1 UNRWA – UNESCO Education Programme SubCom May 2 nd, 2012 Reform Update.

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UNRWA – UNESCOUNRWA – UNESCOEducation Education

ProgrammeProgramme

SubCom May 2nd, 2012

Reform Update

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Efficiency and effectivenessWay of working: harmonisation, strategic work (planning, M & E – new Indicators, baselines and trends), partnerships and good governanceFocus areas: Investment in/interrelationship of key quality areas which make a difference: teachers (getting the best teachers and making the most out of them), inclusive education, curriculum, TVETZero additional recurrent cost: Teacher Policy, Inclusive Education, teacher training

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VISION

STRATEGY & POLICY

DEVELOPMENT PHASE

April 2010

December 2010

2011

2012

2015

OPERATIONAL PLANNING+ BUDGETING

(+ CAPACITY BUILDING)

UNRWA Education Reform

IMPLEMENTATION PHASE

MONITORING & EVALUATION

Ed

Leading

Leading

Leading

Oversight

Oversight

FO

MC Approval

Contributing

Managing

Leading & Managing

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Optimization in the Teacher Policy

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parameters Baseline (2010-2011) 2011-2012 2012-2013 2013-2014 2017-2018 2018-2019 2019-2020 2020-2021

Years 0 1 2 3 7 8 9 10Education system dataNumber of students 66 400 66 573 66 746 66 919 67 618 67 794 67 970 68 147

Target for the evolution of the number of students 0,26% 0,26% 0,26% 0,26% 0,26% 0,26% 0,26% 0,26% 0,26%

Targeted year 10

Target PTR 31,1

Target year for PTR 10,00

Student teacher ratio (STR) 31,1 31,1 31,1 31,1 31,1 31,1 31,1 31,1

Student class section ratio 38,7 38,7 38,7 38,7 38,7 38,7 38,7 38,7

Number of equivalent full-time teacher posts 2136 2141 2147 2152 2175 2180 2186 2191

Teaching staffTeacher attrition rate 3,10% 4,3% 3,10% 3,10% 3,10% 3,10% 3,10% 3,10% 3,10%

Year of creation of the new categories of staff 4

Teaching staff by categoryDaily paid teachers (DPT) equivalent full-time posts 81 81 81 82 83 83 83 83% of daily paid teachers in the targeted year 3,8% 3,8% 3,8% 3,8% 3,8% 3,8% 3,8% 3,8% 3,8%Targeted year 10Teachers (except DPT, mentors and NQT) 2055 2060 2065 2071 1922 1925 1931 1935Teaching load of NQT (% of full load) 80% 0,00% 0,00% 0,00% 0,00% 80,00% 80,00% 80,00% 80,00%Newly qualified teachers (NQT), first year of teaching 0 0 0 0 65 68 67 68Norm for mentors (% of total teaching staff) 6,67% 0,00% 0,00% 0,00% 0,00% 6,67% 6,67% 6,67% 6,67%Teaching load of mentors (% of full load) 80% 0,00% 0,00% 0,00% 0,00% 80,00% 80,00% 80,00% 80,00%Mentor teachers 0 0 0 0 147 147 148 148

Total number of teaching staff 2136 2141 2147 2152 2217 2223 2229 2234

Non-teaching staff

Number of schools 118 118 118 118 118 118 118 118

Non-teaching staff by categorySchool supervisors (Ed. Specialists from Sept. 2011 onward) 32 32 32 32 0 0 0 0

Norm for Education Specialists (teachers per ES) 40 0,00% 0,00% 0,00% 0,00% 2,50% 2,50% 2,50% 2,50%

Education specialists 0 0 0 0 55 55 55 56

Norm for Quality Assurance Officers (schools / QAO) 10

Quality assurance officers 0 0 0 0 12 12 12 12

Norm for Professional Development Coordinators 7

Professional development coordinators 0 0 0 0 7 7 7 7

Assistant headteacher / Deputy principal 40 40 40 40 40 40 40 40

Headteacher / Principal 118 118 118 118 118 118 118 118

Management staff (Deans, Chief, Deputies, etc.)Other staff

Total number of non-teaching staff 190 190 190 190 232 232 232 232

Increase in the number of non-teaching staff 0 0 0 0 0 0 0

The financial simulation model

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The Transitional Action Plan (TAP)

Draft Teacher Policy and Job DescriptionsFeasibility studies:

Initially Agency level optimisation (class size, non teaching periods)

Evolved into optimisation at Field level (GFO, WBFO, SAR)

Development of Planning for phased implementation (iterative process, TAP and Field specific)

Ensuring coherence of implementation Transactional costs and organisation

• Who does what, when, and why and costs• Capacity: existing and needed and costs

Anticipated hurdles and how they might be overcome Meeting of Chiefs and DD (to be endorsed by IMG) to

finalize the TAP Phased in implementation

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Moving forward….

Endorsement and implementationCommunication and advocacyEngagement with hosts, and particularly PAStructures and systemsFinancial support for EMIS – with recurrent costs, but will improve efficiency of system.

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Progress on Reform areasTeacher Development

Policy SBTD Leading for the Future JDs and Post

Inclusive Education IE Policy, IE Strategy Health and Education Strategy

TVET Review undertaken Strategy developed SDC supported programme GIZ and ILO

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Progress on Reform areas

Curriculum Framework Curriculum Policy Statement Curriculum Framework

Human Rights Human Rights Policy HR Learning Competency framework

• Evaluation of material• Development of Teacher Resource Kit

Support Areas Research studies and focal points Irish Aid Partnership strategy in line with ERD Governance Framework