Evaluation of the Sāmoa Education Sector Support Programme – Final Report 63
MTR recommendation To what extent has the ESSP helped to
address this recommendation?
Ongoing relevance of the
recommendations based on
ESSP evaluation findings
conduct of Cost Effectiveness
Analysis.
likely to be beneficial for the
success of any future ESSP.
See section 2.2.3 of the
evaluation report.
3. Funding a rapid TA
assignment that examines how
to best provide direct support
for Principals.
There has been investment in developing
capacity such as Principal leadership and
other in-service training courses.
However, it is not clear to what extent this
investment has been supported by
technical advisers.
Further technical adviser
assistance in this space is
likely to be beneficial for the
success of any future ESSP.
See section 2.4.1 of the
evaluation report.
4. Providing financial and
human resource support to
agencies to develop
procurement plans.
Procurement was not a focus of the ESSP.
However, new procurement appointments
have been made across the IAs.
This issue was not a focus of
the ESSP, so has not been
directly addressed in the
ESSP evaluation.
5. Filling the two key positions
at MESC which have leadership
responsibility for literacy and
numeracy.
No evidence that these positions have
been filled. However, other initiatives are
in place e.g. minimum s
literacy and numeracy.
Leadership is still required in
literacy and numeracy. See
section 2.5.1 of the
evaluation report.
6. Developing new
performance-based indicators
for inclusive education.
Progress has been made in IE, and some
draft performance indicators for IE were
sighted by the Evaluators. The draft
performance indicators, however, need
more work in order to accurately report
against progress towards achievement of
agreed inclusive education objectives.
Changes to existing KPIs,
including the development of
appropriate performance
indicators for inclusive
education, are included in
the ESSP evaluation
recommendations.
7. Developing a centralised
EMIS.
This objective has not yet been achieved. Included in ESSP evaluation
recommendations.
8. Developing new relevant and
measurable indicators should
be created for Early Childhood
Education.
While progress has been made in ECE, this
has not been reflected in the development
of indicators that are able to be accurately
reported against, or that will demonstrate
real progress towards quality early
childhood education delivery.
Changes to existing KPIs,
including the development o
appropriate performance
indicators for early childhood
education, are included in
the ESSP evaluation
recommendations.
9. Defining clear roles and
responsibilities for Task Forces.
It was reported that the taskforces have
met with mixed success. Three task forces
(IE, ECE and teacher development) have
had some success in developing and
implementing a work programme. It is
disappointing that more has not been
achieved by the literacy, numeracy and
assessment taskforces over this period.
Further work is required to
ensure the education sector
gets the full benefit out of all
six Task Forces. See section
2.5.1 of the evaluation
report.