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Part 111PROSPECTS

POLICY DIRECTIONS FOR THE FUTURE

Education Plan 2000 - 2005

Presented in this section, is Anguillan’s Education Plan for the next five years starting 2000. We found it unrealistic to extract policies and strategies for basic education only, where majority a majority of these programmes cuts across primary and secondary education.

The education plan presented herein, represents priority programmes emanating from a combination of initiatives such as the outcomes of the review, related education studies recently conducted, the outcomes of the ongoing public sector development review, and regional (CARICOM, OECS) commitments to improvements in the delivery of education.

The iterative approach adopted in the derivation of this plan, is with the expectation that it would engender feelings of commitment to the ownership of the plan and its programmes at all levels of the system. The process promoted a common understanding of the goals to be pursued, and strategies to be utilised among both the policymakers and the implementors, and allowed from the outset, several opportunities for the latter group to seek clarifications of ambiguities perceived.

Underpinning the process in the derivation of the education plan, is the conscious effort that has been taken to correct those specific concerns and deficiencies observed in the performance of the education system. These have been highlighted in the draft education policy document, the recent sector review and EFA analysis. The intent is to strenghten and sustain the Ministry’s capacity to deliver qualilty education service and manage it effectively.

Inclusive in the constituents of the plan are on-going and about to happen contributions and technical assistance from DFID, EU, OERU, CIDA (OCOD, and Nippising).

The broad programmes situated within the policy framework represent a plan of programme activities designed to make implementation and evaluation processes more manageable. Inherent in this method of presentation is the concept of a ‘roll over plan’ where annual work programmes and budgets are prepared based on yearly reviews.

Figure 11 gives a diagrammatic representation of the focus of the policy areas, where the outcome should be in the long term a more effective and efficient delivery of education, and the output an empowered student.

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