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Presenter : Linda Manata Wate
Alignment between Curriculum, Teaching and Learning in Solomon Islands. Presenter : Linda Manata Wate
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Subtitle: Map of Solomon Islands
10 Provinces Almost 600,000 population 40% below 25years of age 700 primary schools registered 474 ECE centers ( unregistered) 200+ Secondary schools 8000+ Teachers
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Subtitle: Policies that guide Curriculum, Teaching and Assessment
Solomon Islands National Curriculum Statement Policy Statement and Guidelines for Learners’ Assessment in Schools Teachers’ Professional Standards Early Childhood Education Policy ECE curriculum
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Subtitle: Policy Objectives
Curriculum i. “To develop a National School curriculum that identifies relevant and achievable learning outcomes and provides appropriate learning opportunities at each stage of schooling for each learner, ensuring that there is depth, breadth, continuity and progression of learning” Curriculum Statement
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Subtitle: Policy Objectives
Assessment “To measure if students meet the learning outcomes of the national curriculum” Learners’ Assessment Policy “Teachers must monitor learning outcomes assessed in the classroom against each individual learner to cater for the to cater for the automatic progression in our Education system” Curriculum Statement
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Subtitle: Policy Objectives
Feedback i. “Assessment results should be shared with the parents, guardians and other key stakeholders to encourage extra support for learning at home” Curriculum statement ii. “To promote transparency, which includes giving timely and measurable feedback to all learners on their learning progress” Learners’ Assessment policy
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Subtitle: Policy Objectives
Capacity building i. “To formulate and develop a comprehensive human resource development and management programme for ECE-teachers and school leavers in order to keep recruitment and employment process in line with demand of schools, teachers and other actors and to create a happy, motivated, professional ECE-teaching work force” ECE policy
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Subtitle: Policy Objectives
Capacity building ii. “To ensure that access to continuing quality relevant professional development is available to all ECE-teachers, ECE-teacher trainers and teachers’ supporting staff in response to identified needs’ ECE policy iii. “To fully integrate learners’ assessment into pre- and in service teacher training and in professional development for all teachers” Learners’ Assessment Policy
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Subtitle: Policy Objectives
Community involvement i. “To actively involve parents in the monitoring of their children’s’ progress at school by encouraging mentoring support to their children in the learning process” - Learners’ Assessment Policy ii. “To ensure that Management of Early Childhood Education and training is transparent, effective and efficient and is based on partnership with NGO’s, development partners, communities, teachers, education authorities and MEHRD” ECE policy
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Subtitle: Policy Implementation
Current Structure- Technical Working Committees as oversight to implementation of the Policies Under Secretary- that supervises the divisions that are responsible for Curriculum, Assessment and Teacher training. 3. Curriculum Development Division- develops the Curriculum. Recommendation for approval by Curriculum Advisory Board to Minister of Education.
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Subtitle: Policy Implementation
4. National Education Assessment Division- sets all National Assessments(Examinations, Standardised Tests and SBA tasks) and provide reports to schools. 5. Teacher Professional Development Division- Manages Teacher training programs 6. Inspectorate – whole school inspection 7. Principals/Head Teacher – Teacher appraisals
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iii. Collation of all reports
Subtitle: Challenges i. Existing structure is a challenge. Little communication between divisions. ii. Communication/Feedback to support existing mechanisms in the system iii. Collation of all reports
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Subtitle: Challenges iii. Current Assessment in National Examinations is norm-referenced and not criterion –referenced/Pre-determined-reporting iv. Examination-oriented teaching to serve one purpose – certification/selection and promotion and not learning.
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Subtitle: Challenges v. Misalignment in policy with practice-e.g. little classroom assessment practises reflected in teacher training courses. ECE centers supervised by untrained teacher/classroom over-crowdedness (1:40) practice (1:60)
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2. Restructure – physical space – August 2015
New developments to assist with alignment of Curriculum, Teaching and assessment Restructure – Teaching and Learning Directorate, including Literacy Program Management Unit (LPMU) 2. Restructure – physical space – August 2015
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Deputy Under Secretary
New Structure Deputy Under Secretary Director -CD Director - NEA Director -TPD LPMU Team Leader Advisory Staff (3) Contracted Staff (10) Support Services (5)
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provide feedback to schools/ individual students-meaningful feedback
New developments to assist with alignment of Curriculum, Teaching and assessment 3. National Standardised tests – provide feedback to schools/ individual students-meaningful feedback 4. Sector review – including ECE priority 5. Need to promote ‘School Readiness’ ( early years before ECE)- Community Education
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Subtitle: school report
No Descriptor strand school Province Sample q01 Order events in text Reading 45% 44% q02 Retrieve literal information from text ↑ 91% 71% 73% q03 Identify relationships from text ↑ 82% 70% q04 ↑100% 81% 78% q05 ↑ 95% q06 74% q07 Interpret meaning of words in text ↑ 73% 55% 49% q08 ↑ 86% 76% q09 Interpret information in text 41% q10 Interpret information and construct answer ↑ 23% 8% 12%
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6. Phase out of grade 6 examinations to replace with continuous
New developments to assist with alignment of Curriculum, Teaching and assessment 6. Phase out of grade 6 examinations to replace with continuous classroom assessment-increase teacher professional competency,etc. 7. Curriculum – revised to use the Outcomes approach/Learner- centered. 8. Curriculum text books – revised to align with pedagogy
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9. Evidenced-based Approach e.g. Currently
New developments to assist with alignment of Curriculum, Teaching and assessment 9. Evidenced-based Approach e.g. Currently Year 1-3 English Curriculum is reviewed based on reports from the standardised tests (SISTA 2013) that highlighted low literacy levels in Year 4 (66.4%),writing 32.3% 10. Development of teacher training models – school leadership/teaching and learning
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11. LPMU – Literacy projects – literacy strategies in schools and
New developments to assist with alignment of Curriculum, Teaching and assessment 11. LPMU – Literacy projects – literacy strategies in schools and communities 12. PaBER pilot – lessons learnt in system assessment and analysis (Regional Benchmarking)
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subtitle Tagio Tumas/ thank you
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