Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1696577671098.pdf (Vanuatu)
MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 2022 - 2026 DECEMBER, 2021 MINISTRY OF EDUCATION AND TRAINING Compiled and Produced by the Policy and Planning Unit MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Contents 1.

Message from the Hon Minister and the Director General for the Ministry of Education and Training .. 3 2.

The Corporate Vision, Mission Statement, Goals and Values ................................................................. 4 4.
Organizational Structure (2014) .............................................................................................................. 5 5.

Functions of the Ministry ....................................................................................................................... 6 5.1.

Policy ............................................................................................................................................. 6 5.2.
Regulation ...................................................................................................................................... 6 Service to the public ....................................................................................................................... 6 5.3.

5.4.
5.4.

Governance.................................................................................................................................... 6 Corporate services .......................................................................................................................... 6 5.5.

6.
6.

Environmental Scan ............................................................................................................................... 7 Strategic Directions ................................................................................................................................ 9 7.

7.1.

Government of Vanuatu: Strategic Direction and Goals ................................................................. 9 7.2.
Ministry of Education and Training Strategic Pillars ....................................................................... 9 Strategies ...................................................................................................................................... 10 7.3.

Program Design ........................................................................................................................... 12 7.4.

8.
8.

Human Resource.................................................................................................................................. 21 Analysis of Current Organisational Structure; ............................................................................... 21 8.1.

8.2.
8.2.

Organisation’s OPSC approved staffing structures; ...................................................................... 21 Restructure rationale (if applicable) in next 5 years; ...................................................................... 21 8.3.

Retirement Plan............................................................................................................................ 21 8.4.
Succession Plan; ........................................................................................................................... 21 8.5.

Training Plan.

............................................................................................................................... 21 8.6.

9.
9.

Budget ................................................................................................................................................. 22 Current year budget ...................................................................................................................... 22 Summary of Operating & Payroll budget by department (2021).

........................................... 22 9.1.1.

9.1.

9.1.2.

Summary of current year operation budget, by departments.
................................................ 22 9.2.

Five-year forecast budget (by program and activity only) .............................................................. 26 10.

Annexes ............................................................................................................................................... 27 10.1.

Ministry of Education and Training Planning Framework ............................................................ 27 10.2.
Monitoring ................................................................................................................................... 28 Proposed indicators by key Pillars ........................................................................................ 29 10.2.1.

10.2.2.

Monitoring Framework ........................................................................................................ 32 10.3.
Training Plan - Ministry of Education and Training, 2021 ............................................................ 42 Page 1 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Table of Figures Figure 1: MoET Organizational Structure.
...................................................................................................... 5 Figure 2: VETSS Program Structure ............................................................................................................. 12 Figure 3: Corporate Plan Structure ............................................................................................................... 12 Figure 4: Ministry of Education and Training Planning Framework .............................................................. 27 List of Tables Table 1: Summary of issues identified and proposed policies and strategies based on the findings of the Education and Training Sector Analysis ETSA ............................................................................................. 11 Table 2: Corporate Plan Design .................................................................................................................... 12 Table 3: Summary of Operating & Payroll budget by department ................................................................. 22 Table 4: MoET Cabinet Operating Budget, 2021 .......................................................................................... 22 Table 5: Summary of Education Services Directorate Operational budget, 2021 ........................................... 22 Table 6: Summary of Director General Directorate operation budget, 2021 ................................................. 24 Table 7: Summary of Education Commissions and Councils operation budget, 2021 ................................... 24 Table 8: Summary of Finance & Administration Directorate operation budget, 2021 ................................... 24 Table 9: Summary of Policy & Planning Directorate operation budget, 2021 ................................................ 25 Table 10: Summary of Tertiary education Directorate operational budget, 2021 ........................................... 25 Table 11: Potential MoET staff undertaking Training in 2021 ...................................................................... 42 Page 2 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 1.
Message from the Hon Minister and the Director General for the Ministry of Education and Training We are delighted to introduce the corporate plan of the Ministry of Education and Training for the period 2022 - 2026.

This Corporate Plan reflects a change of attitudes, structures, policies, and resource the Government of Vanuatu’s overall policy allocations framework.
that are closely aligned with The Ministry of Education and Training is committed to deliver and improve on these three key objectives, which are to;  Improve the quality of education  Increase equitable access to education for all people at all levels of education in Vanuatu; and  Improve planning, fiscal and financial management The corporate plan will guide the Ministry of Education and Training to achieve end results that are outlined in the MoET corporate planning logic (pp.

6-8).
6-8).

The corporate plan also has and inbuilt results framework (Monitoring Framework) to measure progress against the VETSS outcome and strategies.

Over the next planning period, the Ministry of Education and Training will review the degree of success that has been achieved, and will modify its strategies to ensure supposed changes are realized.

The Ministry of Education and Training is confident and is committed to implement this corporate to the best of its ability.
We would like to remind all managers and officers to continue to work as a team to deliver these results.

We thank you all for your collaboration.

Page 3 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 2.
The Corporate Vision, Mission Statement, Goals and Values Vision A caring education system which provides every young person with the lifelong skills, values, and confidence to be self-reliant and to contribute to the development of Vanuatu, and which works in partnership with all stakeholders to provide well-managed schools.
Mission To provide student-cantered education that is accessible, relevant, sustainable, responsive, and of good quality, that guarantees every young person:  Pre-school to basic education (year 10).1  Expanded opportunities for secondary, technical, tertiary and higher education;  Support for parents and communities to actively engaged and participate;  A well-managed and accountable education system2 Goals The Ministry of Education and Training has three major objectives: 1.
To increase equitable access opportunities for all children to attend schools, 2.

To improve quality education delivery, 3.

To improve management.

Values  Students and schools’ first ,  Transparency, fairness, equity, and respect,  Professionalism and accountability, focused on results,  Grounded in the best of Ni-Vanuatu culture and open to the knowledge of the world,  A team/ family approach.
1 This includes literacy, numeracy, life skills, livelihood skills, respect for history and culture and respect for human rights 2 Focuses on building the human resource of Vanuatu, improving learning, living, working opportunities and enabling young people to contribute to the productive sectors in both rural and urban areas Page 4 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Figure 1: MoET Organizational Structure.3 4.
Organizational Structure (2014) 3 The above reconstructed organizational structure is based on the approved 2014 MoET structure and does reflect recent function re-alignments.

Page 5 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 5.

Functions of the Ministry 5.1.

Policy The Vanuatu Education and Training Sector Strategy (VETSS) 2021 – 2030, sets out the strategic direction for the Ministry of Education and Training.
The VETSS has been aligned to the National Sustainable Development Plan 2016 – 2030 (the peoples plan) and the SDG 4.

5.2.

Regulation The Ministry of Education and Training is regulated by the Education Act No.

9 of 2014 and the Education Regulation (Amendment) Order No.

107 of 2019.

The Act and the Order were reinforced by various sub- policies that strive to ensure smoother implementation of the Education Act and the delivery of its functions.

5.3.
5.3.

Service to the public The Ministry is responsible of providing educational learning and training services to children and the adult population of Vanuatu at large.

5.4.
5.4.

Governance The Ministry of Education and Training is responsible of monitoring the following entities;  The National University of Vanuatu (NUV),  The Teaching Service Commission (TSC),  The Vanuatu qualification Authority (VQA),  The Vanuatu National Communication for UNESCO and international relations,  The National Education Advisory Council (NEAC) 5.5.
Corporate services The corporate services of the Ministry consist of the following;  The National Scholarship and Training Board,  The National Curriculum and Assessment Board,  The internal Audit unit,  The procurement unit  The Human Resource Management Unit,  Information management,  Quality control and Standards,  UNESCO and Internal Relation Secretariat,  Policy and Planning Directorate &  The Finance and Administration Directorate.
Page 6 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 6.

Environmental Scan This environmental scan is undertaken to identify internal strengths and weaknesses, as well as the external opportunities and threats.

The exercise enables managers to develop strategies that build and enhance Strengths, resolve and reduce Weaknesses, exploit and expand Opportunities, and avoid or prevent Threats.
INTERNAL Operational efficiencies / Capability / Resources / Structure / Man power / Finances EXTERNAL New Regulations / Market Trends / Customer adaptation / Competitors changes  Unique system of education in the region (language  Well setup ICT infrastructures (intranet, MoET website, diversity & proximity of schools to communities),  Education and training delivery structures in place OpenVEMIS, MoET Facebook page available),  Significant recurrent budget share from the Strengths (build, enhance) (school of education, School Improvement Unit, Teaching Service Commission, Education Services Directorate, Tertiary Education Directorate),  Descent policies in place and receptive to reforms,  Qualified and experience man power available (need right people in the right place),  Harmonized curriculum.
 Certified school standard building designs.

 Locally built and managed education management information system (Open VEMIS).

 School finances is recorded on Open VEMIS.

 School Land data is on Open VEMIS.

government (16% in 2020),  School Grants program honoured by the Government,  Good networking and participation in the inter- ministerial working groups (e.g.

WASH in schools, Education in emergency etc.)

 Significant scholarship funds & programs (provided by the govt.)
 Significant direct donor financing through the government system.

 Education not compulsory (contributes to low enrolment and  Appliance of Education Act (ad-hoc breaches of the Act and Weaknesses (resolve, reduce) dropout),  Duel education system is costly,  System inefficiency (student dropouts, repetition, low rate of student achievements etc.)
 Devolution is slow (limited capacity to take on new powers and under resourced provincial education hubs)  Performance management practices are weak (jeopardizing transparency and accountability) Imprecise and sometimes duplication of functions (due to unaligned legislations, policies and organizational structure, for better coordination and management).

  Substandard school infrastructure and buildings constructed before 1980 reached the end of their useful life.
 Untrained teachers, trainers and managers.

non-compliance),  Non-compliance or adherence of stakeholders to execute sub-sector policies (Authority and school registration policy etc.

),  Declining motivation (teachers and staff),  Several legislated governance bodies not established and not functional,  Partially regulated in-service training programs for teachers.
Opportunities (exploit, expand)  Recognition of local culture and Christian values,  Partnership support (Local Education Group & Steering  Community and education authorities support,  Communication and ICT network upgrade (submarine committees),  Political will,  Bi/multi-lingual society.
 Home School Package/ Online learning resources cable, integration of information systems),  Significant proportion of budget share to MoET  Infrastructure development projects support,  Continuous donor support.
Threats (avoid, prevent)  Division of opinions on a particular system or program,  Lack of consulting with stakeholders on new programs / approaches (development partners, school communities, schools),  Volume of donor support versus capacity to manage & spend within the government system,  Health related issues (including the COVID 19 pandemic),  Rapid population growth (adds pressure to services),  Economic issues and exclusion,  Unstable mobile network and coverage, for communication  Misconduct and social disorder issues,  Community disputes (over land or school management matters), Page 7 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN  Frail coordination from central agencies (MFEM, PSC, DSPPAC, and other emergency agencies)  Mismanagement.
 Political interference / instability,  Burn out officers through work overload (cause by inadequate staffing or staff turn-over).

 Vulnerable to climate change and natural disaster,  Change of status to the Developing Country status, may affect its capacity of attracting donor funding.

Page 8 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 7.1.

Government of Vanuatu: Strategic Direction and Goals 7.
Strategic Directions The National Sustainable Development Plan (NSDP) has 15 Goals that prioritise the policy framework for the Government.

Education is covered in Pillar 1 – Society, Goal 2: Quality Education – An inclusive, equitable and quality education system with life-long learning for all.

Its policy objectives are: 7.2.


Ministry of Education and Training Strategic Pillars The Ministry continues to maintain three broad result areas to design and develop strategic interventions and to assess key results.

The three broad areas include - access, quality and management.

These were introduced during the design of the Vanuatu Education Road Map (WERM) in 2009 and carried forward into the Interim VETSS (2017-18), and the Corporate Plan (2018-20).
The result areas are embedded throughout all policy development and management processes within the education sector.

The result areas remain a central theme of the VETSS 2019-30 Strategic Goals.

They provide a focus for all actions, energies and effort by the Ministry, our community, key government stakeholders, and development partners.

The strategic pillars are: Page 9 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 7.3.
Strategies The MoET commenced its planning process in 2018 with the completion of an Education and Training Sector Analysis (ETSA).

The ETSA process enabled the MoET to review all relevant sectors in the education and training sector and to present important data and information to inform strategic decisions going forward.
In effect, the ETSA laid the foundation for the review and revision of existing policies and informed the structure and content of the current Vanuatu Education and Training Sector Strategy (VETSS).

Following the completion of the ETSA process, the Policy and Planning Directorate (PPD) within the MoET commenced a series of consultations with directorates to develop the overall planning structure and the linkages between various planning tools and documents.
The PPD requested the support of the Australian Government funded and Department of Foreign Affairs and Trade (DFAT) funded Vanuatu Education Support Program (VESP) to provide technical support and advice on the overall planning process.

The first step in the process was to review the ETSA and identify initial strategies that could be used to address the issues.

The table below summarises the initial findings and analysis.
Page 10 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Table 1: Summary of issues identified and proposed policies and strategies based on the findings of the Education and Training Sector Analysis ETSA Key Pillar Access and Equity Key Issues Identified in ETSA Lack of parental support towards education of children Insufficient learning spaces (overcrowding) in urban and semi-urban areas Limited inclusive education Limited WASH facilities in schools Out of school children and children not enrolling at the right age of schooling Susceptible to Climate Change and Natural Disasters Lower education outcomes, with achievement distributed inequitably.
Quality Lack of clear planning and communication mechanisms towards the implementation of the National Education Language policy Untrained Teacher and under-qualified teachers.

Dual education system (English/French) Fragmentation of PSET sector governance Management Varying management, administration, and implementation of educational policies.

Inadequate management of assets.

Less alignment in Planning and Budgeting, Financing, and Reporting.

Inefficient data to inform in planning and decision making.
Less functional structure to deliver quality services to the school Frail leadership and creativity at the school level.

Policy and Strategies Provision of Fee Subsidy to schools (ECCE – Senior secondary) School based infrastructure planned and implemented based on identified needs and priorities.
Promote and mainstream Inclusive Education Promote and mainstream HPS in schools Strengthen partnerships and communications with communities Improve efficiency by reducing the number of Out of School children, and children studying at an incorrect age level Manage the implementation of the National School Infrastructure Development Plan (NSIDP) School based infrastructure planned and implemented based on identified needs and priorities Access to quality education for all pupils, as demonstrated by strong Learning Outcomes, is achieved in an equitable manner, with explicit monitoring of distinct groups, disaggregated to ensure all pupils are able to access quality education Review and refine relevant MoET policy and strategy documents (incl.
National Education Language policy) Review and refine relevant MoET policy and strategy documents (incl.

Teacher Development policy) Support curriculum reform and harmonization of assessment practices.
Strengthen Post School Education Training (PSET) sector Strengthen centralized planning, budgeting, research, and reporting Strengthen centralized planning, budgeting, research, and reporting Strengthen centralized planning, budgeting, research, and reporting Strengthen Management Information System Continued engagement and planning of the devolution of MoET functions Strengthen centralized planning, budgeting, research, and reporting (incl.
school improvement planning) Page 11 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 7.4.

Program Design Following the initial education sector analysis exercise, a series of workshops and planning sessions were held with directorates to explain the planning process and to seek input into the structure and the design of the VETSS.

The outcome of the various planning workshops reached a consensus to use this design for the VETSS.
Figure 2: VETSS Program Structure In 2021 the office of the Vanuatu Public Service Commission (PSC) rolled out its planning and reporting guides for all line-ministries use, in an approach to standardize line ministries planning and reporting processes.

One of the common terminologies used in the corporate plan and Business plan guide to structure planning is the use of “Programs”.
In the process of adapting and aligning the MoET plans to the PSC planning guide, an extra layer is created in program design for the MoET corporate Plan.

This is to ensure that the corporate plan is compatible with the PSC corporate plan and the subsequent Business planning requirements.

The newly introduced layer is was originally used in VETSS program design as the “activity area” – we simply reformulate it to become a program for this cause.
Figure 3: Corporate Plan Structure The MoET corporate Plans establish the most meaningful areas of effort for delivery of outcomes expected by the Government and the community.

The Plan specify what are the most important work-related strategies and activities that are to be undertaken.

Additionally, MoET will use the Corporate Plans to ensure adequate funding is secured to deliver the outputs or service targets that were identified in the MoET Business Plan.
Table 2: Corporate Plan Design Key Pillar 1 – Equitable Access to education is improved Outcome 1 - Increased and equitable access opportunities for children to attend schools Strategy 1.

Maintain and utilize Fee Subsidy to schools (ECCE – Senior Secondary) by revising School Financial Management Manual and Code and disbursing grants according to work plan Program4 1.

School Financial 1.
School Financial 1.

Revise the School Financial Management Key Activity Management Manual are updated Manual to include new administrative functions 2.

Provide support and training to improve 2.

Grants are disbursed 3.

Grants disbursed each year and reported upon capacity and performance according to work plan 3.

School Grant Code 4.

Revise the school grant formula to be equity- updated based 5.

Disbursement of grants 6.


Provide support and training to improve capacity and performance 4 The initial terminology use in the VETSS design for the column is “program area”.

The terminology is deliberately changed to “Program” in this corporate planning exercise, is to ensure for alignment to the terminologies used in the corporate plan guide and the business plan guide.

Note that the descriptions of the programs there-under has been altered briefly and formulated to sound like a program.
Page 12 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 4.
Equitable access to quality education is monitored 2 Provide and monitor access to quality education to all pupils, as demonstrated by strong Learning Outcomes, in an equitable manner, with explicit monitoring of distinct groups (including, but not limited to, women and girls, boys and men, those impacted by poverty, pupils with special educational needs, gifted and talented pupils, pupils in outlying areas, out of school pupils, and persons living with disabilities), disaggregated to ensure all pupils are able to access quality education 7 Quality data collected on all relevant groups (including, but not limited to, women and girls, boys and men, those impacted by poverty, pupils with special educational needs, gifted and talented pupils, pupils in outlying areas, out of school pupils, and persons living with disabilities) and collated within EMIS, including data on Attainment and Progress ensuring equity is taken into consideration, drawing on disaggregated data on access, attainment, and progress, as gathered 8 Learning and Teaching is informed by assessment data, explicitly attainment and progress of all pupil groups, with a particular focus on externally validated data, to ensure constant improvement of pupil learning, and the efficiency of the education system 9 Representative sample based external benchmarking to be introduced to ensure that all pupil groups are making strong attainment and progress, with quality data informing interventions and pedagogy 10 Ensure all of teachers are making demonstrable use of assessment data in planning learning and teaching activities, catering the specific needs of individual students and groups.
5.

School MQS reviewed and Outcome 2 - School infrastructure and associated assets meet relevant standards to support student access 3.

Plan and implement quality school based infrastructure based on identified needs and priorities by reviewing, updating and implementing school MQS, School Plumbing and Maintenance Manual, and Asset Master Plan updated 11.

Finalize, distribute and implement Minimum Infrastructure Standards for all levels of education 12.
Build infrastructure facilities for schools, including facilities for arts, science labs, and library 13.

Support internet connectivity to all schools 14.

Revise the School Maintenance Manual to include new infrastructure requirements 6.

School Maintenance Manual reviewed and updated 15.

Distribution of School Maintenance Manual to all schools 16.

Provide support and training to improve capacity of Provincial Maintenance Officers and School Principals in implementing the School Maintenance Manual 17.
Provincial Maintenance Officers to monitor progress on Minimum Quality Standard (MQS) 9 7.

Asset master plan 18.

Develop ECCE, Primary, Secondary and PSET developed and approved Asset Master Plan 19.

MoET Central and Provincial Asset Registry are updated on Smart Stream Page 13 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 8.

School Plumbing Maintenance Manual reviewed and updated 20.

Delivery of School Land Management for registered government and government assisted schools 21.
Maintain updated data of school surveys (based on school asset & facilities surveys) 22.

Maintain updated data of ECCE, Primary, Secondary and PSET buildings survey 23.

Revise the School Plumbing Maintenance Manual to include sustainable plumbing requirements 24.

Distribution of School Plumbing Maintenance Manual to all schools 25.

Provide support and training to improve capacity of Provincial Maintenance Officers and School Principals in implementing the School Plumbing Maintenance Manual 4.
Promote and mainstream 9.

Children have equitable 26.

Inclusive Education Policy reviewed and Inclusive Education so that all children have equitable access to school 5.

Promote and mainstream HPS in schools, so children have equitable access to HPS activities and equitable access to quality WASH facilities in schools access to schools implemented 10.

Children have equitable access to HPS and WASH in Schools (WinS) facilities 27.
Scale up WinS national framework (develop and implement WinS policy, standard, guidelines, curriculum) 28.

Implement WASH initiatives at the provincial 6.

Manage the implementation of 11.

Existing schools are the National School Infrastructure Development Plan (NSIDP) for existing schools and identify new schools in need rationalized and areas of need for new schools are justified and school levels 29.

Improve WASH facilities in schools 30.

Develop and implement the NSIDP Policy framework 31.
Finalize and implement the National School Infrastructure Development Plan Outcome 3 - Enhanced community engagement to support schools’ access and disaster mitigation 7.

Strengthen partnerships and communications between schools and communities, with the view of improving learning and access 12.

Strengthen community engagement 32.

Finalize and implement communication strategy (inclusive of communication before/during/after disaster) 33.
Protocols for use of emails and social media including Facebook and Websites; and Processes for Right to Information are established and implemented 34. Review and establish agreements (MOAs) / MOUs with EAs, NGOs, line ministries, external Governments and agencies; and monitor operations of Education Authorities 35.
Increase collaboration with Office of the Government Chief Information Officer (OGCIO) and Telecommunication Radio Broadcasting Regulator (TRBR) Page 14 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 36.

Increase collaboration with development partners, both bilateral and multilateral to support Ministry strategic plan through a Joint Partnership Agreement; and open new dialogue with non-traditional donor partners 37.

Raise awareness in schools and provinces of relevant policies 13.
Strengthen Disaster Risk 38. Review and implement Education in 8.

Strengthen DRRM to face climate change and natural disasters Reduction and Management (DRRM) Emergency Policy 39.

Implement the Ministry Contingency Plan through Strengthening coordination amongst Ministry of Education and other line ministries and stakeholders to be better prepared to respond effectively to disasters 40.
Increase Ministry leadership of Education and Training cluster activities, including strengthening the Education Cluster 41.

Improve data collection and analysis to support disaster responsiveness, and coordinate with NDMO to access DRR funds for selected facilities as evacuation centres (for structural and non-structural improvement) 42.
Data on Out of School Children monitored closely, with effective mitigation strategies adopted to rapidly ensure all children have equitable access to quality education 43.

Provision of training and support to schools and teaching staff to ensure appropriate support of children re-entering the education system 44.

Awareness campaign to ensure all teachers are aware that grade repetition is to be eliminated 45.

Monitoring of grade repetition to ensure compliance 46.
Provision of training to ensure appropriate teaching and learning strategies support pupils with diverse learning needs (including, but not limited to, differentiation informed by assessment data) 47. Review the existing Vanuatu National Language Policy and implement the new Vanuatu National Education Language Policy 48.

Development and implementation of a bilingual/plurilingual education policy and system 9.

Reduce the number of out-of- school children 14.


Reduction in the number of the out of School Children 10.

Eliminate grade repetition 15.

Elimination of Grade Repetition Key Pillar 2 – Quality education delivery is improved Outcome 4 - Enhanced MoET Policy Framework applied 11. Review and implement National Education Language Policy with the view of improving teaching and learning in schools 16. Review and implement National Education Language Policy by 2030 12.

Develop MoET Policy 17.


Policy development 49.

Finalize and implement Policy Development Guidelines to harmonize and unify future policy development guideline is developed and implemented Guidelines 50. Review and develop action plans for all existing policies Page 15 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 13. Review and implement IT Policy to improve teaching and learning in schools 18.
IT Policy is updated and implemented by 2030 Outcome 5 - Improved learning outcomes across all year groups 14.

Support quality curriculum 19.

Assessment practices are reform and harmonization of assessment practices to achieve uniform curriculum in government and government- assisted schools harmonized 20.

Schools use the relevant national curriculum 51.

Raising awareness in schools and provinces of relevant policies 52. Review IT Policies 53.
Increase use of ICT in schools through multiple actors, and manage establishment of computer labs in schools where possible 54.

Increase community participation in Computer Lab and Information Centre and monitor the use of CLICC and others 55.

ICT support and infrastructure coordination provided from the MoET central level to provincial and school levels 56.

Develop Minimum ICT Standard for MoET (central, provincial & schools) 57.
Consult and liaise with OGCIO, TRBR, Telecommunications/Internet Providers and Donor Partners on options to connect all schools to the internet (better access of OV) 58. Review and implement the National Assessment and Reporting Policy 59.

Implement relevant assessment mechanisms (PacSIM, ATLAS, etc.)

60.

Use Open VEMIS to improve and strengthen the management of examination and assessment database and improve reporting of assessment back to school and parents 61.
Harness VANSTA, PILNA, ARTTLe in primary schools - National Examinations 62.

Development and implementation of the reviewed national primary and secondary school curriculum; Provision of relevant and appropriate National Curriculum to all schools 63.

Development of key curriculum reform indicators 15.

Improve enrolment and quality 21.

Vanuatu National 64.


Revise current Education Act to include PSET in tertiary education by developing and implementing the Vanuatu National University Act University Act is developed and implemented 16.

Strengthen enrolment and quality of Post School Education Training (PSET) sector by 22.

Post-School Education and Training Policy is updated and implemented Page 16 of 44 Sector 65.

Develop and enact legislation for higher education including national university and other institutions 66.
Establish a commission for Higher Education and develop a Higher Education Structure 67.

Regulate non-formal and informal training and develop mechanisms to recognize the non- formal sub-sector 68.

Regulate the payment of grants to PSET providers and other institutions 69. Review PSET Policy 70.

Develop Provincial Skills Centres (PSCs) in remaining provinces (Shefa and Penama) MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN reviewing and implementing PSET Policy 23.
National Teacher Outcome 6 - Teachers and school leaders engaged and support learning in schools 17.
Improve teachers' and school leaders' skills to support achievement of learning outcomes, by developing and implementing (1) National Teacher Quality Framework, (2) National Teacher Development Policy, (3) Teacher Registration and Licensing Policy and (4) Teaching Service Staff Manual Standards Development Plan is developed and implemented by 2030 Qualification upgrade policy is developed and implemented 25.

Teacher registration and 24.

National Teacher licensing policy is developed and implemented 26.
Teaching Service Staff Manual is implemented 71.

Ensure all PSCs are adequately funded with suitable infrastructure and facilities 72.

Diversify opportunities for Open Distance Learning and other school-based skill training and develop and deliver bridging programs to facilitate pathways to PSET 73.

Implement the Language, Literacy and Numeracy (LLN) strategy (November 2018) 74.

Ensure scholarships meet NSDP priorities and National Human Resource Development (NHRD) plan 75.
Strengthen recognition of prior learning and develop training pathways for Higher Education including: (i) the development and implementation of a Policy for Partial Scholarship (PPS) and (ii) increase collaborations with other training institutions to offer more tertiary opportunities 76.

Encourage scholarship access for teachers willing to be upskilled in Inclusive Education 77.

Develop and implement the National Teacher Qualification policy 78.

Professional development for teachers 79.


Provide support and monitoring for effective teaching practices 80.

Develop, finalize and implement the National Teacher Development Plan (NTDP) 81.

Develop and implement Bachelor in ECCE/ Primary and Secondary education (VITE) 82.

Creation and maintenance of a register of all teachers 83.

Establishing standards for issuance of licenses 84.

Cancellation of licenses through under- performances and code of conduct breaches 85.
Setting standards for professional performance and ethical conduct 86.

Continue to implement the Teaching Service Staff Manual and Principals and Teachers Minimum Standards 87.

Strengthen alignment between Teaching Service Commission (TSC) and PSC structures 88.

Implement teachers code of conduct/ethics 89.


Establish teachers/trainers/lecturers succession plan with clear costing (TSC) Key Pillar 3 – Management is improved Outcome 7 - MoET strategic management processes implemented at the central and school level 18.

Strengthen centralized planning, budgeting, and reporting to improve MoET's efficiency and Financing, and Reporting processes are strengthened 27.

Planning, Budgeting, 90.


Annual Plan budget and reporting cycle is implemented at central, provincial and school level Page 17 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN effectiveness in using its resources 19.

Implement MoET Research 28.

MoET Research Policy Policy Guidelines Guideline is developed and implemented by 2030 20.

Develop and implement School Inspector Guidelines and strengthen SIP Practice 29.
School Improvement Unit Policy is developed and implemented Outcome 8 -System of devolution applied 21.

Plan and deliver the devolution of MoET functions to improve service delivery to schools 30.

School Inspector Guideline is developed and implemented 31.

MoET organizational structure and roles and responsibilities are updated and aligned Page 18 of 44 91.

Policies are considered in the planning and budgeting processes in order to be properly resourced 92.
Managers actively participate in the planning and budgeting processes 93. Review and implement the M&E Results Framework 94.

Carry out regular monitoring and periodic assessment of plans/policies 95.

Conduct capacity building on planning, budgeting and reporting at provincial level 96.

Develop a Research Policy guideline for MoET 97.

Allocate Academic Research scholarships for Masters and PHD 98.
Conduct tracer studies for graduates to ensure efficient and responsive PSET provision and a coherent labour market training strategy 99.

Conduct an expenditure review of the education sector (ECCE up to PSET) and implement recommendations from Expenditure Review 100.

Research and develop the financial model for the PSET sector based on the findings of the research on costs of PSET sector 101.

Finalise and implement School Improvement Unit Policy 102.
Support schools to develop and implement their SIPs 103. Review, finalize and implement schools’ MQS and use findings to improve quality through school improvement planning processes 104.

Implement ECCE Policy and Minimum Quality Service Standards to monitor and improve quality of pre-school education 105.

Implementation and timely reporting of school improvement plans, with accountability of School Council, into OV 106.

Strengthening & monitoring School Improvement Plan (SIP) 107.
Use Open VEMIS in school planning 108.

Develop and implement School Inspector Guideline 109.

MoET structure reviewed and implementation of devolution 110.

Strengthen the compliance of policy through devolution strategy 111.

Develop and implement a Ministry Quality Management System MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 112.
Establish school support centres in other provinces and develop a policy for school support centres; ensure appropriate budgetary and other logistical support for devolution activities in all sectors 113.

Strengthen alignment between Teaching Service Commission (TSC) and PSC structures; and undertake periodic assessment of Ministry organizational structure 114.

Devolve relevant functions to the provinces; and review and strengthen existing Provincial Education Boards in each province 115.
Formalize recruitment through PSC processes 116.

Develop and implement continuous professional development and capacity building with MoET 117.

Establish Ministry staff (PSC) and teachers/trainers/lecturers/other staff succession plan with clear costing (PSC / TSC) 118.

Enhance collaboration between PSET providers and industries to inform of courses needed to meet the National Human Resource Development Plan 119. Review SDG commitments and associated targets 120.
Ensure policies and strategies are aligned to SDG requirements 121.

Reporting systems prepared to report against SDG 4 targets Outcome 9 - MoET aligned to international and national strategies 22.

Align MoET to SDG4 through the National Sustainable Development Plan SDG 4 32.

MoET Plans aligned to 33.

National Sustainable 122. Review of NSDP and alignment of MoET to Development Plan (Pillar 2) is reported on key Pillar targets 123.
Reporting systems aligned and NSDP targets included Outcome 10 - MoET using data and information to guide management and resource decisions 23.

Strengthen Management 34.

OPEN VEMIS data becomes the management tool for MoET Information System by using Open VEMIS to inform management and resource decisions 124.

Introduce use of Open VEMIS as part of the Management and Leadership course program at VITE 125.
Provide guides, materials, tools to support use of Open VEMIS, and provide ongoing training support 126.

Ensure all school principals and administrators are trained to use Open VEMIS as the exclusive tool to manage school data 127.

Improve MoET’s archive storage systems; and respective units rationalizing and reviewing hard copy files to avoid duplication of what is already in OV and Ministry Website Page 19 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 128.
Public Service Commission (PSC) integrated with Open VEMIS; integrate and link other sectoral data management tools / systems (e.g.

Civil registry, Pac-SIM, ATLAS, Scholarship & VQA systems, etc.)

with Open VEMIS 129.

Develop specific offline version of Open VEMIS modules to increase and encourage use of Open VEMIS 130.
Further development, improvement and upgrade of relevant Open VEMIS modules which impact on payment of school grants, and keep accurate and up-to-date scholarships / PSET data in order to be transparent and accessible for monitoring and decision making Page 20 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 8.1.

Analysis of Current Organisational Structure; 8.

Human Resource Divisional units under MoET have commenced structural review based on the needs and plans of each division.

8.2.
8.2.

Organisation’s OPSC approved staffing structures; The MoET functions and responsibilities are still carried out under the approved 2014 structure (refer to diagram, figure 1, pg.

5.).

8.3.

Restructure rationale (if applicable) in next 5 years; No information provided.

8.4.

Retirement Plan Next lot of retirements will be in 2025.

Six staff will be retiring in 2025 and position will be filled by formal recruitment process.
# Name Position Title Division/Unit Start Date Date of Birth Retirement Date Successor 1 Susie Naual Receptionist 2 Ignacio Vertoni 3 Brigitte Roland 4 Hambert Toa 5 Frederick Tamata 6 Dominque Reveag Driver/Grounds man Primary Education Officer Basic Coordinator Officer Curriculum Coordinator Boat Driver - Torba Finance & Admin Education Services/CDU Education Services Education Services Education Services/CDU Education Services/Torba 18/04/2006 22-Dec-65 2025 Advertise 13/12/2012 11-Jun-65 2025 Advertise 01/04/1996 11-Oct-65 2025 Advertise 06/11/2017 28-Sep-65 2025 Advertise 18/12/2011 09-Oct-65 2025 Advertise 25/06/2017 07-Jul-64 2025 Advertise 8.5.
Succession Plan; Information yet to be provided.

8.6.

Training Plan.

The training plan indicates that 28 staff will be undertaking training in 2021 from various units within the MoET.

Refer to table on annex 10.3 for detail information.

Page 21 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 9.

Budget 9.1.

Current year budget 9.1.1.

Summary of Operating & Payroll budget by department (2021).

Table 3: Summary of Operating & Payroll budget by department Operation Budget by Dept.
(VUV) 9,928,562 1,702,450,176 10,002,587 101,561,370 Proportion of operation budget by Dept.

0.29% 49.96% 0.29% 2.98% Payroll budget by Dept.

(VUV) 63,853,573 5,221,301,999 43,505,616 34,011,870 Proportion of payroll budget by Dept.

1.09% 88.91% 0.74% 0.58% 189,288,399 5.55% 61,724,944 1.05% Dept.

Code Dep.
Code Dep.

Description/ Name 510 530 Cabinet Support Education Services Directorate 540 Director General Education 550 commissions & Councils Finance and Administration Directorate Policy & Planning Directorate Tertiary Education Directorate 820 830 880 8,306,706 0.24% 33,794,088 1,386,323,467 40.68% 414,217,084 0.58% 7.05% 100% Grand Total 3,407,861,267 100% 5,872,409,174 SMARTSTREAM – Finance unit 2021 9.1.2.

Summary of current year operation budget, by departments.
Table 4: MoET Cabinet Operating Budget, 2021 Code Description 51 Total Annual Operation budget, MoET Cabinet ANNUAL BUDGET 2021 (VUV) 9,928,562 COMMENTS Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Table 5: Summary of Education Services Directorate Operational budget, 2021 Code Description 53 53AA Office of the Director of Education Services ANNUAL BUDGET 2021 (VUV) Education Service Directorate COMMENTS 1,240,352 53AB Education Service Unit 1,292,747 53AC Curriculum 20,035,695 Development Unit Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Page 22 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 53AD Examination & Assessment Unit 32,507,883 53AE School Improvement 1,943,857 Unit 53AF National Early Childhood Education Unit 2,286,210 53AG Primary Education Unit 1,369,950 53AH Secondary Education 1,486,851 Unit 53AI TVET in Schools Unit 971,620 53AJ National Education 1,482,841 Programs Unit 53CA Torba Provincial Education Board 53CB Sanma Provincial Education Office 53CC Penama Provincial Education Office 53CD Malampa Provincial Education Office 53CE Shefa Provincial Education Office 53CF Tafea Provincial Education Office 53DA Early Childhood Care & Education Grant 53DB Kindergarten Teachers 53EC Primary Schools Grant 53ED Primary Teachers Incidentals Secondary School Grant 53FC 53FD Secondary Teachers Incidentals 53FE Secondary Schools Tuition Fee Total Operational Budget, Education Service Directorate 53 4,003,970 6,452,348 5,764,881 6,404,817 5,852,669 5,622,698 27,389,250 3,006,277 540,113,229 6,195,021 197,430,846 3,064,255 826,531,909 1,702,450,176 Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with
 program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan GRANTS Annual Budget of Operation needs to align unit cost with program and activity in the Business plan GRANTS Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan GRANTS Page 23 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Table 6: Summary of Director General Directorate operation budget, 2021 Code Description 54 54AA Office of the Director General Internal Audit Unit 54AB 54AC Quality Assurance & Standard Unit 54AD Educational Bodies Coordination Unit 54AE Communication Unit 54AF Procurement Unit 54 54AG Human Resource Management Unit Total Annual Operation Budget, Director General Directorate ANNUAL
 BUDGET 2021 (VUV) COMMENTS Director General Directorate 4,880,940 2,570,748 158,770 442,743 381,512 864,165 703,709 10,002,587 Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Table 7: Summary of Education Commissions and Councils operation budget, 2021 Code Description ANNUAL BUDGET 2021 (VUV) COMMENTS 55 55AA Teaching Service Commission 55CA Vanuatu Qualification Education Commissions and Councils 9,524,263 92,037,107 Annual Budget of Operation needs to align unit cost with program and activity in the Business plan GRANT 55 Authority Total Annual Operation Budget, Education Commissions and Councils 101,561,370 Table 8: Summary of Finance & Administration Directorate operation budget, 2021 Code Description 82 82AA Office of Director Finance & Administration ANNUAL BUDGET 2021 (VUV) COMMENTS Finance & Administration Directorate 1,130,633 Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Page 24 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 82AB Finance Unit 2,074,127 82AC Administration & Asset 2,799,122 82AD Management Unit Information and Communication Technology Unit 82BA Utilities 82BB Contracts and Agreements 82BC Facilities Maintenance 6,189,535 36,433,256 61,624,332 11,542,383 82BD Severance Entitlements 67,495,011 82 Total Operation Budget, Finance & Administration
 Directorate 189,288,399 Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Table 9: Summary of Policy & Planning Directorate operation budget, 2021 Code Description 83 83AA Office of the Director Policy & Planning ANNUAL BUDGET 2021 (VUV) Policy & Planning Directorate COMMENTS 1,774,066 Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan 83AB Policy & Planning Unit 2,684,529 83AC School Statistics & 1,201,948 Mapping Unit 83BA SEO Conference & Workshop Total Operation Budget, Policy & Planning Directorate 83 2,646,163 8,306,706 Table 10: Summary of Tertiary education Directorate operational budget, 2021 Code Description 88 88AA Office of the Director of Tertiary Education ANNUAL BUDGET 2021 (VUV) Tertiary Education Directorate COMMENTS 2,008,810 88AB Training & Scholarship 14,462,826 Coordination Unit 88AC Technical & Vocational Education Unit 31,717,940 Page 25 of 44 Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs
 to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 88AD Higher Education Unit 3,175,395 88AE Teacher Education Unit 1,002,487 88CA Vanuatu National University 186,409,840 Annual Budget of Operation needs to align unit cost with program and activity in the Business plan Annual Budget of Operation needs to align unit cost with program and activity in the Business plan GRANT 88DA Vanuatu Government 1,040,108,618 GRANT Scholarship Fund 88ED Vanuatu Institute of Teacher Education Grant 88EF Teacher Education Teachers Incidentals 88FC Vanuatu Institute of Technology Grant 88FD TVET Education 88 Teachers Incidentals Tertiary Education Directorate 63,507,900 GRANT 2,120,283 40,221,670 1,587,698 1,386,323,467 Annual Budget of Operation needs to align unit cost with program and activity in the Business plan GRANT Annual Budget of Operation needs to align unit cost with program and activity in the Business plan 9.2.
Five-year forecast budget (by program and activity only) The information required for this part is yet to be derived, as considerable time will be needed to compute the date for this section.

Page 26 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 10.

Annexes 10.1.
Annexes 10.1.

Ministry of Education and Training Planning Framework The guiding values of planning for the Ministry of Education and Training, as stipulated in the Vanuatu Education and Training Sector Strategy (VETSS) 2021-2030 document, is to ensure that;  Planning processes are not too ambitious, consistent, kept simple & understood by all,  Plans are aligned and integrated,  Planning approaches are collective, coordinated,  Plans are result oriented, and  Plans are measurable.
Therefore this corporate plan (2021-2025) attempts to simplify the VETSS programs into a practical and operative arrangement for implementation.

The corporate plan also accommodates the results framework, a tool to be used to track progress against achieving the strategies and the outcomes of the strategy (refer to annex 2) Figure 4: Ministry of Education and Training Planning Framework The Ministry of Education and Training implements this planning framework to the best of its ability.
This framework provides the basis of the overall coordination of the Ministerial planning.

This planning framework will be updated to accommodate any changes that are forthcoming.

The corporate plan is equally important as the other component of the planning framework, but most importantly because it lays out the logic of the achieving an outcome, and what strategies and activities to be undertaken to deliver these outcomes.

Page 27 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 10.2.
Monitoring The indicators for monitoring have been identified through an audacious process by the planning team and were proposed to be used by the Ministry to track progress against the key outcomes, the intermediate outcomes and the strategy outputs, of the Vanuatu Education and Training Sector Strategy (VETSS) 2021-2030.
These set of indicator listed in the monitoring framework matrix has been agreed on by the members of the senior management team (during the Corporate plan workshop in October), to be used, to track progress against key outcomes, intermediate outcomes and output of the Vanuatu Education and Training Sector Strategy.

These indicators are subject to be reviewed for validity and relevancy purposes on a yearly basis (during the corporate planning review sessions).
There are a number of proposed indicators that are yet to be added to the framework, due to time constraint.

These proposed indicators for inclusion will be considered for addition, during the corporate plan review in 2022.

The monitoring framework is organized against the three key Pillars (Pillar 1: Equitable access to education is improved, Pillar 2: Quality Education Delivery is improved and Pillar 3: Management is improved).
There are outcome, intermediate outcome and strategy output indicators under each of these pillars.

The outcome indicators relate to Pillar 1 and Pillar 2.

It is predicted that the outputs and intermediate outcomes of Pillar 3 (management) will contribute substantially to the overall outcomes outline for Pillar 1 and Pillar 2, therefore no outcome indicators All the strategies and activities in the outlined in this Corporate Plan contributes to the overall outcomes under Pillar 1 and Pillar 2.
Page 28 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 10.2.1.

Proposed indicators by key Pillars KEY PILLAR 1: Equitable access to education is improved.

Outcome Indicators 1.

Gross enrolment rate (by gender) 2.

Elimination of repetition is eliminated 3.

Reduction in the percentage of the out of school children (by gender) 4.

Percentage of children with special needs attending school (by gender) Intermediate Outcome Indicators 1.
Percentage of schools meeting school infrastructure and asset standard (ECCE/PRI/SEC /PSET) 2.

Percentage of schools with functional Parent Teacher Association (PTA) 3.

Percentage of schools with a comprehensive safety plan in place Strategy Output Indicators 1.

School grants and fee subsidy is provided to eligible schools.

2.

School Financial Manual and Code reviewed and approved 3.

VANSTA assessment for students is administered in Open VEMIS.

4.
4.

VANSTA assessment is enhance to disaggregated results by gender and other specified areas.

5.

Minimum Quality Standards (MQS) is reviewed to cover all levels of education.

6.

School Maintenance Manual is reviewed 7.

New school plumbing manual is developed.

8.

Asset Master Plan is developed and approved.

9.

Wash in school policy is developed.

10.

Percentage of schools (ECCE & Primary) that implement WASH initiatives.

11.
11.

Percentage of schools (ECCE & Primary) that achieved the WinS 3-star rating.

12.

NSIDP policy framework is developed.

13.

NSIDP plan is reviewed and approved.

14.

Communication strategy is developed and approved.

15.

MoAs/MoUs with EAs, NGOs, and external Governments and agencies are reviewed and approved.

16.

Joint Partnership Agreement (JPA) reviewed and finalized.

17.

Education in Emergency Policy is reviewed and approved.

18.

Disaster data is captured and analysed in OV.

19.


Percentage of Certified and qualified teachers in Schools.

20.

Percentage of Certified and qualified teachers in Schools.

Page 29 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN KEY PILLAR 2: Quality Education Delivery is improved.

Outcome Indicators 1.

Percentage increase in student achievement rate (VANSTA /PILNA /JSS /VSSC) Intermediate Outcome Indicators 1.

Percentage of policies related to teaching and learning reviewed.

2.
2.

Percentage of PSET courses accredited 3.

Percentage of teachers qualified (ECCE/PRI/SEC/PSET) Strategy Output Indicators 1.

National education language policy is reviewed 2.

MoET Policy Guideline reviewed 3.

Finalized MoET ICT Policy 4.

Finalized National Assessment and Reporting Policy 5. Review Education Act to include PSET sector 6.

Post-School Education and Training Policy is Reviewed 7.

National Teacher Qualification upgrade policy is developed 8.
National Teacher Development Plan is developed and implemented Number of licensed teachers (pri/sec).

9.

Teaching service staff manual is developed; and principals and teachers standards reviewed Page 30 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN KEY PILLAR 3: Management is improved Outcome Indicators Intermediate Outcome Indicators Strategy Output Indicators N/A 1.

Percentage of planned 1.

Percentage of schools that MoET activities that are achieved (quarterly progress reporting) 2.
MoET M&E results framework is reviewed and established 3.

Number of planning, budgeting and reporting workshops conducted to provincial education offices/officers 4.

MoET research policy guideline is reviewed 5.

Number and type of research study conducted (based on identified areas) submit their financial reports annually (PRI/SEC) 2.

Percentage of Planned Activities and budgeting implemented, and reporting are conducted 3.

MoET structure is reviewed and approved.

4.


MoET Monitoring framework finalized and approved 5.

SDG4 monitoring indicators built into OV for tracking 6.

OV report is produced (Statistical Table/Digest) 7.

School Inspector Guidelines developed 8.

Number of schools that implement SIP (Pri/Sec) 9.

MoET organisational structure and formal roles and responsibilities approved and fully filled 10.
MoET data are managed and accessed using OV Page 31 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 10.2.2.

Monitoring Framework Key Pillar 1- Equitable Access to Education is improved.
Outcome Indicator(s) Proposed Outcome Indicator(s) Baseline Indicator Gross Enrolment Rate (by gender)5 (ECCE/PRI Yr. 1- 6/SEC Yr. 7-14) Male GER ECCE - 108.9% Female GER ECCE - 115.0% Total GER ECCE - 111.8% Male GER PRI - 129.5% Baseline Year 2019 2019 2019 2019 Female GER PRI - 124.8% 2019 Total GER PRI - 127.3% Male GER SEC - 44.1% 2019 2019 Female GER SEC - 50.0% 2019 Grade Repetition Rate6 (Pri Yr. 1-6/Sec Yr. 7-14) is eliminated Total GER SEC - 47.0% Pri - 8.7% Percentage of the Out of School Children (by gender).
Sec - 1.7% ECCE - 13% Pri 8% Sec 39% 2019 2015 2015 2018 2018 2019 Proposed target 2030 Means of Verification VEMIS/education statistic basic table Responsible Division PPU Reduction of ECCE Male gross enrolment rate to 100 %, by 2030.
Reduction of ECCE Female gross enrolment rate to 100 % by 2030 Reduction of ECCE gross enrolment rate to 100 %, by 2030 Reduction of PRI Male gross enrolment rate to 100 %, by 2030 Reduction of PRI Female gross enrolment rate to 100 % , by 2030 Reduction of PRI gross enrolment rate to 100 %, by 2030 Increase of SEC Male gross enrolment rate to 70 %, by 2030 Increase of SEC Female gross enrolment rate to 70 %, by 2030 Increase of SEC gross enrolment rate to 70 %, by 2030 Zero repetition rate in primary & secondary schools by 2030 Zero repetition rate in primary & secondary schools by 2030 Reduce the percentage of Out of School Children in ECCE to 8 %, by 2026.
Reduce the percentage of Out of School Children in PRI to 4 %, by 2026 Reduce the percentage of Out of School Children in SEC to 4 %, by 2026 VEMIS/education statistic basic table PPU VEMIS/education statistic basic table PPU VEMIS/education statistic basic table VEMIS/education statistic basic table Enrolment data from VEMIS & Pop data from VNSO Enrolment data from VEMIS & Pop data from VNSO Enrolment data from VEMIS & Pop data from VNSO PPU PPU PPU PPU PPU 5 Source of data, MoET statistical report for 2019 6 Source of data, MoET digest report for 2015 Page 32 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Percentage of children with special needs attending school (by gender) 6% 7of children with special need at ECCE 10% 8of children with special need at Primary level 2019 2019 Intermediate outcome(s) indicators Proposed Intermediate Outcome Indicator (s) Percentage of schools and institutions meeting school infrastructure and asset standards (ECCE/PRI/SEC/PSET) Baseline ECCE – 0% Primary9 – 62% Secondary10 – 0% PSET Institution – 0% Primary school that have a functioning PTA - 0% Percentage of schools with functioning Parent Teacher Association (PTA) /school council Percentage of schools with a comprehensive safety plan in place 50 percent of ECCE school age children with special needs are attending school, by 2030 Enrolment data from VEMIS & Pop data from VNSO PPU 50 percent of PRI school age children with special needs are attending school, by 2030 Enrolment data from VEMIS & Pop data from VNSO Proposed target Means of Verification PPU/School Programs unit Responsible Division Facilities Unit/SBM Facilities Unit & VEMIS Data Baseline Year 2020 2020 2020 2020 2019 50 percent of ECCE schools meeting ECCE school infrastructure and asset standards, by 2026 80 percent of PRI schools meeting PRI school infrastructure and asset standards, by 2026 50 percent of SEC schools meeting SEC school infrastructure and asset standards, by 2026 50 percent of PSET institution meeting PSET school infrastructure and asset standards, by 2026 90 percent of PRI schools with functioning PTA and Council, by 2026 Education in emergency data (School programs unit)/SBM SBM Unit Primary schools (Only for Penama) = 9%11 2020 70 Percent of primary schools have a comprehensive safety plan, by 2026 Education in emergency data (School programs unit)/SBM SBM Unit 7 This percentage needs to be checked.
It could be the percentage of children with disabilities that are recorded attending ECCE vs the total ECCE enrolment.

8 This percentage needs to be check and confirm as above.

9 Minimum Infrastructure Standards data in OV 10 Need to upload data into OV 11 The baseline data is based on UNICEF’s pilot program conducted in Penama primary schools.

A total of 43 schools in Penama have school comprehensive safety plan in place.

The program needs to be rolled out in other provinces.
According to the Education statistical report of 2019, there were 479 primary schools around the country.
Hence, the baseline data is derived from dividing the number of primary schools in Penama province by the total number of primary schools in Vanuatu, and multiply 100% (43/479 x 100 = 9%) Page 33 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Strategic Output Indicators Proposed Strategy Output Indicator (s) Baseline Baseline year Proposed target Means of Verification Responsible Division Strategy 1: Maintain and utilize Fee Subsidy to schools (ECCE-Senior Secondary) by revising School Financial Management and Code School grants and fee subsidy is provided to eligible schools (Government and Non- Government Assisted Schools) ECCE – 60% Primary – 82% Secondary – 77% School Financial Manual and Code reviewed and approved School finance manual 2010 (to be reviewed in 2021) School grant code/scheme 2010 (under review in 2020) 2020 2020 2020 2010 2010 100 percent of eligible ECCE school receive schools grants by 2026 100 percent of eligible PRI school receive schools grants by 2026 100 percent of eligible SEC school receive schools grants by 2026 School Financial Manual reviewed by and implemented by 2022 Finance & Admin And Open VEMIS Fin Unit Finance & Admin and Open VEMIS Fin Unit School grant code reviewed by and implemented by 2022 Finance & Admin and Open VEMIS Fin Unit Strategy 2: Provide and monitor access to quality education to all pupils, as demonstrated by strong Learning Outcomes, in an equitable manner, with explicit monitoring of distinct groups (including, but not limited to, women and girls, boys and men, those impacted by poverty, pupils with special educational needs, gifted and talented pupils, pupils in outlying areas, out of school pupils, and persons living with disabilities), disaggregated to ensure all pupils are able to access quality education VANSTA assessment for students is administered in Open VEMIS VANSTA assessment results is administered in OV by 2025 Examination & Assessment/ curriculum development unit EAU unit 2020 VANSTA assessment is enhance to disaggregated results by gender and other specified areas.
2020 VANSTA assessment results are disaggregated by language, gender and other specified areas by 2025 Examination & Assessment/ curriculum development unit EAU unit Strategy 3: Plan and implement quality school based infrastructure based on identified needs and priorities by reviewing, updating and implementing school MQS, School Plumbing and Maintenance Manual, and Asset Master Plan Minimum Quality Standards (MQS) is reviewed to cover all levels of education Facilities Unit (VEMIS) and SBM PSET (TVET) Revised MQS to include ECCE, PRI and Secondary standards, by 2023 Quality Assurance Framework for PSET is reviewed by 2022 SBM unit PSET 2014 2016 VANSTA results are not administered using the OV database VANSTA assessment results are disaggregated only by language and gender Approved MQS for Primary Schools.
Approved Quality Assurance Framework for PSET.
School Maintenance policy in place but to be reviewed with the support from VESP 2018 School Maintenance Manual reviewed and implemented by 2023 SBM and Facilities Unit Facilities & SBM unit Page 34 of 44 School Maintenance Manual is reviewed MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN School Plumbing Manual is developed Asset Master Plan is developed and approved School Maintenance policy in place but to be reviewed with the support from VESP National school Asset survey is ongoing and will be compiled and documented once the survey is completed.
2018 School Plumbing Manual developed and implemented by 2023 SBM and Facilities Unit 2020 Asset Master Plan developed and approved by 2023 SBM and Facilities Unit Strategy 4: Promote and mainstream Inclusive Education so that all children have equitable access to school.

Inclusive Education policy is reviewed and approved Approved Inclusive Education Policy.
2011 Reviewed Inclusive Education policy is finalized and implemented by 2023 School programme (WASH facilities in school)/Policy and planning unit Strategy 5: Promote and mainstream HPS in schools, so that children have equitable access to HPS activities and equitable access to quality WASH facilities in schools 2020 Wash in school policy is developed Draft Vanuatu National Wash in school policy is finalized and implemented by 2023 WASH in Schools Strategy Percentage of schools (ECCE & Primary) that implement WASH initiatives Percentage of schools (ECCE & Primary) that achieved the WinS 3- star rating (ECCE & Primary school in Penama) 15%12 2019 50 percent of schools implemented WASH initiatives by 2023 (ECCE & Primary schools in Penama)15% 2019 50 percent of schools achieved WinS 3-star rating by 2023 Strategy 6: Manage the implementation of the National School Infrastructure Development Plan (NSIDP) for existing schools and identify new schools in need NSIDP policy framework is developed 2017 NSIDP policy framework finalized and incorporated into the reviewed EA and school registration policy by 2022 NSIDP is approved and implemented by 2030 2019 NSIDP plan is reviewed and approved Education Authority (EA) and School Registration Policy (approved) National school infrastructure development plan – Assessment report & Action plan Strategy 7: Strengthen partnerships and communications between schools and communities, with the view of improving learning and access 12 Since UNICEF has piloted its WASH in Schools program in Penama province, the percentage is derived from the total number of ECCE and Primary Schools in Penama province in 2019.
The same baseline data is used for indicator no.11.
Page 35 of 44 Facilities & SBM unit Facilities Unit National Education Programs Unit National Education Programs Unit National Education Programs Unit National Education Programs Unit PPU PPU School programme (WASH facilities in school)/Facility unit School programme (WASH facilities in school)/Facility unit School programme (WASH facilities in school)/Facility unit Policy and planning unit (PPU)/Facilities unit Policy and planning unit (PPU)/Facilities unit MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 2014 Communication strategy is finalized implemented by 2022 DG’s Office DGs office 2015 MoA with EAs approved and implemented by 2021 2020 All MoU reviewed and approved by 2023 DG’s Office DG’s Office DGs Office DGs Office Communication strategy is developed and approved MoAs/MoUs with EAs, NGOs, and external Governments and agencies are reviewed and approved Draft MoE Communication Strategy in place MoA with EAs MoU with VNPF, Digicel, Vodafone, Eco-Care Pacific Trust, Peace Corps Vanuatu Joint Partnership Agreement Joint Partnership Agreement (JPA) reviewed and finalized Strategy 8: Strengthen Disaster Risk Reduction and Management (DRRM) to face climate change and natural disasters Education in Emergency Policy is reviewed and approved 2016 2013 Vanuatu Education in Emergency Policy for 2013 – 2017 (outdated) Joint Partnership Agreement with donor partners signed by 2022 EIE Approved and implemented by 2023 Disaster data is captured and analysed in OV Data not yet captured in OV.
Rapid assessment template need to be finalised before it is built in OV to capture disaster data.
2020 Rapid assessment form is built into OV by 2026 Strategy 9: Reduce the number of out-of-school children Percentage of Certified teachers in Schools ECCE teachers certified:13 – 65% PRI teacher certified – 74% SEC teachers certified – 76% 2018 80 percent of ECCE teachers are certified, by 2026 2018 90 percent of PRI teachers are certified, by 2026 2018 90 percent of SEC teachers are certified, by 2026 Percentage of qualified teachers in Schools ECCE teachers qualified TBE TBE (TBE)14 PRI teachers qualified (TBE) SEC teachers qualified (TBE) TBE TBE TBE TBE 13 Source of data, MoET digest report of 2018 14 (TBE) – To be established Page 36 of 44 DG’s Office DGs Office National Education Programs Unit National Education Programs Unit National Education Programs Unit National Education Programs Unit Teachers data in Open VEMIS Teachers data in Open VEMIS Teachers data in Open VEMIS Teachers data in Open VEMIS Teachers data in Open VEMIS Teachers data in Open VEMIS TSC TSC TSC TSC TSC TSC MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Key Pillar 2 – Quality Education Delivery is improved.
Outcome Indicator(s) Proposed Indicator Baseline Percentage increase in student achievement rate (VANSTA /PILNA /JSS /VSSC)15 Yr. 4 Literacy French: 26% Yr. 4 Literacy English: 29% Yr. 6 Literacy French: 38% Yr. 6 Literacy English 40% Yr. 8 Literacy French: 45% Yr. 8 Literacy English: 46% Year 4 Numeracy 45% Year 6 Numeracy 41% Year 8 Numeracy 45% Intermediate outcome Indicator(s) Proposed Indicator Baseline Percentage of policies related to teaching and learning reviewed.
Percentage of PSET courses accredited Percentage of teachers qualified (ECCE/PRI/SEC/PSET) 80% of policies are out-of-date16 13% of policies are in draft format 7% of policies are up-to-date 50%17 Baseline Year 2019 2019 2019 2019 2019 2019 2019 2019 2019 Baseline year 2020 2020 2020 2019 Proposed target 2030 Means of Verification VANSTA result Responsible Division EAU unit Yr. 4 Literacy rate (French) increase to 70 percent Yr. 4 Literacy rate (English) increase to 70 percent Yr. 6 Literacy rate (French) increase to 80 percent Yr. 6 Literacy rate (English) increase to 80 percent Yr. 8 Literacy rate (French) increase to 90 percent Yr. 8 Literacy rate (English) increase to 90 percent Yr. 4 Numeracy increase to 90 percent Yr. 6 Numeracy increase to 90 percent Yr. 8 Numeracy increase to 90 percent Proposed target 0 percent policies and strategies out of date by 2026 0 percent policies in draft by 2026 100 percent policies are up to date by 2026 100 percent of PSET course accredited.
VANSTA results EAU unit Means of Verification Policy Register (PPU) Responsible Division PPU VQA module register Teacher management unit/TSC VQA TSC ECCE: 9% Primary: 78% Secondary: 90% PSET: 88% 2019 2019 2019 2019 50 percent of ECCE teachers are qualified by 2030 90 percent of PRI teachers are qualified by 2030 90 percent of SEC teachers are qualified by 2026 100 percent of PSET teachers are qualified by 2030 15 Literacy and numeracy data on Junior and senior secondary school is not available.
16 Total number of policies, both approved and in draft format is 15; total number of out-of-date policies is 12, and total number of policies still in draft format is 2.

Therefore, 12/15*100 = 80% of policies are out-of-date; 2/15*100 = 13% of policies in draft format; and 1/15*100 = 7% of policies is up-to-date.

17 56 accredited courses which have approval to deliver from registered PSET providers and 55 courses are approved to be delivered in PSET sector, with an overall total of 111 courses.
Thus, 56/111*100 = 50% of PSET courses are currently being accredited.
Page 37 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Strategic Output Indicators Proposed Output Indicator(s) Baseline Baseline year Proposed target Means of Verification Strategy 11: Review and Implement National Education Language Policy with the view of improving teaching and learning in schools National education language policy is reviewed National Education Language Policy updated, approved and implemented by 2023 2020 National Education language policy is currently under review and is plan to be finalised and approved in 2021 Policy register (PPU) Responsible Division Education language policy taskforce /CDU Strategy 12: Develop MoET Policy Guidelines to harmonize and unify future policy development MoET Policy Guideline reviewed A guide to Policy Writing 2019 (Approved) – Review date stated in the approve policy is 2022 Strategy 13: Review and Implement IT Policy to improve teaching and learning in schools Finalized MoET ICT Policy Vanuatu Ministry of Education ICT Policy (Draft) (Check unit (IT/ICT) name for consistency) MoET Policy Guideline updated and approved by 2023 Policy register (PPU) PPU 2014 IT policy approved by 2023 Policy register (PPU) IT unit Strategy 14: Support quality curriculum reform and harmonization of assessment practices to achieve uniform curriculum in government and government-assisted schools Finalized National Assessment and Reporting Policy National Assessment and Reporting Policy approved and implemented by 2023 Vanuatu National Assessment and Reporting Policy (Draft copy) 2013 Strategy 15: Improve enrolment and quality in tertiary education by developing and implementing the Vanuatu National University Act Review Education Act to include PSET sector Strategy 16: Strengthen enrolment and quality of Post School Education Training (PSET) sector by reviewing and implementing PSET Policy Post-School Education and Training Policy is Reviewed Education Act N0.
9 of 201418 Post-School Education and Training Policy approved and implemented by 2023 Reviewed Education Act Approved by parliament and implemented by 2023 2014 2016 Post School Education and Training (PSET) Policy 2016 – 2020 (Approved).
This policy is valid from 2016 to 2020 and the review should begin from 2021 Curriculum & assessment unit EAU DG’s Office/PPU DGs Office TVET/Higher Education Unit/ Director TED PSET Strategy 17: Improve teachers' and school leaders' skills to support achievement of learning outcomes, by developing and implementing (1) National Teacher Qualification upgrade policy, (2) National Teacher Development Plan, (3) Teacher Registration and Licensing policy and (4) Teaching Service Staff Manual Standards National Teacher Qualification upgrade policy is developed and finalized.
Qualification upgrade Policy for in- service primary school teachers (draft) National teacher qualification upgrade policy is finalized and implemented by 2023 Policy register (PPU) PSET 2021 18 Need to Review to ensure non-formal and informal training are regulated to warrant grants payment to PSET providers through MoET is effectively regulated Page 38 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN National Teacher Development Plan is developed and finalized.
National teacher Registration and Licencing policy is developed.

Common Teaching Service Standard developed and finalized Number of licensed teachers (primary School).

Number of licensed teachers (secondary school).
Teaching service staff manual is developed Principals and teachers standards reviewed A National Teacher Development Plan for Vanuatu (draft) Teacher Registration and Licensing and Policy finalized Common Teaching Service Standards for Teaching in Vanuatu Full license: 0% Interim license: 0% Provisional license: 0% Special purpose license: 0% Full license: 0% Interim license: 0% Provisional license: 0% Special purpose license: 0% Teaching service staff manual (draft) Principals standards (approved) 2018 2020 2014 2020 2020 2020 2020 2020 2020 2020 2020 2015 2016 Finalize the National Teacher Development Plan by 2022 Teacher Registration and Licencing Policy implementation plan finalized by 2023 Common Teaching Service Standard is reviewed and updated by 2022 10 percent of teachers achieve licenced, by 2023 80 percent of teachers achieve licenced, by 2023 10 percent of teachers achieve licenced, by 2023 10 percent of teachers achieve licenced, by 2023 50 percent of teachers achieve licenced, by 2023 50 percent of teachers achieve licenced, by 2023 50 percent of teachers achieve licenced, by 2023 10 percent of teachers achieve licenced, by 2023 Teaching service staff manual approved by 2023 Principals and teachers’ standards approved by 2023 Policy register (PPU) PSET Policy register (PPU) Teaching Service Commission Teaching Service Commission ( TSC) Teaching Service Commission ( TSC) Teaching Service Commission (TSC) Teaching Service Commission and SBM TSC TSC TSC TSC TSC SBM Key Pillar 3 – Management is improved.
Intermediate Outcomes Proposed Indicator Baseline Percentage of schools that submit their financial reports annually (PRI/SEC) Percentage of Planned MoET Activities and budgeting implemented, and reporting are conducted 39%19 51% of overall activities implemented 53% of the Normal Office Operation budget spend 3 quarterly progress report and 1 annual report produced Baseline Year 2019 2019 2019 2019 Proposed target 2030 Means of Verification 100 Percent of schools submit their annual financial reports, by 2024 VEMIS Responsible Division Fin Unit 100 Percent of planned activities and budget implemented and reporting are produced.
90 percent of operational budget spent annually MoET quarterly progress/annual report MoET annual report PPU Fin Unit Quarterly progress report produced on a timely basis Quarterly progress report PPU 19 The baseline data is taken from administrative data submitted by Tafea, Penama and Shefa Province.

Out of 725 government and non-government assisted schools (pri & sec), a total of 282 schools (pri & sec) for the three provinces have submitted their financial report in 2019.
Calculation: 282/725 x 100 = 39% Page 39 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN MoET structure is reviewed for function and roles alignment and approval.
MoET Monitoring framework finalized and approved SDG4 monitoring indicators built into OV for tracking Education Statistics; is produced Approved MoET Organization Structure - 201420 2014 Reviewed MoET structure approved by 2023 Human Resource Management Unit DGs Office Draft MoET monitoring framework to be finalized 0%21 Education Statistics – Basic Tables of 2020 2021 2020 2020 MoET Monitoring framework implemented and reported on by 2022 SDG4 monitoring report generated OV by 2024 OV data is made available for decision making & decision makers MoET annual report OV implementation plan progress reporting Production of basic tables PPU PPU PPU Strategic Output Indicators Proposed Indicator Baseline Baseline Year Proposed target Means of Verification Responsible Division 2020 42 % of planned activities achieved – October 2020 Strategy 18: Strengthen centralized planning, budgeting, and reporting to improve MoET's efficiency and effectiveness in using its resources Percentage of planned MoET activities that are achieved (quarterly progress reporting) Number of planning, budgeting and reporting workshops conducted to provincial education offices/officers Strategy 19: Implement MoET Research Policy Guidelines MoET research policy guideline is reviewed Number and type of research study conducted (based on identified areas) Nil (0) Planning, budget and reporting workshop conducted to provincial education offices in 2020 MoET research guideline (approved) 2020 2019 2020 Four research studies22 were planned and initiated in 2020.
Due to COVID-19 & TC Harold, all four research studies delayed and deferred to 2021.
90 percent of all plan activities are achieved annually by 2023 At least one planning, budgeting and reporting workshop conducted in all provincial education offices annually Revised MoET research policy guideline is approved by 2022 At least one research study is conducted per year MoET Annual Report/quarterly progress report Workshop registration records Policy Register (PPU) Research Study Register PPU PPU PPU PPU Strategy 20: Develop and Implement School Inspector Guidelines and strengthen SIP Practice School Inspector Guidelines developed Draft School Inspector Policy in final stage of development 2020 School Inspector Guidelines finalized and implemented by 2022 Policy Register (PPU) SBM 20 An approved structure was developed in 2014.
Currently the structure is being reviewed and submitted to PSC for approval but still pending.

21 The indicator is an activity in the 2020-2021 OV implementation plan.

There is still no progress to this activity in 2020.

The MoET will have to wait until the plan is fully implemented in 2021 to see if the proposed indicator is progressing.
22 The four research studies: 1) Evaluation study of SPFSC program; 2) School enrolment and retention gender audit survey; 3) Curriculum Implementation Monitoring Study and review of National Education Language Policy; and 4) leadership and management research study Page 40 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN Number of schools that implement SIP (Pri/Sec) Primary Schools (0%) Secondary School (0%) 2020 2020 90 percent of primary schools implement SIP by 2026 90 percent of secondary schools implement SIP by 2026 Open VEMIS record Open VEMIS record SBM SBM Strategy 21: Plan and deliver the devolution of MoET functions to improve service delivery to schools Devolution structure (roles and responsibilities) is implemented.
Strategy 22: Align MoET to SDG4 through the National Sustainable Development Plan SDG4 indicators built into OV Revised devolution structure on hold by PSC No built-in indicators yet 2020 2020 Revised devolution structure is approved and implemented by 2023 Human Resource Management Unit DGs Office All SDG4 Indicators are generated and accessible in OV by 2025 Open VEMIS ICT Strategy 23: Strengthen Management Information System by using Open VEMIS to inform management and resource decisions MoET data are managed and accessed using OV 2020 All data systems under MoET unit are administered in OV, by 2030.
Enrolment Data, Student Data, Teacher Data, Finance Data, SIP Data stored in OV) (approx.

70 %23) Open VEMIS records DGs Office/ICT/ PPU 23 Examination and assessment data and scholarships data is yet to be stored and administered in OV Page 41 of 44 MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 10.3.

Training Plan - Ministry of Education and Training, 2021 Table 11: Potential MoET staff undertaking Training in 2021 No.
Name Position Title Department/Unit Employment Status Permanent Year of service 3 Location of Training Vanuatu Mode of Training Online Course Title Cisco training Josiah Alain Harrison Apia Emory Tinning Jeremy Bule Anneth Vutilolo Mosses Kendry Jerrol Joseph Arnhambat Patricia Frank Help Desk Support officer Application Support Officer - Front desk IT Network Support officer Accounts Clerk Accounts Clerk Research coordinator SEO TPSS Executive Secretary Myriam ware wia Literacy officer Asnath Tasale Angelinah Eldads Vira Basic Examination Officer Inclusive Curriculum Coordinator Josian Loli Molvurai Carolyn Luke ISU Trainer Coordinator (TSC) VEMIS Officer Richard Setak Maintenance Officer John Wilkins Tari Andrew Tari Acting PEO Penama (TSC) Inspector Cliff Taribiti Penama PFO Paul Tabi Penama Trainer (TSC) IT unit IT unit IT unit Finance Unit Finance Unit Permanent Permanent Permanent Permanent Permanent Policy & Planning Unit Permanent Permanent Tertiary Education Unit Tertiary Education Unit Curriculum Development Unit Examination & Assessment Unit Curriculum Development Unit Permanent Permanent Permanent Penama Education Office (TSC) Penama Education Office Penama Education Office Penama Education Office (TSC) Penama Education Office (TSC) Penama Education Office Penama Education Office (TSC) Permanent Permanent Permanent Permanent Permanent Permanent Permanent Page 42 of 44 13 13 9 8 3 3 11 28 15 13 20 13 1 19 19 14 22 Vanuatu Online Cisco training Vanuatu Online Cisco training Vanuatu Vanuatu Overseas Overseas Face to Face Bachelor of Commerce Bachelor of Commerce Online Face to Face Public Administration Face to Face Human Resource Management Vanuatu Face to Face Bachelor of Commerce Vanuatu Face to Face Postgraduate in Education Vanuatu Face to Face Masters Business & Vanuatu Online Vanuatu Vanuatu Vanuatu Vanuatu Vanuatu Vanuatu Vanuatu Online Online Online Online Online Online Online Administration Doctorate of Philosophy in Special & Inclusive Education (PHD) Diploma in Special and Inclusive Education Diploma in Official Statistics Bachelor of Engineering (Civil) Leadership and Administration Bachelor in Education Finance & Admin (BCOM) Diploma in Special and Inclusive Education MINISTRY OF EDUCATION AND TRAINING CORPORATE PLAN 28 28 19 5 8 19 2 8 11 1 Vanuatu Face to Face leadership & Management Overseas Face to Face Data analysing & Vanuatu/Overseas Online Reporting PHD Mathematics Vanuatu Face to Face Financial Vanuatu Vanuatu Vanuatu Vanuatu Vanuatu Vanuatu Management/Business Management Face to Face MBA Accounting (one unit left from my MBA Program.)
Face to Face Bachelor of Commerce in Proff.
Accounting Face to Face Bachelor of Commerce Online Advance Training program in Education Planning Management Face to Face Bachelor of Commerce Online Science Economic & Social Science 19 20 21 22 Edgard Tarigarae Edgard Tarigarae Pierre Metsan Leiwia John Penama Preschool Coordinator Penama Preschool Coordinator National Higher Edu Coordinator Provincial Finance Officer Permanent Penama Education Office Penama Education Office Higher Education Unit Permanent Permanent Shefa Education Office Permanent 23 Gloria Duvu HRM Human Resource Unit Permanent 24 Moriel Jack Senior Payroll Officer Teaching Service Commission Permanent 25 26 27 28 Lucie Nauka Executive Secretary Higher Education Unit Permanent Oztomea Bule VEMIS Officer Policy & Planning Unit Permanent Dawn Reuben Statistics officer Policy & Planning Unit Permanent Jean Iakan Anthony SEO - Income & Expenditure Finance Unit Permanent Page 43 of 44