MoE delivers improved curriculum and DFAT, 2012 with disabilities. outcomes: assessment. Core Education Program Team AQEP end-of-program outcomes: Curriculum quality and assessment in MoE Outcome 1—Improved access system improvements lead to improved improved systems including to education for children from student learning outcomes. Schools Information poor communities with a MoE uses strengthened education Management System, Fiji reduction in disparities based systems and databases to improve the Education Appointments on location, disability and quality of education for Fiji’s poorest Staffing Database and gender. schools. Disadvantaged Outcome 2—Improved quality Schools Index. of education for children from poor communities with a reduction in disparities based on location, disability and gender. Indonesia: Nine years of good quality Improved quality and relevance Relevant government bodies assist 95% Education Sector education for each child through of primary and junior of Madrasah to accreditation. Support Program reduced disparities in access, secondary education (public Increase from 59% accredited schools schools, private schools and improved quality of teaching and (2010) to 89% accredited schools Australia’s Madrasah) in Indonesia learning, and improved education (2016). Education management and accountability at through: Partnership with Accredited Madrasah meet minimum all levels (national, provincial, school accreditation by Indonesia: A service standards (inputs and district and school): Indonesia’s National Board of contribution to the outcomes). Accreditation for Schools and Expanded equitable access to Government of Effective and sustainable (government Madrasah well-constructed, staffed, Indonesia’s managed and financed) training system funded and well-maintained Education Sector increased numbers of for school principals, supervisors and schools. childhood, primary and Support Program, district officials. secondary school principals Government of Improved education quality, Education resources (human and and supervisors completing Australia (DFAT) relevance and governance: financial) better managed and accredited in-service training and Government
DFAT, 2012 with disabilities. AQEP end-of-program outcomes: Outcome 1—Improved access to education for children from poor communities with a reduction in disparities based on location, disability and gender. Outcome 2—Improved quality of education for children from poor communities with a reduction in disparities based on location, disability and gender. outcomes: Core Education Program Team in MoE improved systems including Schools Information Management System, Fiji Education Appointments Staffing Database and Disadvantaged Schools Index. MoE delivers improved curriculum and assessment. Curriculum quality and assessment system improvements lead to improved student learning outcomes. MoE uses strengthened education systems and databases to improve the quality of education for Fiji’s poorest schools. Indonesia: Education Sector Support Program Australia’s Education Partnership with Indonesia: A contribution to the Government of Indonesia’s Education Sector Support Program, Government of Australia (DFAT) and Government Nine years of good quality education for each child through reduced disparities in access, improved quality of teaching and learning, and improved education management and accountability at all levels (national, provincial, district and school): Expanded equitable access to well-constructed, staffed, funded and well-maintained schools. Improved education quality, relevance and governance: Improved quality and relevance of primary and junior secondary education (public schools, private schools and Madrasah) in Indonesia through: school accreditation by Indonesia’s National Board of Accreditation for Schools and Madrasah increased numbers of childhood, primary and secondary school principals and supervisors completing accredited in-service training Relevant government bodies assist 95% of Madrasah to accreditation. Increase from 59% accredited schools (2010) to 89% accredited schools (2016). Accredited Madrasah meet minimum service standards (inputs and outcomes). Effective and sustainable (government managed and financed) training system for school principals, supervisors and district officials. Education resources (human and financial) better managed and