potential
3. Children who are adequately developed socially and culturally
4. Children who are Healthy and Growing normally
5. Children who are Emotionally Developed, Mature and Happy
It is intended that all the business of the Ministry of Education be re-aligned towards the
attainment of these Values Outcomes. The strategic assessment led to the development of
several strategic documents that were instrumental in defining and framing a
transformation strategy for the Ministry namely, the Strategy Report, Strategy
Implementation Plan, Quick Win Plan and an Outline Plan.
The Assessment Models for the Transformation of the Education System
Four (4) key models to support and guide the transformation of the education system
toward the achievement of the value outcomes for education were developed. These
models and/or frameworks provide the summary context for understanding the Ministry
and the education system and will form the basis for consistent and sustainable
development in education. These four models were the:
1. Institutional Developmental Framework (See Appendix 4) - Identifies the key

components and foundational elements of the Institution or the Ministry. The
effective definition, construction and resourcing of each of the components, within
the Institutional Development Framework and their seamless integration, will
provide a key basis for the development of the high performing and dynamic
Ministry organisation.
2. Business Processes Model (See Appendix 5) - comprises a comprehensive high

level definition of all of the operations of the Ministry of Education. It is divided into
Core and Support processes. The Core processes represent the fundamentals the
Ministry of Education must perform to achieve its purpose, whilst the Support
processes represent the generic or support operations which facilitate the
performance of the core processes and which one would find in most organizations.
The combination of both the Core and Support Processes provide a high level
summary understanding and snap shot of all of the operations of the Ministry. They
also provide the basis for defining, structuring and aligning the resources, activities,
information and people of the organization to have its operations performed in a
quality manner.
3. Education and Development System Model (See Appendix 6) - summarises the

key components which comprise the overall Education System. It provides a snap
shot of what must be understood and seamlessly integrated to design and develop
a quality education system.
4. School Based Management Model (See Appendix 7) - summarises the key

components which must be understood, designed, developed and implemented to
achieve effective management of schools
PART 2: The Education Sector - A Snapshot
PURPOSE OF THE MINISTRY

The purpose and mandate of the Ministry of Education are spelt out in the Education Act
Chapter 39:01 of 1966. The powers conferred on the Minister by this Act shall be exercised
so as to ensure:
i. the promotion of the education of the people of Trinidad and Tobago, and the
establishment of institutions devoted to that purpose by means of which he shall
thereby contribute towards the development of the human resources, physical,
mental, moral and spiritual of the community;
ii. the establishment of a system of education designed to provide adequately for

the planning and development of an educational service related to the changing
needs of the community;
iii. the effective execution of the education policy of the Government.
The Ministry of Education was established to assist the Minister in the discharge of his/her
responsibilities and has been able to and continues to fulfill its mandate through the critical
roles performed by the Permanent Secretary, the Deputy Permanent Secretaries, the Chief
Education Officer, and the staff of the many Divisions and Units within the Ministry.
ORGANISATIONAL STRUCTURE
The Ministry of Education, in fulfilment of the mandates designated by the Education Act,
makes provision for a Central Administration and eight (8) Education District Offices (see
Appendix 8).
The Ministrys Central Administration, with its Head Office located at 18 Alexandra Street,
St. Clair, is made up of a Strategic Executive Team headed by the Minister of Education who
is the political head of the Ministry. The Minister is supported in his duties by the Minister
in the Ministry of Education, the Permanent Secretary (who is the administrative head of
the Ministry), three (3) Deputy Permanent Secretaries and the Chief Education Officer.
Heads of Divisions and a cadre of technical, administrative and clerical officers comprise
the rest of the support staff who are actively involved in the administration of the
education system, the execution of the education policy of the Government and the
monitoring and evaluation of the education system.
The current organisational structure of the Ministry is represented at Appendix 9a. In May
2011, in support of the Ministrys transformation strategy, a new organisational
arrangement for the Top Structure of the organisation was proposed by the Strategic
Executive Team (see Appendix 9b).
ADMINISTRATION OF THE EDUCATION SYSTEM

The Education System in Trinidad and Tobago includes both public (government and
government-assisted) and private schools. The countrys education system falls mainly
under the purview of two Ministries the Ministry of Education (MOE) and the Ministry of
Science, Technology and Tertiary Education (MSTTE). The Tobago House of Assembly
(THA), by Act No. 40 of 1996 has the responsibility for the administration of education in
Tobago, including curriculum implementation. Therefore, the Tobago House of Assembly
and the Ministry of Education share a collaborative relationship to ensure standardized
practices in the countrys education system.
The Education System comprises of five (5) levels, namely, pre-primary, primary,
secondary, post-secondary (Advanced Proficiency and Technical/Vocational) and tertiary
levels. The Ministry of Education (MOE) is the administrative authority for pre-primary to
post-secondary while the Ministry of Science, Technology and Tertiary Education (MSTTE)
has the responsibility for tertiary level education and joint responsibility with the Ministry
of Education for initial preparation and professional development of teachers. Figure 1
provides a snapshot of the layout of the education sector in Trinidad and Tobago.
Figure 1: Education Sector Structure and Linkages
MINISTRY OF
TERTIARY
SCIENCE
E
TECHNOLOGY &
WORLD TERTIARY D
EDUCATION U
OF
C
WORK POST- SECONDARY
A
T
I
O
SECONDARY
(12 18 AGE GROUP) N
MINISTRY OF S
EDUCATION E
PRIMARY C
(5 11 AGE GROUP)
T
O
R
ECCE
(3-4 AGE GROUP)
SCHOOL INFORMATION
Administration of the School System
The Ministry of Education is responsible for the development and delivery of education up
to the secondary level. The size of the education system is reflected in Table 2 below,
which shows the distribution of schools and teachers, as well as the level of enrolment in
each of the eight (8) education districts.
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Table 2 - Distribution of Schools by Education District
ECCE Primary Schools Secondary Schools

Location Government/
Government Special Private Government Private
Government Government Government
Assisted Schools Assisted
Assisted
Port of
18 24 45 4 22 15 9 3
Spain
St George
25 29 59 2 24 12 5 12
East
North
19 11 31 0 1 12 3 4
Eastern
South
25 7 42 0 2 13 3 2
Eastern
Caroni 24 19 48 0 3 13 7 5
St. Patrick 20 17 39 1 4 9 5 0
Victoria 26 17 55 3 7 11 8 2
Tobago 16 13 20 2 8 6 3 1
TOTAL 173 137 339 12 71 91 43 29
SOURCE: Educational Planning Division and School Supervision Division, MOE November 2011
School Ownership
Thirty seven percent (37%) of schools, excluding special schools, are owned and operated
by the state and are entirely funded through the national budget. The remaining 63% of
schools are controlled by either church/denominational boards or private entities.
Governmentassisted schools (approximately 51%) are owned by religious denominations,
financially aided by the government, and administered jointly by the Ministry of Education
and the respective denominational boards.
Table 3: Type of School Ownership in Trinidad and Tobago
Type ECCE Primary Secondary TOTAL

Public 173 476 134 783
Private 71 29 100
TOTAL 173 547 163 883
SOURCE: Educational Planning Division and School Supervision Division, MOE November 2011
The 100 private primary and secondary schools are run by private bodies, generally for
profit, and receive little or no government subsidies.
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STUDENT ENROLMENT
Trinidad and Tobago achieved universal primary education since the 1960s and universal
secondary education in 2000 with a current GER of 89% and an average NER of 78%. In
support of the MDG with respect to the attainment of Universal Early Childhood Education
by 2015, special attention is being given to improving the enrolment rate at this level,
including the construction of more government-owned and assisted centres, improvement
of teacher education and standardisation of quality curricula at both public and privately
operated centres.
COMMUNITY PARTICIPATION
The Ministry recognises the importance of engaging the community in the delivery of
quality education. The Ministry has enjoyed a long standing partnership with the local
churches in the operation of primary and secondary schools in the country. This
relationship was formalised with the enactment of the Concordat of 1960, which outlined
the shared responsibilities of both parties in the development of education. A total of 339
primary schools and 41 secondary schools are owned and operated by various
denominational boards of management, with financial support provided by the Ministry.
This partnership with the community continues to be nurtured with the process of
installing Local School Boards (LSBs) in all government schools. These Local School Boards
comprise members of the schools administration, the PTA, student representatives,
teacher representatives and community members. At present, there are thirty-four (34 or
25%) government primary schools and one hundred and thirty-four (134 or 100%)
government secondary schools with operating Local School Boards.
In addition, the Ministry has created a close partnership with the National Parent-
Teachers Association as a vehicle for addressing the issues facing parents in the education
and development of our children.
ISSUES AND CHALLENGES

The Ministry of Education will continue to focus on existing issues and a number of
emerging ones over the next four (4) years. Some of the major challenges and issues
impacting the quality of and access to education today, include:
Poor Attainment and Literacy Levels Gender Concerns, esp. Low Academic
Student De-Motivation Achievement of Boys
Special Education Needs Teacher Indiscipline and Absenteeism
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Relevance and Adaptability of Lack of Community/NGO Involvement

Curriculum Transitioning between Education
Assessment of Student Learning Levels
School Violence and Student Drug Use and other Anti-Social
Indiscipline Behaviour
Parental Indifference/Lack of
Involvement
In an attempt to address these and other challenges, the Ministry has renewed its thrust to
adopt a student-centred approach towards the development of the education system in
Trinidad and Tobago. A major feature of the sector plan over the next four years is the
strengthening of partnerships between its main stakeholders both within government and
non-government organizations. One such partnership is the establishment of the Support
for a Seamless Education System programme with technical and financial support from the
Inter-American Development Bank (IDB), which is working to achieve a well-articulated
and harmonised education system, ranging from ECCE to secondary levels with linkages to
tertiary level and the world of work.
Further, opportunities will be created through the curriculum, extra curricula activities and
support programmes in schools that will foster among students a sense of self-worth, value
for others and our unique heritage and value for diversity. At the end of the plan period, it
is intended that students will leave the school system with more understanding and
tolerance of one another and an affinity to move forward together in a spirit of one people
and one nation.
Special attention will also be given to addressing the special education needs of students
learning, physical and socio-economic challenges that prevents them from fully
participating in education and achieving their fullest potential.
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PART 3: The Goals of the Strategic Plan

The Ministry of Education has identified three (3) overarching goals that would enable the
achievement of the new Mission and Vision. The goals of this Education Sector Strategic
Plan: 2011-2015 are:
(1) Design and develop a quality education system

(2) Transform the Ministry into a modern high performing organization
(3) Engage stakeholders in the transformation of the education system
The Implementation Strategies, Programmes and Initiatives that will ensure the successful
realisation of these goals are detailed under Part 4: Strategic Plan Framework.
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PART 4: Strategic Plan Framework
TRANSFORMATIONAL AND CORE BUSINESS STRATEGIES

Within the context of the education transformation agenda, the Ministry has identified a
number of strategies that will enable the re-orientation of its operations towards the
attainment of the vision for our children as detailed in Appendix 3. These strategies are
stated in the Strategy Report (November 2010), along with the attendant Implementation
and Outline Plan towards operationalising the transformation strategy.
In order to address the current and emerging issues and challenges within the education
system, the Ministry has developed Core Business Strategies, guided by the three (3) major
goals for the education sector.
This approach will ensure that the Plan retains maximum flexibility in responding to
changes in the education sector, the national economy and the inputs of the Ministrys
various publics, while maintaining its overarching strategic direction.
I. TRANSFORMATIONAL STRATEGIES AND PLANS

The thirteen (13) high-level transformation strategies/priority areas, along with their
related implementation activities that have been agreed by the SET are
Table 4: Definition of Transformational Strategies and Activities

STRATEGY/PRIORITY KEY ACTIVITIES
GOAL NO. 1: DESIGN AND DEVELOP A QUALITY EDUCATION SYSTEM
1. Develop A Quality Education a) Design, develop and implement a framework for a
System Framework quality and leading practice Education and
Development system (see Appendix 6)
b) Use the framework as a standard and basis for
planning the transformation of the Education and
Development System and the attainment of the
vision of our children
2. Strengthen the School a) Design and develop a complete framework for the
Supervision Services supervision of schools and related support services
that will satisfy the needs, strategy and resource
requirements of schools and children (the Value
Outcomes for Children see Appendix 3). This will
include the development of key indicators to
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measure the performance of schools
b) Conduct a review of the current state of schools
supervision and related support services, including
the status of improvement initiatives undertaken to
improve the quality of education
c) Develop and implement plans to fully operate the
framework for schools supervision services,
including training and development, measurement,
reporting, monitoring and evaluation
3. Achieve Universal Early a) Develop and implement a research agenda to
Childhood Care and Education determine the statistical characteristics or
(ECCE) by 2015 demography of children from birth to 5 years,
including age, gender, needs, health status, location,
disabilities mobility etc.
b) Design, develop and implement an ECCE education
and development strategy which addresses the most
efficient management structures, quality standards
and regulations for operations that are compliant
with the universal standard for that level of
education.
4. Institutionalize School a) Design and develop a standard framework for the
Based Management System leadership and management of schools (see
Appendix 7) which contributes to the satisfaction of
the Value Outcomes for Children
b) Conduct a comparative assessment of the current
School-based Management System against the
agreed SBM framework and identify the gaps and
areas for rationalisation and improvement
c) Develop and implement a plan to operationalise the
reworked school based management framework at
the different levels of schooling (ECCE, Primary,
Secondary etc.) including, School Development
Planning, Teacher Mentoring, Counseling, Training
and Development
5. Determine the Needs, a) Research, develop and build an information system
Interests & Characteristics of of children and their requirements, interests and
Children (Children statistical characteristics or demography
Understanding)
b) Design, develop and implement strategies, plans and
systems to satisfy the requirements of children
c) Design and develop strategies and mechanisms for
the appropriate inclusion of children into the
process of learning, education and development.
16

6. Determine the Service a) Design and maintain up to date records on the type
Requirements for Children and nature of Services to be provided to children to
support their education and development
b) Design and develop strategies, mechanisms and
systems, including Partnering and Outsourcing
arrangements, for the delivery of services (e.g.
Denominational Boards, EFCL, NSDSL)
7. Develop and Maintain an a) Define and categorise the Market information
Education Sector Market required for the effective functioning of the
information System Education and Development System for Children
including the requirements that will ensure
continuous updating and reporting
b) Design and Develop the systems, activities and
relevant relationships (e.g. CSO, UWI, UTT, NGOs
etc.) including resources and organisation for
sustained data capture, warehousing and reporting
of Education Sector Market information
c) Use the Market research and information to
inform, plan and improve the development of the
Education and Development system
8. Apply Research-based Consistently apply tested, proven, scientifically-based
Best Practices in Education to and approved approaches and methods to all key
Improve the Performance of initiatives of the Ministry
Students and Schools
GOAL NO. 2: TRANSFORM THE MINISTRY INTO A HIGH PERFORMING ORGANISATION
9. Validate and Implement Formulate strategies, plans and processes, including
National Mandate and Legal collaborative and partnering mechanisms, to
Authority for Education successfully discharge the national responsibility.
10. Develop and Enhance the Leadership, Governance and Integrated Management
Ministrys Institutional a) Develop the institutional capability and capacity of
Capability and Capacity the Ministry's staff to effectively pursue and achieve
the Vision, Mission and Strategic Objectives
b) Adopt/Adapt and Implement best practices in
Leadership & Governance Processes
c) Re-design & align the existing organizational
structure to improve the efficiency and effectiveness
in the implementation & management of operational
and transformational strategies and processes
d) Formulate a strategy for Human Resource
Management that addresses the design and
development of appropriate HRM processes, system,
policies, organisation and capability. This initiative
will be supported by the full operationalisation of
IHRIS
17

e) Sustain effective SET oversight focused on strategy
implementation and performance monitoring
Monitoring and Evaluation Systems with a focus on
Key Performance Measures
a) Design and agree on key performance areas and
appropriate measures
b) Ensure that the Ministry integrates the key
performance measures, supported by, Vision,
Mission, Strategic objectives and Value outcomes for
children into its processes for educational planning,
management and reporting
Corporate Planning
a) Develop the Corporate and Implementation Plans
for the Ministry in alignment with the Vision,
Mission, Strategic Objectives, Value Outcomes for
Children, Key Performance Measures, Strategies and
Critical Success Factors
b) Develop annualized business plans to support the
implementation and reporting on the Ministrys
Corporate Plan
Policy Development and Management
a) Adopt, formulate and implement relevant policies
for governance, priority business areas, school
management and supervision and key stakeholder
partnering and collaboration
b) Build an inventory of policies that allows for
effective categorization and communication of
policies with relevant key stakeholders
c) Develop appropriate monitoring and evaluation
systems and compliance and continuous
improvement mechanisms to support the redrafting
of existing and development of new relevant policies
Business Processes
a) Design, develop and implement leading practice
processes, that integrates related policies, key
resource requirements, roles and responsibilities
and performance measures and indicators (see
Appendix 5)
b) Conduct training programmes for assigned and
related personnel to appreciate, lead and perform
newly defined process areas
c) Design, develop and implement mechanisms for
reporting, evaluating, managing and continually
improving the Ministrys business processes
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Information System Management
Develop a comprehensive plan to guide further planning,
management and implementation of the information and
communications systems. Slide 86 SISP
a) Conduct strategic assessment of ICT in the Ministry
- UNESCO initiative and IDB sponsoring a similar
exercise.
b) Implement the ' Strategic Information System Plan '
(SISP) for the Ministry as the guide for further
incorporation of ' Information and Communications '
in education
11. Adopt Quality Standard a) Design and agree on key areas for the development
Approaches & their Usage and adoption of quality standards and their use
Across the Education Sector b) Design, develop, promote and implement leading
practice standards in all areas relevant to their use
c) Evaluate and continuously improve standards
12. Align and Effectively a) Establish the use of proven and standard
Manage the Ministry approaches and methods to the development,
Transformational Initiatives planning and management of all transformational
initiatives
b) Review past, on-going and planned transformational
and improvement initiatives to ascertain the impact
and lessons learnt. Utilise findings to re-frame
existing projects, monitor and evaluate project
implementation and make adjustments where
necessary
c) Assess the efficiency and effectiveness of the
programme and project management systems and
capability of the Ministry, paying particular
attention to the structure, performance, reporting
formats and level of integration into the overall
business of the Ministry. Utilise findings to adjust
and update programmes and projects to ensure
achievement of planned transformational initiatives
GOAL NO. 3: ENGAGE STAKEHOLDERS IN THE TRANSFORMATION OF THE EDUCATION
SECTOR
13. Develop People Develop a plan for People Engagement, Change and
Engagement, Change and Transition, across the Education Sector which outlines
Transition Management the strategy and requirements for human and financial
Frameworks resource
The complete Strategy Report and the attendant Initial Outline Implementation Plan are
attached. These documents, along with other outputs for the strategic assessment exercise,
can also be found on the Ministrys website at http://www.moe.gov.tt/strategy_report.html
19
II. MINISTERIAL PRIORITIES AND PROGRAMMES
Through its policy planning framework the Ministry will take deliberate steps to integrate
the above-mentioned transformational strategies along with the sixteen (16) Ministerial
Priorities and other programmatic activities as follows:
Table 5: MINISTERIAL PRIORITIES AND PROGRAMMES
MINISTERIAL KEY ACTIVITIES

PRIORITY/PROGRAMMES2
GOAL NO. 1: DESIGN AND DEVELOP A QUALITY EDUCATION SYSTEM
M1. Universal Early Childhood Develop the necessary legislative framework to
Care and Education support the development of the ECCE sub-sector.
Complete the primary school rationalisation exercise

to identify new spaces for ECCE centre
Commence the upgrade/ renovation of primary

schools to facilitate ECCE centres.
Establish Public /Private partnerships through

Memoranda of Understanding and upgrading of
existing private centres.
Complete the construction of 24 IDB-funded ECCE

Centres
Identify new spaces for the construction of 26 new

ECCE centres and commence construction
M2. Integrating ICTs into Implement the eCAL Programme throughout the
Education secondary level, incl. providing all Form 1 students
with a personal laptop,
Conduct an on-going review of the eCAL Programme
Conduct the review of ICT infrastructure at the

Primary and Secondary levels.
Complete the computerisation of the remaining 138

Primary School
2
M = Ministerial Priorities; P = Programmes to be pursued within the term of the Plan, towards the fulfilment of
the Strategic Goals.
20
M3. Teaching Practice, Teacher Conduct a training programme for teachers in

Training and Development alignment with ministerial priorities: - Early
Childhood Development, Literacy and Numeracy, Core
curricular areas, Technical/Vocational (CVQ)
Management Training and Alternate Dispute
Resolution
Implement a system for clustering of qualified

teachers to schools and provide a stipend to attract
and retain the best
Initiate a training of trainers programme for qualified

teachers
Provide support to secondary school teachers toward

professional development in content areas focused on
literacy development.
Plan and implement methods to improve the

development of teachers, teacher performance and
teaching methods
Provide remedial training and support to teachers

engaged with remedial students.
Conduct workshops with principals and teachers as

literacy leaders
M4. Curriculum Reform Complete the revision of the primary school
curriculum in the seven (7) subject areas
Introduce Spanish as the first foreign language at the

primary level.
Review and update Curriculum, at each school level, to

validate integration of Value Outcomes for Children
into the Curriculum.
M5. Improving Students Overall Conduct a longitudinal study to determine the impact
Academic Performance of whole-school improvement plans on students'
academic achievement
Establish benchmarks for student performance and

integrate into learning process
Participate in the Progress in International Reading

Literacy Study (PIRLS) and implement
recommendations.
Participate in the Programme for International

Student Assessment (PISA)
21
M6. Testing and Neuro- Conduct a pilot exercise in 6-8 Primary Schools to
Diagnostics of Children perform neuro-developmental diagnostic testing and
appraise results and formulate strategy for the
universal testing of children.
M7. Expansion of the Technical/ Develop the policy to support the implementation of
Vocational Programme, with CVQ in all secondary schools, incl. denominational
Emphasis on CVQs, Into All schools.
Secondary Schools
Develop strategy to attract and retain qualified and
experienced instructors/teachers.
Conduct a comprehensive audit to identify the

equipment, consumables and physical facilities (incl.
Tech Ed Labs) required for system-wide
implementation of CVQ over the 5-year period.
M8. Improving Infrastructure in Prepare a comprehensive schedule of the different
Schools stages of planning, construction and completion of
works in schools including the availability for possible
use and the respective student capabilities.
Define by school, the number of school spaces in

private institutions being paid for by the MoE.
Evaluate national school space requirements against

demand by geography and by categories of schools
(ECCE, Primary, Secondary, Advanced, Technical
Vocational).
Increase the efficiency of the School Construction,

Repair and Development Programme
EXAM, TESTING AND Lead, plan, implement and manage the successful
ASSESSMENT: introduction of the Continuous Assessment
M9. Continuous Assessment Programme (CAP) for primary schools from the
Programme 2011/12 school year
Conduct a pilot test exercise of the CAP at the Primary

Level in the areas of Physical Education, Visual and
Performing Arts, Agricultural Science, Citizenry
Development, Character Development, Morals, Values,
Ethics and Etiquette.
Conduct an assessment of teachers trained in these

areas and conduct training in the areas of dearth
Plan and conduct an evaluation of the current system

of examination, testing and assessment within the
education system
22
Align national tests with international standards and

the revised curriculum
Provide ' Item Response Theory ' training for DERE
Establish a student exams, testing and assessment

performance tracking system
EXAM, TESTING AND
ASSESSMENT: Develop and execute a comprehensive plan to manage
M10. Movement of the the implementation of the change of SEA exam date
Secondary Entrance Assessment from March to May 2012
(SEA) Examination to May
M11. Literacy and Numeracy Implement literacy and numeracy development
programmes in Infant Year I & II and Standard I.
Develop a policy for the placement of teachers

specialised in and demonstrating excellence in
Reading and Mathematics at Infant Year I & II and
Standard I.
Conduct a training programme for teachers in the

areas of Reading and Mathematics.
School Supervisors will monitor and report regularly

on the status of implementation of literacy and
numeracy at primary schools
Provide increased government funding to non-

governmental organisations working on literacy
programmes
Establish literacy standards and benchmarks to guide

teaching and learning
Develop and implement intervention strategies to

enhance literacy and numeracy skills of target
students.
M12. Career Guidance and Conduct an analytic study of student needs to

Development in Secondary effectively plan for the transitioning of students to
Schools post-secondary studies and the world of work
Develop a school-wide integrated model of careers

and transition support (a systematic engagement of
students and counsellors at the Secondary level for the
alignment of career choices and curriculum offerings.)
23
Publish a National Classification of Occupations
Conduct a baseline study to determine the labour

market needs in relation to the education system
Institutionalise a systematic process for supporting

students aged 15 years and older who are at risk of
early school leaving.
GOAL NO. 2: TRANSFORM THE MINISTRY INTO A MODERN HIGH-PERFORMING
ORGANISATION
M13. Organisational Implement the strategies and plans for the
Restructuring and Institutional transformation of the Ministry of Education
Strengthening
M14. Corporate Communication Develop a comprehensive corporate communication
Strategy strategy and plan for the MOE, with adequate
provisions for feedback and input from internal and
external stakeholders.
M15. Human Resource Complete the integration of the IHRIS into the
Development and Management information system of the MOE
Develop Training Plan for Civil Service Staff in

conjunction with the development and
implementation of the business processes
Develop and implement ' Succession Planning ' policy
GOAL NO. 3: ENGAGE STAKEHOLDERS IN THE TRANSFORMATION OF THE EDUCATION

SYSTEM
M16. Parental and Stakeholder Develop community-based programmes to deepen
Engagement, Involvement and parental involvement in the learning process and the
Support development of schools
Conduct research to ascertain the issues and

challenges confronting parents
Expand the "Work Study" opportunities for secondary

school students
Facilitate the implementation of a mentorship

programme in primary and secondary schools.
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Legislative Reform
The success of the major strategic thrusts for achieving the goals of the 2011-2015
Strategic Plan necessitates the creation of an enabling legislative environment. Below are
the key legislative measures that will help resolve the problems facing the Basic Education
system in Trinidad and Tobago:
Table 6: Legislative Framework for the Education System
PROPOSED LEGISLATIONS PURPOSE/DESCRIPTION

An Act Amending the Education Act 1966) To define MOEs role with denominational boards,
rationalise MOEs relationship with MSTTE; address
current legislative gaps for basic education; inter
alia.
Basic Education Governance Act To promote the right of all citizens to quality
education, from ECCE to secondary; provide a
governance framework for basic education; embrace
community involvement; inter alia.
An Act Institutionalizing Early Childhood To make ECCE, pre-primary education a
Education in the Basic Education system requirement for primary school. This is a necessary
step towards achieving the goal of Universal ECCE by
2015.
An Act to Strengthen the Regulation and To improve and strengthen the recruitment and
Supervision of the Practice of Teaching training of all teachers. Also, to provide the legal
basis for the establishment of a
certification/licensing system.
An Act Institutionalising a School To provide a broad framework for the
Modernisation and Innovation Programme institutionalisation of a comprehensive and
for Public Primary and Secondary Schools sustainable modernisation programme.
Regulations for Private Schools in Basic To provide minimum standards or criteria required
Education for government recognition.
Preliminary Research Agenda

The Research Agenda in Basic Education supports and reflects the Research and
Development component of the National Development Plan of Trinidad and Tobago. In
addition, the Agenda includes studies that would generate information needed as inputs in
the formulation of policies, plans, programmes and projects for enhancing/improving
quality, relevance, access and equity, efficiency and effectiveness in Basic Education.
Among the areas in which studies will be undertaken within the 2011-2015 planning
period are -
Improving and Sustaining Quality Education
Gender Mainstreaming in Education
Community Partnerships in Education
25
PROPOSED ORGANISATIONAL STRUCTURE
A new organisational structure (see Appendix 9b) has been developed and approved for by
the Strategic Executive Team of the Ministry of Education. Subsequently a plan was
developed to operationalise this new structure. The methodology utilised to determine the
optimal organisational structure involved:
Identification of core and support processes as well as the services of the Ministry
Identification of resource allocation and management to effectively implement the
MOEs strategies and business processes
Grouping and organising these processes in a logical manner
In addition, the proposed structure satisfies the following criteria and demonstrates:
responsibility for formulation and implementation of strategy
responsibility for sustained and effective performance of all business processes
including effective alignment of these processes
efficient and effective management of the overall Education and development
System and the use of the school-based management model at the level of schools
efficient and effective structuring of responsibilities, development of specialisation
and knowledge sharing
effective use of available human and other resources and talents as well as their
alignment
responsibility and reporting structure that is efficient, has an effective span of
control, is logical; and simple to understand
standardisation and simplification
CRITICAL SUCCESS FACTORS

The Ministry of Education has identified the following key elements that are critical to
support the achievement of the Vision, Mission, strategic objectives and Value Outcomes.
They are as follows:
1. Leadership Team:
Participation, understanding, buy-in and commitment by the leadership team to
action the strategies and maintain a strategic and action-oriented approach.
2. Effective Implementation of Change Management Strategy:

Understanding of the magnitude of change and transformation and how to
design, develop, plan, resource and implement the strategy, change and
transformation.
Valuing and providing for the meaningful involvement of staff in the design and
implementation of strategies and programmes.
26
3. Adequate Human, Financial and Technological Resources:

Mobilization and deployment of the right resource capability and capacity to plan
and execute the strategy
4. Information System
Design and implementation of a modern information system to facilitate the quality
of communication and knowledge management required in the transformation
process.
27
Implementation of the Plan
GENERAL IMPLEMENTATION METHODOLOGY

Building on the recommendations of the strategic assessment, the Ministry of Education
has begun to infuse the following approaches in its planning and implementation
processes:
Output-based Management as the basis for effective leadership, performance
management, good governance, transparency, accountability and actual
achievement
Standardisation and Simplification for the development of standards and norms
to simplify business processes and achieve greater consistency throughout the
system
Institutionalised Best Practices employing tried, tested and proven methods in
all activities, for e.g. in the development of new projects and programmes.
IMPLEMENTATION OF TRANSFORMATIONAL STRATEGIES

Implementation of strategies will be performed through:
The structure, operations, and resources of the Ministry
The establishment of special internal teams to perform defined projects and
initiatives
The mobilization of grant funds to source resources
External consultancies to be funded, in the main, through the Seamless education
System Programme and other Ministry funds
The Programme and Projects Planning and management Unit (PPPMU), which will
be the primary oversight body for all transformation projects but will also
implement certain projects in its own right.
Major consultancies, funded through the SESP, that are already defined are -
1. Consultancy for Inclusive Education (Children Understanding and Services)
2. School Supervision and School Based Management
3. Baseline Study of Representative Sample of Primary and Secondary Teachers

to Inform Model for Professional Development
4. Revision to Primary School Curriculum and Assessment Guide (7 Subject

Areas)
28
5. Introduction of Spanish as the first foreign language at the primary level
6. Technical Assistance in conducting a Longitudinal Tracer Study on Child

Development
7. Technical Assistance for Examination, Testing and Assessment
8. Overall Strategy for ECCE
9. Programme and Projects Planning and Management Leadership, Governance

and Training
10. Business Process Transformation and Organizational Transformation
11. Organizational Structuring, HR Management, Strategy Formulation,

Organisation Structuring, Processes Transformation and IHRIS
Implementation
12. Consultancy for MOE Communication Strategy
13. Technical Assistance in the design and development of a Strategic Integrated

Information System Plan (SIISP) for the Ministry of Education, as well as in
the preparation and presentation of a plan for its phased implementation.
14. Technical Assistance for Design of a System of Standardization and

Simplification which meets the requirements of Total Quality Management
15. Technical Assistance to Direct, Guide and Support People Engagement,

Change and Transition
In addition, projects expected to be performed through new grant funds are expected to be
the following:
(1) Research and development of education and development system (grant funding
from IADB) approved);
(2) Strategic ICT Assessment (grant funding from IADB) approved);
(3) Management of Students and Control of Deviant Behaviour in Schools (agreement in
principle from IADB to consider grant funding).
Governance and Oversight of the Plan

The Strategic Executive Team shall take overall responsibility for the satisfactory
implementation of this Strategic Plan. The strategies and programmes identified under this
Plan will be executed in accordance with the Implementation frameworks established, in
which every programmatic activity will be owned by a responsible Division/Unit/Officer.
29
Essentially, the Strategic Plan will provide the basis for the development of annual business
plans for the operationalising of the education sector polices and strategies.
Programmes and Projects Planning and Management Unit

In anticipation of the internal technical capacity initially required to supervise and support
the effective delivery of these consultancies, Cabinet has approved the establishment of the
Programmes and Projects Planning and Management Unit (PPPMU) in the Ministry. This
contract Unit will be staffed by specialists in the fields of Change Management, Educational
Research, Institutional Strengthening, and Knowledge Management. The Unit will also
incorporate the current staff of 11 assigned to the SESPCIU. The PPPMU will operate as a
coordinating mechanism for all programmes and projects in the Ministry. According to the
Cabinet Note No. E(SES)61/1/37 (August 25, 2011), the major benefits from this
approach are harmonization of efforts, common use of projects and change management
methodologies, core business support processes and intense focus on core responsibilitiesall
leading towards obtaining value for money and effort on education. The PPPMU will
directly reports to a Deputy Permanent Secretary, responsible for Performance
Monitoring and Evaluation and Transformation Management.
COMMUNICATION STRATEGY
Upon completion of this Strategic Plan, the Communications Unit will implement a
comprehensive internal and external awareness strategy to ensure that every employee
understands their role and function in achieving the goals and objectives of the plan. In
addition, copies will be circulated to government ministries, national associations and
other key stakeholders who will collaborate with us in the transformation of the education
sector. The Permanent Secretary, together with the PPPMU and Corporate Planning Unit,
will convene sessions with each functional Division/Units to discuss how the plan will
affect their operations and programmes and the services they deliver to the various
publics.
This communication strategy will provide mechanisms for the sharing of the achievements
and progress of the strategic plan and the related annual business plans. The availability of
current, accurate and relevant information is critical to fostering a culture of performance
management and the use of information in the planning and decision-making processes.
30
PART 5: Monitoring, Evaluation and Reporting
Monitoring and evaluation is important for any organization to keep track of changes
taking place at all levels of service delivery. It provides information on what is working
well, or what needs to be improved. To promote the efficiency and effectiveness within the
organization, monitoring and evaluation will provide a strong and coherent system of
learning and performance measurement that will integrate lessons learnt into management
decision-making.
MONITORING AND EVALUATION APPROACH

The ultimate responsibility of the Ministry of Education is to develop the full potential of all
students, that is, provide an education that is holistic and provides all children with equal
access and opportunity. The intention of the Ministry is to achieve and surpass all of its
targets as prescribed by the performance indicators of each strategic activity. The
Monitoring and Evaluation Framework seeks to continuously measure and track
implementation performance against targets and goals. This is to be achieved through a
specific division of the Ministry, headed by a DPS, i.e. the Performance Monitoring and
Evaluation and Transformation Management Division.
Monitoring Strategies
There will be two levels of monitoring of the Ministrys Strategic Plan, in accordance with
both the Ministrys reporting requirements and those of the Ministry of Planning and the
Economy for ministries and state agencies:
[a] Monitoring using the Ministrys annualized Business Plans

[b] Monitoring using the Divisional Operational Plans
[a] Monitoring using the Annual Business Plan

The Business Plan will be updated on a monthly basis, showing the progress
towards the achievement of programme targets.
The progress towards the achievement of the objectives outlined in the 5-year
strategic plan will be measured using the indicators identified and agreed with the
responsible Division/Unit /Officer. The Corporate Planning Unit will facilitate the
development of performance indicators for all activities that require measurement.
31
Each responsible officer will provide a monthly report on the performance of the
programmes and initiatives under their purview, using the prescribed reporting
template.
Monthly reports from each Division/Units will include copies of evidence which will
be compiled by the Corporate Planning Unit.
The Corporate Plan updates will be presented to the SET on a quarterly basis.
[b] Monitoring using the Divisional Operating Plans

The monitoring of the ESSP will be done on an monthly basis, through updates to
the divisional operational plans
The annual report will be compiled from the accumulative monthly reports of the
Annual Business Plans
The costs of achieving the ESSP strategies and targets will be compared to the
overall costs as per the total Plan.
The ESSP is a forward planning document with assumptions taken into account.
Monitoring will also include the realities of the assumptions.
REPORTING REQUIREMENTS
To satisfy internal reporting requirements, the Corporate Planning Unit will compile the
various monthly reports, with the updated performance measurements and submit an
analytical report to the DPS responsible for Performance Monitoring and Evaluation and
Transformation Management. The Report will highlight issues and challenges impacting
the achievement of business plan objectives. It will also highlight potential hot spots that
require the immediate attention of the Senior Executive Team.
At the end of each fiscal year, the Corporate Planning Unit will also compile and produce a
report on the performance of the Education Sector Strategic Plan for the benefit of the
decision-makers in the Ministry. The will provide the opportunity to make amendments
based on emerging trends and issues.
The template to be introduced for the periodic collection of performance information is

attached at Appendix 9.
32
PART 6: Financing Framework 2011-2015

INTRODUCTION
The construction of this financial framework is a major step in anticipating the recurrent
and capital costs of education for the medium term October 2011 to September 2015. It
allows the Ministry to realistically plan the financial resources required to carry out its
programmes successfully and provides for the periodic adjustments to the projections. The
baseline and current year figures have been extracted from current draft estimates.
FINANCIAL PROJECTION BY SUB-SECTOR/KEY OUTPUT AREAS

The following gives a summary of the recurrent expenditure projections in each of the
major output areas or sub-sectors from 2011-2015:
Table 7: Summary of Recurrent Financial Projections, by Expenditure areas
Item Description Actual Exp. Budget Forecast Forecast Forecast

2011 Estimate 2013 2014 2015
2012
(000s) (000s) (000s) (000s) (000s)
ECCE
Personnel Expenditure 17,216 19,000 21,200 23,500 26,000
Goods and Services 10,775 12,700 16,000 20,000 25,000
Minor Equipment 250 1,124 1,200 1,320 1,400
Transfers and Subsidies 7,393 7,576 8,700 9,000 9,500
sub-Total: 35,634 40,400 47,100 53,820 61,900
Primary Education
Personnel Expenditure 925,676 1,119,601 1,118,000 1,118,000 1,285,000
Minor Equipment 700 5,100 5,600 6,160 6,770
Transfers and Subsidies (incl. 66,740 78,880 94,600 94,600 104,060
Special Education)
s sub-Total: 1,003,794 1,227,983 1,248,200 1,256,260 1,442,630
Secondary Education
Personnel Expenditure 959,928 1,141,601 1,428,000 1,714,000 2,400,000
Minor Equipment 0 0 0 0 0
Transfers and Subsidies (incl. 192,660 214,456 214,456 230,000 230,000
Technical/Vocational
Education)
sub-Total: 1,161,278 1,413,197 1,705,306 2,013,135 2,706,000
33
Item Description Actual Exp. Budget Forecast Forecast Forecast

2011 Estimate 2012 2013 2014 2015
(000s) (000s) (000s) (000s) (000s)
Social Support Programmes
Textbook Rental Programme 33,381 33,381 120,000 10,000 10,000
School Nutrition Programme 235,708 248,000 269,100 275,200 278,114
School Transportation
Student Support Services 6,220 6,220 7,000 7,000 7,500
Programe
National Open School of Trinidad 5,000 5,000 5,000 6,000 6,000
and Tobago
sub-Total: 280,309 292,601 401,100 298,200 301,614
Teacher Training &
Development
(incl. CETT, STARR-Monitoring 14,800 24,800 27,280 30,008
Unit, ICT-NESC)
Stipend for T-O-T Teachers 0 1,000 1,000 1,000 1,000
involved in mentorship under the
CAP
sub-Total: 15,800 25,800 28,280 31,008
ICT in Education
Laptop Programme 84,000 81,400 76,000 71,000 71,000
Computer Labs 1,300 6,600 6,600 6,600 6,600
School Networking 2,500 2,500 2,500 2,500
ICT in Education sub-Total: 85,300 90,500 85,100 80,100 80,100
General Administration
Personnel Expenditure 184,098 186,336 190,063 195,765 203,595
Minor Equipment 78,060 9,444 9,633 9,922 10,319
District Services 2,867 3,738 3,813 3,927 4,084
RCLRC 18,171 24,605 25,097 25,850 26,884
sub-Total: 980,492 903,950 922,029 949,690 987,677
Other Current Transfers and
Subsidies
Regional and International 15,026 15,505 15,505 15,505 15,505
Bodies
Community Partners (NPTA, 150 150 150 150 150
LSBs)
State Agencies/Statutory Boards 25,001 25,533 26,001 26,001 27,800
sub-Total: 40,177 41,188 41,656 41,656 43,455
Other Household and 3,338 2,201 2,531 2,423 3,237
Subsidiary Costs
TOTAL RECURRENT
EXPENDITURE: 3,590,322 4,027,820 4,478,822 4,723,564 5,657,621
34
CAPITAL FINANCIAL PROJECTIONS

This table represents the financial projections for capital construction, under each of the
educational sub-sectors, over the term of this strategic plan. The capital development
programme is comprised of the Public Sector Investment Programme (PSIP), i.e. the
Consolidated Fund, and the Infrastructure Development Fund.
Table 8: Summary of Capital/Development Programme projections, by sub-sector
Actual Budget
Exp. Estimate Forecast Forecast Forecast
2011 2012 2013 2014 2015
(000s) (000s) (000s) (000s) (000s)
ECCE
New Construction 45,000 88,000 96,200 0 0
Improvement to
existing ECCE centres 5,000 4,000 5,760 8,564 11,286
Outfitting and Conversion of Primary to
ECCE 0 18,000 30,000 32,000 0
Public-Private Partnerships (200 centres)
0 6,750 11,250 13,500 13,500
ECCE sub-Total: 50,000 116,750 143,210 54,064 24,786

Primary Education
New Construction 130,200 245,570 245,500 300,000 315,000
Improvement/Refurbishing/Extensions of
Current Stock 25,000 56,000 56,000 56,000 56,000
Primary Education sub-Total: 155,200 301,570 301,500 356,000 371,000

Secondary Education
New Construction 264,000 577,257 550,000 550,000 550,000
Improvement/Refurbishing/Extensions of
Current Stock 11,000 10,612 18,732 15,174 20,194
Secondary Education sub-Total: 275,000 587,869 568,732 565,174 570,194

Special Education 2,000 4,400 4,500 4,500 5,000
Public Buildings:
District Office Upgrades 10,141 5,200 5,790 4,900 4,000
Support for Seamless Education System
Project 30,000 65,000 34,380 22,469 24,000
TOTAL CAPITAL PROGRAMME: 522,341 1,080,789 1,058,112 1,007,107 998,980

35
STRATEGIC ACTION PLAN

(2011-2015)
36
37
APPENDICES
38
GORTT Ministry of Education, Education Sector Strategic Plan: 2011-2015
APPENDIX 1
KEY STAKEHOLDER ISSUES/EXPECTATIONS

The satisfaction of stakeholders and customers needs is one of the main drivers of the Ministrys strategic objectives.
While the people of the nation have been identified as the stakeholders of the education system, the Ministry of Education
has prioritised the critical needs of key stakeholders in order to tailor its service delivery. The needs of each key
stakeholder group are as follows:
KEY STAKEHOLDERS ISSUE(S) IMPACT

Students of Trinidad and Tobago Teachers who are competent, qualified, technology The attainment of the value outcomes for
[PRIMARY CUSTOMERS] up to date, committed, nurturing, focused, interested, children
fair, respectful, in tuned, punctual and regular on the Children who can contribute/participate
job. in a globalised, knowledge-based society.
Quality curriculum which caters to students needs
Relevant instructional material
Diverse and interesting educational experiences
Equal opportunity
Quality, safe and secure physical environment and
amenities
Participation in the decision making process
Respect from peers
Relevant and appropriate student support services
Parents, National Parent-Teacher Recognition of their childs potential for success Confident and well adjusted citizens of
Association (NPTA) and other An environment for the fair treatment of their Trinidad and Tobago
Parent Associations children Reduction in crime, violence and social
Equal access and opportunities to schooling and ills.
learning (ECCE, primary, secondary, repeaters,
advance proficiency, tech/voc)
Development of the talents and skills of their children
Development of social and interpersonal skills of
their children
Caring and competent teachers
Access to the principal and teachers
Access to special education needs schools
39

Education & development of their children to enable
them to pass their exams
Various levels of certification and recognition of their
children
A safe, secure and healthy environment which will
also protect the children from physical and emotional
abuse
An inclusive education system and environment
Information about the affairs of the school and child
and a mechanism for feedback
A participatory role in school affairs and in decision-
making (voices to be heard by teachers, principals and
supervisors)
Guidance and support for proper parenting
Access to student support services, including special
education needs and disabilities assessments
Identification and clarification of authorized
personnel to deal with related issues
Teachers Relevant well-defined curriculum, with support A cadre of trained, professional teachers
material for effective delivery who can satisfy the diverse needs of all
Relevant resources and materials learners
Non-contact time for planning and marking student
scripts etc.
Participation in decision-making
Clear career path and promotional opportunities
Caring and competent teachers
Recognition for excellence
Fair remuneration
Timely resolution of HR issues
Prompt processing of retirement benefits
Safe healthy and secure working environment
Respect for their union and staff representatives.
40

School Administrators and Staff Transformational leaders Effective change agents who can fulfil the
Safe, comfortable and aesthetically pleasing work goals of a modernised education system
environment which complies with OSHA
requirements
Opportunities for professional development and
promotion
Mentoring, coaching, support and a clear direction
Appropriate work/life balance
Appropriate mechanisms to be aware of and
understand policies
Participation and involvement in decision making
Appropriate levels of communication
Fairness and transparency
Timely processing of benefits
Coordinated and efficient operations and appropriate
resources
Reasonable deadlines, demands and requirements
Reasonable proximity to work areas in relation to
home
Recognition and reward for work excellence and
competence
Minister of Education Fulfilment of the responsibilities An efficient and effective education

assigned to the office under the system that meets the needs of learners
Education Act. and the development priorities of
An education delivery system, which provides value Trinidad and Tobago
for money.
Schools that are models of excellence.
A curriculum with the scope and design to shape the
holistic development of children.
Excellent corporate image.
41

Leadership (The Executive Core) Effective support for a shared vision Leadership who are aware, adaptive and
Mutual respect responsive to the changing local, regional
Adherence to policy guidelines and international environments and their
Efficient and effective professional performance effects on the education system
including proactive managers who manage
High performing and competent staff
Good intra and inter organizational relationships
Timely and accurate information and responses to
issues and meeting deadlines
Support for development of career paths
Clear lines of communication
Fair and decent working conditions for all employees
Denominational Boards Maintain their particular ethos and autonomy Participate in the development of the
Relevant and appropriate support services to satisfy nation
their specific needs
Most relevant and qualified teachers for the
respective denominational body
Assign students based on their choice
Quick and appropriate levels of resources including
infrastructure, funding etc.
Timely and efficient information and
communication
Timely resolution of problems e.g. teacher transfers
Recognition and appreciation
Tobago House of Assembly (THA) A relationship that recognizes the THA Act in dealing Harmonize the delivery of education
with Tobago services in T&T
Inclusive collaborative and shared decision making in Improved student performance in the
policies academic, social and affective skills
Communication and effective sharing of information
Training and other aspects of development that
impact education
Participation in educational activities and meetings
42

Ministry of Finance Proper alignment of plans and deployment of Efficient and effective use of resources
resources with the governments strategic direction Improved planning and allocation of
Compliance with all financial guidelines, regulations scarce resources
and Exchequer and Ordinance Act
Accurate and prompt budgeting
Proper accountability in the use of resources
Use of proper procurement procedures
Justification for movement of resources
Accurate and timely reporting
Other Government Ministries and An education system that produces a well-rounded Improved collaboration for the delivery
Agencies child who can contribute meaningfully to national of social services to the people of T&T
development and nation building. Improved research capability and policy
Strong intellectual capacity as a foundation for making decisions
sustainable development
Well informed citizens
Excellent customer service
Provision of accurate information on all projects
undertaken within the education system to ensure
transparency, accountability, good governance and
value for money
Proactive approach in the education system
leadership, management and operations to avoid
unnecessary conflicts (e.g. marching, protest action)
Effective leadership
A well informed and effectively communicated
Vision and Mission
A well formulated and shared strategic direction
Organizational integration, synergy and
cohesiveness
Excellent institutional and internal structures and
processes to deliver quality services
Fairness and equity in the system
Practice of good work ethics and a fair days work
43

A feedback loop in the system that includes the
public
Structured and effective monitoring and evaluation
system in use
Teaching Services Commission Expeditious, complete and accurate submission of Efficient and Effective machinery/system
and the Chief Personnel Office information especially in relation to appointments, for the recruitment, promotion and
promotion and disciplinary matters discipline of the teaching body
Effective interpretation of policies, procedures etc.
Appropriate levels of personnel for interview panels
and disciplinary tribunals
Timely investigation and unbiased reporting
Good Industrial Relations practices
TTUTA and other Unions Respect Efficient education system and an
Appropriate and effective levels of communication industrial climate conducive to economic
Collaboration, consultation and involvement prior to growth and development
decision making
Systems and policies to safeguard the well being of
their members
Appropriate dispute resolution mechanisms
Timely remittance of member dues
Fair remuneration for their members
Post-Secondary and Tertiary Information, guidance and access to curriculum A nation that can contribute and
Institutions input and training opportunities participate in a globalised knowledge
Quality entrants into their system based society
Opportunities to collaborate on areas and sites for
research, in addition to having data on students and
staff
Access to the Ministrys expertise e.g. for part-time
lecturing
Employment opportunities for their graduates
Opportunities for consultancies
44

Private Sector Curriculum that matches the To boost and assist in the diversification
employment needs in the Sector of the economy
A holistic graduate from the
school system at secondary and post-secondary
levels
To be a strategic partner
International and Regional To be a strategic partner Ensure that the education system is
Agencies An education system that produces citizens capable abreast of the developments in
of contributing to a regional and global educational research
development
Non-governmental Organisations To be a strategic partner Ensure that we can contribute to the
(NGOs) To assist in the education service delivery system development of the education system
General Public Quality Education for the nations children Ensure that can contribute to the
Equal access to education for each child development of the education system
An efficiently and effectively operated Ministry of
Education, which provides value for money.
(SOURCE: Ramcharitar, J. Ministry of Education Strategy Report. September 2010)
45
APPENDIX 2
SWOT ANALYSIS OF THE MINISTRY OF EDUCATION

The Strategic Assessment of November 2010 identified a number of weaknesses and challenges of
the Ministry that should be addressed. These may be viewed at http://www.moe.gov.tt/
spotlightPDFs/MOE_Strategy_Report_Nov_2010.pdf, slide no. 25. These have been considered, in
addition to the SWOT, in the development of strategies to improve the Ministrys internal capacity
to lead the renewal of the education system.
STRENGTHS WEAKNESSES
Clear legal mandate for the management of Underdevelopment of the policy analysis
the education sector and review capabilities
Committed qualified staff to implement Poor systems for data capture, storage and
policies, programmes and plans dissemination impede the timely
The existence of district offices and the identification and resolution of gaps and
implementation of School-Based other issues in the system.
Management increases the efficiency and Lack of timely, accurate data prevents data-
relevance of services delivered to schools driven decision-making overall
Considerable resources allocated human, Absence of an Educational Management
financial, material Information System (EMIS)
Social support services used as a model in Under-utilisation of ICT for management
the Region. purposes
An education policy framework to Culture of bureaucracy will stymie
transform the education system and transformation progress
sustain continuous improvement Inadequate and inefficient human resource
Support from international development management processes (e.g. lengthy
agencies (IADB, UNESCO, etc.) for reform recruitment process resulting in loss of
initiatives more qualified candidates)
Management commitment to strategic Performance management system not fully
planning integrated.
OPPORTUNITIES THREATS
Education and development of children are Centralised budgetary system which may
at the centre of the national development not align to the strategic objectives of the
agenda Ministry
High human development Index and High incidence of HIV infection among
declining poverty levels young adults
Governments Output-based Management Absence of an Education Master Plan (10-
System will improve alignment of 15 year cycles) impacts on the
programmes and plans sustainability of programmes and
Governments commitment to engaging initiatives.
stakeholders in the development of the High levels of criminal activity in some
sector communities.
Regional commitment to expanding the Expansion in the economy being fuelled by
CSME provides alternate source for skill high prices and not increased productivity,
High GDP per capita which has implication for future public
Information and Communication expenditure on education.
Technologies identified as a key High infant mortality rate
developmental pillar. High incidents of child abuse
High inflation rate
Decline in average population growth rate
(SOURCE: Compiled from submissions made by Divisions in response to Ministers request. June 2010)
46
APPENDIX 3
VISION FOR OUR CHILDREN OF TRINIDAD AND TOBAGO
A. Children who will achieve their full potential...

1. Function with a purpose based on love, value, family life, service and aesthetic expression
2. Understand and participate constructively in their career and vocational pathway
3. Able to cope with daily challenges, set healthy boundaries and make wise social choices
4. Productive achievers, role models with good work ethics
5. Will function at their best with a strong sense of commitment to their interests and activities
6. Optimize their God-given talents to advantage
7. Enterprising and responsible in risk taking
8. Recover quickly from setbacks and disappointments
9. Achieve economic well-being and make a positive contribution to society
B. Children who are adequately prepared educationally to fulfill their potential

1. Prepared to participate in society as appropriate to their age.
2. Academically balanced to be productive (combination of appropriate skills and competencies)
3. Skilled in critical and creative thinking, problem-solving, visioning, thinking outside the box and receptive to new ideas
4. Skilled in the use of current technology and the Internet (cyber wellness)
5. Proficient in a second language
C. Children who are adequately developed socially and culturally...

1. Productive and have good self-image
2. Enquiring, confident and strong among their peers, and emotionally secure, open, honest and emphatic in relationships
3. Competent to interact and communicate with others, within different social settings and environments
4. Patriotic and courageous in civic affairs and proud to be identified as members of the national and Caribbean Community
5. Historically aware, including knowledge of our people
6. Capable of informed participation in the democratic and political process
7. Capable of functioning with good character and values in their culture
8. Respectful of the law, authority, the rights of others, creative imagination in its different forms and of the right to divergent
views
9. Developed with interpersonal and language skills
10. Environmentally aware, protective of the physical environment and demonstrates an understanding of sustainable
development
11. Able to lead, have good governance skills, are competent to respond to the challenges of new roles in multiple contexts and
are able to manage conflict
12. Humanely aware of the less fortunate and the disadvantaged and committed to contributing to the welfare of our community
and country
13. Functioning with an honest sense of family and community
14. Proficient in dealing with daily conditions
15. Skilled in finding a safe place to think and grow
16. Confident in themselves, self motivated, enterprising and pursue self-education and lifelong self development and able to work
independently and with others
17. Capable of finding assistance if they are abused or neglected
18. Spiritually aware with the emotional and intellectual resources to pursue their spiritual growth
19. Appreciative of the contribution of the arts to daily life, cultural identity and diversity, locally, regionally and internationally
20. Able to express themselves through the arts
47
D. Children who are healthy and growing normally...

1. Secure and safe in their home, school, and community
2. Physically fit, mentally alert, well nourished, and psychologically sound
3. Active in exercise, sports, games and recreation
4. Capable of wholesome interaction with peers
5. Morally prepared for a productive life
6. Adequately developed neurologically to overcome learning, speaking, hearing, focusing, and memory or mobility challenges
E. Children who are emotionally developed, mature and happy...

1. Able to enjoy daily life, have fun and express happiness and positive emotions
2. Participants in entertainment and celebration
3. Established in their peer group, satisfied with their life and able to achieve meaning in their lives
4. Mature and able to become full-fledged, productive and enterprising citizens
48
APPENDIX 4
Ministry of Education
Leadership, Governance
Methodology: Institutional and Integrated
Management
Development
Mandate/ Vision/ Strategic
Framework Objectives/ Value What we must achieve
Outcomes/ Key
Performance Measurers
The big things we must

Strategies do to achieve Objectives
Answers the How
How resources will be focused,

Organisation Structure deployed and managed to perform
operations to achieve objectives
Resources
Processes People Assets Finance Technology
10
Information Management
49
APPENDIX 5a
50
Business Process Model
Core Business Processes
Children Value Outcomes Satisfaction

Leadership, Governance and Integrated Management
Education Services
Education Curriculum Student Teaching
Design and Childrens School
Research Policies Planning Examinations, And
Development Understanding Management and
and and and Testing and Teacher
and Needs Supervision
Evaluation Planning Development Assessments Development
Partners in Special Adult,

Schools Legal Monitoring
Support of Tech/Voc
Student And
Education and Network Needs
And
Regulatory and
Scholarships Development Distance
and Districts Education Evaluation
of Children Learning
Transition of Students into different Schooling and Work
Recognition and Reward in Education
Common Business Processes

Schools
Instructional Parents
Library Text Broadcasting Discipline
Research, Children Awareness
-National and and Student
Materials
Peace
Health and
-Schools book Development Education Nutrition
Promotion Testing Participation
and TV
Rental Publications
51
APPENDIX 5b
Support Processes
General Business Planning and Management
Finance and Accounts
HRM- Employee Assistance; Occupational Research
ICT
Internal Audit
Legal
Performance Analysis and Reporting
Security
Facilities
Procurement
Programme and Projects Planning and Management
Communications
Change and Transition
Quality Management
Corporate Administration Services
Support Services Partner Management e.g.- PTSC
Registry, Documentation and File Management
Knowledge Management 3
52
APPENDIX 6
Education and Development System

A Model
Leadership, Governance & Integrated Management
Formal Providers of Ed. and

Dev., Services to Children
School Children
Super. Children/
The Transform. Schools Services Value
MINISTRY & Students
Market Initiatives Outcomes
Support
Parents Parents
-Student population,
demographics, etc.
-Ed. Sector Teacher Other key children Ed.& Other key children
requirements Dev. Support Services Ed. & Dev.
-Other key resource Partners Support Services
requirements Partners
Data & Evidence Based Information / Resource Requirements / Engagement, Change & Transition
88
Legislation / Transition to Tertiary, Lifelong and Technical Learning and Work
53
APPENDIX 7
School Based Management

A Model
Leadership, Governance and Integrated Management
(The Principal and Leadership Team)
Teaching Children
Physical Exam.
& Student Students Value
Key Infra. Test. Teachers
Other Services Outcome
Stake. And &
Services
Engage. Environ. Assess.
Delivery
Support Services
School Supervision 91
54
APPENDIX 8
ORGANISTIONAL PROFILE OF THE MINISTRY OF EDUCATION (Existing)
Divisions
1. Corporate Communications Division
2. Curriculum Planning and Development Division
3. Educational Research and Evaluation Division
4. Early Childhood Care and Education Division
5. Education Facilities Planning and Procurement Division
6. Education Services Division
7. Educational Planning Division
8. Finance and Accounts Division
9. General Administration Division
10. Human Resource Management Division
11. Information and Communications Technology Division
12. School Supervision Division
13. Student Support Services Division
Supporting Units
1. Business Planning Unit
2. Decentralization Action Unit
3. Distance Learning Education Project Unit
4. Education Television Unit
5. Examinations Unit
6. Instructional Materials Production Unit
7. Internal Audit
8. Legal Unit
9. Local School Board Project Unit
10. Monitoring Unit (STARR)
11. Occupational Research Unit
12. Pension and Leave Unit (Temporary)
13. Project Implementation Unit (Caribbean Centre of Excellence for Teacher Training)
14. School Publications Unit
15. Schools Broadcasting Unit
16. Schools Library Services Unit
17. Programme and Projects Planning and Management Unit
18. Teacher Education and Teacher Performance Project Unit
19. Textbook Management Unit
55
Statutory Board
Trinidad and Tobago National Commission for UNESCO
State Enterprises
Education Facilities Company Limited
National Schools Dietary Services Limited
Education District Offices

There are eight (8) education districts within Trinidad and Tobago. The Ministry operates
fully-staffed offices within each district and they exist to support the Central
Administration in the implementation of the Ministrys policies and programmes at the
local level. District offices are semi-autonomous arms of the Ministry which are primarily
responsible for providing school-based supports, mentoring, inspection and supervision.
The education district offices and their location are as follows:
(1) Victoria Education District Office

Laughlin & De Gannes Building, 18-22 Sutton Street, San Fernando
(2) St. George East Education District Office

Corner Green Street and El Dorado Road, Tunapuna
(3) Caroni Education District Office

14 Camden Court, Couva
(4) St. Patrick Education District Office

101 Farah Street, San Fernando
(5) Port of Spain & Environs Education District Office

50A Jerningham Avenue Belmont
(6) South Eastern Education District Office

Corner High Street and St. Croix Road, Princess Town
(7) North Eastern Education District Office

Savi Street, Boodooville, Sangre Grande
(8) Tobago Education District Office

Dutch Fort, Scarborough, Tobago
56
GORTT Ministry of Education, Education Sector Strategic Plan: 2011-2015 ORGANISATIONAL STRUCTURE OF THE MINISTRY OF EDUCATION (Existing) APPENDIX 9a
57
APPENDIX 9b
58
APPENDIX 10
2011-2012 Business Plan

MONTHLY PROGRESS REPORT
Division/Unit Reporting
Period
Section
Prepared by Position Date
I. MAJOR ACHIEVEMENTS:
(Completed Milestones and Unexpected Outcomes may be included here)
11-12 Target Accomplishment Contribution to Strategic Objective
59
II. MONTHLY PROGRESS UPDATE:
Outline your progress towards achieving your targets and milestones as indicated in the 2009 2010 Consolidated
Business Plan.
(a) NARRATIVE
Proposed Changes to Q3
and Q4 Milestones
11-12 Target Q2 Milestone Reason[s] for Variance (if any)
(if any)
(b) FINANCIAL REPORT
09-10 Q1 Q2 Q3 Q4 Year-to-
11-12 Target Approved Date
Allocation Actual Forecast Actual Forecast Forecast Actual
60
III. CHALLENGES:
What key challenges does your Section face in meeting your objectives and how will they be addressed?
Challenge(s) Strategies/Solutions to Address Challenge
IV. LESSONS LEARNT:
What trends have your discovered that may eventually impact your Sections performance? What has been working
for you? What suggestions do you have for improving how you now work in order to improve your Sections and the
Ministrys performance?
Lessons Learnt/Good Practices/Recommendations
61
V. RESOURCE REQUIREMENTS
What resources will you need to support your planned activities for the remainder of the fiscal year?
Purpose Q2 Q3 Q4
(linked to Outputs/Outcomes)
Financial Projections
Human Resource (addtl)
62
Other: (incl. Collaboration with External Technological OR Communication Support
Stakeholders and other MOE Sections)
63
64
CORPORATE PLANNING PROCESS

Glossary of Terminologiesi
Accountability: Being responsible for performance results and other conferred responsibilities,
combined with an obligation to report to a higher authority on the discharge of those
responsibilities and the results obtained.
Action Plan: Specific actions that respond to short- and longer-term strategic objectives. An
action plan covers each programme activity set forth in a division or units budget. It supports
the organizations Corporate Plan; establishes performance goals or objectives to define the
level of performance to be achieved by a programme activity; expresses such goals in an
objective, quantifiable, and measurable form; briefly describes the operational processes, skills,
technology, resources, and timeframe required to meet the performance goals; identifies
ownership and levels of responsibility; establishes performance indicators to be used in
measuring or assessing the relevant outputs, service levels, and outcomes of each programme
activity; provides a basis for comparing actual programme results with the established
performance goals; and describes the means to be used to verify and validate measured values.
Alignment: Alignment refers to consistency of plans, processes, information, resource

decisions, actions, results, and analyses to support key organization-wide goals. Effective
alignment requires a common understanding of purposes and goals. It also requires the use of
complementary measures and information for planning, tracking, analysis, and improvement at
three levels of the education system.
Baseline Data: Initial collection of data to establish a basis for comparison.
Benchmark: A standard or point of reference against which performance is measured.
Benchmarking: The process of continuously comparing and measuring the organization against
best practices, locally or internationally, to gain information that will help the Ministry take
action to improve its performance.
Core Process: The fundamental activities, or group of activities, so critical to the Ministrys
success that failure to perform them in an exemplary manner will result in deterioration of the
organization's mission.
Customer: The learners of Trinidad and Tobago, particularly at the ECCE, primary and
secondary levels. Learners establish the requirement of any process in the Ministry of
Education and receive or use the outputs of that process, whether directly or indirectly.
Dashboard: A dashboard is an analysis application used to convey timely and relevant data and
critical information at a glance, usually with graphical elements. It lets users analyze and
65
explore performance data across multiple dimensions and at different levels of detail to get at
the root cause of problems and issues, communicate, and make decisions.
Driver: A measurable strategic priority area. The Ministry of Education drivers include student
achievement,
Educational Outcomes: The knowledge, skills, and abilities that students have attained as a
result of their involvement in a particular set of educational experiences.
Environment: Circumstances and conditions that interact with and affect an organization.
These can include economic, political, cultural, and physical conditions inside or outside of the
organization.
Goal: A goal is a specific statement of the desired results to be achieved over a specified period
of time. It describes how to reach the organizational vision, answering the question how will
we know when weve arrived?
Impact: An impact is an intended or unintended consequence of policies, programme, services

or products, which is either positive or negative.
Indicator
An indicator is a particular value or characteristic used to measure activities, outputs or
outcomes. It is important that indicators are comparable and measure actions for which the
Ministry has direct control. There are several types of indicators:
Input Indicator a quantitative or qualitative measure of resources used to complete an
activity and produce the outputs. While of limited usefulness in and of themselves,
input indicators speak to the governments commitment and are important components
for determining efficiency and return on investment, e.g. % of development budget
allocated for construction of primary schools.
Output Indicator a quantitative or qualitative measure of activities, work products, or
actions. Outputs generally count things produced by the resources of the organization
or a programme. Input and output indicators relate to actions for which the government
has direct control e.g. 3 new state-of-the-art primary schools built by August 2010.
Process Indicator - a qualitative or quantitative measure used to indicate progress
toward a desired objective, goal and/or mission.
Outcome/impact Indicator - a quantitative or qualitative measure of the degree to
which the organization can be credited for the achievement of its planned objectives.
Output indicators can either be indicators of well-being or indicators of process, e.g.
reduction in the number of students resorting to violence to solve problems (well-
being) or an ECCE GER 85% by December 2012 (process).
Key Performance Indicator (KPI): Measurable factor of extreme importance to the organization
in achieving its strategic goals, objectives, vision, and values that, if not implemented properly,
66
would likely result in a significant decrease in customer satisfaction, employee morale, and
effective financial management. KPI measures are of different types:
KPI TYPE KPI MEASURE EXAMPLE

INPUT Resources (financial, staff, technology, materials,
etc.) used to implement the PEP in primary schools.
PROCESS Number of students receiving guidance intervention.
OUTPUT % of students who scored 60% and over in the SEA of the
population of SEA repeaters from the previous year.
OUTCOME % of former remedial students scoring above country

Average in the PIRLS assessment.
Integrated Planning: The coordination, alignment, and synchronization of all long-term and
short-term planning activities (strategic, KPIs, target, financial, human resources, district action
plans, school development plans, etc.) with a results management system to increase
communication and support the mission and goals of the organization.
Integration: The harmonization of plans, processes, information, resource decisions, actions,

results, and analyses to support key organization-wide goals. Effective integration goes beyond
alignment and is achieved when the individual components of a performance management
system operate as a fully interconnected unit.
Measure: One of several measurable values that contribute to the understanding and
quantification of a key performance indicator, e.g. % of students obtaining 5 or more passes in
the CSEC. Measures may be categorized as input measures,
Metrics: The elements of a measurement system consisting of key performance indicators,

measures, and measurement methodologies.
Mission: An enduring statement of purpose; the organization's reason for existence. The
mission describes what the organization does, who it does it for, and how it does it. The new
mission of the Ministry of Education is to educate and develop children who are able to fulfill
their full potential, academically balanced, healthy and growing normally, well adjusted socially
and culturally and emotionally mature and happy.
Objective: As an important part of strategic and operational plans, an objective is a measurable

statement or incremental milestone which specifies a change or benefit that the organization
hopes to achieve as it strives to achieve a specific goal. Success in meeting the objectives can be
readily evaluated using qualitative and quantitative measures.
67
Operational Plan: One of the three components of the integrated planning process. It is a
short-term plan produced by a division, unit or district office based on the longer-term
corporate plan. Some important operational plan elements are operational analysis, key
performance indicators, performance standards or targets, short-term measurable objectives,
unit action plans, and performance budgets.
Outcome: An outcome is a change as a consequence of specific policies, programmes and

initiatives undertaken by the organization. They are observable, measurable results or evidence
of the educational experience or administrative activity. There are three types of outcomes -
immediate, intermediate and long-term. An immediate outcome could be a change in
attitudes. An intermediate outcome could be a change in behavior. The long-term outcome
would be a lower or higher incidence of a specific result, e.g. lower drop out rate,
unemployment, incidences of HIV infection among adolescents OR higher rates of rates,
retention of qualified workers, students completing career paths.
Outputs: Direct products services or immediate results produced through programme activities
and delivered to the Ministrys clients or other stakeholder group.
Performance: The output results and their outcomes obtained from processes, programmes,
and services that permit evaluation and comparison relative to goals, standards, past results,
and other organizations. Performance can be expressed in nonfinancial and financial terms.
Performance Budget: A performance budget or performance-based budget is an integrated

annual performance plan and annual budget that shows the relationship between programme
funding levels and expected results. It indicates that a goal or a set of goals should be achieved
at a given level of spending. Performance budgets are not just based on performance; they also
require an understanding of what the end products (i.e., outcomes) should be in order to give a
cause-effect indication of how funding will turn into positive results. As a result, the
Government of Trinidad and Tobagos Output Management Framework requires the
submission of both Corporate and Business Plans to support budget requests.
Performance Management Framework: A performance management framework shows the

flow of data/information to facilitate strategic planning, operational planning, and the
management of programme activities. Main components of the performance management
framework include the strategic plan, action plans, performance budgets, a planning tool, and a
performance reporting tool to enable fact-based, participatory decision-making.
Performance Measurement: A process of assessing progress toward achieving predetermined

goals, including information on the efficiency with which resources are transformed into goods
and services (outputs), the quality of those outputs (how well they are delivered to clients and
the extent to which clients are satisfied) and outcomes (the results of a programme activity
compared to its intended purpose), and the effectiveness of government operations in terms of
their specific contributions to programme objectives.
68
Performance Report: A performance report is a summary of the organizations activities,

outputs or outcomes, which provide a clear linkage between its plan and the results actually
obtained using the specified performance measures.
Performance Management: Performance management consists of a set of management and

analytic processes that help optimize organizational performance. It provides a framework for
organizing, automating, and analyzing methodologies, metrics, processes, and systems that
drive performance. Core performance management processes include financial and operational
planning, data consolidation and reporting, business modeling, analysis, and monitoring of key
performance indicators linked to strategy.
Policy: A policy enables or restricts actions as a means of specifying outputs, outcomes or

parameters. It provides specific information about the ends the entity desires to achieve,
direction for the CEO and staff, and governance/operational level processes.
Process: A process is a set of linked activities with the purpose of producing a programme or
service for students and/or stakeholders within or outside the Ministry. Generally, processes
involve combinations of people, machines, tools, techniques, materials, and improvements in a
defined series of steps or actions. Processes rarely operate in isolation and must be considered
in relation to other processes that impact them.
School-based Management:
Stakeholder: Any person, group, or organization that can place a claim on, or influence, the
organization's resources or outputs; is affected by those outputs; or has an interest in or
expectation of the organization. The Ministry of Education has a wide base of internal and
external stakeholders.
Strategic direction: The organization's goals, objectives, and strategies by which it plans to
achieve its vision, mission, and values.
Strategic goal: A long-range change target that guides an organization's efforts in moving
toward a desired future state. For the 2011-2015 Corporate Plan, the strategic goals are (1)
Design and Develop a Quality Education System, (2) Understand and Satisfy Stakeholder Needs,
and (3) Develop a Dynamic High-Performing Organisation.
Strategic objective: A broad time-phased measurable accomplishment required to realize the

successful completion of a strategic goal.
Strategic planning: Strategic planning is the continuous and systematic process of establishing
the organizations mission and formulating goals, strategies, objectives, and a strategic plan. It
requires that goals, strategies, and action plans be aligned to the organizational mission, and
facilitates the flow of activities from goals to performance budgets. The process involves
69
strategy development and strategy deployment through action plans, benchmarking, and key
performance indicators.
Sustainability: The organizations ability to address current educational needs and to have the
agility and strategic management to prepare successfully for the future educational, market,
and operating environment. Both external and internal factors need to be considered.
Sustainability considerations might include workforce capability and capacity, resource
availability, technology, knowledge, core competencies, work systems, facilities, and
equipment.
Target: Targets are specific, measurable, achievable, realistic, and time bound
changes/benefits the organization intends to achieve, e.g. By 2012, increase scores of rural 15
year olds in reading, science and mathematics to the national average, as measured by the
Program for International Student Assessment.
Values: Values are the fundamental principles, which can be described as actions that guide
organizational behaviour and decision making. The values of the Ministry are Integrity, Respect,
Teamwork, Effective Communication, Excellent Customer Service, Work-Life Balance,
Productivity and Performance.
Vision for Our Children of Trinidad and Tobago or Value Outcomes for Children: This defines
the ideal or desired outcome or what we would like our children to become in the future
Vision: An ideal view of a desirable and potentially achievable future state where or what an
organization would like to be in the future.
i
Compiled from source documents produced by OECD, UNESCO and US Department of Education.
70

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Government of the Republic of Trinidad and Tobago

APPROVED BY CABINET MINUTE

Foreword from Minister of Education.......................................................................................... iii

Abbreviations and Acronyms................................................................................................................. vi

PHILOSOPHICAL STATEMENTS .................................................................................................... viii

EXECUTIVE SUMMARY....................................................................................................................... xiii

PART 2: THE EDUCATION SECTOR: A SNAPSHOT................................................................. 7

PART 3: GOALS OF THE STRATEGIC PLAN................................................................................ 13

PART 4: STRATEGIC PLAN FRAMEWORK ................................................................................. 14

PART 5: MONITORING, EVALUATION AND REPORTING..................................................... 30

PART 6: FINANCING FRAMEWORK............................................................................................... 32

PART 7: STRATEGIC ACTION PLAN 2011-2015........................................................................ 36

LIST OF TABLES AND FIGURES

Table 1: Ministerial Priorities................................................................................................ 2

Figure 1: Education Sector Structure and Linkages...................................................... 9

FOREWORD FROM THE MINISTER OF EDUCATION

One of the first tasks of my administration, on assuming

Additionally, the Ministry is in the process of being reconfigured and restructured to

At primary and secondary schools, we will continue our expanded provision of

Despite governments continued investment in education, we recognise that many of the

Dr. the Honourable Tim Gopeesingh, MP

STATEMENT FROM THE MINISTER IN THE MINISTRY OF EDUCATION

The Honourable Clifton de Coteau, MP

ABBREVIATIONS AND ACRONYMS

NPTA National Parent-Teachers Association

PHILOSOPHICAL STATEMENTS OF THE

VISION, MISSION AND VALUES

To eduate and develop children who are:

VALUE OUTCOMES FOR OUR CHILDREN

GUIDING PRINCIPLES OF THE MINISTRY

1. Student-centred: The student is at the centre of everything we do.

Our PHILOSOPHY OF EDUCATION

T he development of this medium-term Education Sector Strategic Plan, covering the

where we are and points to where we want to go;

Table 1: MINISTERIAL PRIORITIES

THE PLANNING PROCESS

1. Conduct of a Strategic Assessment Exercise

2. Articulation of New Policy Direction

3. Identifying The Principal Strategies and Prioritising Programmes

4. Sustaining Commitment to the New Strategic Direction

These considerations will be incorporated in the comprehensive corporate communication

THE STRATEGIC ASSESSMENT

1. Children who will achieve their full potential

The Assessment Models for the Transformation of the Education System

1. Institutional Developmental Framework (See Appendix 4) - Identifies the key

2. Business Processes Model (See Appendix 5) - comprises a comprehensive high

3. Education and Development System Model (See Appendix 6) - summarises the

4. School Based Management Model (See Appendix 7) - summarises the key

PART 2: The Education Sector - A Snapshot

PURPOSE OF THE MINISTRY

ii. the establishment of a system of education designed to provide adequately for

iii. the effective execution of the education policy of the Government.

ADMINISTRATION OF THE EDUCATION SYSTEM

Figure 1: Education Sector Structure and Linkages

Table 2 - Distribution of Schools by Education District

ECCE Primary Schools Secondary Schools

Table 3: Type of School Ownership in Trinidad and Tobago

Type ECCE Primary Secondary TOTAL

ISSUES AND CHALLENGES