Education sector strategy

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Under effective delivery, the sector plans to empower the National Council for Higher Education to, among other tasks, improve inspection of universities and other institutions of higher learning.

Managing Attendance Strategy for the Education Sector | Department of Education

A job evaluation exercise at all universities is also planned to create harmony in salary structures. The sector will also restructure the Directorate of Industrial Training to make it more effective in reducing employment through certification of on-job training by the youth. The sector also plans to set aside funds to put up a headquarters for the ministry in Kyambogo, in a phased manner.

The sector will strengthen the education and management information system EMIS to improve collection and processing of accurate and timely data on the sector. Under development of physical education, the sector plans to set up a rewards and recognition scheme for excelling athletes.

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The sector is also looking to ensure physical education is on the timetables of all primary and secondary schools across the country, as a mandatory measure of identifying talent and promoting health practices. In the same vein, district councils will also be empowered to carry out regional sports activities. The sector also plans to continue work on the high-altitude training centre in Teryet, Kapchorwa, currently under construction.

Several experts have been looking at the strategic plan and have commended the ministry for sticking within attainable objectives. He says the strategic plan allows the ministry to continue on its expansionist line while seeking to add value to learning outcomes. To achieve this, the government will adopt a new Technical and Vocational Education and Training or skills development strategy and policy which will revolutionise the skills profile of the Lesotho workforce thus promoting economic growth and alleviating poverty through provision of demand-driven training programmes.

Other priority areas in this Strategic Plan include lifelong learning; early childhood development; and teacher development, supply and management. The first 3 years show the approved budget and the rest are projections. Certainly, this provides guidelines on the availability of resources.

Hence, desirable decisions can be made confidently. This Strategic Plan has been costed. What emerges is that the Government of Lesotho resource envelope is not sufficient to sustain the envisaged activities. Since the funding gap is indicated, our Development Partners will easily determine the areas to be considered for support.

We look forward to their continued cooperation. Various programmes outlined their objectives and strategic activities that will be undertaken to accomplish the ESSP. All these formed a skeleton on which this Strategic Plan was developed. It is worth noting that this document took some time to develop.

Several consultants made their inputs at one stage or another. We acknowledge their work very much because a working document was developed. This working document was given to the cooperating and development partners to critique. In September, , a Donor Coordination Conference was held to provide opportunity for further inputs into the development of this Strategic Plan. Following the conference, it emerged that some refinements still had to be made on the Strategic Plan before it could be printed. Their commitment, despite several other engagements, has earned us this comprehensive document.

This is commendable. The responsibility to translate this plan into tangible results that will change the lives of Basotho lies in the hands all of us involved in the education sector with assistance from our development partners. The year marks the beginning of our joint march towards quality education for all.

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Our success lies in our hands. Kokome Ms. Principal Secretary for Education and Training March 5. Basic education is seen as an essential part of social and economic development and is regarded by the Government as a fundamental human right. It is also seen as an essential pre-condition for mid-level employment and secondary and post- secondary education and training.

In line with broad Government objectives, it is Government policy to move decisively towards enrolment expansion and retention in all the educational sub- sectors. The education sector is also striving to improve the quality of education by equipping schools and educational centres; reforming the curriculum; ensuring the provision of teaching and learning materials; investing in teacher training and professional development; and providing cost-effective and efficient teacher supervision and support.

In its quantitative and qualitative improvements of the education sector, the Government counts on development partnerships with religious organisations, the private sector, NGOs, communities, and development partners. This Strategic Plan is intended to provide the Ministry of Education and Training MOET with an effective long term planning instrument over the to period and it is divided into three parts.

Part One gives the Strategic plan context and broad objectives. It starts with Chapter 1 that highlights, firstly, the macroeconomic and social context of Lesotho and, secondly, the broad overview of the education and training sector. Under each sub-sector, it presents a situation analysis, main policies, strategies, critical challenges, and planned activities with target indicators over the Strategic Plan period.

Maseru March Opportunities for enhanced industrial growth are evident, as demonstrated by the sizeable expansion in the largely export-oriented garment sub-sector that specialises mainly in textile, clothing and leather. There is also light manufacturing. In , infrastructure and utilities were facilitated in the Thetsane Industrial Area of Maseru in an effort to create more jobs through textile industry investment. Under the AGOA terms, Lesotho textiles and clothing have unlimited access to the US market, an opportunity that, in , recorded a 40 percent increase in the exportation of these commodities.

Investors from South Africa and East Asia are particularly being targeted, through special incentives, to establish textile and other labour- intensive industries that target the US market. Lesotho has recorded a real annual average GDP growth rate over the to period. During the s, the primary sectors mainly agriculture and livestock accounted for 20 percent of GDP while secondary sectors including manufacturing and construction , and services accounting for 38 percent and 42 percent, respectively.

GDP growth averaged 6. Inflation as measured by the Consumer Price Index also dropped by half during the same period. Similarly, in the to period, Lesotho recorded an annual average surplus of more than 8 months of import coverage, thus, indicating a positive external sector performance. A major economic turnaround was witnessed in when the economy began to decline, as signalled by the 4. The poor economic performance was sparked by the civil and political unrest of This condition was worsened by a number of factors that happened around the same time.

Poverty is highly concentrated in the largely rural and remote Mountain and Senqu River areas. In these areas, more than 80 percent of the population is classified as being poor or destitute. Urban poverty is also on the increase. The high rate of unemployment seems to explain, to a large degree, the phenomenal level of poverty prevalence in Lesotho. On the revenue side, the improvement of tax administration and the broadening of the tax net are among the strategies opted for.

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Market liberalisation that facilitates an enabling environment for private sector investment and growth, accompanied by legislative reforms, is seen as one way of creating employment opportunities. The under-exploited tourism potential is particularly being targeted in this regard.

Current statistics indicate that there are an increasing number of pupils that commence and conclude their primary education, particularly in the aftermath of the introduction of Free Primary Education. Huge disparities across districts are, nevertheless, observable. The majority of children from disadvantaged social groups, particularly in rural areas, are yet to access ten years of basic education. The Government is also quite concerned that the present curriculum is characterised by an excessive number of subjects that are fairly academic with minimum practical skills that are essential for the integration of graduates into the employment market.

The Government further recognises that the With regard to infrastructure provision, although the situation is improving, many schools, especially at the primary level, still go without adequate facilities. Figure 1 shows the schools ownership pattern in , revealing the dominance of religious institutions. Figure 1: Number of Primary and Secondary Schools by ownership in 0. All teachers government payroll are recruited through the Teaching Service. In this regard, Lesotho is in a unique position in Sub-Saharan Africa of having higher enrolment rates for girls in schools.

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Since FPE, nevertheless, there has been higher enrolment of boys in the lowland districts while girls remain preponderant in the mountain schools. At the National University of Lesotho NUL , the only university, there are more female students 55 percent than male students 45 percent. The Government has established that the cost of both primary and secondary school access has in the past inhibited 2 66 percent of those enrolled in the Faculty of education are women.

Similarly, they constitute 55 percent of the enrolment in the Faculty of Social Sciences On the other hand, male students dominate the faculties of Law 52 percent , Science 72 percent and Agriculture 66 percent The Government is equally concerned about the generally poor quality of education that is being delivered, a phenomenon that is explained principally by the high pupil-teacher ratios; inadequately trained teachers; weak and over- centralised school management systems; etc. Statistics that show trends in government expenditure per student reveal a phenomenally high inequity in the application of public funds across the different levels of learners.

The trend has not changed significantly since.

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The Minister of Education and Training is the political head of the Ministry and is assisted in this role by the Assistant Minister. However, there are various estimates, based on statistical projections, of its GDP of Somalia provided in different reports which can be used as a reference.

Most of the international institutions use these reports as a source. Financial remittances from Somali Diaspora members and aid donations are also major contributors to the local economy. This has an important impact on the economy, enabling the country to finance imports and meet foreign exchange needs as well as provide beneficiaries with improved food security and access to social services.

The Diaspora community also provides direct financial investment in the country thereby generating employment opportunities and government revenues. This enhances and provides stimulus to the local economy Ministry of National Planning and coordination, Somaliland This role is therefore assumed by the international non-governmental organisations INGOs working in Somalia and Somaliland, who rarely consider the regional disparities that exist within the local context of Somalia in their data analysis.

As a result most of their data are contained in combined figures representing Somalia overall. However, peaceful regions such as Somaliland are relatively more prosperous than the rest of southern Somalia.

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Hence when statistical figures are generalised for the whole Somalia their development indices are suppressed by lower figures in southern parts of Somalia. Notwithstanding visible positive social developments, it remains a concern that for the general situation in Somaliland the Human Development Report HDR estimates that out of 8. Standards of living have the highest level of deprivation, which stands at Key socio-economic indicators for Somalia are contained in the Annex to this document — few of these are, however, more recent than Such as they are, these socio-economic indicators make clear that both Somalia and Somaliland have challenging socio-economic backgrounds.

In the late s and early s, the Somali government provided an innovative three-year education programme for nomadic and pastoralist children.

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A separate curriculum and attendance record was designed for them: children attended school for six months each year, when the seasons permitted. During the rest of the year they accompanied their families, with very little opportunity for schooling. Nomadic families who wanted their children to attend school throughout the year had to board them in permanent settlements or find an extended family member living close to school facilities to stand guardian to their children.

Similar and separate education strategies for this large group were proposed for Somaliland but no evaluation of outcomes can be located. Their non-sedentary way of life translates to a unique set of development needs as well as vulnerabilities to environmental changes and conflict.

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The Study makes clear that households find it hard to meet their basic needs, as well as acquire services, as expenditures are way above income: cases of child malnutrition are still high. Its recommendations include boarding schools for pastoralist populations, equipping existing schools with learning and teaching materials, enhancing teacher skills through workshops during the long school holidays, sensitizing parents on alternative ways of disciplining children in order to minimize use of physical punishment and verbal abuse, and on the negative impact of heavy child workloads on education.