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:
Meeting with institutions on the adoption of Distance/e -learning mode of delivery and ICT resource assessment in TVET institutions in FSD/TIER project
Conduct of ICT baseline/audit visit to partner institutions
Analysis and presentation of findings to NBTE Management and the Commonwealth of Learning (COL)
Design and development of the National ODFEL implementation/action plan
Mandate by NBTE Management to Centre of Excellence for policy and strategy ODEL draft
Presentation of initial draft of the Strategy for e-Learning, as well as the ODFEL Policy and Procedures Manual to NBTE by M8 Global
Review of initial drafts by NBTE
VIII.Joint review by NBTE and M8 Global
Input by NBTE, partner institutions and M8 Global
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
strategy
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
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.
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
I participated in developing ODeL Policy for the college which will be implemented to ensure we have a guideline on using online learning. In developing the policy , the following trainers were involved : D/P Academics, Register , ODeL coordinator , Hod Distance learning , Hod Business , HOD ICT System administrator and ICT technician.
To begin with we sampled various ODeL policies from different institutions and intentified strengths and weaknesses in those policies.
Next we drafted a sketch of all the stages and requirements. After sketching we organized ourselves three groups and worked on the sections within two weeks.
Finally , we merged the documents from the groups , edited and formatted the document. The document was later presented to the board of management whom went through its and made necessary recommendation. The document was finally accepted and published as CIT ODeL Policy
One education policy in Fiji is the “National Education Policy 2009-2018.” It was formulated with input from the Fijian Ministry of Education, teachers, school administrators, parents, and community members. The policy development involved extensive consultations, workshops, and feedback mechanisms to ensure diverse perspectives were considered. It aimed to enhance education quality, accessibility, and inclusivity in Fiji.
In my organization we are currently reviewing the distance learning policy. The Associate Vice President was the main stakeholder who wrote the policy. However the policy is guided by other established policies in the organization. So input from other departments is taken into account. The processes also required reviewing international best practices.
Designing a Child Protection Policy is a critical process that involves various stakeholders to ensure the policy’s effectiveness in safeguarding the well-being of children. Here are the key people involved in formulating such a policy and the typical processes followed:
People Involved:
Policy Development Team: This team includes individuals responsible for the policy’s creation. It often consists of representatives from relevant departments, including education, legal, human resources, and child protection experts.
Child Protection Experts: Specialists with expertise in child protection, social work, child psychology, and related fields provide valuable insights into best practices and legal requirements.
Legal Advisors: Legal experts help ensure that the policy complies with local and national laws and international conventions related to child protection.
Educational Administrators: School principals, superintendents, or educational administrators are vital for implementing and enforcing the policy within an educational institution.
Teachers and Staff: Involving teachers and staff ensures that the policy is practical and can be implemented effectively within the school environment.
Parents and Caregivers: Engaging parents and caregivers helps in gaining their support, understanding their concerns, and ensuring their involvement in child protection efforts.
Students: Including student representatives, especially in the case of older students, allows for their input and feedback, which can be crucial in shaping the policy.
Typical Processes:
Needs Assessment: The process often begins with a thorough assessment of the child protection needs within the educational institution or organization. This may involve reviewing existing policies, identifying risks, and conducting consultations with stakeholders.
Research and Benchmarking: The team researches child protection policies from other educational institutions, organizations, and legal frameworks to gather best practices and benchmarks.
Policy Drafting: The policy development team, often led by a child protection expert, drafts the policy document. This document outlines the institution’s commitment to child protection, definitions, procedures, reporting mechanisms, and consequences for policy violations.
Consultation: Stakeholders, including teachers, staff, parents, caregivers, and, if appropriate, students, are consulted and allowed to provide input, feedback, and suggestions for improvement.
Legal Review: The policy is reviewed by legal advisors to ensure it aligns with relevant laws, regulations, and international conventions. Legal experts may also provide guidance on reporting procedures and legal responsibilities.
Approval: The policy is presented for approval by the relevant governing body or authority within the educational institution.
Training: After approval, training programs are often implemented to educate staff, teachers, students, and parents about the policy’s principles and procedures.
Implementation: The policy is put into practice, with specific protocols for reporting, investigation, and follow-up in cases of child protection concerns.
Monitoring and Evaluation: Regular monitoring and evaluation mechanisms are established to assess the policy’s effectiveness and make necessary adjustments over time.
Reporting Mechanisms: Clear and confidential reporting mechanisms are established to allow any stakeholder to report child protection concerns.
Awareness and Communication: An awareness campaign is often launched to inform all stakeholders about the policy, its importance, and how to report concerns.
Review and Update: The policy is periodically reviewed and updated to address evolving child protection issues, legal changes, and best practices.
The development of a Child Protection Policy is an ongoing process that requires a commitment to the safety and well-being of children and the active involvement of all relevant stakeholders.