Solomon Islands

Solomon Islands MINISTRY OF EDUCATION AND HUMAN RESOURCES DEVELOPMENT DRAFT SUMMARY OF COUNTRY REPORT ON EDUCATION FOR ALL 13th Regional Meeting of National EFA Coordinators

F ebruary 2013 1

Table of Contents

Table of Contents List of Tables....................................................................................................................................... 3 List of Figures...................................................................................................................................... 4 Abreviation ......................................................................................................................................... 5 Solomon Islands ................................................................................................................................... 6 Background. ........................................................................................................................................................................................................................... 6 Economic ............................................................................................................................................................................................................................... 6 Population .............................................................................................................................................................................................................................. 7 Language, Culture, Religion ................................................................................................................................................................................................ 7 Administrative system .......................................................................................................................................................................................................... 7 Government’s Strategic Plan for Education ................................................................................................... 9 Solomon Islands Education System ........................................................................................................... 10 Administrative Structure ....................................................................................................................................................................................................10 Education system structure ...............................................................................................................................................................................................10 Solomon Islands Education Vision .................................................................................................................................................................................11 Solomon Islands National Education Goals .................................................................................................................................................................11 Specific measures undertaken to accelerate progress towards 2015 .........................................................................................................................11

Brief summary of the progress made in achieving the EFA goals .............................................. 12 Goal 1. Expand early childhood care and education (ECCE) to all children age 3-5 in the Solomon Islands including the disable and maginalised children. ............................................................................................................. 12 Goal 2. To ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory quality basic education. .................................................. 15 Primary ..................................................................................................................................................................................................................................15 Junior Secondary .................................................................................................................................................................................................................17 Goal 3. To ensure that the quality learning and skills need of both young and adults are promoted through equitable access for both male, female, disable and maginalised population. ................................................................................... 21 Senior Secondary Education .............................................................................................................................................................................................21 Technical, Vocational Education and Training.............................................................................................................................................................23 Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male. ................................................................................26 Solomon Islands Standardized Tests of Achievement -SISTA 1 ..............................................................................................................................27 Solomon Islands Standarised Tests of Achievement 2-SISTA 2 ..............................................................................................................................30 Goal 5. To achieve gender parity in both primary and secondary by 2005, and achieve gender equality in education by 2015, ensuring that girls have equal access to basic quality education. .........................................................................34 Goal 6. To improve all aspects of quality education to ensure that measurable learning outcomes are archived in literacy and numeracy in primary and secondary and essential life skills. ..............................................................................36 Annex I. Enrolment ..............................................................................................................................40 Annex II: Achievements in the education sector 2011 .......................................................................................42 Annex III: School grant amounts ..............................................................................................................44 Annex IV: 2013-2015 National Education Action Plan ......................................................................................45

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Solomon Islands

List of Tables

List of Tables Table 1. Projected population of Solomon Islands for 2009-2015 ....................................................................................................... 7 Table 2. Education sub-sector population data for 2009-2015 ........................................................................................................... 7 Table 3 shows the total enrolment in ECE, 2007, 2010 and 2012...................................................................................................... 12 Table 4 shows the total enrolment of 3-5 years in ECE, 2007, 2010 and 2012 ....................................................................................... 12 Table 5 shows all children age 3-5 who have attended school in 2007, 2010 and 2012 .............................................................................. 12 Table 6 shows the GER, NER, GPI for ECE in 2009, 2010 and 2012 ................................................................................................ 13 Table 7 shows total enrolment for primary in 2007, 2010 and 2012. ................................................................................................... 15 Table 8 shows total enrolment of 6-11 years in primary, 2007, 2010 and 2012. ...................................................................................... 16 Table 9 shows the number of age 6-11 years enrolment and GPI across all sub-sectors for 2007, 2010 and 2012. .............................................. 16 Table 10 shows GER, NER and GPI for primary for 2009, 2010 and 2012. ......................................................................................... 16 Table 11 shows the GIR and NIR for 2007, 2010 and 2012. ........................................................................................................... 16 Table 12 shows total enrolment in Junior Secondary in 2007, 2010 and 2012. ....................................................................................... 18 Table 13 shows total enrolment of 12-14 years in Junior Secondary, 2007, 2010 and 2012. ........................................................................ 18 Table 14 shows the number of age 12-14 years enrolment and GPI across all sub-sectors for 2007, 2010 and 2012. ........................................... 18 Table 15 shows GER, NER and GPI in Junior Secondary in 2009, 2010 and 2012. ................................................................................. 18 Table 16 shows the total enrolment and GPI in Senior Secondary in 2009, 2010 and 2012. ........................................................................ 21

...................................................................... 21 Table 18 shows enrolment of age 15-18 in school for 2009, 2010 and 2012. ......................................................................................... 21 Table 19 shows GER, NER and GPI in Senior Secondary in 2009, 2010 and 2012. ................................................................................ 21 Table 20: GPI for total enrolment on ECCE, primary, junior secondary and senior secondary, 2007, 2010 and 2012. .......................................... 34 Table 21: GPI of transition rate for SISEE, SIF3, SISC and PSSCE, 2007, 2010 and 2011. ........................................................................ 34 Table 22: Transition rate for SISEE, SIF3, SISC and PSSCE, 2007, 2010 and 2011. ................................................................................ 34 Table 23: PTR sub-sector levels for, 2007, 2010 and 2011. ............................................................................................................. 38 Table 24: cumulative survival rate from prep, 2007, 2010 and 2011. ................................................................................................... 38 Table 25: pupil to textbook ratio for primary, CHS, PSS and NSS for, 2007, 2010 and 2011. ...................................................................... 38 Table 26: shows the enrolment of children in ECCE, primary and secondary for 2007-2012. ...................................................................... 40 Table 27: shows the enrolment by age for children in ECCE, primary and secondary for 2007. ................................................................... 40 Table 28: shows the enrolment by age for children in ECCE, primary and secondary for 2010. ................................................................... 40 Table 29: shows the enrolment by age for children in ECCE, primary and secondary for 2012. ................................................................... 41 Table 30: shows the enrolment by level for 2007-2012. ................................................................................................................. 41 Table 17 shows the total enrolment of age 15-18 Senior Secondary in 2007, 2010 and 2012.

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List of Figures

List of Figures Figure 1. Map of Solomon Islands ........................................................................................................................................... 6 Figure 2. General administrative structure of the Solomon Islands education system.

.............................................................................. 10

Figure 3. Shows the education system in the Solomon Islands. ........................................................................................................ 10 Figure 4: The national overall literacy achievement levels at year 4 in 2010 compared to the baseline year 2005/2006. ......................................... 27 Figure 5: The national overall literacy achievement levels by gender at year 4 in 2010 compared to the baseline year 2005/2006.............................. 27 Figure 6: The national overall literacy achievement by Lc and L3+ at year 4 in 2010 compared to the baseline year 2005/2006. .............................. 28 Figure 7: The national overall numeracy achievement levels at year 4 in 2010 compared to the baseline year 2005/2006. ...................................... 28 Figure 8: The national numeracy achievement levels by gender at year 4 in 2010 compared to the baseline year 2005/2006. .................................. 28 Figure 9: The national numeracy achievement levels by strands at year 4 in 2010 compared to the baseline year 2005/2006. .................................. 29 Figure 10: The national overall literacy achievement levels at year 6 in 2010 compared to the baseline year 2005/2006. ....................................... 30 Figure 11: Achievement levels in the national literacy strands at year 6 in 2010 compared to 2005/2006. ........................................................ 30 Figure 12: Achievement levels in National Literacy by Sub-Strands at year 6 in 2010 compared to the baseline year 2005/2006. ............................. 30 Figure 13: National Literacy achievement levels by Province at year 6 in 2010 compared to the baseline year 2005/2006. ..................................... 31 Figure 14: National Overall Numeracy Achievements levels in 2010 compared to 2005/2006. .................................................................... 31 Figure 15: National Numeracy Achievements levels by strands in 2010 compared to 2005/2006. ................................................................. 31 Figure 16: National Numeracy Achievements levels by sub-strands in 2010 compared to 2005/2006. ............................................................ 32 Figure 17: National Numeracy achievement levels by Province at year 6 in 2010 compared to the baseline year 2005/2006. .................................. 32 Figure 18: Total education sector consolidated budget and actual in SBD for 2007-2012. .......................................................................... 36 Figure 19: Total budget share of the education sector in total recurrent public expenditure for 2009-2013. ...................................................... 36 Figure 20: Total % share of the education sector budget in the total recurrent public expenditure for 2009-2013. .............................................. 37 Figure 21: Total Solomon Islands Government Consolidated budget for year 2009-2013. ......................................................................... 37

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Solomon Islands

Abreviation CHS DP DLC ECCE EDF EFA ESF GER GIR GPI JS LASI MDG MEHRD NAO NCRA NGO NEAP NER NFE NIR NSS PEAP PS PSS PSSC RTC SIAVRTC SIEMIS SIF3 SIG SINU SISC SISEE SOE SS TVET TWG VCT

Community High Schools Donor Partners Distance Lerning Centres Early Childhood Care Education European Development Fund Education For All Education Strategic Framework Gross Enrolment Rate Gross Intake Rate Gender Parity Index Junior Secondary Literacy Association Solomon Islands Mellenium Development Goal Ministry of Education and Human Resources Development National Authoring Officer National Coalition for Rural Advancement Non-Government Organisation National Education Action Plan Net Enrolment Rate Non Formal Education Net Intake Rate National Secondary School Provincial Education Action Plan Primary Secondary Provincial Secondary School Pacific Senior Secondary Education Rural Training Centres Solomon Islands Association for Vocational, Rural Training Centres Solomon Islands Education Management Information System Solomon Islands Form 3 Examination Solomon Islands Government Solomon Islands National University Solomon Islands School Ceritificate Solomon Islands Secondary Entraince Examination School of Education Senior Secondary Technical Vocational Education and Training Technical Working Group Vocational Training Centres

Solomon Islands

Solomon Islands Background. The Solomon Islands is an archipelago Island nation in Melanesia, east of Papua New Guinea in the southwest pacific about 1,900km north of Brisbane, Australia with about 922 Islands and lies south of the equator. The Island ranges from terrain rugged mountainous Islands to low-lying coral atolls. It stretches in approximately about 1,400km chain southeast from Papua New Guinea across the Coral Sea to Vanuatu and with the total area of about 28,450 sq km. Most people live on the six larger Islands. Choiseul, Guadalcanal, Malaita, Makira, New Georgia and Santa Isabel. Based on this geographical setting, the Solomon Islands is divided into 10 subgovernment administrative regions which are also the local provincial governments as in Figure 1 below. This includes, Choiseul Province, Western Province, Santa Isabel Province, Malaita Province, Central Islands Province, Guadalcanal Province, Rennel-Bellona Province, Makira/Ulawa Province, Temotu Province and Honiara which is also the capital of Solomon Islands on Guadalcanal Island. The geographical setting of the Islands has caused difficulties in transportation and communication that hinders the frequent social, including education and other economic services to the rural villages especially those on the remote Islands in the Solomon Islands. Figure 1. Map of Solomon Islands

Economic The recent Solomon Islands gross domestic/per capita is approximately about USD$1,423.79 in 2011 and USD$1,554.39 in 2012 ranks Solomon Islands as a lesser developed nation. More than 80% of the labor force is engaged in subsistence farming and fishing for their livelihood. Most manufactured goods and all petroleum products are imported1. The domestic economic outcomes of the Solomon Islands depends on the domestic investments and production in forestry, minerals, palm oil, copra and coconut oil, cocoa, other commodities includes production of coffee, kava, vanilla, and sea weed.

1

Central Bank of Solomon Islands 2011 Annual report.

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Solomon Islands

Population The Solomon Islands population is quite diverse and has many characteristics and physical features depending on their province of origin. The annual total population growth rate is 2.3% with 2.4% female and 2.2% male2. In ratio proportion, about 93% Melanesian, 4% Polynesian, 1.5% Micronesian and 1.5% represents other minor racial groups such as Europeans and Chinese and approximately about 80% of the total population lives in the rural villages3. See table 1 and 2 for the projected population data and education sub-sector population data for 2009-2015. Table 1. Projected population of Solomon Islands for 2009-2015 2009 Male

Female Total

2010 Male

2011

Female Total

Male

2012

Female Total

Male

2013

Female Total

Male

2014

Female Total

Male

2015

Female Total

Male

Female Total

277944 263286 541230 285040 270408 555447 292105 277495 569600 299131 284541 583672 306112 291541 597653 313044 298494 611538 319954 305420 625374

Table 2. Projected education sub-sector population data for 2009-2015 2009 Sector

Male

ECCE (3-5 years)

24766

Primary (6-11 years)

44032

Junior Secondary (12-14 years) Senior Secondary (15-18 years)

Female

2010 Total

Male

23173

47939

25010

41021

85053

45434

18570

17149

35719

22350

20629

42979

Female

2011 Total

Male

23437

48447

25130

42434

87868

46682

19212

17774

36986

22883

21142

44024

Female

2012 Total

Male

23599

48729

25090

43693

90375

47733

19950

18505

38455

23530

24150

47680

Female

2013 Total

Male

23647

48737

25214

44761

92494

48565

20754

19310

40064

24266

22458

46724

Female

2014 Total

Male

23792

49006

25341

45618

94183

49164

21568

20131

41699

25082

23249

48331

Female

2015 Total

Male

Female

23912

49253

25536

24046

49582

46262

95426

49489

46683

96172

22340

20910

43251

23030

21607

44638

25997

24150

50147

27010

25161

52171

The GPI for both the census population data and the school age population data has shown a bigger increase in the number of female compared to the number of male. However, the number of male will still be higher than the number of female for the next 10 years as projected. If this population growth rate is consistent it might change in the next 40 years where there will be more female than male. Language, Culture, Religion Solomon Islands is just a small Islands state, however, it is a quite diverse country in language and culture. There are about 80 different native languages spoken in the Solomon Islands and some societies are matrilineal and some are partrilineal4. Though English is the official language used in the Solomon Islands pijin is used as the national lingua franca. Religiously, about 97% of the population is Christian. The other 3 % is shared by the Bahai Faith, Islam and those who still practice the indigenous religious beliefs5. Administrative system The Solomon Islands gains its independence from British in 1978. It has a unicameral democratic constitutional monarchy with a parliamentary and ministerial system of government and is a member of the Common Wealth. The British Monarch is the head of the State represented by the Governor General of the Solomon Islands. There are 50 constituencies in the Solomon Islands and are represented by 50 members in the Parliament with the Prime Minister as the head of the Government. It is evident that the series of government formed since post- independence have not been able to build the country to a viable economic strength and stability that in turn have affected the services provided by the Government, some Non-Government Organizations and 2

Statistical bulletin 06/2011.

3

Central Bank of Solomon Islands 2011 Annual report

4

Statistical bulletin 06/2011

5

Volume 1 Report on 2009 Population and housing Census: Basic Tables and Census Description.

7

Total

Solomon Islands

Private Sectors. The government has been characterized by weak political parties and has been subject to the highly unstable parliamentary coalitions which have resulted in frequent votes of no confidence and frequent change of government leadership. This has resulted in Cabinet and national development policies changes over the past years that have great implication to the consistency in the implementation of national project developments in all government sectors. At the lower administrative system, Solomon Islands have 10 Provincial local administrative governments. They have been vested with the power to run their respective provinces with the assistance and support from the National Government and Donor Partners. All these provincial government have their own education authorities.

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Government’s Strategic Plan for Education6

Government’s Strategic Plan for Education

In 2006, considerable feedback was received on the Education Strategic Plan 2004-2006. A stocktake and analysis, reported in A Stocktake Analysis of the Education Strategic Plan 2004-2009, was undertaken in May 2006 with the aim of analysing the progress and status of the education strategic plan with respect to completion and non-completion of activities stipulated in the plan. It found that a large proportion of the activities had not met the projected milestones. Similarly, the 2005 Annual Report of the Ministry of Education and Human Resources Development (MEHRD) noted that a major shortcoming was that plans were too ambitious in relation to local capacity to implement the programmes and projects. This finding was addressed by reviewing the Education Strategic Plan 2004-2006 in 2006 to bring plans in line with realistic capacity, bringing the MEHRD up to approved establishment, and using both local and international technical assistance judiciously. The sequence of activity over July to October 2006 has involved the further development of ten provincial education action plans, discussion of these draft documents at a series of provincial workshops, and consideration of feedback on the drafts from the “grassroots”. The findings and feedback from these ten provincial education action plans were incorporated into the National Education Action Plan (NEAP) 20072009. During a National Workshop held in Honiara on 11 and 12 October 2006 both documents, the Education Strategic Plan and National Education Action Plan (2007-2009) were discussed and reviewed. It resulted in the developed Education Strategic Framework for the period 2007-2015 and the revised National Education Action Plan 2007-2009, which was for a 3 year period. The 2007-2009 NEAP was again reviewed in 2009 and the 2010-2012 NEAP was developed to address the shortfalls and challenges found from the assessment done on the 2007-2009 NEAP. The review of the 2010-2012 NEAP in 2012 has resulted in the Ministry of Education developing the 2013-2015 NEAP in an ambition to identify how much has been achieve on the overaging national goals on access, quality and management and the international EFA and MDG II and III goals. In the development of the Provincial Education Action Plan (PEAP) and the National Education Action Plan (NEAP) a national planning workshop and a wider consultation was held with provincial education authorities, Church education authorities, private education authorities, the Solomon Islands College of Higher Education (now Solomon Islands National University), interested community groups and the Ministry of Education and Human Resources Development in 2006 and 2007. This Education Strategic Framework 2007-2015 is therefore intended to be a document that provides overall longer term strategic direction and oversight for the Solomon Islands education system out to 2015. The broader policy issues have been presented as higher level objectives in the context of this longer time frame. At completion of the planning period, the objective is that the nation will have achieved universal basic education to form 3, and will have a technical, vocational and further education system meeting the skill needs of the nation. The system will be managed with financial efficiency and transparency and with stakeholder involvement. The current National Coalition for Reform and Advancement (NCRA) Government in the Solomon Islands in its policy statement under the social reforms, clause Education and Human Resources Development considers education as a key ingredient in all spheres of human development. As such it shall ensure that all Solomon Islanders have equal access to quality education to enhance our human resources development. NCRA will develop a constructive partnership involving landoweners, the National Government and Development Partners to ensure the Universal Right of a Child to Education is met7.

6

Education Strategic Framework 2007-2015

7

National Coalition for Rural Advancement Policy

9

Solomon Islands Education System

Solomon Islands Education System Administrative Structure The general administrative structure of the whole Education system in the Solomon Islands is as in figure 2 below. In 2012 there were 25 Education Authorities. 10 Provincial Education Authorities, 9 Church Education Authorities, 1 National Education Authority and 5 private Education Authorities. These education authorities has in total 475 ECE centers, 718 primary schools, 190 Junior Secondary Schools, 16 Provincial Secondary Schools,11 National Secondary Schools and 26 Technical Vocational Education and Training Institution. Figure 2. General administrative structure of the Solomon Islands education system.

Education system structure The education system consists of the Early Childhood Education, Primary Education, Junior Secondary, Senior Secondary and Tertiary institutions. The tertiary institutions include colledges, universities and technical vocational and education training institutions. Figure 3. Shows the education system in the Solomon Islands.

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Solomon Islands Education System

Solomon Islands Education Vision Our vision is that all Solomon Islanders will develop as individuals and possess knowledge, skills and attitudes needed to earn a living and to live in harmony with others and their environment. We envisage a united and progressive society in which all can live in peace and harmony with fair and equitable opportunities for a better life. We envision an education and training system responsive to its clients and efficiently managed by its stakeholders and clients. We wish to deliver quality education for everyone in the Solomon Islands8. Solomon Islands National Education Goals   

Strategic Goal 1: to achieve equitable access to education for all people in the Solomon Islands; Strategic Goal 2: to improve the quality of education in the Solomon Islands; and Strategic Goal 3: to manage resources efficiently and effectively.

The overarching goal of the Solomon Islands Education Sector is to provide universal access to quality basic education for all children by 2015, and improved access to relevant and demand oriented community, technical, vocational, and tertiary education and training. The government has therefore developed a Sector Wide Approach (SWAp) in which all levels of education and many participants are involved. The development, implementation, monitoring and revision of selected strategies and their related activities are based on a consultative process with all stakeholders (National and Provincial government, education staff at all levels, students, children and communities, Development Partners and NGO’s). This sector dialogue is managed by a Co-ordination Team (CT), a management team (MT) and supported by Technical Working Groups (TWG’s), an Education Sector Co-ordination Committee (ESSC), an Education Sector Governance Committee (ESGC) and the mechanisms of an Annual Joint Review (AJR), a Performance Assessment Framework (PAF) and the Solomon Islands Education and Management Information System (SIEMIS). Specific measures undertaken to accelerate progress towards 2015 Strategies

Nine key strategies been developed as a focus for the medium term programme. These are the following: 

(Planning and Management) To strengthen the planning, management, co-ordination and monitoring of the sector–wide approach to education, and in particular of National Education Action Plan (NEAP 2010-2012)



(Policy Development) To develop appropriate policies for the education sector in the Solomon Islands



(Basic Education) To place priority on access to good quality Basic Education for all children in the Solomon Islands



(TVET) To strengthen technical and vocational education and training and ensure it is linked to labour demand in the work force;



(HRD) To develop and implement a programme of Human Resource Development and capacity building;



(School Grants) To maintain and implement an improved grants system to support school operations in primary and secondary education;



(Infrastructure) To develop and implement an improved infrastructure programme for primary and secondary education and TVET.



(Co-ordination) To strengthen and improve linkages among central Government Ministries, provincial and church education authorities, and schools



(School & Community Engagement) To strengthen community participation, school leadership and the role of the school committees, as well as improving awareness of parents and members of the public of why education is important

8

National Education Action Plan 2010-2012

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Brief summary of the progress made in achieving the EFA goals

Brief summary of the progress made in achieving the EFA goals Goal 1. Expand early childhood care and education (ECCE) to all children age 3-5 in the Solomon Islands including the disable and maginalised children. Progress and achievements The Government of the Solomon Islands recongnition of the Early Childhood Education has resulted in approving the Early Childhood Care and Education policy in 2008. The implementation of the ECCE policy has resulted in the communities through out the Solomon Islands realization of the importance of ECCE and has boasted the establishment of ECCE centres by communities and other providers over the years with immense contribution from communities. In 2011, the NCRA Government had provided additional resources such as an increase of school grant from SBD$60.00 to SBD$100.00 per child per year to support all ECCE registered centres with registered ECCE teachers. It also support and expand on the field based training and have conducted continous mapping of ECCE centres in some provinces in the Solomon Islands. As mentioned above there are 475 ECCE centres reported in the Solomon Islands Education Management Information System 9 . However, only 222 ECCE centres were registered by the end of 2011 to coincide with the ECCE policy that states in one of its clause that only ECCE centeres with registered trained ECCE teachers can be registered and get financial support in grants from the Government. The ECCE has also developed a National Curriculum Development Framework which will help in the development of the ECCE curriculum. The number of trained teachers increased by 178 (58.4%) in 2012 compared to the 305 trained teachers in 2009. Model kindies were also established in some parts of the Solomon Islands to encourage local communities to set up ECCE centres that meet the minimum required infrastructure standards. Table 3 shows the total enrolment in ECE, 2007, 2010 and 2012

ECE Enrolment

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 9,283 9,535 18,818 0.97 11,135 11,758 22,893 0.95 10,157 10,888 21,045 0.93

Source: Solomon Islands Education Management Information System

Table 4 shows the total enrolment of 3-5 years in ECE, 2007, 2010 and 2012

ECE Enrolment (Age 3-5 in ECCE)

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 6,936 7,038 13,974 0.99 8,006 8,356 16,362 0.96 7,144 7,564 14,708 0.94

Source: Solomon Islands Education Management Information System

Table 5 shows all children age 3-5 who have attended school in 2007, 2010 and 2012

ECE Enrolment (Age 3-5 in school)

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 8,598 8,675 17,273 0.99 9,867 10,240 20,107 0.96 8,983 9,447 18,430 0.95

Source: Solomon Islands Education Management Information System

9

2012 Perfromance Assessment Framework

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Goal 1. Expand early childhood care and education (ECCE) to all children age 3-5 in the Solomon Islands including the disable and maginalised children. Table 6 shows the GER, NER, GPI for ECE in 2009, 2010 and 2012 GER Female Male Total GPI 2009 46.0% 45.7% 46.0% 2010 47.1% 46.4% 46.7% 2012 43.0% 43.5% 43.2% Source: Solomon Islands Education Management Information System ECCE

NER Female Male Total GPI 0.97 33.3% 32.7% 33.0% 1.01 34.0% 33.1% 33.6% 0.99 34.0% 30.2% 32.1%

1.02 1.03 1.13

Issues and Challenges Table 1 to 5 above has indicated a fluctuation trend in enrolment for this reporting period for the ECCE. This has raised these following ranges of issues that need to be addressed in the ECE sector. 1. The comparision between the children age 3-5 in population data and those that had enrolled in school in 2012, about 30, 307 (62.2%) children were yet to enroll in school. This has been indicated by the low GER and NER over this reporting period. The low GER also denotes that there is no enough space available at the ECCE level to accommodate all ECCE age children. 2. The teacher high demand is also evident from the information provided. In 2012, about a total of 1,283 ECCE teachers were teaching at all ECCE centres throughout the Solomon Islands of which only 483 of them were trained teachers. However, by comparison of the projected 48, 737 ages 3-5 children in the population to the minimum ration of 1 teacher is to 15 children 10 , there is a need of approximately additional 1,966 teachers. 3. Though ECCE has been supported by the Government, it has the least share of the government budget for the education sector. Resources such as curriculum materials sharing are low compared to other education sub-sectors. It is also not encouraging when government grants were only given to registered ECCE centres with registered ECCE trained teachers. The other ECCE centres with no registered trained teacher were either supported by the churches, communities, groups and individuals. This has resulted in many ECCE centres closing their doors and being stopped operating. 4. The coordination between line ministries was established but needs to be strengthened to capture all the data required to report on health, poverty and household related issues that hinders children from attending ECCE centres. 5. Most of the ECCE centres in the Solomon Islands were not mapped and does not meet the required minimum infrastructure standards to operate. As mentioned in clause 3 above, this has also contributed to some ECCE centres stop operating because they were operating without any support or recognition from the government 6. Statutory age enrolment in ECCE is another important issue. By comparison, the enrolment of age 3-5 years in schools which is 18, 430 to the 48,737 in the population in 2012 implies a huge task to be undertaken to accommodate all right age children in ECCE in the near future. This has indicated that to accommodate all right age children in primary and secondary it will take few years to be accomplished. Way forward These are some of the resolutions that can be implemented as the wayforward for the The Ministry of Education in its ambition to address the issues raised above. 1. As stated in the 2013-2015 National Education Action Plan, the Ministry of Education and Human Resources Development (MEHRD) will support at least 60 communities to establish 60 new ECCE 10

ECCE Policy of the Solomon Islands Government

13

Goal 1. Expand early childhood care and education (ECCE) to all children age 3-5 in the Solomon Islands including the disable and maginalised children.

centres that meets infrastructure minimum standard and trained about 470 ECCE teachers by 2015. The MEHRD to at least provide adequate curriculum resources relevant to the curriculum to 400 ECCE centres. The net enrolment ratio and GPI be increased by 10% by the baseline data 2012, in 2015. 2. The ECE policy should be reviewed to accomdate the challenges related to teacher establishment, school grants, attached ECE, community based ECE and provision of curricuclum resources to all ECE centres. All ECE Centres should be registered and all ECE teachers teaching in a registered ECE Centre should be paid by the Government. 3. A good renumeration and condition of service should be provided for the ECCE teachers to encourage them to remain in the teaching profession 4. Mapping should be carried out in all provinces in the Solomon Islands to identify operational and nonoperational ECE centres and the possible venues where ECE centres can be established with the help from the Government, Education Authorities and communities. 5. The Governmnet should provide funds, infrastructure development and other resources to support the Education Authorities, Communities and other ECE service providers to meet the required minimum infrastructure standards of MEHRD. 6. The Governmnet should provide more scholarships for ECE pre-service teachers to undergo training at Solomon Islands National University, University of the South Pacific, University of Papua New Guinea or other ECE teacher training providers to have adequate number of qualified and certified ECE teachers. This should include training of untrained ECE teachers who are supported by communities and churches. 7. Beside UNICEF support to the ECCE centres in the Solomon Island, other donor partners should also provide assistance and support since ECCE sectors that meets the national and international goals is expected to provide a firm foundation for learning at primary, secondary and tertiary education studies. 8. The government should increase the establishment for ECCE officers to all Provinces to provide a well coordinated ECCE programmes and do more awareness about the importance of ECCE, regulated and community responsibilities in the rural areas. 9. Utilize the outcomes of the study on Barriers to Education conducted in 2010 to encourage access to Basic Education in particular for girls. Also do a research on unmet demand for ECCE.

Considering all the factors discussed above it is obvious that the ECCE level will only partially archive this goal by 2015.

14

Goal 2. To ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory quality basic education.

Goal 2. To ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory quality basic education. Primary Progress and achievements The Basic Education level consists of the primary and junior secondary as in figure 3. It ranges from year 1 to year 9 for the age 6-14. The recognition of the importance of the primary education level by the Solomon Islands Government has resulted in the overwhelming support in funds, infrastructure development (primary infrastructure phase 1 and 2) to about above 70% of all primary schools in the Solomon Islands by 2012. The New Zealand Government and the Australian Government have also thrawn a lot of support towards the development of this sub-sector in the Sector Wide Approach programmes and activities through the budget support and the development budget. Their support ranges from infrastructure developments, EMIS, school grants, capacity building, paying of contracted international and national technical advisors and printing of curriculum materials. The Solomon Islands Ministry of Education and Human Resources Development also recognizes the importance of Basic Education development and affirms its intentions and commitment to continue encouraging and supporting stakeholders to develop and manage quality Basic Education for all Solomon Islanders by endorsing and approving the Basic Education Policy in 200911. This policy has reorinted the focus of the Ministry to be committed to deliver quality education services to the people, especially the children between 6-11 years in the Primary and 12-14 years in Junior Secondary. This has also resulted in the offering of the Fee Free Basic Education for all children attending year 1 to year 9. The government is also supporting the schools with school grants. It is calculated at SBD320.00/head for primary schools in rural areas and SBD$520.00 for schools in urban areas according to the School Grants Policy12. This school grants has helped the school to run their operational costs and other small maintenance of school infrastructure. There are about 718 registered primary schools reported in 2012 compared to 667 in 2007. An increase 7.6% over a 5 year period13. In 2012, about 5,031 teachers teaching in primary of which 2,766 (54.9%) were trained and 2,265 (45%) were still untrained. An increase of 894 (21.6%) teachers in comparison to 2007. About 500 untrained teachers are currently undertaking Distance Flexible Learning provided by the Solomon Islands National University with the support from the Ministry of Education to obtain certificate in primary education in Malaita and Guadalcanal Province. All registered primary schools are receiving curriculum materials form the Ministry of Education. Table 7 shows total enrolment for primary in 2007, 2010 and 2012.

Primary Enrolment

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 49,584 55,465 105,049 0.89 56,857 62,409 119,266 0.91 57,985 62,733 120,718 0.92 Source:

Solomon Islands Education Management Information System

11

Basic Education Policy

12

Up-dated Policy Statement and Guidelines for school grants in the Solomon Islands

13

Solomon Islands Education Management Information System.

15

Goal 2. To ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory quality basic education. Table 8 shows total enrolment of 6-11 years in primary, 2007, 2010 and 2012. Primary Enrolment (age 6-11 in primary)

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 33,336 36,600 69,936 0.91 38,393 41,385 79,778 0.93 38,902 41,319 80,221 0.94

Source: Solomon Islands Education Management Information System

Table 9 shows the number of age 6-11 years enrolment and GPI across all sub-sectors for 2007, 2010 and 2012. Primary Enrolment (age 6-11)

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 36,253 39,732 75,985 0.91 41,489 44,758 86,247 0.93 41,918 44,655 86,573 0.94

Source: Solomon Islands Education Management Information System

Table 10 shows GER, NER and GPI for primary for 2009, 2010 and 2012.

GER Female Male Total GPI 2009 135.1% 138.8% 136.9% 2010 133.9% 137.2% 135.6% 2012 129.5% 131.4% 130.5%

Primary

NER Female Male Total GPI 0.97 91.3% 92.3% 91.8% 0.98 90.4% 90.7% 90.6% 0.99 86.9% 86.7% 86.8%

0.99 1.00 1.00

Source: Solomon Islands Education Management Information System

Table 11 shows the GIR and NIR for 2007, 2010 and 2012.

2007 2010 2012

F 142.3% 135.7% 131.2%

GIR M T 145.8% 144.1% 138.6% 137.2% 129.4% 130.3%

GPI 0.98 0.98 1.01

F 50.0% 45.3% 42.2%

NIR M T 49.7% 49.8% 44.7% 45.0% 40.6% 41.4%

GPI 1.01 1.01 1.04

Source: Solomon Islands Education Management Information System

Table 7 has indicated an increase of 15,661 (14.9%) enrolment primary in 2012 compared to 2007. This increase is a result of the scale up in infrastructure for the primary schools that increase access and space to accommodate more children at the primary education level. The higher GER also denotes that there is enough space for all official primary school age children at the primary education level. The primary statutory age attending at ECCE, primary and secondary was also increased by 10,588 (13.9%) in 2012 compared to 2007. It is also encouraging to note that about 93.6% of children with age 6-11 in the population in 2012 had already attended schools. Issues and challenges Though there are chievements that are evident at the primary education level there are issues that need to be addressed as follows. 1. The reason for the decline in NER in 2012 compared to 2009 in table 9 is because of the wider awareness conducted on education programmes and policies, providing of correct and reliable data for producing reliable information for planning and decision making since 2009 up to 2012 at the schools and Education Authorities. Another important point is that there was a decline in the accumulative survival rate at year 6 in 2012 which is 58.6% compared to 66.6% in 2010 and 59.9% in 2007. This might also contribute to the decline in the NER since the repetition rate in primary increase overtime from 6.1% in 2007 to 8.7% in 2012. Other issue encountered with enrolment data provided through the annual school census form was some school leaders also enrolled ghost pupils and students to get more school grants since the calculation of the school grants is based on the number of children enrolled in schools. In addition, since the population data and the enrolment data were collected from two different sources, the National Statistics 16

Goal 2. To ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory quality basic education.

Office (NSO) and the Solomon Islands Education Management Information System, there is certainity that variations can occur with age. 2. Though there were about 718 registered primary schools in the Solomon Islands and most government and donor support had been rendered to the primary sector over the years, some remote primary schools did not have good infrastructure facilities such as classrooms, storage rooms, sanitation, water supplies 14 etc… This had directly affected the motivation of children in these areas to attend school. 3.

The high GIR and decrease in NIR has indicated the number of official age children entering year 1 in primary was decreasing overtime. The NIR issue for primary is expected to continue on for some more years since there are still 62.2% of the ECCE official age children in the population that are yet to attend school by 2012. The geographical distance from schools and communities, especially in the rural and remote areas have been identified as some of the obstacles that have contributed to the age issue15.

4. Based on teacher/pupil ratio of 1:35, there are enough primary teachers teaching at the primary level. However, the issue here is with the untrained teachers and the unfair distribution of trained and untrained teachers to all primary schools in the Solomon Islands. Some schools in the rural areas had more untrained teachers than trained teachers which are expected to affect students learning. 5. As mentioned in the dicussion above, the Solomon Islands Government does not provide compulsory quality basic education but only subsidies the school fees for year 1 to year 9. In addition, other issues such as reduction in community support and contribution to schools emerges when this policy was implemented rather than offering their free contribution in kind. Schools charging development fees and other fees from parents and community members then compromised the purpose and intention of the basic education policy. Junior Secondary Progress and achievements The Solomon Islands Government recognition of the United Nations through the Education for All and the Mellenium Development Goals stating that education is the right of every child and that universal basic education must be achieve by 2015 have resulted in the development and implementation of the basic education policy since 2009. This policy aims at children attending basic education level at Year 1 to Year 9 can aquire foundational knowledge, skills, attitudes and values that should prepare them for further academic studies, vocational, family, community and personal development. To enhance the achievement of this goal the MEHRD has reviewd the 2009 school grant policy in 2011 and redirected its priorities to increase the provision of financial assistance and curriculum resources to schools and immediate appropriate action was taken to enhance quality of basic education. The annual school grants for the day school JS in the rural areas is SBD$800.00/head and urban areas is SDB$1000.00/head while the boarding JS for both rural and urban receives SBD$2,140.00/head per annum16. In addition, it is imperative that a sector-wide approach was adopted in addressing issues of quality. Quality basic education development therefore includes enhancement of school governance, infrastructure, facilities, school management and teacher management. The issue of teacher absenteeism was also addressed by releveling of all teachers including the teachers in Junior Secondary in 2013 to get an increase in salary according

14

2011 Western and Isbel Province Monitoring Report

15

Barriers to Education Study Report, 2011.

16

Up-dated Policy Statement and Guidelines for school grants in the Solomon Islands

17

Goal 2. To ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory quality basic education.

to the new reviewed Teaching Service Handbook 2012 in an ambition to discontinue the high rate of teacher absentesim that might compromise the quality of learning. The number of Junior Secondary Schools increased by 12.4% (24) in 2012 (217) from 193 schools in 2007. The increase is a result of MEHRD’s intention to expand the available space in Junior Secondary to accommodate all primary school children by 2015 as stated in the basic education policy. That expansion had also resulted in an increase of about 47.4% enrolment in 2012 compared to 2007 and the transition rate to Junior Secondary from Primary was increased from 92.5% in 2007 to 96.3% in 2012. The total enrolment of all official age children in JS has also increased by 26.3% in 2012 compared to 2007. The year 6 Solomon Islands Secondary Entrance (SISE) national examinations is planned to be eliminated from the education system by 2015 to allow all children who entered year 1 to continue on with their education until year 9 which is anticipated to reduce the dropout rate from the basic education level. Table 12 shows total enrolment in Junior Secondary in 2007, 2010 and 2012.

Junior Secondary Enrolment

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 8,634 10,457 19,091 0.83 12,024 13,618 25,642 0.88 13,464 14,676 28,140 0.92

Source: Solomon Islands Education Management Information System

Table 13 shows total enrolment of 12-14 years in Junior Secondary, 2007, 2010 and 2012.

Junior Secondary Enrolment (age 12-14 in Junior Secondary)

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 2,579 2,757 5,336 0.94 3,732 3,884 7,616 0.96 4,300 4,444 8,744 0.97

Source: Solomon Islands Education Management Information System

Table 14 shows the number of age 12-14 years enrolment and GPI across all sub-sectors for 2007, 2010 and 2012.

Junior Secondary Enrolment (age 12-14 in school)

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 15,450 17,732 33,182 0.87 18,684 20,808 39,492 0.90 19,964 21,954 41,918 0.91

Source: Solomon Islands Education Management Information System

Table 15 shows GER, NER and GPI in Junior Secondary in 2009, 2010 and 2012. GER Junior Secondary Female Male Total GPI 2009 67.7% 72.3% 70.0% 2010 67.6% 70.9% 69.3% 2012 69.7% 70.7% 70.2%

NER Female Male Total GPI 0.94 22.0% 21.0% 21.5% 0.95 21.0% 21.8% 21.4% 0.99 22.3% 21.4% 21.8%

1.05 0.96 1.04

Source: Solomon Islands Education Management Information System

Issues and challenges 1. The low NER and GER indicate that there is not enough space available to accommodate the statutory age of 12-14 in the population at the JS education level. However, comparing the age 12-14 enrolment in school to the projected population data in 2012, there were more children (1,854) in schools than the population census which seems not correct. The potential possibilities that may occure to cause this mismatch is either because of the exegeration of enrolment given through the school census form to get more school grants by some schools or because there were two different sources of data used to calculate this sets of information. 2. The number of teachers reported through the school census form was not disaggregated in the SIEMIS as JS and SS but just secondary. This is because the JS can be either stand alone or part of SS and one teacher 18

Goal 2. To ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory quality basic education.

can teach at both the JS and SS level since they are subject teachers. So the teacher demand for either JS or SS has to be calculated as secondary teachers. 3. In general, the increase in attrition rate for teachers, school effectiveness, quality schooling and learning is still a challenge at the basic Education Level. Some teachers were leaving the teaching profession and finding jobs elsewhere after their further training at University Level because the teacher’s conditions of service are not good compared to other jobs. 4. Other issues that may contribute to the low enrolment of children at the basic education level includes 80% of the Solomon Islands population lives on subsistence farming and fishing and some do not see the value and importance of education because their livelihood depends very much on their subsistence and small scale farming. The geographical isolation and lack of access to schools by some remote communities. And some communities still practice the social traditional beliefs that going to school is an abomination to their culture and traditional belief. Lack of efficient and effective communication and transportation to the rural areas particularly to the uneconomical routes to the remote places in the Solomon Islands and the need to strengthen the educational link between the Central Ministry of Education with the Provincial Government Ministry of Education, Education Authorities and schools to implement the education sector programmes in the SWAp.

In both the Primary Education level and the Junior Secondary Education level (basic education) the Solomon Islands Education Sector has already achieved the gender balance in the enrolment of children. However, it is unlikely for the education sector to achieve 100% NER for primary and Junior Secondary level by 2015. Way Forward 1. The Ministry of Education and Human Resources Development will continue to support infrastructure development in schools including staff housing, equipment, teaching and learning resources and encourage school communities to create an inclusive learning environment for all 6-11 years. This includes supporting 120 primary schools and upscale the infrastrucure for JS to meet the minimum MEHRD/ Whole School Development infra-structure standards (pupil/classroom ratio, toilet/pupil ratio, secure space and proper storage areas and checked all school buildings and identify what is reguired to be upgraded in the school. 2. As stated in the 2013-2015, National Education Action Plan, by 2015, 60% of primary school teachers should be able to apply new professional development school based assessment skills (linking student learning assessment to lesson planning and pedagogy). Assessment tools are used to assess student achievement in literacy and numeracy. The national Solomon Islands Standadise Test Assessment on literacy and numeracy rates for L3+ level for year 4 and 6 should increase by 10% in 2015 form the baseline year 2005 and 2006. 3. Teachers who attended training at the Solomon Islands National University pre and inservice training are meeting MEHRD national professional teaching standards, including effecting teaching strategies for children with special needs, and school base assessment standards. All teachers are appraised and 70% of teachers appraised meet the minimum national teacher professional standards. The inspectorate reports should then identify teachers applying new expected skills in linking curriculum, pedagogy and learning assessment results. The School of Education in the SINUshould incorporate the national teacher professional standards in all certificate and diploma programmes to prepare trainee teachers for the teaching task and responsibilities ahead. 4. Assess how much has been achieved by the basic education policy and the challenges that had been encountered since its implementation in 2009 and review the basic education policy to improve the basic education level to meeting its national and international targets. 19

Goal 2. To ensure that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to a complete free and compulsory quality basic education.

5. Provide more awareness on Education Policies at the community level particularly the most remote areas. And develop Solomon Islands context, practical, specific, measurable, achievable, realistic, time bound and rational working policies that fit to improve and encourage progress in the education sector. Continue to support teacher effectiveness projects and the implementation of the Basic Education policy. Thoroughly monitor the data collection process for schools to provide correct and reliable enrolment data through the annual school census to avoid exaggerating of enrolments to get more school grants. And keeping the Solomon Islands Education Management Information System (SIEMIS) up to date. Provide ongoing training for teachers on financial management and leadership management training for school leaders and senior teachers. The Government with donor partners to continue provides effective and efficient safety inter-Islands transportation to uneconomical routes to improve service delivery to the remote rural areas.

20

Goal 3. To ensure that the quality learning and skills need of both young and adults are promoted through equitable access for both male, female, disable and maginalised population.

Goal 3. To ensure that the quality learning and skills need of both young and adults are promoted through equitable access for both male, female, disable and maginalised population. Though it is arguably vague to report on G3 the Solomon Islands Education Sector have incorporated the programmes into achieving G3 in the Senior Secondary Education Level [year 10 to year 13 (age 15 to 18)] and the Technical, Vocational, Education and Training as specified in the goals outline below;   

Access- To increase access to quality senior secondary schools throughout the Solomon Islands. Quality- To enhance socio-economic development through investment in human capital in particular skills provision and employability. Management- To coordinate all TVET programmes especially the National Education Action Plan activities in collaboration with the government policy statement as well as the global MDG and EFA goals.

Senior Secondary Education Progress and achievements Table 16 shows the total enrolment and GPI in Senior Secondary in 2009, 2010 and 2012. Senior Secondary Enrolment

Female Male 3,727

2007 2010 2012 Total GPI Female Male Total GPI Female Male Total GPI 6,602 10,329 0.56 5,658 8,406 14,064 0.67 6,068 7,821 13,889 0.78

Table 17 shows the total enrolment of age 15-18 Senior Secondary in 2007, 2010 and 2012. Senior Secondary Enrolment (age 15-18 in Senior Secondary)

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 2,320 2,998 5,318 0.77 3,560 4,004 7,564 0.89 4,102 4,534 8,636 0.90

Table 18 shows enrolment of age 15-18 in school for 2009, 2010 and 2012.

Senior Secondary Enrolment (age 15-18 in school)

2007 2010 2012 Female Male Total GPI Female Male Total GPI Female Male Total GPI 9,606 12,263 21,869 0.78 13,357 15,599 28,956 0.86 14,676 16,461 31,137 0.89

Table 19 shows GER, NER and GPI in Senior Secondary in 2009, 2010 and 2012.

GER NER Senior Secondary Female Male Total GPI Female Male Total GPI 2009 23.1% 27.4% 25.3% 0.84 16.2% 17.2% 16.7% 0.95 2010 24.4% 29.2% 26.8% 0.83 16.8% 17.5% 17.2% 0.96 2012 26.7% 30.9% 28.8% 0.86 18.3% 18.7% 18.5% 0.98

The GER and NER for SS gradually increased in 2007 compared to 2009. This has indicated that there was a gradual increase of the space available at the SS level. The GPI of the total enrolment has also shown a steady progress, which is also reflected, in the steady growth of the GPI for GER and NER. The total enrolment of the statutory age for SS in school was increased by 42.4% in 2012 compared to 2007. The creation of the SS policy is a major mild stone that was achieved in 2012 upon the approval of the SS policy by the Cabinet of the Solomon Islands Government. The main purpose and intention of this policy is to improve on the education service delivery to stakeholders about the development of the SS and it sets its

21

Goal 3. To ensure that the quality learning and skills need of both young and adults are promoted through equitable access for both male, female, disable and maginalised population.

strategic direction, priorities into improving effective and efficient planning, development and implementation and explain the orgnisation, management and monitoring of the progress and achievement made against the targeted benchmarks as factured in the National Education Action Plan. Strategically, this policy should address the provision of providing equitable access for all students who have successfully completed year 9 with appropriate qualification and to offer high quality and relevant SS for year 10 to year 13. For both the primary and secondary, there were more boys enrolled than girls. This has coincided with the national demographic structure that shows more male than female in the overal population and even by age group. Isuues and challenges 1. The participation level at the SS is the loweset compare to the PS and JS. This is reflected in the low GER and NER. This has indicated that there is no enough space at the SS level to accommodate the transition of students from year 9 to year 10, year 11 to year 12 and year 12 to year 13 at the SS schools. The limited space available because of the education sharp pyramid structure and several national and regional examinations that the students have to do in year 9, 11 and 12 may also contribute to having less number of students enrolling at the SS level. The number of schools that had offered all the levels year 10 to year 13 at the SS education level remains the same for the period 2007-2012. This has also resulted in bigger number of students dropping out from the education system at the SS level. The Students enrolling at year 12 and 13 at the University of the South Pacific and University of Papua New Guinea were not included in this report since they were not given the school census form to capture their enrolments in the Solomon Islands Management Information System. 2. There might be cost implication to the implementation of the senior secondary policy and it may not achieve its intended purpose. Though the 2013-2015 National Education Plan factured some of the intention of the policy, it seems that all may not be achieved by 2015. See annex 3. Another important issue is the increase in the attrition rate of higher qualified certified trained teachers. Some trained teachers left the teaching profession to other job opportunities because of the not attractive condition and services of the teaching profession. There are not edequate curriculum materials available for the SS education level which is anticipated to affect the teaching and learning process of students to perform higher to a satisfactory level in their studies. This is far worse in the rural and remote areas. Way forward 1. As stated in the 2013-2015 National Education Action Plan, it is planned that MEHRD shall support and assist 9 secondary schools to extend to SS status that includes facilities for girls to encourage more girls attending to SS schools. MEHRD should also support 20 community high schools in the community and construct infrastructure needs such as classrooms, water/sanitation, specialized classroom, storage rooms, dormitories and other infrastructure that meets the MEHRD infrastructure minimum standard to increase enrolment at both the JS and SS. 2. Review the purpose of exams and subsidy for basic education and implement the national policy on learners assessment in schools in the process of phasing out the Solomon Islands Entrance Examination at year 6 in primary and replacing it by school based assessment up to year 9. 3. The policy objectives in the senior secondary policy states that 40% NER should be achieved by 2015 and continue to improve the NER to 60% by 2020. Archive gender parity and improve NER of special need students by 2% in 2012 and 5% by 2020. Establish and maintain conducive learning environment for all students in senior secondary to encourage students participation at the SS education level.

22

Goal 3. To ensure that the quality learning and skills need of both young and adults are promoted through equitable access for both male, female, disable and maginalised population.

4. Improve the completion rate at year 12 to 50% in 2015 and 70% in 2020 and improve the quality of teachning and learning by increasing the number of qualified teachers to 90% in 2015 and to 95% by 2020. Develop the curriculum and strengthen the teaching at senior secondary schools for technical and vocational stream. 5. Improve efficiency and effectiveness by concentration of the provision of the provision of senior secondary education in selected locations in coordination with the Education Authorities. Develop senior secondary schools that are not only providing year 10 up to year 12 and gradually phasing out the year 13 in collaboration with the tertiary and technical vocational education and training providers in the country and region. Ensure that all management of all senior secondary schools complies with the Solomon Islands Government Policy Statement for Grants to Schools. 6. MEHRD will support 70% of secondary schools to meet the MEHRD teaching standards and support the translation of the national standards of professional knowledge and skills into pre-and in-service teacher education programmes and all Provincial education supervisors, inspectors and administrators including EA and school principals and head teachers are aware of and able to work according to the new teacher professional development programme at school. Newly JS should be building and to be fully resourced with new revised curriculum materials for 12 Basic Education subjects for years 7 to 9. Technical, Vocational Education and Training Progress and Achievements17 Under the auspices of the Education Act 1978 and the TVET policy 2005, this Division was mandated to administers, coordinates, facilitates and strengthen effective delivery of TVET and Non-Formal Education (NFE) opportunities for individuals, communities and the out of school population in collaboration with Provincial Non Formal Education (NFE) offices, RTCs, Church Authorities, NGOs, SIAVRTC and other NFE agencies including SICHE – Distance Education (SOE and SID). TVET was also mindful to deliver to its clients the NEAP 2010 – 2012 strategic goals; these are improved equitable access to TVET centres, quality technical education and management. Furthermore, TVET Division also committed in the development intervention under the EU – European Development Fund (EDF 9), MEHRD through TVET Division implemented the Programme for the Integration of Technical and Vocational Education and Training into the Formal and Non-Formal Education System in the Solomon Islands. This programme is implemented under decentralised management, with the National Authorising Officer (NAO) as the Controlling Authority. MEHRD is the Implementing Agency. The programme is in its final stage of which it has been extended for further 15 months to end in September 2013. This programme supports the SIG’s TVET policy, which aims to create more training, more employment opportunities for those who do not complete or have not attended primary and secondary education. TVET in Solomon Islands is seen as a tool for alleviating poverty and unemployment. Given the shortage of qualified manpower especially in technical disciplines, TVET is assumed to be one of the main priorities that will greatly contribute to the socio-economic development particularly in human capital and job creation of the country. Progress has been made with strengthen the capacity of TVET Division so as to ensure coherence and collaborative working understanding amongst staff to enable proper delivery of expected results. A monitoring, coordination and management tool was established to monitor and coordinate the Vocational Rural Training Centres for upgrading, strengthening, provision of grants and integration involving Inspectorate Division, 17

2012 TVET Annual Report

23

Goal 3. To ensure that the quality learning and skills need of both young and adults are promoted through equitable access for both male, female, disable and maginalised population.

SIAVRTC, churches and other stakeholders. The coordination of the National Literacy programme with stakeholders such as LASI and providers nationally and regionally have been maintained. Overseeing the instructors’ assessment and registration of new RTC/CBTC is conducted as stipulated in the education policies. Launch of call for proposals for the Skills for Life grants scheme was established and awareness rising was conducted for the Grant Scheme for potential recipients. The TVET team continues to dialogue with SICHE and other stakeholders in areas of quality and relevance of instructors training and the Evaluation Committee hsd finalized the grants applications and compile report for submission to approving authority in PNG. There is also wider consultation conducted with Provincial stakeholders on the SIG/NCRA Policy ‘at least one Technical College is established in each province’. The Government continues to support a total of 22 RTC with funds to run their operational costs. It also conducts public advocacy and awareness of literacy during the International Literacy Celebration, provided materials such as desk, 500 literacy materials and 1150 reading books, teaching materials to RTCs, conducted refresher course for 100 participants to qualified trainers of some RTCs school leadership and management training in the Provinces. Assessment visits were conducted to ascertain the Distance Education Programme’s viability and its purpose on four Distance Learning Centre Programmes. A minimum standard for RTC was completed in a draft form for further deliberation and the draft National Literacy Policy and guidelines for Non Formal Education was completed and ready for further deliberation. TVET National Framework or “House blong TVET” was developed with the assistance of our Development Partners and particularly AusAid was finally approved by the Ministry as the overall planning framework for TVET in 2010. A programme for training the RTC teachers was implemented cooperatively with other line Ministries in the government and a TWG for curriculum development was established with members from donor partners and other stakeholders. Improve coordination and close link with Non Government Organization such as Literacy Association Solomon Islands, Solomon Islands Association for (vocational) Rural Training Centres (SIAVRTC) and Church Education Authorities. Issues and Challenges 1. Even if the Government of Solomon Islands identify TVET as one of its major priority areas TVET or the RTC is still regarded as the last resort for students going out of the formal education system to get some form of employment. This is because poor funding is still a great concern for the development of TVET in the Solomon Islands. And instructors who were employed at Technical, Vocational, Education and Training centres were under estimated so they were not given incentives for acknowledging their specific expertise and experiences in their specialize trades might be a risk for an increase in teacher attrition rate. 2. Some community Literacy classes are not functioning since the literacy teachers are not on paid salary but implement the task voluntarily; therefore they have to look for paid job to enable them to earn income to support their families. Lack of support from community leaders to the literacy teachers who teach in the community/church literacy programmes is also a concern and evidence of gender inequity with more females participated in the literacy classes in both urban and rural areas according to recorded data seems to be positive for men. 3. Lack of efficient educational monitoring and evaluation procedures for the Distance Learning Centres and RTCs in Solomon Islands and on going failure to return annual SIEMIS poses a great concern for planning purposes and decision making. The involvement of industries and to intensify private sectors engagement

24

Goal 3. To ensure that the quality learning and skills need of both young and adults are promoted through equitable access for both male, female, disable and maginalised population.

to improve the relevance of the training to the job market, while providing popular means of skilling and reskilling workforce is also a challenge.

It seems that at the current trend that education sector is progressing now it will not absorb all the people between the ages 10 to 24 by 2015 in the Senior Secondary level and TVET or RTCs. However, it is expected that there will be progress made into partially achieving this goal by 2015. Way Forward 1. As stated in the 2013-2015 NEAP, access to the TVET sector should increase through the provision of increased number registered providers with and expanded range of subject areas taught with specific emphasis given to improving access for female students. Inventory should be made of infrastructure needs against infrastructure standards for TVET (RTC/VTC/Provincial Technical Colleges), including storage rooms, water and sanitation, dormitory and workshops to upgrade the current existing infrastructures. All RTC, VTC and Provincial Technical Colleges have been resourced according to MEHRD/TVET standards for learning environments (building on new curricula for practical subjecta in JS). 2. By 2015, TVET career pathways established (within the national qualification framework for the education sector) and relevance of TVET courses improved and all TVET institutes have instructors who are meeting MEHRD/TVET teaching standards and competencies and a layered TVET system has been established for students to enter and qualify at different levels of technical and vocational education granting them access to either further education or the labor market. 3. By 2015, MEHRD has produced TVET curriculum materials for modules in life skills, enterpreneurial skills and business skills towards awards of level 1&2 certificates in accordance with National Qualification Framework and National Curriculum Statement. An agreement should be established on the roles and responsibilities between industries and Ministry of Commerce, Labour, Industries and Immigration and TVET institutions and MEHRD on the formal apprecenticeship system. The Solomon Islands Government should also increase funding for the TVET centres for their operation and teaching and learning materials.

25

Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male.

Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male. Progress and achievements The adult literacy in the Solomon Islands is a national concern but basically it seems that NGOs’ such as Solomon Islands Literacy Association and Coalition for Education Solomon Islands (COESI) were the organizations that conducted major research on literacy in some of the Provinces in the Solomon Islands. However, the findings from the researches conducted were only on some Provinces in the Solomon Islands. However, it is a good sample that conclusions on literacy rate can be thrown from. The National Statistics Bureau Office in the Ministry of Finance also provides information on the National Literacy. The literacy rate reported in 2009 is as follows. Ages 15+, 84.1% with male 88.9% and female 79.2% and ages 15-24, overal literacy rate is 89.5% with male 90.5% and female 88.4%18. However, the assessment done on the literacy rate may have certain errors as it was conducted by several numerators that probably may not use the asseement tool effectively an efficiently to get the right assessment. At school level the Solomon Islands Standardise Test for Assessment (SISTA) 1 and 2 was conducted at year 4 and 6 to raise the performance of students in literacy and numeracy at that early age in primary. EGRA assessment was also conducted for the first time in 2012 to support the education planners to plan for the education sector on how to improve literacy and numeracy. The result is still in the process of analysation and should be due in soon. The literacy and numeracy rates reported in this PAF are based on the Solomon Islands Standardized Tests of Achievements 1 and 2 of year 4 and 6 in selected schools in November and August 2010 Respectively. The baseline for the SISTA 1 and 2 were set in the year 2005/2006. The detailed report from NESU covers literacy and numeracy by gender, province, strands and skills. However, only the overall data at national level are presented here. There are six levels of achievement that are used to benchmark the pupils’ level of arhievement as outlined below19.      

L5: Full mastery of the learning outcome L4: Substantial mastery of the learning outcome L3: Moderate mastery of the learning outcome L2: Minor mastery of the learning outcome L1: Minimal mastery of the lerning outcome L0: No mastery of the learning outcome

L1 and L0 are denoted as the Lc (critical underachievement levels).

18

Statistics bulletin 06/2011

19

Solomon Island Standadized Test of Achievements SISTA 2, p5.

26

Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male.

Solomon Islands Standardized Tests of Achievement -SISTA 1 Figure 4: The national overall literacy achievement levels at year 4 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA,, SPC

The overall national literacy data indicate some improvements on the different literacy achievement levels in 2010 compared to the baseline year 2005/2006 which is reflected in the decrease of the critical levels (Lc) of achievement and an increase in the satisfactory level (L3+). Though there were some improvements made, the overall level of Lc for literacy which is still 47% in 2010 is still a matter of significant concern. This implies that of every pupils who sat for SISTA 1, about 1 in every 2 pupils is struggling with the year 4 English curriculum learning outcomes in certain strands skill areas20. Figure 5: The national overall literacy achievement levels by gender at year 4 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA,, SPC

Gender performance in literacy shows little significant difference by levels. On the overall, the females performed better than the males as evident in the overall L3+ level. However, there are still concerns that the Lc values are still higher at 44% and 50% than the L3+ values 35 and 28 respectively for female and male children.

20

Solomon Islands Standardised Tests of Achievment-SISTA 1, August 2011, NESU, SPC,

27

Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male. Figure 6: The national overall literacy achievement by Lc and L3+ at year 4 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA,, SPC

The results have indiacted that there are decrease in the critical levels (Lc) of underachievement for both the key strands, Reading and Writing. Though there are some significant improvements in the L3+ levels the writing strand still shows higher Lc value of 51% for all achievements. This has implied that that 1 of every 2 pupils still have serious problems in Writing at the end of year 4. Figure 7: The national overall numeracy achievement levels at year 4 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA,, SPC

There are slight significant improvements in all achievement levels, except for level 4. The critical level has been reduced by 9% in 2010 compared to 2005/2006. Despite the improvement, the relatively high Lc level of 33% is still a cause for concern and should be a target for priority interventions. This implies that 1 in every 3 pupils is struggling with year 4 mathematics curriculum learning outcomes. Figure 8: The national numeracy achievement levels by gender at year 4 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA,, SPC

28

Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male.

The numeracy data shows that both males and female have similar level of achievement for all levels. This corresponds to the decrease in the underachievement levels except for level 4. The Lc shows a reduction of 9% in both genders and the increase in the satisfactory level, L3+, showing an increase of an average of 2.5% for both genders as compared to the baseline. Figure 9: The national numeracy achievement levels by strands at year 4 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA,, SPC

Improvements are evident in terms of the decrease in Lc levels and increase in L3+ levels, which are noted in all the numeracy strands, except a marginal decrease in L3+ for the number strand by 2%. Two strands have shown significant improvements, graphs (11%), measurement (9%), in relation to performance at the satisfactory level of achievements. The increase in L3+ levels are accompanied by decrease in Lc levels for the following strands: Geometry (10%), Graphs (12%), Measurement (17%) and Operation (8%). The Fraction strand has shown ha sshown the high Lc level of 55%. In figure 3.9, the baseline report of 2007 for the fraction strand was not reported as a separate strand. However, in 2010 it was extracted separately to give a clearer picture of achievement levels in this important area of numeracy. Depite the significant progress made, the Lc levels are still high for Measurement (47%), and fractions (55%). These two strands therefore need to be given priority intervention in order to reduce the Lc levels.

29

Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male.

Solomon Islands Standarised Tests of Achievement 2-SISTA 2 Literacy Achievement Level Figure 10: The national overall literacy achievement levels at year 6 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA, SPC



There is positive progress which indicates the reduction of the Lc levels with 12% while at the same time the L3+ levels grows by 11% in 2010 compared to the baseline year. This means an overall improvement in literacy rate at year 6. The disaggregation of this result by province is shown in figure 3.7. Though there is improvement in the literacy rate, there is also still a significant concern for the overall Lc which is 41% in 2010. This reflects that just 59% performs satisfactorily in literacy.

Figure 11: Achievement levels in the national literacy strands at year 6 in 2010 compared to 2005/2006.

Source: NESU, SPBEA,SPC



The results shown for the three key strands have indicated that there are some improvements at the L3+ levels for Reading skills (12%), Writing skills (12%) and Language skills (6%) compared to the baseline year. However, at the Lc level, though there are improvements in Reading (17%) and Writing (5%) there is no change in the Language skills which still remains at 7% in 2010. The high level of L3+ achievement for Language skills which is 76% is encouraging but the high Lc level of 62% for Reading skills is a concern. .

Figure 12: Achievement levels in National Literacy by Sub-Strands at year 6 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA, SPC

30

Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male.

The Lc level for comprehension and vocabulary shows some positive progress by 24% and 8% respectively in 2010 compared to 2005/2006, but these Lc levels are still high indicating that the majority of the learners don’t perform satisfactorily in these areas. Figure 13: National Literacy achievement levels by Province at year 6 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA, SPC



While the critical level has been reduced nationally, the results for Central, Choiseul and Isabel indicated a negative trend compared to the baseline year. .

Numeracy Achievement Level Figure 14: National Overall Numeracy Achievements levels in 2010 compared to 2005/2006.

Source: NESU, SPBEA, SPC



It is encouraging to note that the L3+ level increased by 5% with L5 (full mastery) showing the greatest improvement of 4%. Overall numeracy results have improved, corresponding with a 6% decrease in the Lc level, yet the Lc level of 41% indicates that there is a large share of students (59%) still underperforming

Figure 15: National Numeracy Achievements levels by strands in 2010 compared to 2005/2006.

Source: NESU, SPBEA, SPC

31

Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male.



A progressive improvement at the Lc level for working with numbers (9%), Measurement (4%), Shapes/Space (15%), and Graphs (17%) is reflected in the graph above. Yet there is more work to do for education policy makers and teachers in improving Shapes/Spaces and Measurement where more than half of the students is underperforming.

Figure 16: National Numeracy Achievements levels by sub-strands in 2010 compared to 2005/2006.

Source: NESU, SPBEA, SPC



The data indicate that Conversions, Time zone, Shape and Space, Ratios Measurement and Percentage have a Lc level of above 50% and relatively a L3+-level. It is important NESU and other responsible divisions in MEHRD identify the reasons behind these scores and identify strategies on how to improve learners’ achievement at year 6.

Figure 17: National Numeracy achievement levels by Province at year 6 in 2010 compared to the baseline year 2005/2006.

Source: NESU, SPBEA, SPC



A general improvement at L3+ level is demonstrated by all provinces with Malaita Province showing the best improvement in 2010 compared to the baseline year. This also corresponds to the general decrease in the Lc level. However, all provinces have indicated a high Lc ranging from 36% to 48% that means that in some provinces just over half of the students do perform satisfactorily (e.g in Guadalcanal and Temotu).

32

Goal 4. By 2015, there should be an improvement of 50% in adult literacy, especially for women, and equitable access to basic and continuing education for both adult female and male.

At the secondary level as mentioned in G3, the number of girls was steadily increasing compared to male student as indicated by the GPI in 2012 compared to 2007 for both the JS and SS. This has indicated more girls getting educated compared to boys. Issues and Challenges 1. The Ministry of Education for the last decades since independence in 1978 focused so much on educating children at the primary and secondary level until just recently that the adult literacy was recognized. As discusesd above in SISTA 1 and SISTA 2, the general performance of children in literacy and numeracy in 2010 compared to the baseline year 2005/2006 are still below 50% which is of a great concern that needs to be addressed. 2. The RTC that offers the vocational and technical training programmes to both young and adult from the age of 15+ still offers gender biased programmes towards female. Most of the courses were all men stereotyped and are more technical such as mechanics, capentry, electrical while courses intended for women were tailored based on home economics, food preparation or catering, and skills in handicrafts. 3. All adult literacy education providers are either under church or volunteer organsiations with limited finance to support its administration and continuos operation. This had resulted in many providers closing their doors from operation.

The challenges encountered as mentioned above may constraint the Education Sector not to achieve this goal by 2015. Way forward 1. A non-formal education policy was in draft which is expected to support the implementation of the nonformal education providers which includes literacy and numeracy training for those who have left or did not attend formal schooling at all. Research should be carried out to find out the reasons for the low performance in literacy and numeracy by the school children. Based on this research finding, new interventions should be designed and implemented to address the issue of low literacy and numeracy in schools.The government should also fund adult literacy providers to enhance their ongoing operation and to meet their administration and operational costs. 2.

The TVET division in MEHRD should continue to give awareness programme in collaboration with the NGOs and Literacy Association Solomon Islands on literacy, numeracy and adult education programmes. The literacy programmes should not only be implemented as programmes but people should be made aware of the importance of literacy and numeracy and the difference that it can do to the lives of Solomon Islanders.

33

Goal 5. To achieve gender parity in both primary and secondary by 2005, and achieve gender equality in education by 2015, ensuring that girls have equal access to basic quality education.

Goal 5. To achieve gender parity in both primary and secondary by 2005, and achieve gender equality in education by 2015, ensuring that girls have equal access to basic quality education. Progress and achievements The creation of the Education Strategic Framework 2007-2015, Basic Education policy and Senior Secondary Education policy was intended to address and achieve the gender equity in schools by 2015. Table 20: GPI for total enrolment on ECCE, primary, junior secondary and senior secondary, 2007, 2010 and 2012.

2007 2010 2012 GPI GPI GPI 0.97 0.95 0.93 0.89 0.91 0.92 0.83 0.88 0.92 0.56 0.67 0.78

GPI ECE Primary School Junior Secondary School Senior Secondary School Source: SIEMIS

Table 21: GPI of transition rate for SISEE, SIF3, SISC and PSSCE, 2007, 2010 and 2011.

Examinations SISEE SIF3 SISC PSSC

2007 0.97 0.93 0.91 0.52

2009 1.01 0.93 0.74 0.33

2011 1.06 0.93 0.96 0.51

Source: ATLAS, NESU Table 22: Transition rate for SISEE, SIF3, SISC and PSSCE, 2007, 2010 and 2011.

Examinations SISEE SIF3 SISC PSSC

2007 92.5% 78.9% 33.8% 18.3%

2009 88.1% 71.4% 45.3% 21.2%

2011 96.3% 70.8% 29.6% 18.3%

Source: ATLAS, NESU

Table 20 above has shown some progress been made with the achievement of GPI for enrolment in ECE, Primary, Junior Secondary and Senior Secondary which is also reflected in other participation tables for all subsectors in G2 and G3. The growth in GPI over the years since 2007 has indicated that more girls were enrolling in schools than boys. This is encouraging because such a society like the Solomon Islands where male always dorminant than female because of the cultural stereotype thinking that female should stay at home to do household works while male are given more freedom to choose what they want to do has indicated positive development towards female attending to schools. The Government’s priority to expand secondary level and to have equal number of boys and girls has resulted in the creation of the Basic Education policy and the Senior Secondary Education policy. It is also to encourage gender balance at TVET institutions and to eliminate the traditional stereotype thinking about the difference between female and male pre-determined designated responsibilities responsibilities based on gender.

34

Goal 5. To achieve gender parity in both primary and secondary by 2005, and achieve gender equality in education by 2015, ensuring that girls have equal access to basic quality education.

The GPI for SISEE denotes a gradual steady increase in 2011 compared to 2007 with more girls going into year 7 in 2009 and 2011 while the GPI for SIF3 remains the same over this reporting period. The SISC has also shown some increase in 2011 relatively to 2007. Issues and challenges 1. Though there are progresses made with GPI in enrolment, the gender equality is still a concern when sharing of resources and considering the survival and completion rate at both the primary and secondary. The most affected students are those in the rural and remote areas. 2. The stereotype thinking that boys are more important and are given more freedom to choose than girls in some societies does not encourage and motivate females to attend schools is still a concern to the intention of the national and international goals to achieve gender equality. 3. The partcicipation of female at the senior secondary level is the least compared to other subsectors. There were more male attending senior secondary schools compared to female as indicated in table 20. The worst scenario was indicated in table 21 where only about 51% of female students of the total enrolled male students were transitioned to year 13 in 2012. Table 22 has indicated very clearly the issue of space inavailability to accommodate the number of students transition to higher level of education. The steep pyramid structure of the Education System in the Solomon Islands may also contribute to the inequity and inequality mainly experienced at the higher level of education.

The GPI for enrolment seems achievable for ECCE, primary and junior secondary by 2015. However, it may not be achieved at the senior secondary level but it is likely that some progress will be made by 2015. The same is expected also for the examination levels. It seems that GPI for SIF3 and SISC can be achieved by 2015. However, the GPI for PSSC seems not achievable but it is expected that some progress can be made by 2015. The issue here is on gender equality where it is projected that some progress will be made, it will not be achieved by 2015. Way forward 1. A policy should be developed to holistically and specifically address all gender equity and gender equality related issues and challenges in the schools to compliment the basic education policy and senior secondary education policy. It is also very important for the policies developed to address the issue of inequity and inequality to be factored in the working documents such as the National Education Action Plans and the Provincial Education Action Plans. 2. The immerging issue identified here is for MEHRD to address the inadequate availability of space at the JS and SS in infrastructure support and assistance to resolve some of the issues with gender equity and gender inequality in these education levels. 3. The MEHRD in its plan will eliminate the SISEE by 2015 to allow all children to complete a full cycle of basic education from year 1 to year 9.

35

Goal 6. To improve all aspects of quality education to ensure that measurable learning outcomes are archived in literacy and numeracy in primary and secondary and essential life skills.

Goal 6. To improve all aspects of quality education to ensure that measurable learning outcomes are archived in literacy and numeracy in primary and secondary and essential life skills. Progress and achievements To achieve G6, the Government of Solomon Islands has allocated to the education sector the biggest portion of the national consolidated budget compared to other government public sector budgets. The total budget has increased over time in the period 2007-2013 as in figure 18 below. Figure 18: Total education sector consolidated budget and actual in SBD for 2007-2012.

Source: Ministry of Finance and Treasury

The recurrent budget has the biggest proportion compared to budget support and the development budget for the education sector. The Government of the Solomon Islands pays and subsidies most of the education authority operational costs. This includes grants to all registered schools and education authorities, teachers’ salaries, infrastructure development and curriculum resources from its consolidated budget. The Donor Partners also supported the education sector programmes from the non-appropriated funds which is not factured in this draft report. Figure 19: Total budget share of the education sector in total recurrent public expenditure for 2009-2013.

Budget Share of the recurrent public expenditure on education sector in Solomon dollar (SBD)

568,127,725

388,741,110 Year 2009 Year 2010 398,120,506

Year 2011 Year 2012

461,729,717

Year 2013 441,520,627

Source: Finance Division, MEHRD.

36

Goal 6. To improve all aspects of quality education to ensure that measurable learning outcomes are archived in literacy and numeracy in primary and secondary and essential life skills. Figure 20: Total % share of the education sector budget in the total recurrent public expenditure for 2009-2013. % Share of the recurrent public expenditure on education sector in Solomon dollar (SBD)

20.9%

26.0% year 2009 year 2010

20.5%

year 2011 year 2012 34.3%

year 2013

26.3%

Source: Finance Division, MEHRD.

Though figure 19 has indicated a decrease in the education sector public expenditure percent share in 2013 compared to 2009, Figure 18 shows the consolidated budget increase of 46.1% in 2013 compared to 2009. Figure 21: Total Solomon Islands Government Consolidated budget for year 2009-2013. Total Solomon Islands Government consolidated budget in SBD

1,495,158,115.38 2,718,958,802.00

year 2009 1,170,942,664.71

year 2010 year 2011 year 2012 year 2013

1,680,274,284.00 2,257,469,731.00

Source: Finance Division, MEHRD.

Figure 21 shows the total consolidated budget of the Solomon Islands Government. The budget has increased by 81.9% for the period 2009-2013 to meet the increase estimated expenditure in the public economic and social sectors in the Solomon Islands. The ambition of the Ministry of Education into achieving G6 has also resulted in the Ministry developing and implementing policies on teacher training development, policy statement and guidelines for development and implementation of the national curriculum, basic education, distribution of curriculum materials, school grant, education authority grant, ECCE, tertiary training, school library, infrastructure, the teaching service handbook, education in emergency, assessment, vernacular language and the senior secondary education policy since 2008. These polices have provide the overall framework for the implementation of the education sector programmes and activities as depicted in the National Education Action Plans, in line with the longer term plan, the Education Strategic Framework 2007-2015. A performance asseessment framework with indicators was developed to monitor the progress of the education sector against its policy activities and the implementation of the National Education Action Plans. The restructure of the MEHRD to decentralize some regulated functions at the national level to the Education 37

Goal 6. To improve all aspects of quality education to ensure that measurable learning outcomes are archived in literacy and numeracy in primary and secondary and essential life skills.

Authority level which is currently piloted is anticipated to improve the education sector functions to improve the quality of the education sector. Issues and Challenges Table 23: PTR sub-sector levels for, 2007, 2010 and 2011. 2007

sub-sector ECCE Primary Secondary

Pupil Teacher Ratio 19.0 25.2 22.1

Pupil Trained Teacher Ratio 116.4 48.0 36.5

2010 Pupil Untrained Teacher Ratio 76.1 46.0 30.4

Pupil Teacher Ratio 19.1 24.9 26.0

Pupil Trained Teacher Ratio 60.9 43.0 36.5

2012 Pupil Untrained Teacher Ratio 35.7 40.2 30.5

Pupil Teacher Ratio 16.7 23.7 25.9

Pupil Trained Teacher Ratio 42.4 43.7 37.2

Pupil Untrained Teacher Ratio 27.7 40.7 31.8

Source: SIEMIS

The total PTR for primary and secondary are still far below the regulated ratio of 1:35 and 1:40 respectively. The ECCE however shows a ratio above the regulated ratio of 1:15 for the three years reported. Only secondary has indicated a ratio below the trained teacher ratio to students. The trained teacher ratio is worst for ECCE and primary over this reporting period. This has indicated more trained teachers are needed for these two sub-sectors to reduce and eliminate the number of untrained teachers that is anticipated to affect the teaching and learning in the classroom. Table 24: cumulative survival rate from prep, 2007, 2010 and 2011.

year 5 year 6 primary year 10 year 12

2007 74.1% 66.6% 58.5% 9.1%

2010 63.0% 56.2% 32.9% 4.4%

2012 64.7% 58.3% 26.4% 3.5%

Source: SIEMIS

The cumulative survival rate is the lowest at year 12. This denotes that more children left the education system before reaching year 12 because of the limited space available at the senior secondary level. Another emerging important point is that the survival rate in year 2012 is lower than year 2007. This trend has indicated that the expansion of the higher level of education does not match up with the population growth rate. The anticipated risk that might eventuate if this is not addressed is that more children will drop out of the school system at the elimination levels (examination levels). Table 25: pupil to textbook ratio for primary, CHS, PSS and NSS for, 2007, 2010 and 2011.

Primary CHS PSS NSS Source: SIEMIS

2007 0.1 0.2 0.3 0.5

2010 0.2 0.3 0.7 0.6

2012 0.2 0.3 0.4 0.9

The pupil textbook ratio is highest at the NSS level. This is because most of the curriculum materials produced is for the basic education level year 1-year 9. However, overall, it seems that there are enough textbooks provided for the pupils and students at all education sub-levels.

It is projected that some progress will be made and this goals will be achieve partially by 2015 since the 2013-2015 National Education Action Plan focuses more on improving the quality of education in the Solomon Islands for all children including disabled and maginalised children. However, it is estimated that it will not be fully achieved by 2015. 38

Goal 6. To improve all aspects of quality education to ensure that measurable learning outcomes are archived in literacy and numeracy in primary and secondary and essential life skills.

Way Forward 1. The policies created and developed in the Education Sector must be well factored in working documents such as the National Education Action Plans to eliminate duplication of activities and unimlemented policies. 2. The untrained teachers should be supported to obtain teaching qualifications to enhance MEHRD’s ambition to have all trained teachers teaching in the Solomon Islands schools in the near future. The higher levels in the secondary needs to be expanded to accommodate the students attending the lower grades to reduce the number of dropouts from the formal education system. 3. To achieve G6 the regulatory functions should be well coordinated ineternally, strengthen its links with provincial governments, education authorities, donor partners and other stakeholders to work in partnership in implementing the education sector programmes and activities. All education programmess must be implemented under the scope of been transparent and accountable to measure output/outcome against input and weigh value for money.

39

Annex I. Enrolment Table 26: shows the enrolment of children in ECCE, primary and secondary for 2007-2012. Enrol Survey Year 2007 2008 2009 2010 2011 2012 Grand Total

Early Childhood Female Male Total 9850 9471 10642 11102 10943 10160 62168

10164 9957 11335 11729 11730 10900 65815

Primary Female Male Total

20014 19428 21977 22831 22673 21060 127983

49129 52355 55592 56857 58071 57985 329989

55018 57762 61304 62409 63670 62733 362896

104147 110117 116896 119266 121741 120718 692885

Education Level Junior Secondary Senior Secondary Female Male Total Female Male Total Female Sum 8744 9431 11616 12024 12949 13464 68228

10545 11136 13429 13618 14293 14676 77697

19289 20567 25045 25642 27242 28140 145925

3426 3872 4774 5149 5455 5988 28664

5305 5385 6123 6687 7427 7502 38429

8731 9257 10897 11836 12882 13490 67093

Grand Total Male Sum

71149 75129 82624 85132 87418 87597 489049

81032 84240 92191 94443 97120 95811 544837

152181 159369 174815 179575 184538 183408 1033886

Table 27: shows the enrolment by age for children in ECCE, primary and secondary for 2007. Enrol ECE Survey Year Age Female Male 2007 3 2019 1942 4 2356 2384 5 2561 2712 6 1724 1822 7 719 780 8 253 284 9 138 142 10 80 98 11 12 13 14 15 16 17 18 19 20 2007 Total 9850 10164

Education Level Total 3961 4740 5273 3546 1499 537 280 178

20014

Female

Primary Male Total

1662 4061 5578 6436 5871 6114 5276 5198 4750 2912 1127 112 22 10

1637 4264 6118 6988 6538 6646 6046 6230 5189 3547 1554 204 44 13

3299 8325 11696 13424 12409 12760 11322 11428 9939 6459 2681 316 66 23

49129

55018

104147

JS Female Male

3 177 708 1694 2407 2153 1059 396 121 26 8744

6 178 796 1783 2552 2546 1626 726 287 45 10545

Total

9 355 1504 3477 4959 4699 2685 1122 408 71 19289

SS Female Male

3 8 57 400 857 1006 886 209 3426

1 8 78 435 1044 1441 1690 608 5305

Grand Total Total

4 16 135 835 1901 2447 2576 817 8731

Female Sum Male Sum 2019 2356 4223 5785 6297 6689 6009 6194 5279 5375 5461 4614 3591 2665 1938 1412 1007 235 71149

1942 2384 4349 6086 6898 7272 6680 6744 6052 6408 5986 5338 4184 3185 2714 2180 1977 653 81032

3961 4740 8572 11871 13195 13961 12689 12938 11331 11783 11447 9952 7775 5850 4652 3592 2984 888 152181

Table 28: shows the enrolment by age for children in ECCE, primary and secondary for 2010. Enrol ECE Survey Year Age Female Male 2010 3 2206 2295 4 2793 2942 5 3007 3119 6 1987 2151 7 704 811 8 223 242 9 106 109 10 76 60 11 12 13 14 15 16 17 18 19 20 2010 Total 11102 11729

Education Level JS SS Female Male Female Male

Primary Female Male 4501 5735 6126 4138 1515 465 215 136

22831

1861 4441 6345 6827 7104 7262 6414 6122 5473 3349 1337 243 63 16

1884 4623 6530 7462 7822 7922 7026 7091 6012 3812 1727 365 102 31

3745 9064 12875 14289 14926 15184 13440 13213 11485 7161 3064 608 165 47

56857

62409

119266

281 1116 2335 3125 2730 1613 670 130 24 12024

267 1109 2508 3220 3080 2017 1053 272 92 13618

548 2225 4843 6345 5810 3630 1723 402 116 25642

2 6 154 701 1298 1407 1016 565 5149

2 1 6 166 643 1417 1778 1516 1158 6687

Grand Total

2 3 12 320 1344 2715 3185 2532 1723 11836

Female Sum

Male Sum

2206 2793 4868 6428 7049 7050 7210 7338 6414 6403 6591 5690 4616 3674 2974 2093 1146 589 85132

2295 2942 5003 6774 7341 7704 7931 7982 7026 7360 7122 6326 5113 4088 3536 2862 1788 1250 94443

4501 5735 9871 13202 14390 14754 15141 15320 13440 13763 13713 12016 9729 7762 6510 4955 2934 1839 179575

Annex I. Enrolment

Table 29: shows the enrolment by age for children in ECCE, primary and secondary for 2012. Enrol

Education Level ECE Primary JS Survey Year Age Female Male Total Female Male Total Female Male Total Female 2012 3 2033 2130 4163 4 2473 2622 5095 5 2638 2812 5450 1839 1883 3722 6 2022 2169 4191 4266 4307 8573 7 630 733 1363 6191 6539 12730 8 222 286 508 7296 7555 14851 9 85 95 180 7195 7762 14957 10 57 53 110 7065 7776 14841 11 6889 7380 14269 12 6695 7661 14356 333 377 710 13 5544 6012 11556 1384 1399 2783 14 3417 3820 7237 2583 2668 5251 8 15 1337 1678 3015 3499 3558 7057 192 16 198 284 482 3150 3235 6385 819 17 40 51 91 1706 2123 3829 1518 18 13 25 38 631 973 1604 1573 19 154 283 437 1245 20 24 60 84 624 21 7 22 2 23 2012 Total 10160 10900 21060 57985 62733 120718 13464 14676 28140 5988

SS Male

1 16 256 794 1478 2006 1679 1242 25 4 1 7502

Grand Total Total

1 24 448 1613 2996 3579 2924 1866 32 6 1 13490

Female Sum Male Sum 2033 2473 4477 6288 6821 7518 7280 7122 6889 7028 6928 6008 5028 4167 3264 2217 1399 648 7 2 87597

2130 2622 4695 6476 7272 7841 7857 7829 7380 8038 7412 6504 5492 4313 3652 3004 1962 1302 25 4 1 95811

4163 5095 9172 12764 14093 15359 15137 14951 14269 15066 14340 12512 10520 8480 6916 5221 3361 1950 32 6 1 183408

Table 30: shows the enrolment by level for 2007-2012. Enrol

Survey Year Gender 2007 2008 2009 2010 2011 2012 Level Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Female Sum Kinder 9850 10164 20014 9471 9957 19428 10642 11335 21977 11102 11729 22831 10943 11730 22673 10160 10900 21060 62168 Prep 10200 11223 21423 10984 12004 22988 11713 12651 24364 11404 12417 23821 11414 12436 23850 11488 12167 23655 67203 Std 1 8371 9141 17512 8814 9704 18518 9226 10179 19405 9528 10223 19751 9385 10301 19686 9349 10167 19516 54673 Std 2 7466 8395 15861 7894 8653 16547 8309 9287 17596 8424 9361 17785 8835 9696 18531 8610 9380 17990 49538 Std 3 6959 7882 14841 7383 8129 15512 7836 8564 16400 8108 9096 17204 8210 9133 17343 8359 9110 17469 46855 Std 4 6190 7055 13245 6667 7441 14108 6867 7808 14675 7300 7918 15218 7521 8443 15964 7519 8288 15807 42064 Std 5 5434 6130 11564 5851 6485 12336 6382 7051 13433 6501 7269 13770 6835 7427 14262 6815 7465 14280 37818 Std 6 4509 5192 9701 4762 5346 10108 5259 5764 11023 5592 6125 11717 5871 6234 12105 5845 6156 12001 31838 Form 1 3571 4244 7815 3663 4220 7883 4470 4955 9425 4418 4964 9382 4828 5237 10065 5063 5490 10553 26013 Form 2 2892 3484 6376 3183 3622 6805 3839 4541 8380 4107 4522 8629 4302 4717 9019 4478 4861 9339 22801 Form 3 2281 2817 5098 2585 3294 5879 3307 3933 7240 3499 4132 7631 3819 4339 8158 3923 4325 8248 19414 Form 4 1568 2183 3751 1746 2201 3947 2107 2597 4704 2352 2792 5144 2328 3011 5339 2749 3193 5942 12850 Form 5 1330 1989 3319 1446 2010 3456 1836 2143 3979 1812 2420 4232 2084 2765 4849 2105 2724 4829 10613 Form 6 410 904 1314 539 902 1441 684 1075 1759 782 1200 1982 837 1252 2089 871 1212 2083 4123 Form 7 118 229 347 141 272 413 147 308 455 203 275 478 206 399 605 263 373 636 1078 Grand Total 71149 81032 152181 75129 84240 159369 82624 92191 174815 85132 94443 179575 87418 97120 184538 87597 95811 183408 489049

th

Policy statement and guidelines for school grants to education, up-dated, 30 of September 2011

41

Annex II: Achievements in the education sector 2011

Annex II: Achievements in the education sector 2011

Access  . Repetition rates have decreased in primary schools (from 14.6% in 2008 to 9.6% in 2010) and also in junior (from 5.7% to 0.1%) and senior secondary education (from 3.1% to 0.05%). In short; enrolment to all levels goes up;

 The gender parity index shows that there are more girls in year 7 in 2010 than before in 2008;

 There are now 891 students provided with scholarships at USP, PNG-institutions and elsewhere;

 With UNICEF support school betterment programme for 52 schools started;  The RARP (Recovery Action and Rehabilitation Plan) from 2008-2010 resulted in

 

completed classrooms, staff houses and dormitories in 108 schools, including 217 classrooms serving the needs of 7,595 students; 395 latrines; 205 water systems and production of 3462 pieces of classroom furniture at a cost of SBD47.5M to the end of 2010. The RARP ended in February 2011 with the completion of 28 projects that were left unfinished in the period 2008-2010; 7 National Secondary Schools underwent repair, rehabilitation and got some new classrooms; For refurbishment of PSS; the Avu avu girls’ dormitory project was completed, refurbishment of 3 buildings for Siota are in the completion phase

Quality  Training for untrained teachers in distance mode in Malaita and G-province has started (cohort of more than 400 untrained teachers);

 SISTA 1 (year 4) and 2 (year 6) results in 2010 reveal slight improvement in both literacy and numeracy compared to 2005/2006;

 Full time volunteer (from VSA) supports the management of KGVI;  First testing and development done for Early Grade Assessment (year 2) in collaboration with SPBEA for literacy and numeracy;

 Testing and training of teachers in selected schools to implement ARTTle, an assessment resource tool that helps with improving teaching methodology and approaches in the classroom.

 Inspectorate has undergone complete review of role and inspectorate forms such as for appraisal of teachers, whole school inspections. School committees/boards and head teachers and principals now get much more responsibility in co-assessing the teachers and quality of their schools.

42

Annex II: Achievements in the education sector 2011



Curriculum materials produced for o Primary Year 5 Social Studies Learner Book and Health, Science and Social Studies Teacher Guides o Year 7 Science, Mathematics, Technology and Business Studies Learner books o Year 7 Agriculture learner book and English, Home Economics and Social Studies Learner books and teacher guides

Management 

    

  

  

Barriers of Education study implemented and report produced that gave a lot of recommendations how to improve enrolment and completion rates in primary and junior secondary education; Grants study implemented and report produced that presented recommendations for amendment of the school grants policy; Policy on vernacular language and English in education produced and approved by Cabinet; Policy on Distance and Flexible Learning produced and approved by Cabinet; While SICHE has developed a longer term strategic plan; 5 New policies produced and 2 amended and all already approved by NEB; Policies on senior secondary education, school infrastructure, curriculum development, school library, education in emergency and the reviews of the Teacher Service Handbook and the School Grants policy; Financial management training provided and school committee training to all school committees and schools; Establishment of an internal audit division and the publishing of 3 audit reports (teacher absenteeism, TTDD and ERU); AusAID is now an official Development Partner in the education sector with 32 million per year. It can be even more in the future when the Ministry performs and meet the specific performance linked indicators; MoUs signed with Save the Children and World Vision; TVET-project after long delays, finally started with sufficient technical and funding (3.8 Euros/36.7 million SBD); MEHRD organized 2 monitoring tours; one to Isabel and the second to Western province with clear findings to improve access to, quality and management of education.

th

Policy statement and guidelines for school grants to education, up-dated, 30 of September 2011

43

Annex III: School grant amounts

Annex III: School grant amounts The Permanent Secretary will annually determine the school grants amounts. The student grant amounts for 2011 are the following: Early Childhood Centre (3-5 yrs) Primary Schools - rural (Standard 1 – 6) Primary Schools - urban (Standards 1 – 6) Secondary Schools – rural day (F1-3) Secondary Schools – rural day (F4–7) Secondary Schools – urban day (F1-3) Secondary School – urban day (F4–7) Secondary Schools - boarding (F1-3) Secondary Schools – boarding (F4-7) RTC Day RTC Boarding Special Education Centre Day Special Education Centre Boarding

$100 $320 $520 $800 $500 $1,000 $500 $2,140 $750 $300 $440 $300 $440

The school administration grant amounts for 2011 are the following: Early Childhood Centre Primary School Community High School National and Provincial Secondary School Rural Training Centre Special Education Centre

$500 $2,500 $5,000 (Note below) $8,000 $5,000 $5,000

Note: The Administration Component for a CHS is to be equally divided between the primary and secondary divisions. The remote area grant amounts for 2011 are the following: Early Childhood Centre Primary School Secondary School (all types) Rural Training Centres Special Education Centre

$2000 $2000 $2000 $2000 $2000

Note: The remote area grants are paid in full to ECE, primary and secondary divisions of a CHS

44

Annex IV: 2013-2015 National Education Action Plan

Annex IV: 2013-2015 National Education Action Plan Objectives for NEAP Strategic Goal 1: To achieve equitable access to education for all people in the Solomon Islands Education Sub-sector

Strategic objectives

Outputs

Outcomes

Performance indicators  ECE net enrolment ratio increased by at least 10% by 2015 against baseline data (3% in 2013, 3% 2014 and 4% 2015).

A.1. By the end of 2015, MEHRD has effectively

supported

at

least

60

Early

communities in establishing and making

Childhood

operational

ECE

centres

in

line

with

community demand and MEHRD standards

A.1.1. By the end of 2015, MEHRD has adequately supported the establishment of 60 new ECE centres according to minimum standards for ECE (model ECE centres; A.1.2. 50 trained teachers (certification level) have been posted at newly established ECE centres in

 All new ECE centres meet ECE children should have access to quality facilities

that

infrastructure

meets

the

minimum

standards

with

adequate

resources and increase in enrolment.

2014 and 50 in 2015.

MEHRD facility standards.  Gender parity for ECE enrolment by 2015  Number of children attending ECE with the right age 3-5.  National ECE policy in place and are implemented with clear roles and lines of responsibilities.  EMIS incorporates ECE indicators.

B.1. By the end of 2015, MEHRD will support

enhancement

infrastructure

of

(including

school housing),

Primary

equipment, and teaching and learning

Education

resources

working

together

school

communities to create an inclusive learning environments for all 6-12 year olds;

B.1.1. By the end of 2015, 120 primary schools are meeting

minimum

Development

MEHRD/

infra-structure

Whole standards,

 A minimum of 2% increase of

School

net enrolment rates by 2015

(pupil:

Primary school children should have access

for years 1-6 annually, against

classroom ratio, toilet: pupil ratio, secure office

to quality infrastructure that will improve

baseline data; (from validated

space, storage rooms, etc.);

adequate

B.1.2. By end of 2015 MEHRD has checked all

gender parity and equity and right age

school buildings in the Provinces and identified

entering year 1.

space,

hygiene,

enrolment,

baseline from 2012).  By 2015 65% of new entrants enrol when 6-years old.

what is required to upgrade schools to meet

(Gross and Net Intake rate

minimum standards.

and Age Specific Enrolment

45

Annex IV: 2013-2015 National Education Action Plan Rate)  Gender parity for PE enrolment by 2015.  Gross and Net enrolment rate in primary  Promotion rate by grades  Repetition rate by grades  Transition rate from primary to secondary  Graduation rate at primaryyear 6 C.1.1.1. By March 2013, infrastructure needs of the expanding community schools have been

Secondary Education

identified

(number

buildings,

water/

of

additional

sanitation,

classroom specialised

 By the end of 2015, net

classrooms, storage rooms, dormitories);

enrolment rates for year 10

C.1.1. By the end of 2015, MEHRD had

C.1.1.2. By May 2013, approval for registration of

and 11 increased at least 3%

supported 9 secondary schools to extend to

schools that would like to expand into senior

against validated 2012

senior secondary status including boarding

secondary status is sought;

baseline data subject to

facilities for girls;

C.1.1.3. By June 2013, all contracts of classroom

increase in infrastructure

C.1.2. By the end of 2015, MEHRD had

construction have been approved by all parties

supported a 20 community schools in

involved;

construction

secondary

C.1.1.4. By the end of 2014, four CHS have been

education building designed for teaching

extended to senior secondary status and five in

SE, including practical subjects according to

2015;

curriculum standards and/or in extending

C.1.1.5. By the end of 2015, MEHRD has

new enrolments at the senior

their building to meet increased demand for

developed a strategic action plan on distance

secondary level subject to

SE;

learning opportunities for students;

increase in infrastructure

a

functional

Increase in enrolment and more official age children attending the secondary education that have quality infrastructure with an improvement in girls enrolment.

expenditures.  Gender parity in JSS enrolment by 2015.  By 2015 female students Gender Parity Index of .9 for

expenditures. C.1.2.1. By June 2015, 30 community schools (CS) have the infrastructure required for teaching

 Transition into JSS increased by 2% annually.

the secondary education curriculum; C.1.2.2. By the end of 2015, 30 CHS have extended their school with additional classrooms

46

Annex IV: 2013-2015 National Education Action Plan matching

increased

demand

for

secondary

education, using MEHRD seed money. D.1.1. By April 2013, an inventory is made of infrastructure standards

needs for

against

TVET

infrastructure

(RTC/VTC/Provincial

 Enrolment and attendance

Technical Colleges), including storage rooms,

TVET

D.1. By the end of 2015, access to the

water and sanitation, dormitory, workshops;

TVET sector increased through provision of

D.1.2. By the end of 2015, infrastructure of existing

increased numbers of registered providers

RTCs and VTCs has been upgraded;

with and expanded range of subject areas

D.1.3. By the end of 2015, RTC, VTC and

taught with specific emphasis given to

Provincial

improving access for female students

resourced according to MEHRD/ TVET standards for

learning

Technical

Colleges

environments

have

(building

on

been new

rates for RTC/ VTC increased More TVET schools that meets the MEHRD

by 10% in 2013, 10% in 2014,

infrastructure

15% in 2015 against baseline

minimum

standards

established and an increase in enrolment with an improvement of female students. More skilled workforce trained to meet the labour market

data (2012) subject to ongoing donor support.  By 2015 female enrolment at RTC/VTC is 40% of the total TVET enrolment.

curricula for practical subjects in JSS); D.1.4. By 2015, MEHRD has designed a strategy to

support

RTCs/VTCs/Provincial

Technical

Colleges to introduce income generating schemes; E.1.1. By 2015 the supply of certified and qualified

teachers

(through

pre-service

teacher training) matches ECE, PE and SE demand throughout the country; E.1.2. By 2013 the cost effectiveness, equity and transparency of scholarships for overseas studies has improved. Tertiary

E.1.3 By 2015 increased numbers of students are able to access quality, cost effective tertiary study in Solomon Islands through

on-site

or

distance

learning

opportunities. E.1.4. By 2015 the total number of students attending

tertiary

education

increases

through partly funded scholarships

E.1.1.1. By 1 January 2014 MEHRD has increased

 100% increase in pre-service

the number of SoE pre-service teacher training

teacher training scholarships

scholarships from 150 to 300 per year;

by 2015.

E.1.2.1. By July 2013 new policy and procedures

 Audit report confirms

for awarding scholarships approved; E.1.3.1. By July 2014 an assessment occurs that identifies the future labour market needs to be met by graduates of the tertiary sub-sector and this is used to plan the future access requirements for study overseas, on-campus in Solomon Islands and through distance learning opportunities. E.1.3 2. By mid 2015 SINU implements its development plan that increases local access opportunities in new subject areas.

scholarship management is in More scholarships are offered for teachers and other programmes

based on the

national

and workforce.

training needs

Scholarships are managed transparently and accountably with an increase in female taking up scholarships.

accordance with equity and transparency requirements.  An assessment report of future labour needs is available and adjustment made to tertiary funding for scholarships to reflect these needs.  By 2015 SI based tertiary

E.1.4.1 By mid 2014 the scholarship budget has

education enrolment has

mechanisms that require students to contribute

increased by 25%.

financially towards their study

Total

female

enrolment

in

47

Annex IV: 2013-2015 National Education Action Plan tertiary education has increased by 2015 to 40%. Objectives for NEAP Strategic Goal 2: To improve the quality of education in the Solomon Islands; Education Sub-sector

Strategic objectives

Outputs

Outcomes

Performance indicators

A.2.1. 150 current teachers trained (introductory certificate in ECE) in 2014 and 200 in 2015, through FBT; A.2.2. A total of 120 ECE certified teachers have been trained through pre-service training by SICHE/SoE by the end of 2015; A.2.3. By the end of each year, all ECE cluster school teachers have received school based support and feedback and have received practical A.2. By the end of 2015, registered ECE centres are meeting the minimum standards Early

for teaching, learning and development, in

Childhood

line with the vernacular language policy

skill training focusing on improving effectiveness of learning and development;

The

A.2.4. By end of 2015, at least 400 ECE centres

implement

have been resourced with required resource

coordinated good quality ECE programmes

materials relevant to the revised curriculum;

which are delivered by qualified and trained

A.2.5. By the end of 2015, curriculum, teaching

teachers.

and

learning

materials

are

developed

ECE

Sector and

should support

be

able

to

nationally

 ECE service standards, including Early Learning Development Standards (ELDS), approved and ready to be piloted by 2015;

and

distributed to 20 ECE centres according to the vernacular languages policy A.2.6. By December 2015, MEHRD has supported the establishment of 10 example (model) ECE centres (1 per province and 1 in Honiara); A.2. 7 Each year until 2015, MEHRD has supported at least 3 ECE centres to become "cluster centres" in 3 provinces for coordination of teacher professional development.

Primary

B.2.1: By the end of 2015, 60 % of teachers

B.2.1.1.

apply

development

new

professional

development/

By

the

June

needs

of

2013, teachers

professional

The primary sector should be able to

 At least 10% of decrease in

have

implement good coordinated quality primary

dropout rates for year 2 in

been

school based assessment skills (linking

identified at the school level through sampling;

programmes that are delivered by qualified,

2014, and 10% for year 3 in

student learning assessment to lesson

B.2.1.2. By the end of 2013, a modular school-

innovative and quality teachers to improve

2015 against baseline data

48

Annex IV: 2013-2015 National Education Action Plan planning and pedagogy);

based professional development programme has

pupils’ level of literacy and numeracy and

been developed and ready for use;

encourage pupils’ attendance with good

B.2.2: By the end of 2015, teachers trained

B.2.1.3. By June 2015, at least 700 head teachers

support

by SoE, pre and in-service training, are

have been inducted and trained in use of the new

stakeholders.

meeting

MEHRD

professional development modules and approach;

teaching

standards,

national

professional

including

from

communities

and

other

2012;  An increase of retention rates for year 3 and 4 of at least 10% by 2015 (2% 2013, 3% 2014, 5% in 2015;

effecting

B.2.1.4. By the end of 2015, all teachers are

 SISTA literacy and numeracy

teaching strategies for children with special

appraised and Inspectorate reports can be used to

rates for L3+ level for Year 4

needs, and school based assessment

identify whether teachers apply new skills in linking

and Year 6 increase with 5%

standards;

curriculum, pedagogy and learning assessment

and 5% respectively by 2013

results;

and 2015;

B.2.3: By the end of 2015, MEHRD has built

B.2.1.5. By the end of 2015 all schools are in

its capacity in understanding how to use

clusters with each cluster comprising 11-15

 By 2015 the proportion of trained teachers in PE is 70%

vernacular languages in year 1-3 primary

schools with a cluster plan for coordinating

of total.

education to enhance pupils' learning.

professional development in place.

 100% of all primary teachers

B.2.2.1. By the June 2014, SoE has incorporated

are appraised and 70% of

the national teacher professional standards in all

teachers appraised meet

Certificate and Diploma programmes;

minimum national teacher

B.2.2.2. By the end of 2015, first cohorts of SoE

professional standards by the

students have completed their first year of the new

end of 2015;

teacher training programme.

 By 2015 vernacular pilot

B.2.3.1. By the end of 2013, a curriculum

demonstrates enhanced

framework for vernacular languages is developed,

literacy and numeracy skill

including the minimum standards of the children at

development through use of

the end of Year 3;

pilot Monitoring and

B.2.3.2 By 2013 assessment tools are used to

Evaluation Framework

assess student

achievement in literacy

and

numeracy through use of vernacular language as medium of instruction. B.2.3.3.

By

2014,

MEHRD

has

supported

development of a training programme for primary teachers on the vernacular languages teaching and learning materials. Secondary

C.2.1: By the end of 2015, at least 70% of

C.2.1.1. By end of 2015,MEHRD has adopted,

The secondary sector should be able to

 Retention rates for students at

49

Annex IV: 2013-2015 National Education Action Plan schools for junior and senior education

supported the translation of the national standards

implement a good coordinated knowledge

all grades increased by at

meet

of professional knowledge and skills into pre- and

and skills related programmes disseminated

least 5% for both boys and

secondary education;

in-service teacher education programme(s);

by qualified and resourceful teachers with

girls

C.2.2: By the end of 2015, all JSS are

C.2.1.2. By end of 2014, all Provincial education

adequate

meeting the minimum standards for facilities

supervisors,

increase in students’ participation.

and learning environment.

including EA are aware of and able to work

MEHRD

teaching

standards

for

according

Inspectors to

the

new

and

administrators

teacher

resources

that

encourage

professional

standards and the new approach to teacher professional development programme at school level; C.2.1.3. By end of 2015, the teacher professional development programme has been introduced at the school level to all school principals (CHS, PSS and NSS) and Education officers responsible for secondary education; C.2.2.1. By end of 2015 all existing and newly built junior secondary schools will have been resourced with new revised curriculum materials for 12 Basic Education subjects for Years 7 to 9; C.2.2.2. By end of 2014 all Junior Secondary schools will be resourced with tools and equipment for at least 4 practical subjects according to curriculum standards for practical subjects; C.2.2.3. By end of 2015, all SSS have received syllabi for Senior Secondary subjects (Years 10 to 12); C.2.2.4. By end of 2015, all Junior Secondary Schools will have Schools Based Assessment instrument for all subjects (ARTTLe);

TVET

D.2.1. By 2015, TVET career pathways

D.2.1.1. By end of 2015, a layered TVET system

TVET

established

has been established for students to enter and

employable

qualify

resources that meets national labour market

(within

the

national

qualifications framework for the education

at

different

levels

of

technical

and

sector

to

implement

programmes

with

quality adequate



The national qualification framework is in place by 2013.

50

Annex IV: 2013-2015 National Education Action Plan sector) and relevance of TVET courses

vocational education granting them access to

needs and are disseminated by well trained

improved;

either further education or the labour market;

and qualified teachers.

D.2.2. By the end of 2015, all TVET

D.2.1.2. By end of 2015, MEHRD, has produced

accredited programme by

institutes have instructors who are meeting

TVET curriculum materials for modules in life skills,

2015

MEHRD/TVET

entrepreneurial skills and business skills towards

teaching

standards

and

competencies.



20 TVET providers registered & delivering

awards of levels 1 & 2 certificates in accordance with

National

Qualification

Framework

and

National Curriculum Statement; D.2.1.3. By end of 2013, a MOU has been established to agree on roles and responsibilities between industries and Ministry of Commerce, Labour, Industries and Immigration and TVET institutions and MEHRD regarding the formal apprenticeship system; D.2.1.4. The new Apprenticeship system has been implemented at the end of 2015. D.2.2.1. By the end of 2015, instructors for TVET trainers meet minimum job requirements and professional

standards,

including

attitude,

behaviour and commitment in the workplace. E.2.1.1. By July 2013, a SICHE quality audit has been conducted (SoE and SID) E.2.1.2. By December 2013 a plan is developed E.2.1: SICHE has been upgraded to a university level; E.2.2: SOE/SICHE trained ECE, Primary Tertiary

and

Secondary

teachers

are

able

to

demonstrate they meet teacher professional standards.

and implemented setting standards, actions and timeframes so SICHE is prepared for conversion to university status; E.2.1.3. By the end of 2015 SICHE has achieved the required quality standards and is accorded university status; E.2.1.4. By July 2015 the cost effectiveness of scholarships

and

transparency

of

awarding

 Tertiary programmes that are fully prepared, well

respected

professionally

and

SICHE accorded the University status by 2015



80% of trainee teachers at

academically that meet the labour market

the end of their probation

are

years have demonstrated

provided

institutions.

at

the

national

tertiary

they meet professional standards

scholarships for overseas university studies has improved and is linked to labour market demands and merit;

51

Annex IV: 2013-2015 National Education Action Plan E.2.2.1. By 2014, SOE/SICHE have adjusted current pre-service and in-service teacher training content and approach so that they are aligned with the requirements of the professional standards for teachers. Objectives for NEAP Strategic Goal 3: To Manage and Monitor Resources Efficiently and Effectively Management Level Objectives for Education

Strategic objectives

Outputs

Outcomes

Performance indicators

Management Reform F.3.1.1. By Oct 2013, a school record system has been developed

including

data

on

students,

teachers,

resources, and community relations; F.3.1.2. By 2014, schools are recording key education



data on teachers, students, resources and use it to set

education quality

targets for the 2015 whole school development plan; F.3.1: By the end of 2015, the management and administration of schools is based on sound School level

recording and use of school level data (students, teachers, resources and facilities) for decisionmaking on school development and financial management of grants.

F.3.1.3. By Dec 2015, 700 ECE, PE, SEC, TVET school

All School leaders are well prepared

managers

to

have

been

trained

in

School-Based

mange

school

affaires

in

transparent and accountable manner

community involvement in education);

to

F.3.1.4 By December 2015 at least 60 % of the schools

environment that teachers can work

have developed and enforced clear school policies and

to

regulations

performance.

assessment,

the

promotion,

provide improve

the

best

and access indicators at

a

Management and School Development Planning (including

(including

school level confirms

quality

achievement of school

pupils/students

management objectives

demotion or termination of teachers on the basis of recorded

teacher

performance,

including

Achievement of

teacher

attendance in classes); F.3.1.5. By December 2013 all Inspectors are trained and produce reports that inform education decision making at the school-level. Provincial

F.3.2: By the end of 2015, the provincial level

F.3.2.1. By the end of 2013, all Provinces and EA have

All Education Authorities are prepared



Achievement of

52

Annex IV: 2013-2015 National Education Action Plan level

has an enabling environment with improved

developed their PEAP and EA action plan for 2014-15;

systems and staff capabilities so its general,

F.3.2.2. By Dec 2014, and 2015 schools in all school

human resource and financial management,

clusters have been supervised and supported effectively

plans with MEHRD and schools and

indicators at the

planning,

by PG and EA staff on school data recording and use, and

other stakeholders in an accountable

provincial level

information,

communications,

to develop, manage and coordinate

education quality

the implementation of their action

and access

monitoring and evaluation systems to support

school based management of school development;

improved

students,

F.3.2.3. By Dec 2014, and 2015, all school clusters have

communities and teachers, and with a specific

been supervised and supported effectively by provincial

provincial

responsibility to implement, support and monitor

and education authority level on creating and maintaining

education

new professional development programmes of

a child friendly learning environments;

management

head

F3.2.4. By 2014 Provincial EAs ensure all schools in their

objectives

service

teachers

and

delivery

school

to

principals

and

improvement of the school inspection system.

and transparent manner that

confirms

progresses are measured.

achievement of

area are visited and evaluated by the Inspectorate and reports with recommendations for improvement are distributed to schools and MEHRD. General Management F.3.3.1.1. By December 2013 a new structure for MEHRD



implementation of

has been agreed and by December 2014 restructuring as

policy with clear

been completed.

action frames in

F.3.3.1.2. By December 2013 King George VI and

line with the

Waimapuru Secondary Schools are governed by individual

National Level

F.3.3: By the end of 2015, MEHRD has an

Boards of Trustees with management separated from

enabling environment with improved systems

MEHRD.

and staff capabilities so its general, human

F.3.3.1.3. By December 2013 the MEHRD Office has been

resource and financial management, planning,

refurbished to improve MEHRD efficiency and staff

information, communications, monitoring and

working conditions.

evaluation systems to support improved service

F.3.3.1.4. By December 2015 land is available, a plan

delivery to students, communities, teachers,

approved and finance secured so construction of a

education authorities, provincial government and

MEHRD Office that incorporates all MEHRD core functions

SIG.

in the one building. F.3.3.1.5. By July 2014 all MEHRD Divisions have commenced implementation of capacity development plans. F.3.3.1.6. By January 2014 all senior and middle managers will have access to mentors if they request

Development and

National Education Action Plan. 

Achievement of education quality and access indicators for whole of Solomon Islands education system confirms achievement of education management objectives

them.

53

Annex IV: 2013-2015 National Education Action Plan F.3.3.1.7 By December 2015 all management decisions are

recorded,

systems

exist

to

evaluate

their

implementation and accountability mechanisms are in place. F.3.3.1.8. By December 2015 MEHRD uses Inspectorate reports to identify trends and patterns in the educations system and use these for decision making for allocating resources. Human Resource Management F.3.3.2.1. By December 2015 all systems and procedures required

for

HR

management

are

developed

and

implemented to improve the quality of education service delivery. F.3.3.2.2. By July 2014 an Integrated HR Management Information Management System is in place. F.3.3.2.3. By December 2014 All MEHRD staff have training plans that are relevant to improving their performance, staff receive the training as specified in the training plan, and by December 2015 MEHRD is able to evaluate the impact of training on staff performance. Decentralisation F.3.3.3.1. By December 2015 legislation, regulations, operating procedures and financial systems are in place to support

decentralisation

of

operational

matters

to

provincial education authorities and for successful school based management. Information and Communication F.3.3.4.1. By December 2014 improvements are made to SIEMIS so that it produces accurate and timely information that managers can use for decision-making. F.3.3.4.2.

By

December

2013

MEHRD

has

an

54

Annex IV: 2013-2015 National Education Action Plan Infrastructure and Asset Information Management System integrated with SIEMIS so information assists sound decision-making

on

prioritisation

of

funding

for

infrastructure and resources. F.3.3.4.3. By December 2013 MEHRD has an ICT plan that can cost effectively improve two-way communications internally, with provincial authorities. F.3.3.4. By December 2014 MEHRD has paper and electronic information management systems that promotes effective retrieval and use of such information. Planning and Financial Management F.3.3.5.1. By December 2013 The processes describe in the Public Finance Management Manual are implemented that improve internal controls. F.3.3.5.2. By December 2013 improved internal audits are undertaken at all levels based on a annual audit plan F.3.3.5.3. By December 2014 recommendations relevant to MEHRD identified in the 2012 PFM assessment are implemented. F.3.3.5.4. By July 2013 Annual MEHRD budgets are developed in cooperation with MoFT that reflect NEAP priorities that assist financial planning, monitoring and evaluation. F.3.3.5.5. By December 2014 monitoring and evaluation of the NEAP is coordinated between PCRU and Finance Division to assess the efficiency and effectiveness of implementation

activities

as

part

of

a

system

of

management for results. F.3.3.5.6. By

December 2015 a Zero-tolerance to

Corruption Policy is implemented. Coordination with Development Partners F.3.3.6.1. By 2013 MEHRD reviews its accountability

55

Annex IV: 2013-2015 National Education Action Plan processes

so

NEAP

achievement

is

reported

to

development partners in timely manner so partners can be assured that funds are spent as intended. F.3.3.6.2. By 2014 MEHRD is reviews and develops systems so it is increasingly able to manage technical assistance effectively.

56