The policy process

Education Policy: Phases of Development of the National ODFEL Policy and Strategy for TVET Institutions

People Involved in Formulating the Policy: National Board for Technical Education (NBTE), Partner Institutions and Commonwealth of Learning (COL)

Processes Involved in developing the policy: These are as follows

Phase 1: Preparatory meetings:

  1. Meeting with institutions on the adoption of Distance/e -learning mode of delivery and ICT resource assessment in TVET institutions in FSD/TIER project
  2. Conduct of ICT baseline/audit visit to partner institutions
  3. Analysis and presentation of findings to NBTE Management and the Commonwealth of Learning (COL)
  4. Design and development of the National ODFEL implementation/action plan
  5. Mandate by NBTE Management to Centre of Excellence for policy and strategy ODEL draft
  6. Presentation of initial draft of the Strategy for e-Learning, as well as the ODFEL Policy and Procedures Manual to NBTE by M8 Global
  7. Review of initial drafts by NBTE
  8. VIII.Joint review by NBTE and M8 Global
  9. Input by NBTE, partner institutions and M8 Global
  10. Presentation of revised document by NBTE to COL for review and input

Phase 2: Meeting with stakeholders on ODFELPolicy and Strategy

Phase 3: Meeting of the adhoc committee to harmonise COL’s input to the ODFEL policy and


Phase 4: A Three-day workshop facilitated by COL from 1618 July 2018to review the integrated

ODFEL Policy and Strategy with stakeholders

Phase 5: A revision of the instrument by COL based on the Meeting (phase 4)

Phase 6: Presentation of the progress of policy and strategy development to NBTE Management

Phase 7: Meeting to approve the National ODFEL Policy and Strategy by NBTE Governing Board

Phase 8: Forward the approved National ODFEL Policy to NCE for noting and approval

This is similar to the policy in yaba college of technology on Sexual Harassment and Gender Based Violence policy

Asides policy on workload. I believe also that a policy on replacing retired staff and employing new intakes will be appropriate.

Your process is really a nice one …

Another step is needed here, 5, which is the implementation of the policy into operational one …

  1. National Open and Distance Learning Policy- Government of the Kingdom of Eswatini 2019
  2. COL’s technical expert, MoETofficials, stakeholders, private institutions, civil society, traditional leaders, students, lecturers
  3. Initial consultative policy mapping workshop; Four sector research studies; Other studies undertaken by SADC; Policy dialogue forum; Regional ODL conference; Formulation of the Eswatini National Policy on ODL; and further countrywide consultations with different stakeholders.

Name of Policy: Teacher Education Policy
Those Involved: Ministry of Education, Universal Basic Education Commission, National Teachers’ Institute.
Processes that were followed:
Research, development of policy, implementation, monitoring, review.

Policy title: Curtailing Academic Staff Union (ASU) Strick Action
People involved in formulating the policy: Ministry of Labour and Productivity and Ministry of education.
First step: identifying the root cause of the problem. (e.g unpaid earned allowance, revamping tertiary education system)
Second step: analysing identified problems by setting up committees to meet up with stakeholders
Third step: Analysing the report of committees for possible implementations
Fourth step: formulation of policy based on the analysis of committee reports
Fifth step: Implementation of policy to curtail the agitation of the ASU members.

This policy is succinct and apt.

the policy on free education is often created without proper learning and teaching infrastructure for the learners. The provision of adequate teachers for such programmes is considered.

Policy name: Language in Education policy
People involved: Government, school authorities and researchers who proved the need to implement the policy by their findings drawing up a conclusion that speaking Kiribati mostly at schools here in Kiribati is contributing to the disadvantage children are facing at other schools or when reaching other schools where English is a predominant language.
Processes involved: So first the problem is identified. During colonial era, the official language is English, but after independence, the local language begins to take over. Even the schools are using local language to deliver their lessons. English is also taught in Kiribati language. In the end, children are more comfortable with using Kiribati than English and they often shy away when speaking English. Since English is universal, many children are not able to attend schools overseas to further their studies. That is the problem identified. Then next, opinions are gathered on how this problem can be solved which includes discussion and debate of alternatives. Solutions are laid out. This leads to the decision that children in Kiribati should be exposed to English at Secondary Level (selecting the key policy). Now the policy is at its implementation stage and secondary schools (junior and senior) are now expected to use 90%English.

Name of Policy: Child Protection Policy
People involved in Formulating the Policy: (Ministry of Education, Heritage and Arts), school stakeholders…- Department of Social Welfare - Ministry
of Health…National Substance Abuse and Advisory Council…Ministry of Labor…Fiji Police
The key elements of this policy are:
Protecting children’s rights and their best interests. Placing the child as the first priority when dealing with all identified or suspected cases of child abuse. Empowering and educating children on their rights, personal safety and steps they can take, if there is a problem.
Processes followed:
1- Initiation
2- Formulation
3- Implementation
4- Monitoring and Assessment

This programme has given more opportunity to citizens who either could not pass the Joint Admission Matriculation Board examination and those working to earn a degree in the polytechnic

Policy on examination misconduct
Step 1: The rate of reported examination misconduct among Polytechnic students.
Step 2: Debates, concerns and complaints from lecturers, invigilators and school management.
Step 3: suggestions on how to manage misconduct during examination for example attaching penalty to examination related offence, discouraging the use of phones and smart wrist watches, no exchange of personal belongings etc.
Step: 4 Drafting of guidelines by school academic board and representative of National Board for Technical Education
Step: 5 Familiarise everyone with the new policy through internal memos and mobilising resources for feasible implementation.
Step: 6 Implementation during examination
Step: 7 Monitoring and Evaluation of policy