Cook Islands Ministry of Education Statement of Intent 2010-2015

Statement of Intent The Statement of Intent outlines the priorities of the Ministry of Education for the next five years (2010- 2015). It provides stakeholders with an outline of priority areas, their purpose, specific outputs, desired outcomes and an undertaking from the Ministry as to how progress towards these will be monitored. The priorities are indicative of the current position of education in the Cook Islands. Whilst not detracting from the goals in entirety of the Education Master Plan, the priorities reflect the areas that the Ministry believes are required as a base for the remaining goals to be achieved and are areas where considerable gains need to and can be made. The statement also reflects the priorities set out in the National Sustainable Development Plan. Achieving the outcomes of this statement will allow the Ministry to live its vision and support the achievement of national, regional and international goals. Vision: The Ministry of Education values the unique nature of the Cook Islands. We contribute to the effective governance of our country and are recognised as leaders in education throughout the region. The Ministry of Education provides a dynamic and professional environment which promotes and supports life long learning through the provision of quality services.

Ministry of Education, 2009 This Ministry vision works to support the Education Sector vision to “build the skills, knowledge, attitudes and values of Cook Islanders to put their capabilities to best use in all areas of their lives”. Ministry of Education, 2008

Priority Outcome 1: Parents and the community have confidence in their own and the Ministry’s ability to support quality learning and development for the very young. Why? Quality early childhood education and the skills it develops in the very young sets a base for positive educational outcomes in formal schooling. Parents and the community have an important role to play in this development and the Ministry must make sure it supports parents in this role as well as continuing to focus on quality personnel and resources in the Early Childhood sector. How? 1. Increased participation – although most young Cook Islands’ children do attend an ECE Centre, there are still some children who do not have equity of access or participation. The Ministry will focus on engaging these children in early childhood education through awareness and media programmes and individual community based responses. 2. Quality Learning – the Ministry will continue to support the professional development of ECE teachers and Advisory staff and the development of ECE specific quality assurance programmes. 3. Parental Support – the Ministry will further develop and implement the Te Kakaia programme to support parents in being the leaders of their child’s education. 4. ECE Resourcing – resourcing for ECE (human, learning and consumables) is tagged within school budgets. 5. Pay parity for ECE teachers with teachers at primary and secondary level. 6. Provision of physical learning environments which reflect health and safety requirements and curriculum intent. Evidence of Success: 1. Gross Enrolment Rate for Early Childhood Education at least 95% across all islands. 2. Successful completion of ECE specific courses and qualifications by teachers and advisory staff. 3. ECE specific resourcing available in schools (including pay parity). 4. Te Kakaia programmes successfully run to support parents in understanding learning and development in the very young. 5. ECE buildings and environments are fit for their intended purpose.

Priority Outcome 2: That every child is literate and numerate by the end of Year 8 Why? Literacy and Numeracy are the foundation skills for all other learning. They also provide the foundation for life skills that all individuals need to be active members of their communities. Success in literacy and numeracy leads to positive learning outcomes in all essential learning areas of the Cook Islands Curriculum. The target of year 8 is to ensure that students have the skills needed to access opportunities at secondary school level and to be able to successfully gain recognized qualifications. The Ministry of Education considers attainment in both Maori and English to be a requirement of the literate learner. How? 1. Lead Teacher Programmes – professional and effective lead teachers in schools to support, monitor and evaluate classroom programmes in literacy and numeracy. 2. Resourcing - a focus on resourcing Maori language with relevant high quality resources at all levels of education. 3. The development of resourcing formulae for literacy and numeracy. 4. Assessment Tools to improve learning – a range of assessment tools are used by teachers to assess learning in literacy and numeracy to inform the next steps for individual learners and allow for reliable and valid monitoring at a national level. 5. Research on literacy and numeracy - research by advisors and teachers to investigate and utilise best practice models in literacy and numeracy for the Cook Islands.

Evidence of Success: 1. Classroom teachers reflect best practice in their delivery of literacy and numeracy programmes. 2. Valid and reliable Literacy and Numeracy data with national snapshots at Years 4 and 8 which meet set targets. 3. Increase in resources (print and digital) available in Maori Language. 4. Research conducted, recommendations implemented and findings published annually on best practice in teaching literacy and numeracy in the Cook Islands. 5. Adherence to resourcing formulae developed.

Priority Outcome 3: Every young person has access to the opportunity to develop skills and knowledge and to gain the qualification that they need to contribute to the development of the Cook Islands. Why? Young Cook Islanders need to have the opportunity to gain the knowledge, skills and qualifications that will equip them for the career and lifestyle of their choice. The NCEA qualification, accessed by schools in the Cook Islands, allows for a significant range of subjects and linkages between academic, vocational and alternative courses. The intent is to give learners access to seamless educational opportunities. How? 1. Increase Subject Scope – the Ministry will continue to review the scope of subjects available in senior secondary school and add to this in a way that meets the interests and skills of students and provides young Cook Islanders with the skills and qualifications needed to contribute to the national workforce. 2. Dual Pathway Programmes – in collaboration with other providers, the Ministry will continue to develop a range of standard based programmes which students can utilize to gain credits towards both school based and vocational qualifications eg carpentry, hospitality, automotive engineering. 3. Alternative Pathways – the Ministry recognizes the traditional school based academic programmes do not suit all learners. By creating alternative pathways for learning, the Ministry in collaboration with other providers, can ensure that the learning needs of all students are met. 4. Increased access for students in isolated communities – the Ministry wants students to be able to access quality education on their home islands for as long as possible. New methods of providing access to educational opportunities will be investigated and implemented in remote communities. 5. Secondary literacy and numeracy – professional support to all secondary teachers to be teachers of literacy and numeracy. 6. Provide quality support and information on career opportunities and decision making – continue to develop careers education programmes in schools and support with well trained and resourced Careers Education teachers. Evidence of Success: 1. Student retention in education – on home islands and in vocational education. 2. Active participation of students in dual pathway programmes measured through the breadth of courses offered and student participation. 3. Students have access to alternative programmes which provide the opportunity for success. 4. Improved NCEA Literacy and Numeracy results to ensure increased student access to qualification programmes. 5. Careers Education programmes at all levels of schooling from year 7.

Priority Outcome 4: Learning needs of the wider community are acknowledged and addressed through collaboration and partnerships with other agencies. Why? The Education Master Plan has the catchphrase Learning for Life. As a key driver of the education sector, the Ministry therefore has a major role to play in ensuring that all Cook Islanders have access to learning at all levels. How? 1. Community Education – in collaboration with schools and other agencies, the Ministry will encourage and support the development and implementation of programmes that provide learning opportunities to the wider school community including parents, caregivers and other community stakeholders. 2. Life Skills Programmes – the Ministry will work with schools, communities and other agencies to identify the island/community specific skills that need support and will develop programmes in response. 3. Te Kakaia – the Te Kakaia programme specifically supports parents/caregivers to understand and be able to support their child’s learning at all levels. 4. Resource Support – the development of partnerships with community groups and other agencies to utilize school resources for the purpose of providing formal and non-formal learning opportunities. Evidence of Success: 1. Number of successful community education and life skills programmes offered measured through participation, successful completion and course evaluation. 2. Te Kakaia programmes that meet the needs of different communities. 3. Increased utilization of schools and their physical resources.

Priority Outcome 5: The Ministry of Education is capable, professional, efficient and responsive to the needs of and opportunities provided to the education sector. Why? The Ministry of Education is mandated to provide quality education to all Cook Islanders. It can only achieve this if it develops and supports best practice models, operates quality assurance systems and monitors its performance to ensure currency nationally, regionally and internationally. How? 1. Safety – the Ministry, in collaboration with CIIC, will work towards ensuring a fitness of purpose for schools. The Ministry will also continue to work with EMCI to ensure that schools and their communities are prepared to respond to adverse events. 2. Health – the Ministry, as a good employer, affords priority to the promotion of wellness, and aims to ensure that all are free from harm. 3. Quality Assurance – the Ministry will monitor and evaluate its own performance (internal) and be open to audit from other agencies (external). This quality assurance includes school review and the development and implementation of sound forward looking policy that meets the needs of the sector and its responsibility to the wider community. 4. Development of research environment – the Ministry will develop a culture of research across all levels of the education sector. 5. A Performance Development System that reflects professional standards and which is supported by purposeful professional development opportunities. Evidence of Success: 1. Unqualified audit report and PSC endorsement. 2. Ongoing research that ensures currency of practice. 3. All staff actively engaged in ongoing professional development linked to PDS goals. 4. Enhanced learning and teaching areas that are fit for purpose and exceed minimum health and safety requirements. 5. Buildings and facilities fit for intended purpose. 6. Statistical evidence that the Ministry of Education is recognized as a good employer.

Five Year Action Plan Focus Area: Taku Ipukarea Kia Rangitira Goals Improved Maori literacy at all levels of education Targets (2015) 2010/11 2011/12 2012/13 65% G4 students with Lead Teacher Programmes (SS) Maori at or above suggested standard. Eval. Maori Lang. Framework completed to Year 8 (SS)



60% Y8 students at or above expected standard.

Strengthening Secondary Maori: NCEA, Pedagogy (SS)

Resource Development (SS: Seconded project) 2010/12 ECE – Grade 3 Grade 4-8 Year 9 - 13

Relevant Learning and Teaching styles and methods identified and developed

At least one research based publication produced each year. At least 2 staff presenting at national, regional or international conferences per annum. By 2015 at least 3 standards for traditional knowledge registered on qualifications framework.

Research Programmes (PPR/SS): Literacy &Numeracy EIU/ESD Research Sabbatical Programme Developed ECE

Annual Research Publication (PPR/SS) Development of research library (PPR) Ongoing library maintenance (PPR)

Register of Presentations maintained (HR): In response to abstract submission and invitation

Develop as a Centre of Excellence for all things Cook Islands

Development of traditional knowledge standards (SS/PPR) Scoping of Innovations Centre (PPR)



Focus Area: Learning and Teaching Goals Equitable access for all learners to quality learning programmes Targets (2015) 2010/11 2011/12 2012/13 2013/14 NER G1-6>95% Annual needs analysis of senior secondary programmes available: increase scope (SS) Y11>90% Y12>50% Review of DFL modalities (ITC/SS) Y13>30% 10–11 retention >95% Implementation of prioritized actions for DFL modalities (ITC/SS) Disaggregate data by home island. Review of CICF (SS) and Review of CICF.
services Development and implementation of Enterprise/Financial Literacy Curriculum Document. (SS)


Isolated student review

At least two alternative pathway programmes.

Special Development of further courses as informed by review (SS) Review of alternative courses. (PPR)

Special Review: Northern Group Education (PPR)

Implementation of strategies to address findings of the review (SS, HR)

Improved literacy and numeracy for all learners

National English Literacy >85% Northern Gp at least 5 percentage points per year. Numeracy National >70% Southern Gp >60%

Lead Teacher Programmes in Literacy and Numeracy (nb research in TIKR) (SS)

National assessment tool development (SS, ITC)

LAC/NAC courses for secondary teachers (SS)

Special Review: (AE) Lead Teacher Programme (PPR)

Post review development of resourcing formulae for Lit and Num (PPR/SS)

AE Frame works

National Literacy and Numeracy Conference (SS)


Targets (2015) GER>95% on every island No. of Dip ECE>10 Resourcing Policy for ECE (ECE tagged budget and staff) Te Kakaia ECE specific programmes >3 pa






Increased enrolment in ECE Centres

ECE Media Campaign (ITC/SS)

Dip ECE Programme for teachers and advisors in collaboration with USP (HR) ECE specific criteria developed for education review (PPR)

Special Review (AE) ECE programmes

Post EFA ECE analysis to identify communities at risk (PPR)

Implementation of programmes to address communities at risk (SS)

ECE resourcing policy (PPR) Ongoing implementation (HR/SS/F)

Te Kakaia Programme: ECE specific (SS)
Fitness of Purpose standards developed for ECE (SS/PPR/F) Work programme to address standards in units (SS/F)

Increased access to vocational courses at senior levels

Dual Pathway courses >8 Taster Courses >4 OIs courses >6

Ongoing coordination of programmes through facilitation with schools, DNHRD and other providers (SS)

Special Review: Dual Pathway Programmes (PPR) (AE)

Goals Systems that enhance student wellbeing

Targets (2015) All accredited schools have integrated careers education programmes Careers Ed programmes for Y7/8






Development of Careers Education programme for Years 7&8 (SS)

Careers Education staff – ID and training (SS/HR) Continued training support (SS/HR)

Careers Teachers intensive training (HR/SS)

School wide health promotion programmes

Programme development (SS)

Health Promotion implementation (SS)

At least 2 local guidance counselors available to schools

Guidance staff identification and training (SS/HR)

Focus Area: Learning and the Community Goals Targets (2015) 2010/11 2011/12 2012/13 2013/14 All schools have Increased Media Campaign (PPR, ITC) active committees participation AE by parents in that meet compliance requirements. education policy and Annual Stakeholder Reports & Expo: variety of audiences (PPR) The Education decision Advisory Board of making community School School stakeholders meets at Committee Committee least twice annually. Training (PPR) Training (PPR) Policy consultation programmes utilized. Community stakeholder meetings and media releases (x 2 per year). Involvement in Principal appraisal. Early Intervention Specialist Programmes (SS) Completion of IE policy (SS)
Early Intervention Specialist Programmes (SS) Teacher Aide training programmes (SS) Teacher Aide training programmes (SS)


PDS – involvement in PDS for Principals (HR)

100% of children Wide community access education support and from age 5. understanding of inclusive education

Special Review (AE): Teacher Aide Programmes

Media Awareness Programme (SS, ITC)

Annual Programmes Increased - 5 Te Kakaia participation - At least two of the wider community in community education ongoing programmes learning per island - At least two life skills programmes per island At least 10 school communities actively utilizing school resources for formal and informal education.

Te Kakaia Programme (SS)
Policy development on Community Ed. Courses (PPR/SS)

Development and implementation of Community Ed Action Plan (SS)
AE: Lifeskills and Comm Ed.

Policy development on Life skills Courses (PPR/SS) Development and implementation of Life skills Action Plan (SS)

From Comm. Ed policy, develop guidelines for school policy development on community utilization (PPR)

Monitor policy implementation (SS:Comm Ed/PPR:Policy)

Media awareness (run by schools)

Focus Area: Infrastructure and Support Goals Adequate budget resources for education Targets (2015) Unqualified audit report Fully integrated finance systems 2010/11 2011/12 2012/13 2013/14 2014/15

Annual budget policy submissions, business plans and budgets prepared (F/PPR) Maximum alignment of donor and local funding and systems (F/PPR) MYOB implementation (F)

All requirements from 2008 Audit report and June 2010 inventory report addressed (F) Completion of new MoE headquarters (F)

High quality buildings, grounds and facilities

100% of schools receive annual warrant of fitness

Development and resourcing of health and safety standards for schools (PPR/F)

Development and implementation of work programme to address issues. Fitness of Purpose focus. (with CIIC) (F)

All teachers have access to ICT facilities for professional and learning development purposes

Development of specialized learning areas: (F) 10/11 11/12 Science graphics ICT w’shops Complete libraries

12/13 tourism hospitality

Fitness of purpose focus.

Development and implementation of IT action plan (ITC)
Development of IT replacement programme (ITC/F)

All new buildings have disability access and facilities.

Review of Prioritise and implement outcomes of review (SS/F) disability access in schools (SS/F) Special Review (AE): HRM and Professional Development

100% attestation Effective well qualified and resourced teachers, administrators and support staff All schools fully staffed Certified:95% Academic Quals: 90% First degree or higher:40%

HR strategy & policy development (HR)

New PDS system implemented and reviewed (HR)

Ongoing PD programmes developed from PDS (HR)

Staffing forecast models developed (HR)

Training programmes identified and developed to meet forecasted needs (HR)

Professional standards for advisors developed and implemented (HR/SS)

Annual recruitment, induction and orientation programmes (HR)

Scoping and resourcing of Mentoring position description (HR/SS)

Professional mentoring programme in schools (SS)

Special Review: Mentoring Systems (PPR)

High quality management systems

Education Bill passed to Crown Law (PPR)

Scoping and development of capacity in Internal Quality Assurance (PPR/SMT) Developing internal QA policy (PPR) Review of School Audit Process (PPR) Develop policy development and management processes (PPR)


EA: School Review Processes

AE: Policy Managment

Completion and endorsement of strategic policies Development of supporting operational and issues policies (PPR and relevant (PPR) Divisions) Com Ed Language

Sign up to vote on this title
UsefulNot useful