1. Education Sector – Stakeholders’ Report for the Year 2011/12 2010/2011

2. Taku Ipukarea Kia Rangatira: The Achievements Grade Four Maori Literacy: 2011 – 58% at or above national standard 2010 - 56% at or above national standard Currently tracking to exceed 2015 target. Rarotonga improvement noticeable Continued work on Maori resource development (Standards) Continuation of Maori Language Week Work with USP/AUT to provide Cook Islands Maori Dictionary on line Continued work with NZCER on relevant assessment tools Action research programme with teachers in schools Repositioning of UNESCO National Commission to Ministry of Education Considerable regional and international involvement and requests for presentations Range of media campaigns

3. Taku Ipukarea Kia Rangatira: Challenges and Issues Community perception around Maori Language Some issues to be addressed around NCEA Level 1 Maori Embedding and sustaining pedagogical change Regional coordination – monitoring and evaluation of PEDF

4. Taku Ipukarea Kia Rangatira: The Next Steps Maori language resource development with a shift in school level of focus Maori Language Teacher Training Maori Language Funding Formula Additional dialects to on-line dictionary Continued work with NZCER Appointment of Permanent Commissioners to UNESCO Nat Comm.

5. Learning and Teaching: The Achievements Literacy (English): 74% at or above national standard in 2011 (68% in 2010). Improvement in all geographical regions. Level 1 Literacy tracking above 2015 targets. Numeracy:68% at or above national standard in 2010 (72% in 2009). Issues identified. ECE – increasing roll numbers, high level of teacher participation in professional development. Strong collaboration with Te Kakaia programme. NCEA Level 1 – National: 64%, Lit = 88%, Num = 85% (Tracking: 2007 - 40.5%; 2008 - 54.9%; 2009 - 51.8%, 2010 -49%) NCEA Level 2 – National: 66% (Tracking 2007 – 43%; 2008 – 51% 2009 – 64%, 2010-53%) NCEA Level 3 – National: 63% (Tracking: 2007 – 23%; 2008 – 36%; 2009 – 39%, 2012 – 55%) Te Kura Uira – continuation of the programme recognising lessons learnt from the pilot on 2011/12. Implementation of Enterprise and Financial Literacy programmes Secondary school subject scope enhancement

6. Learning and Teaching: Issues and Challenges Increasing scope and accessibility of secondary and dual pathway programmes in a sustainable way Provision of support to isolated schools Secondary school male literacy (although gap closing – 4% in 2011). Numeracy – geography and gender

7. Learning and Teaching: The Next Steps Officially lower enrolment age for ECE and increase leaving age from secondary schooling. Numeracy professional development for teachers Continued increase of scope – subjects and programmes Continued development of Guidance and Careers programmes Development and implementation of Tertiary, Continuing and Community Education Strategy.

8. Learning and the Community: The Achievements Considerable media campaign Strengthening of School Committee role – greater inclusion in School Review processes Te Kakaia programme Teacher Aide training Implementation of new IE policy

9. Learning and the Community: Issues and Challenges Shifting mind sets on parental roles – especially at secondary school level Critical mass of capacity in school committees Succession planning for Te Kakaia Resourcing Inclusive Education

10. Learning and the Community: The Next Steps Evaluation on the use of Teacher Aides in schools Development of Assistive Technology strategy Development of Tertiary, Continuing and Community Education strategy

11. Infrastructure and Support: The Achievements Completion of implementation of new financial management systems (including strengthen internal controls & asset management). Improved School based financial management Transition to new MoE Building Solar Panel investment and Green Practices Considerable work on Science Laboratories and ECE Centre health and safety. Targetting of Professional Development through the PDS Fast Track Teacher Training Initiative Continually improved ICT structure and support mechanisms – benchmarking, IT pods, Netbooks programme Internal management of Risks and Issues

12. Infrastructure and Support: Issues and Challenges Continued stress on school operational budgets (power, telecommunications) Staffing – retention, recruitment Services to isolated communities (delivery and support)

13. Infrastructure and Support: The Next Steps Passing of the Education Bill Strengthen the integration of ICT in education. Achieve an unqualified audit report Investigate alternative recruitment processes eg VSA

14. The Way Forward Priority Outcome 1 – Literacy and Numeracy: That every learner has the literacy and numeracy skills required to access other learning Focus on: - valid, reliable information with which to plan programmes, utilise resources etc (both quantitative and qualitative) - quality resourcing of the Maori Language at all levels of education - scaffolding programmes in literacy and numeracy for people re-entering post compulsory sector. Priority Outcome 2 - Student Wellbeing: That all learners are supported in their learning by an environment that is safe, acknowledges their individual needs and provides for their development Focus on: Strong school and provider based pastoral care systems and careers education through all levels of education Professional counseling services available to all stakeholders Strengthening of systems to support isolated learners’ access and success in learning Priority Outcome 3 – Programmes and Delivery: Relevant programmes that ensure Cook Islanders have the skills needed to access further education and contribute to the wider community are available. Delivery mechanisms are varied and meet the needs of all learners. Focus on: Scope and modality of courses at all levels education ( links to NSDP, workforce internship programmes, use of ICT in range of delivery modalities). Alternative Pathways reviewed and further developed Fully review the Cook Islands Curriculum Framework to ensure relevancy of objectives and intended outcomes (current year) Acknowledge the importance of Education for Sustainable Development and Education for International Understanding in the development of programmes. Priority Outcome 4: Learning needs of the wider community are acknowledged and addressed through collaboration and partnerships with other agencies. Focus on: Continuing and Community Education – ensure that a range of pathways are available for people to access formal tertiary and vocational education through the development of a specific strategy. Continued development of Te Kakaia programme to specifically support parents/caregivers to understand and be able to support their child’s learning at all levels. Links to community groups (NGOs/CSOs) for recognition of non-formal education Priority Outcome 5 – Responsive Management: The Ministry of Education is capable, professional, efficient and receptive to the needs of and opportunities provided to the education sector in a manner that supports sustainable development of the sector. Focus on: Infrastructure and 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 all providers and their communities are prepared to respond to adverse events. Quality Assurance – the Ministry will consistently review its own performance (internal) and be open to audit from other agencies (external). This quality assurance includes school and provider review. Informed Decision Making – the Ministry will continue to implement a comprehensive Monitoring and Evaluation Framework to ensure that valid and reliable information is available for use in decision making to mitigate risks to the sustainability of initiatives. A Communication Strategy to improve accessibility of information to a wider range of stakeholders across all aspects of Ministry activity will be developed and implemented.

15. The Ministry of Education 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 in the region. The Ministry of Education provides a dynamic and professional environment which promotes and support life long learning through the provision of quality services.