At the heart of the Action Plan is the aim to improve the impact of the education and training experience on the lives of each and every learner, particularly those who are likely to face greater obstacles because of disadvantage or special needs.
We are committed to a consultative and partnership approach to the development and delivery of the Action Plan for Education 2021 -2025. ESI conducted a nationwide survey at multiple levels such as members of the public, agencies and State bodies, other Government Departments, and various interest groups. This feedback was considered in the drafting of the TWO and FOUR year Reformation Program, and was re-considered when updating existing and devising new, actions for 2021-2025.
When developing the material for this Reformation Program 2021-2025, the Department’s agencies were consulted and a series of in-depth workshops and consultation meetings with key stakeholders was held on priority issues including ICT, languages and wellbeing.
To achieve our ambition we must work in consultation and partnership with key stakeholders and in particular with our agencies, other Departments and their agencies. System-wide performance monitoring will track progress against Plans and ensure that timely remedial action is taken. Performance indicators will be used to benchmark policies and processes for each goal against national and international best practice.
As a motto we have always understood and believed the fact that we cannot grow alone…as a matter of fact no-one can grow alone! Therefore, our focus is on all round development and well being of the Institution, not just individuals. We would encourage, promote not just the students, our efforts would be to ensure that the staff (including teaching staff, support personnel), everyone who is a part of the institution grows and does value addition at all levels.
“We want Institutions … where students will feel free to dream about their futures, where they are able to connect their passions with possible career options, and where the opportunities and resources needed to support these decisions are provided.”
Together, we will inspire our children and youth to become capable adults and fully engaged citizens, ready and able to contribute to their families and communities. Our children, youth and adults will develop the skills and the knowledge that will lead them to become personally successful, economically productive and actively engaged citizens. They will become the motivated innovators, community builders, creative talent, skilled workers, entrepreneurs and leaders of tomorrow.
27 POINT REFORMATION PROGRAM
The purpose of this 27 POINT REFORMATION PROGRAM includes monitoring the evolution and change in educational policies and their effect upon educational planning requirements; highlighting current issues of educational planning and analysing them in the context of their historical and societal setting; and disseminating methodologies of planning which can be applied in the context.
Indeed, planning entails a variety of processes, from the analysis of the present situation, the generation and assessment of policy options, to the careful preparation and monitoring of policy implementation, eventually leading to the redefinition of a new policy cycle. A variety of players intervene in these processes and if their interests are not carefully assessed and taken care of, then the policy or the plan will have every chance of failing. Educational history is full of reforms and plans which were never implemented precisely because the interests of certain key actors (parents or teachers) had not been taken into consideration, financial and human resources implications had not been carefully assessed or the system's managerial capacity had not systematically been taken into account.
Increasingly, educational planners realized that both the constraints and opportunities they face are often traceable to the decisions made by policy-makers, usually before the professional planning staff has had a role in the discussion.
The notion of educational planning - making the education sector grow and function more effectively - may implicitly suggest a well structured field of unambiguous issues, clearly defined objectives, mutually exclusive choices, undisputed causal relationships, predictable rationalities, and rational decision-makers. Accordingly, sector analysis has predominantly focused on the content - the 'what' of educational development: issues, policies, strategies, measures, outcomes, etc. In contrast to this simplistic vision, educational planning is actually a series of untidy and overlapping episodes in which a variety of people and organizations with diversified perspectives are actively involved - technically and politically. It entails the processes through which issues are analyzed and policies are generated, implemented, assessed and redesigned. Accordingly, an analysis of the education sector implies an understanding of the education policy process itself - the 'how' and 'when' of educational development. The purpose of this section is to suggest a scheme or series of steps through which sound and workable policies can be formulated, and then, through effective planning, put into effect, evaluated and redesigned.
Our Services are based on the advice of thousands of professionals, and is the important next step in building the vibrant, prosperous nation of tomorrow.
Plan of Action
To achieve success, ESI will:
• Invest in the technology, design and infrastructure required for the classrooms of the future to serve the needs of all communities.
• Invest in innovative teaching practices and instructional methods enabled by technology to more precisely engage and address the learning needs of all students.
• Give students more flexibility and ownership in their learning, allowing them, for example, to determine whether they want to spend more time on e-learning or on learning outside of the classroom
• Foster more young entrepreneurs in the Institutions by increasing training in innovation, creativity and entrepreneurship for High Skills students.
• Promote the value of the arts, including the visual and performing arts, in developing critical and creative thinking skills that support success in Institutions and in life.
• Provide greater support to ensure parents and guardians are welcomed, respected and valued by the Institutions community as partners in their children’s education.
• Expand learning opportunities outside Institutions to include community-based, civic, humanitarian, scientific and artistic activities, as well as cross-cultural and international experiences.
• Explore different models of learning, such as project-based learning or learning across multiple subject areas.
• Document, develop and implement innovative leadership practices and resulting clear improvements in student learning.
• Define and develop measures for higher-order skills, such as critical thinking, communication, collaboration and entrepreneurship.
• Work with teaching staff, principals, and supervisory officials and their professional associations to identify and share effective and innovative teaching practices that include the use of technology.
• Increase participation in programs like Specialist High Skills, increase training in innovation, creativity and entrepreneurship, and ensure that programming meets student demand.