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iii
Index
List of Tables vii
List of Graphs viii
List of Abbreviaons ix
Preface 1
Summary 3
Financing 7
1. Context 9
2. Vision and Mission 15
3. Implementaon of the Strategic Plan for Educaon and Culture 2006-2010/11 21
4. Priories and focus for the Educaon Sector (2012-2016) 33
5. Structure of the Strategic Plan 39
6. Sector programmes 51
7. Instuonal arrangement for the implementaon of the Educaon Strategic Plan 111
8. Implementaon costs 120
9. Assumpons, opportunies and risks 131
Reference documentaon 135
Annex: Strategic Matrix 139
List of Tables
and Monitoring 10
27
27
27
122
List of Graphs
22
26
26
76
77
List of Abbreviations
%F
F
M
MF
NEE
RAR
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Augusto Jone Luis
summary
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Let’s Learn
Summary
Contextualisaon of the Educaon Strategic Plan
Vision and mission
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Elaboraon process
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Raonale of the priories and approach for the coming years
Educaon: Instrument for the Country’s Development
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Current state of the sector
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Major constraints
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Priories for the coming years
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Main implicaons for implementaon
Guaranteeing inclusion and equity in access to and retenon in school
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Improving student learning
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summary
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Good Governance
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Financing
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summary
Preface
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context
1. Context
1.1 Education: a critical factor in reducing poverty and
developing the country
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1.2 Framework of the strategic plan in the Naonal Planning
System
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Table 1: Policy, Strategy and Operaonal Instruments for Planning, Budgeng
and Monitoring
2025 Agenda:
Government’s Five-Year Plan (PQG):
Poverty Reducon Strategy Paper (PRSP/PARP):
Medium Term Fiscal Framework (CFMP):
Sector and Provincial Strategic Plans:-
Social and Economic Plan (Report) ((Bd)PES):
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State Budget (Execuon Report) (BER/(R)OE):-
Programme of Acvies (PdA):
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summary
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1.3 Economic and social context of the country
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1.4 The Educaon System
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1.4.1 General Educaon
Primary Educaon
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context
Secondary Educaon
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1.4.2 Technical and Vocaonal Educaon
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1.4.3 Higher Educaon
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1.4.4 Teaching Modalies
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1.4.5 Administraon of the Sector
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resumo
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Vision
2. Vision and Mission
2.1 Long-term vision
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2.2 Mission
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2.3 Internaonal and regional agendas
2.3.1 Educaon for All
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2.3.2 Regional integraon
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2.3.3. Eecveness of internaonal aid
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2.4 Partnerships
2.4.1 Parcipaon of families and communies
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Vision
2.4.2 Dialogue with internaonal partners
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2.4.3 Civil society and private sector involvement
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3. Implementaon of the Strategic Plan for
Educaon and Culture 2006-2010/11
3.1 History
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Graph 1: Evoluon of the Educaon System, 1974/5 – 2011, public Primary
Educaon, dayme and evening classes
3.2 Strategies of the PEEC 2006-2010/11
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3.3 Results Achieved
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3.3.1 An expanded system
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Table 2: School network per level of educaon taught, 2004, 2007 and 2011
(public, private and community educaon)
Level
Number of Schools Growth
2004 2007 2011
∆2004/
2011
20%
226
70 120 226%
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20%
17
21
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3.3.2 A more balanced system
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Table 3: Number of students and percentage of girls per level of educaon,
2004, 2007 and 2011 (dayme and evening classes, public, commu-
nity and private educaon)
Level
2004 2007 2011 Growth
MF %F MF %F MF %F
2004/
2011
77%
166%
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217%
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Peec 06-11
26|
Graph 2: Evoluon in the percentage of girls enrolled in Primary and Second-
ary Educaon (1st and 2nd cycle), 2004-2011
(dayme classes, public, private and community educaon)
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Graph 3: Percentage of girls enrolled in Primary Educaon, 2004 and 2011
(dayme and evening classes, public, private and community educaon)
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3.3.3 Increase in human and nancial resources
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Table 4: Evoluon in the number of teachers recruited and in the pupil/
teacher rao 2006-2011
(public Primary Educaon)
2006 2008 2009 2010
2011
72 66
Table 5: Total number of teachers and percentage of female teachers in EP1,
EP2 and ESG1, 2004-2011
(dayme classes, public and community educaon)
Year
EP1 EP2 ES1
Total %F Total %F Total %F
16%
16%
2006 17%
2007 27% 16%
16%
2010
2011
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Table 6: Total teachers and percentage of teachers without pedagogical train-
ing in EP1, EP2 and ESG1, 2004-2011
(dayme classes, public and community
educaon)
Year
EP1 EP2 ES1
Total %W/T Total %W/T Total %W/T
2006 26%
2007 26%
21%
2010 26%
2011 21% 17% 21%
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Graph 4: Evoluon of the Educaon sector’s budget and its execuon, 2005-
2010
20
3.3.4 A more educated populaon
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21
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context
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Peec 06-11
Table 7: Evoluon in the number of graduates, per level of educaon and sex,
2004-2011
(dayme and evening classes, public, community and private educaon)
Grade Sex
2004 2007 2011
Variaon
in number
of students
2004/11
No. of
students
Aain-
ment
%
No. of
students
Aain-
ment
%.
No. of
students
Aain-
ment %
F
72%
MF 71%
F 72%
MF 67%
F 60%
MF 211%
F
MF
3.4 Major Challenges
3.4.1 Access: out-of-school children and youth
Table 8: School enrolment rates per sex and age group, 2007-2011
(dayme and evening classes, public, community and private educaon)
Age
group
2007 2011 ∆2007/2011
Girls Boys Totals Girls Boys Totals Girls Boys Totals
6-10
-1% 1%
11-12
11% 0%
62% 76% 2%
16-17
27% 27% 11%
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3.4.2 Quality: concern with the eecveness of teaching-learning
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3.4.3 Instuonal development: weaknesses in implemenng the plans
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3.5 Evaluaon of the Strategic Plan
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Priorities
4. Priories and Focus for the Educaon
Sector (2012-2016)
4.1 Priories for 2012-2016
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Priorities
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4.2 Linkage with the Government’s plans for the Country’s
development
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4.3 Primary focuses for the coming years
4.3.1 Inclusion and equity in access and retenon
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Priorities
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4.3.2 Student learning
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Priorities
4.3.3 Good Governance
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Priorities
struture
5. Structure and cross-cung issues
5.1 Programming per level of educaon
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Priorities
struture
Table 9: Sector programmes, strategic objecves and priority acons
Improvement of the physical school infrastructure and conditions
Advocacy and communication on the importance of education, avoiding exclusion
Diversication and exibility of the supply through dierent modalities (ODL, NFE…)
Social support and protection, targeting the most vulnerable
Provision of text books and teaching materials
Curriculum update and revision
Training, capacity building and monitoring of teachers
Strengthening of school management
Compliance with quality standards in education
Development and professional management of the resources
(human, material and nancial)
Dissemination of information and internal and external communication
Improvement of planning, budgeting, execution, monitoring and evaluation systems
Integration of cross-cutting issues in the sector programmes, safe-guarding human rights
Inclusion at
entry
and
retention
Student
Learning
Good
Governance
Strategic
Objectives
Access
Quality
Institutional
Development
Institutional
and
Admin.
Development
Higher
Education
Vocational
and
Technical
Education
General
Secondary
Education
Literacy
and
Adult
Education
Pre and
Primary
Education
5.2 Treatment of cross-cung issues
5.2.1 An integrated approach
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5.2.2 Gender issues
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5.2.3 Children, youth and adults with special educaonal needs
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5.2.4 HIV and AIDS prevenon and migaon
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5.2.5 Healthy and safe school environment
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5.3 Specic programmes
5.3.1 School producon
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5.3.2 School feeding and nutrion
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5.3.3 School Sports
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5.4 Programmac areas
5.4.1 Teacher training, capacity building and movaon
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5.4.2 Informaon and Communicaon Technologies (ICT)
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5.4.3 Open and Distance Learning
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Programmes
6. Sector programmes
Table 10: General objecves, indicators and targets of the sector for the years
2012-2016, per sector programme
Sector
programme
General Objecve Main Result Indicator
Basis
2011
Target
2016
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1
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27%
60%
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and
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6.1 (Pre) Primary Educaon
General Objecve:
Strategic Objecves:
6.1.1 Vision
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6.1.2 Current state
Progress
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Challenges
Graph 5: 6- and 7-year-old children in grade 1, 2007 and 2011, and enrolment
rates at age 6 and 7 years, 2011
(public, private and community educaon)
summary
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structure
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Graph 6: Number of students in grade 1 (total and aged 9 or older), and per-
centage of students aged 9 or older
(2011, public, community and private
educaon)
summary
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structure
Programmes
Graph 7: Dropout rates (annual) in grades 2, 5 and 7, 2007 and 2011
(public, community and private educaon, dayme and evening classes)
Grade 2 Grade 5 Grade 7
Graph 8: Reading tests results: averages and percentage (SACMEQ III)
summary
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6.1.3 Priories for the coming years
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6.1.4 Special Focus: Early Childhood Development
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6.1.5 Primary Educaon’s main strategies
Enrolment at the right age to guarantee retenon up to grade 7
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Improve student performance
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Greater eciency and ecacy in the use of resources
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6.1.6 Priority acons
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Access
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o
o
o -
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o
o
o
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Quality
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o
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o -
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o
Instuonal Development
o -
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o -
o
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6.2 Literacy and Adult Educaon
General Objecve:
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Strategic Objecves:
6.2.1 Vision
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6.2.2 Current state
Progress
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Challenges
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6.2.3 Priories for the coming years
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6.2.4 Main Strategies
Access and retenon
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Quality and relevance
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Instuonal Development
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6.2.5 Priority acons
Access
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Quality
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Instuonal Development
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o
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6.3 General Secondary Educaon
General Objecve:
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Strategic Objecves:
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6.3.1 Vision
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6.3.2 Current state
Progress
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Graph 9: Number of teachers in ESG1 and in ESG2 and percentage of teachers
with appropriate pedagogical training, 2004–2011
(dayme classes, public educaon)
-
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Challenges
Graph 10: Graduates from ESG1 and ESG248 and academic aainment rates,
per shis, 2004-2010
(public educaon)
Grade 10 Grade 12
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Graph 11: Number of students in ESG 1 and 2, and pupil/class raos, 2004-2011
(dayme classes, public educaon)
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6.3.3 Priories for the coming years
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6.3.4 Main Strategies
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Expansion of educaon opportunies
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Improve the quality and relevance of teaching-learning
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Priorities
structure
Programmes
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Improve school management and guarantee nancing for Secondary Educaon
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6.3.5 Priority Acons
Access
o
o
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Priorities
structure
Programmes
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-
o
o
Quality
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o
o -
o
o
o
o -
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Instuonal development
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o
o
o
o
o
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6.4 Technical and Vocaonal Educaon
General Objecve:
Strategic Objecves:
-
6.4.1 Vision
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Programmes
-
6.4.2 Current state
Progress
-
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Challenges
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6.4.3 Priories for the coming years
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6.4.4 Main strategies
Expanding vocaonal training opportunies
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Priorities
structure
Programmes
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Guarantee the quality and relevance of educaon
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Improve the sector’s management and coordinaon
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6.4.5 Priority acons
Access
-
-
-
-
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Quality
-
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Priorities
structure
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-
-
-
Instuonal Development
o
o
-
o
o -
-
o -
-
o
o
o
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6.5 Higher Educaon
General Objecve:
Strategic Objecves:
-
6.5.1 Vision
-
-
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Progress
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6.5.3 Priories for the coming years
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6.5.4 Main Strategies
Consolidang the system
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Improve the quality and relevance of the teaching-learning process
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Strengthening governance and subsystem management
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6.5.5 Priority acons
Access
(PEES Strategic Objecves 1 and 3)
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Quality (PEES Strategic Objecves 1, 5 and 6)
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Instuonal Development (PEES Strategic Objecves 2, 3 and 4)
o -
o
o -
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6.6 Administrave and Instuonal Development
General Objecve:
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Strategic Objecves:
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6.6.1 Vision
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6.6.2 Current state
Progress
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6.6.3 Priories for the coming years
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6.6.4 Main strategies
Development of human resources (management)
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Compliance with quality standards and indicators in Educaon
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Harmonisaon and integraon of POEMA instruments and processes
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6.6.5 Priority acons
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Development of human resources (management)
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o
o
o
Compliance with quality standards and indicators
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o
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o -
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o -
o
o
o
o
o -
o
Harmonising POEMA processes and instruments
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o
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7 Instuonal arrangement for the imple-
mentaon of the Educaon Strategic Plan
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7.1 Plan and annual budget
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7.2 Educaon sector’s mandate
7.2.1 Ministry of Educaon (MINED)
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7.2.2 Local bodies
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Provincial Directorates of Educaon and Culture (DPECs)
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District Services for Educaon, Youth and Technology (SDEJTs)
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60
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Municipalies
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60
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At educaonal instuons level
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7.3 Financing Modalies
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7.3.1 Internal funding
7.3.2 External funding
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7.3.3 Own revenue
62
(monetary or in-kind)
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61 -
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7.3.4 Private sector contribuon
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7.4 Monitoring and evaluaon
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7.4.1 Oversight and monitoring of the implementaon of the sector’s interven-
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7.4.2 Monitoring and evaluaon of the sector’s performance
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7.4.3 Involvement of sub-naonal levels
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7.4.4 Monitoring the implementaon of the FASE Memorandum of Under-
standing
66
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7.5 An-Corrupon Acon Plan
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In the context of the exam and cercaon process
In the context of the distribuon of free school books for Primary Educaon
In the context of the school registraon process
In the context of nancial and budget management
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In the context of complaints management
7.6 Communicaon and informaon strategy
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8. Implementaon costs
8.1 Cosng Model
67
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8.2 Medium term nancial forecasts
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67
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Table 11: Financial forecasts for the period 2012-2016, based on the 2010
execuon and 2011 budget
(in millions of MT, 2010)
Macroeconomic
Parameters
Expen-
diture
1
Budget
2
Projecons
3
2010 2011 2012 2016
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20% 17%
126 170 220
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|121
8.3 Assumpons
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8.3.1 Number of students and teachers
Table 12: Main indicators with a direct impact on the number of students and
teachers in the system
70
Assumpons 2010
2016
Scen.1 Scen.2
70%
6%
6% 6%
22% 10%
17% 10%
70
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Assumpons 2010
2016
Scen.1 Scen.2
1% 0%
1% 1%
1% 2%
10%
-
ing
1% 10%
7% 10%
22%
-
ing
0% 10%
10%
60%
10% 10%
72% 71%
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61
21
21
20
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Table 13: Gross enrolment rates, 2010 (values observed) and projecons per
scenario
Reference Age Group Levels 2010 Scen.1 Scen.2
77%
1% 2% 2%
-
-
8.3.2 Unit costs of the sector’s priority acons
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Table 14: Cost determinants of the sector’s main intervenons
Main programmes
Targets Unit costs (in MT)
Scen.1 Scen.2
Scen.1 Scen.2
2010 2016 2016 2010 2016 2016
0%
61% 70%
0%
60%
72%
60%
N2
N1
10% 10%
0%
N2
26%
N1
72
271
12 17
12 17
27
106
600
10% 20% 662 662
10% 20%
10% 20%
10% 12
200
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8.4 Expenditure foreseen per sector programme and type of
expenditure
Table 15: Expected costs per level of educaon and for the sector’s main inter-
venons
71
(values in millions of MT, 2010)
Expenditure per level
of educaon
2010
5
2016 Di.
Scen.
2/1
Value In % Scen. 1 In % Scen. 2 In %
Totals 22,839 100.0% 34,836 100% 41,745 100.0% 19.8%
Type of expenditure
-
2
222
3
4
5
62
Totals 22,839 100.0% 34,836 100.0% 41,745 100.0% 19.8%
71
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-
Table 16: Cost per student per level of educaon
(in Mecais)
Cost per student
2010 2016 Dierences
Scen. 1 Scen. 2
2010/
Scen. 1
Scen. 1/
Scen. 2
121
26%
6%
0%
16%
6
1%
1%
7
12%
0%
Table 17: Pupil/cost rao per levels of educaon, in relaon to the cost per
student in EP1 (Ep1 = 1)
DPI
AEA/
ALE
EP
1
EP
2
ESG
1
ESG
2
TVE TT HE
2010
2016
Notes table 15 and 16
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Table 18: Number of students and teachers, 2004 & 2010 and forecasts for
2016 (per scenario)
72
Numbers 2004 2010
2016 Average annual growth
Scen. 1 Scen. 2
2004/
2010
2010/
2016
Sc.1
2010/
2016
Sc.2
Pupils (public, private, community educaon, dayme and evening classes)
0
2% 2% 2%
2% 6% 6%
2% 6% 11%
2% 2%
6%
22% 10%
and
0 0 1% -100% -100%
27% 7% 12%
2%
22% 6% 6%
1
st
-2% 6% 12%
2
nd
-1% 6% 12%
rd
-2% 6% 12%
0
Teachers (public, dayme classes)
11% 10% 10%
21%
and
26%
0 0 7% -100% -100%
10%
0% 11%
72
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9. Assumpons, opportunies and risks
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9.1 Assumpons
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9.2 Opportunies
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9.3 Risks
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PresuPostos
Reference documentaon
General
Sector Analyses
-
PresuPostos
Naonal Policies and Strategies
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(Sub) Sector Policies / Strategies
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PresuPostos
Partnerships
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Other reference documents
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Annex:
Strategic Matrix
|
Programme Primary Education
General Objective Guarantee that all children have the opportunity to complete 7 years quality basic education
Impact Indicator 1 Gross Primary Education Completion Rate Base (2011) Target (2016)
Total (HM) 49% (2010) 54% (2015)
Raparigas (M) 45% (2010) 51% (2015)
Strategic
Objectives
Result Indicator Base 2011 2012 2013 2014 2015 2016 Priority Action
Special focus:
Early Childhood
1.d Participation rate MF 0 21,000 49,000 84,000 1. Promote the expansion of access to educational opportunities for pre-
schoolers
F 0 10,500 24,500 42,000 2. Monitor the implementation of the strategy for the development of pre-
school children
Guarantee that
all children enter
school at the right
age (6 or 7 years
old) and remain in
school until they
complete grade 7
1.a Net enrolment rate
at age 6 in grade 1
MF 69.7% 73% 74% 77% 80% 83% 3. Promote school enrolment at the right age (6 or 7 years old)
4. Improve the implementation of the accelerated construction programme
5. Ensure that schools are safe and healthy places
F 68.5% 71% 73% 76% 79% 82% 6. Prepare strategies to reduce regional, age and gender disparities
7. Harmonise social protection programmes
8. Expand provision of assistance to children with special educational needs
(SEN)
Improve students’
academic perfor-
mance, particularly
in reading, writing,
numeric calcula-
tion and life skills
1.b Percentage of 3rd grade
students that have reached
basic literacy and numeracy
competencies of the 1st cycle
of Primary Education
Concept of system for the evalua-
tion of basic competencies devel-
oped and approved, instruments
pre-tested
Item bank developed, instruments and
items tested
Data collection: competency: reading
Preliminary report till end of April, nal
report (baseline) end of October
Data collection: competencies: reading
and numeracy (tbc)
Reading and numeracy: tbc
9. Continue to produce and distribute free school books, including those for
Bilingual Education
10. Develop and implement the action plan for Reading, Writing and Numeracy
11. Ensure the expansion of Bilingual Education, guaranteeing its quality
12. Reform primary teacher training and capacity building
13. Improve the Primary Education curriculum
14. Improve monitoring and follow-up of students’ and teachers’ academic
performance
Improve the
efciency and
efcacy of the use
of resources made
available for Pri-
mary Education.
1.c Student/teacher ratio (EP1) 63 62 61 60 59 58 15. Improve school management
16. Rationalise the use of human resources (teachers and managers) in Pri-
mary Education
17. Continue reforms in procurement
18. Increase transparency in school management
|
Programme Adult Literacy and Education
General Objective Reduce illiteracy, with particular focus on women
Impact Indicator 2 Illiteracy rate Base (2011) Target (2016)
Total (FM) 48% (2008) 30%
Female (F) 63% (2008) 45%
Strategic Objectives Result Indicator Base 2011 2012 2013 2014 2015 2016 Priority Action
Guarantee access
to and retention of
learners in Adult
Literacy and Educa-
tion programmes
2.a No. of youth and adults par-
ticipating in different literacy
programmes
MF 474 mil
1 million
1 million
1 million
1 million
1 million
1. Mobilise and sensitise all players on the importance of
having a literate population
2. Encourage the increase in the supply of different (types
of) programmes in non-formal literacy and education
F 315 mil 70% 70% 70% 70% 70% 3. Create reading and information usage environments at
community level to ensure there is no reversal into il-
literacy
Improve the qual-
ity and relevance of
Adult Literacy and
Education and Non-
Formal Education
programmes
2.b No. of literacy programmes based on
established standards
Not harmonized
Not harmonized
Standards developed
30% of other providers’ programmes
harmonised
40% of other providers’ programmes
harmonised
50% of other providers’ programmes
harmonised
4. Prepare competency standards to guarantee the quality
and relevance of the programmes
5. Revisit and harmonise current Literacy and Post-Litera-
cy programmes offered by the Ministry of Education
6. Design and implement actions within the context of Life
Skills, in partnership with other stakeholders
7. Revisit and implement the educator and literacy teacher
training curriculum, taking into consideration cross-
cutting issues
Strengthen institution-
al and organisational
capacity
2.c % Non-Formal Education data con-
solidated in relation to the different
programmes
0% 0% 30% 50% 75% 100% 8. Strengthen institutional and organisational capacity
9. Develop policies and mechanisms for coordination be-
tween Government institutions and their Partners
10. Secure the diversication of nancing
|
Programme General Secondary Education
General Objective Expand General Secondary Education in a controlled, equitable and sustainable manner, guaranteeing its quality and relevance
Impact Indicator 3 Gross Enrolment Rate (ESG1) Base (2011) Target (2016)
Total (MF) 46% 50%
Girls (F) 43% 47%
Strategic Objectives Result Indicator
Base
2011
2012 2013 2014 2015 2016 Priority Action
Expand controlled
access, guaranteeing
equitable access, with
special attention to girls
and youth with special
educational needs
3.a
Gross
Admission
Rate
Grade
8
MF 46% 48% 44% 46% 47% 49% 1. Comply with the established targets for school admissions
F 43% 45%
2. Continue to build and equip secondary schools, prioritising rural areas
3. Expand distance learning in a sustainable manner
Grade
11
MF 20% 21% 21% 23% 24% 26%
4. Promote private sector and community participation in the provision of ESG
5. Update and implement a scholarship/school fee exemption system
F 18% 19%
6. Promote, regulate and oversee self-directed learning
Improve the quality and
relevance of General
Secondary Education by
developing and imple-
menting a vocational-
oriented curriculum
3.b
Pass rate in
grades 10
and 12
ESG
1
MF 51% 47% 49% 51% 53% 55%
7. Adopt a more relevant and sustainable curriculum that includes cross-cutting issues
8. Increase the curriculum time from 33 to 40 weeks
F 49% 44% 46% 48% 50% 52%
9. Establish a continued vocational training and development system for teachers, in-
cluding cross-cutting issues
ESG
2
MF 48% 51% 53% 55% 57% 59%
10. Guarantee access to school books, teaching materials and other materials containing
topics on cross-cutting issues
F 46% 49% 51% 53% 55% 57% 11. Dene and implement quality standards and indicators in teaching-learning
Improve school manage-
ment
3.c % directors trained
0 140 140 115 115
12. Create a training and capacity building strategy for managers, covering planning,
management and school administration
13. Develop a sustainable nancing system for ESG, co-participated by the sector and
by families
14. Consolidate the exams reform
15. Adapt/adjust and apply ESG normative instruments
16. Promote the concept of safe and healthy schools
|
Programme Vocational and Technical Education
General Objective Improve the access, quality and relevance of TVE
Impact Indicator 4 % of graduates absorbed by the labour market according to their training Base (2007) Target (2016)
Graduates from the new qualication system 27% 60%
Graduates from the former system
Strategic Objectives Result Indicator
Base
2011
2012 2013 2014 2015 2016 Priority Action
Increase access to and
retention in TVET, paying
particular attention to
geographic and gender
disparities
4.a Number of
youth and
adults in the
system
Vocational
Schools
7,662 10,000 1. Rehabilitate and equip 29 existing medium level institutes
Basic
Schools
22,364 6,000 2. Build/create Vocational Schools, particularly in rural areas
Medium
Level Insti-
tutes
13,913 25,000
3. Create 40 CCDCs
4. Implement short courses in close collaboration and coordination with DINAEA and INEFP
Short
non-formal
courses
1,000
(esti-
mate
2011)
1,200 2,600 3,300 4,100 5,000
5. Rationalise the courses offered
6. Explore possibilities for using distance learning
7. Encourage the opening of private institutions
8. Apply an incentives system aimed at achieving a better gender balance and avoiding exclusion
Guarantee that TVET
graduates receive quality
training relevant to the
formal and informal
labour markets
4.b Pass rate
per level and
education
system
Vocational
Schools
75.7% 77% 79% 81% 83% 85%
9. Implement the TVE teacher recruitment, training and capacity building strategy
10. Introduce competency standards-based curricula (modular system – medium level)
Basic Level 63.3% 65% 67% 69% 69% 70%
11. Guarantee nancial, human and material resources to ensure quality TVE
12. Plan and introduce short courses
13. Expand exams reform to institutions using the former curriculum
Medium
Level
Institutes
73.2% 75% 77% 79% 85% 88%
14.
Consolidate and expand the National Professional Qualications Framework and the Accreditation and
Certication System
15. Ensure the creation of professional and vocational guidance units in schools and organise internships
Improve the manage-
ment and coordination
of the system, involving
the productive sector, in
particular
4.c Number of schools imple-
menting quality management
instruments
5 14 19 22 25 27
16.
Create a body responsible for the policies, regulation and quality assurance of Technical and Voca-
tional Education and Training
17. Award greater autonomy to medium level institutes
18. Improve the management of safe and healthy schools
19. Guarantee better linkages with the productive sector, through its participation in school management
20. Guarantee nancing for TVET
21. Strengthen school production in all institutes
|
Programme Higher Education
General Objective Promote participation in and access to Higher Education that meets the country’s socioeconomic development needs, guaranteeing its effectiveness, balance and sustainability
Impact Indicator Nº of students in Higher Education per 1.000 inhabitants Base (2009) Target (2016)
Total 3 5
Strategic Objectives Result Indicator
Base
2011
2012 2013 2014 2015 2016 Priority Action
Consolidate the existing subsys-
tem with a view to improving its
internal efciency
5.a Proportion of
graduates rela-
tive to enrolled
students
MF
13%
(2010)
15%
(2020)
1. Mobilise HEIs to introduce distance learning (ODL)
2. Align HE expansion with the country’s development programmes
F 3. Increase the number of scholarships
4. Guarantee minimum conditions for institutions to operate with quality, ensuring better
internal efciency
Improve the quality of the
teaching-learning process
5.b No. of HEI
teachers per
academic
degree
Master’s
degree
21% 25%
5. Improve the provision of pedagogical services
6. Promote the use of student-centred competency- and requirements-based learning
methodologies, including incentives for the development of pedagogical innovation
projects
7. Implement SNATCA and QUANQES
Doctorate
degree
8.5% 12%
8. Hold HEIs accountable for technical and scientic specialisation of their teaching
staff, by developing and implementing a practicable and monitored training plan
9. Ensure that HEIs comply with the minimum standards for its teachers’ working condi-
tions
10. Promote a culture of research
Strengthen governance, nanc-
ing, administration and monitor-
ing capacity of the subsystem at
all levels
5.c % of HEIs compliant with the
provisions of Decree 48/2010
All 11. Improve governance
12. Ensure inspection and regulation of HEIs
13. Implement the regulation for the creation and operation of HEIs and the Inspection
regulations
14. Implement Inspection System for Higher Education
15. Guarantee nancing for HEIs
16. Strengthen the IBE and guarantee the CNAQ’s operation
|
Programme Administrative and Institutional Development
General Objective Strengthen the management and governance of the education system’s administration at the different levels, particularly in the districts, with a view to improving the quality of service provision throughout the
country
Impact Indicator Population satisfaction index in terms of quality of education services Base (2011) Target (2016)
To be established (2012) Satisfactory
Strategic Objectives Result Indicator
Base
2011
2012 2013 2014 2015 2016 Priority Action
Encourage human resources
development and management
6.a
No. of staff
employed
Teachers
MF
9.700 8.500 8.500 9.000 9.500 10.000
1. Implement human resources management routines
2.
Restructure and develop instruments for an integrated human resources man-
agement system
F
68,5% 50% 40% 50% 50% 50% 3.
Prepare and implement a competency-and performance-based human re-
sources evaluation system
Non-teachers 0 500 500 500 500
4. Increase social support measures
5. Train and build capacity of the sector’s human capital
6. Improve workplace conditions
7. Introduce motivation and awards measures for better retention
Guarantee compliance with
quality standards and indicators
for education
6.b Number of monitored schools
that achieve minimum standards
n/a
Established standards (EP)
Baseline established (260
schools)
To be dened
To be dened
To be dened
8.
Conceptualise and institutionalise the National System for Education Quality
Assessment in Mozambique
9. Develop quality standards and indicators
10. Develop/ consolidate accreditation, qualication and certication systems
11. Strengthen internal control at district level
12. Prepare student performance monitoring instruments
13. Consolidate the exams reform
Harmonise and strengthen the
system’s POEMA processes and
instruments
6.c Budget
execution
(operation
and invest-
ment)
i. Total
≥ 90%
≥ previous year
≥ 95 – ≤ 100%
≥ 95 – ≤ 100%
≥ 95 – ≤ 100%
≥ 95 – ≤ 100%
14. Integrate cross-cutting issues in the different sector programmes
15. Improve the quality of the information collected from the sector
16. Encourage better use of information in the POEMA cycle
17. Encourage a culture of research
ii. FASE 69% 69% 74% 80% 95% 95%
18.
Prepare and apply equity and transparency criteria in the allocation of the
sector’s funds
19. Align POEMA processes at sector level with national and territorial processes
20. Improve information communication and dissemination
