Every child can learn Every child must learn

1. “Every child can learn Every child must learn”

2. Aims Create a world class education system Compete in the global economy Raise standards for all Enable access and equity for all Produce disciplined, ethical and culturally aware Jamaicans

3. Transformation workstreams Modernisation of administration Infrastructure and facilities School leadership and management Curriculum, learning and teaching Behaviour and community Communication and stakeholder involvement

4. Infrastructure and facilities Central to transformation agenda Improved facilities better learning environment modern teaching approaches Facilities audit More spaces current expansion rationalisation of provision eliminate shift system smaller class sizes Space rationalisation study

5. Infrastructure and facilities 17000 new spaces by September 2008 8 new schools 27 expanded schools Repairs 350 schools completed 300 will be completed this year Furniture 90000 items delivered Teachers furniture Roll out starts in January

6. Leadership and management Good leadership the main factor in school improvement Develop leadership capacity Greater school autonomy Performance management and accountability School improvement strategy Special educational needs

7. School autonomy Greater responsibility for schools Decisions at point of delivery Stronger accountability framework International evidence that this leads to: Higher motivation – staff, students Better community involvement Improvements in standards and quality Working group with representation from Principals, boards, bursars, UWI etc Synergy with modernisation

8. School improvement Three tier strategy – school, regional, national Schools Informed use of data Rigorous self evaluation School development planning Target setting for improvement Regions Monitoring, challenge, support Transform education officer roles National Inspection Transforming teaching Modernising curriculum and assessment

9. Curriculum, learning and teaching Focus on literacy - A National Literacy Strategy Ensure coherence and sustainability Target schools in need National structure National literacy coordinator Regional literacy coordinators Programme evaluation consultant Specific projects – CETT, PESP Teams of specialists School coordinators Strategies for numeracy, secondary, ICT Review of assessment

10. Behaviour and community Whole school behaviour management Community involvement Tripartite agreements Schools, parents, students Citizenship education Peer mentoring and counselling Links with special educational needs Build into training programmes- initial and inservice

11. Modernisation Public Sector Reform programme Education Transformation programme These meet in structural reform of education Policy ministry New regional authorities Strengthen support bodies Greater autonomy for schools Needed to ensure sustainable change

12. Structural reform Transformation needs structural reform to: raise standards and improve education quality ensure sustainability empower schools and communities meet local needs better focus on school improvement target resources effectively increase accountability

13. Background External consultants to guide and implement PA consultants (UK) with PwC Jamaica Diagnostic phase – January/August 2006 Implementation phase to follow Start early 2007 Duration - 24-30 months

14. Implementation Overview Implementation in two main phases: Phase 1 – (to July 07) senior appointments begin legislation Phase 2 – (to July 09) full implementation roll out new structures and appointments continuing support to embed changes

15. Central Ministry Policy and strategy focus Decentralise operations to regions Curriculum, specialist support, finance, HR Establish new agencies Details of structure to be finalised Clarify relations with regions and agencies Early second tier appointments

17. Regions Early CEO appointments Some functions devolved before legislation Number of regions still under consideration Regions will: Bring responsibility close to point of delivery Develop local priorities Focus on supporting school improvement Revise education officer role Provide enhanced educational and management support

18. Draft Structure Chart – Regional Agencies

19. Supporting Agencies Three main drivers for transformation: Improve quality assurance and monitoring Transform teaching and the teaching profession Reform curriculum and assessment A national inspection agency A national teaching council A curriculum and assessment agency

20. A National Inspectorate Independent, but accountability to Minister Inspect schools and regions Differentiated inspection model Thematic reports Provide high quality evaluation and advice Advice to Ministry, Cabinet, Parliament

21. A National Teaching Council Raise the status and profile of the profession Provide professional leadership for teachers Maintain and enhance professional standards Regulate, register and license the profession Enhance role of Teachers Services Commission Provide strategic direction on training and CPD Advise on teacher supply and distribution Quality assure teacher education (with JBTE) Review and oversee conditions of service Representation to include JTA, JBTE, Principals etc

22. Curriculum and Assessment Agency Enable synergy between curriculum and assessment Provide strategic curriculum leadership Review and update national curriculum framework Transfer and enhance functions of Assessment Unit Set out curriculum and assessment guidance Commission research and development Curriculum support to become a regional function

23. Communication and stakeholders Involve schools more – representation on boards, committees, working groups Involve parents, students, communities, employers, churches, colleges Create regional stakeholder forums NPTA launched – great success Other national associations needed Primary principals School boards Build momentum and commitment

24. “Every child can learnEvery child must learn”