TODAY I PRESENT the final of a three-part strategic planning suggestion that I almost presumptuously offered to the Ministry of Education to address problems in the system.
Having put all the structural requirements in place, it is now time to be driven by facts. By utilising all of the data, both quantitative and qualitative, that have defined the system the easy temptation for an anecdotal focus is avoided.
Quantitative data should involve areas that are the main purpose of schools. Included in these are student academic results (inclusive of comparisons among schools), discipline such as the recorded student offenses.
Punctuality of students and teachers as well as absenteeism should also be noted as well as the level of accountability practised throughout all levels of the system. This will involve areas such as teacher evaluation, student reports and annual school reports from principals.
In the area of qualitative data, it is important to stipulate what will be accepted at the primary focus of contemporary education. Should it be high academic achievement which would identify education primarily to support, encourage and facilitate students’ ability to obtain high grades especially in courses that form the curriculum’s academic core?
The other side to this coin speaks to education being for sustained human development. This would focus on the purpose of education being primarily to nurture students’ abilities so that their future may include successful relationships with others, meaningful service to the community, emotional maturity, ethical behaviour and a passion for learning.
The main challenge in this area is to successfully marry the two areas. In pursuit of this there must be an agreed definition of student success. Included in this analysis are the number of certificated passes, the quality of these passes and the ability to utilise knowledge in content.
There must also be a thrust towards and opportunities for volunteerism and service. This should be informed by the number and extent of involvement in school service groups, the involvement of students in school/community service groups as well as demonstrated willingness to assist and support the less fortunate.
Another area of qualitative data is that of comfort and safety for students and staff. In addition to the school compound, it must also include while being transported to and from school, on the internet and on the street and at special school occasions.
At this point, there is a need to conduct an education satisfaction perception sample survey. This should be informed by the views of students, teachers, education administrative officials, parents, the business community and the general public (the actual taxpayers).
Once this information is secured, there should then be opportunities provided for informed discussion and analysis. This can be done via special group discussions or town hall meetings, targeted workshops and seminars as well as questionnaires.
The next most crucial action to be taken is the documenting of the agreed critical and impactful issues. These are wide and varied inclusive of areas such as Curriculum, Student Achievement, Communication, Discipline, School Culture and Ethos consistent with Ministry focus and policy.Â
Other crucial issues such as Core Values, Property/Plant Issues, Sport/Culture/Service, Technology, Informed Decision Making Processes and the specific actions to encourage a high level of creativity should also be documented.
The plan should then be written with a structure that identifies critical/impactful programmes, incremental time schedules, specific needs and incremental costs, formulates accountability teams and leaders, specifies monitoring standards, tools and structures as well as scheduled review sessions. With this in place, your Strategic Plan is complete!
Jeff Broomes is an experienced educator, principal and community organiser who also served as vice president of the BCA and director of the WICB. Email: unclejeff2@hotmail.com
