The SSFGS gives schools direct access to resources needed to support teaching and learning, unlike the use of parental fees in the period before the introduction of the scheme, where funds were spent mainly on repairs and maintenance. Principals report that the introduction of the scheme since 2010 has supported better teaching materials and student learning in schools. The devolution of responsibility for financial management of schools has brought benefits such as improved self-management of schools, although the current highly centralised management of schools by MESC (for example, centralised control of teacher appointments) prevents principals from exercising more autonomy and introducing initiatives (such as more flexible use of staffing) that could potentially improve school performance. Schools should continue to encourage parents to enrol children in school, and to keep children enrolled throughout the school year. A strong point of the scheme has been that new students have been enrolled at all levels in Samoan primary schools each year. A focus on student attendance and on numbers of students attending school needs to be maintained. The SSFGS has led to improved accountability by schools for the use of school funds, and better communication with parents and school communities about how the funds are used. In general, school grant funds are being spent on the desired educational objectives. The latest figures (for the financial year July 2014 to June 2015) indicate that 25% of expenditure (nearly WST4 million) has been spent on teacher materials and student materials, 27% on school administration, 30% on fixed assets, 12% on consumer tax (CT) and 6% on repairs and maintenance. Training of principals as school leaders and as managers of grant funds is critical, and must be regular and ongoing. Leadership by the principal is a key factor in determining effective school performance. The links between school improvement plans, identified priorities for the school, the use of grant funds, and the Minimum Service Standards are important dimensions of effective school planning. Teaching principals in primary schools in (especially in larger schools) now have a heavy administrative workload which adds to the pressures of the position. Principals need ongoing support to carry out their essential functions of managing the performance of staff and establishing benchmarks to assess student achievement. Ongoing support is also needed to assist principals with the application and interpretation of the Minimum Service Standards. Professional development of staff (principals and teachers) is essential in order to improve teacher quality and the implementation of the new school curriculum.
The SSFGS gives schools direct access to resources needed to support teaching and learning, unlike the use of parental fees in the period before the introduction of the scheme, where funds were spent mainly on repairs and maintenance. Principals report that the introduction of the scheme since 2010 has supported better teaching materials and student learning in schools. The devolution of responsibility for financial management of schools has brought benefits such as improved self-management of schools, although the current highly centralised management of schools by MESC (for example, centralised control of teacher appointments) prevents principals from exercising more autonomy and introducing initiatives (such as more flexible use of staffing) that could potentially improve school performance. Schools should continue to encourage parents to enrol children in school, and to keep children enrolled throughout the school year. A strong point of the scheme has been that new students have been enrolled at all levels in Samoan primary schools each year. A focus on student attendance and on numbers of students attending school needs to be maintained. The SSFGS has led to improved accountability by schools for the use of school funds, and better communication with parents and school communities about how the funds are used. In general, school grant funds are being spent on the desired educational objectives. The latest figures (for the financial year July 2014 to June 2015) indicate that 25% of expenditure (nearly WST4 million) has been spent on teacher materials and student materials, 27% on school administration, 30% on fixed assets, 12% on consumer tax (CT) and 6% on repairs and maintenance. Training of principals as school leaders and as managers of grant funds is critical, and must be regular and ongoing. Leadership by the principal is a key factor in determining effective school performance. The links between school improvement plans, identified priorities for the school, the use of grant funds, and the Minimum Service Standards are important dimensions of effective school planning. Teaching principals in primary schools in (especially in larger schools) now have a heavy administrative workload which adds to the pressures of the position. Principals need ongoing support to carry out their essential functions of managing the performance of staff and establishing benchmarks to assess student achievement. Ongoing support is also needed to assist principals with the application and interpretation of the Minimum Service Standards. Professional development of staff (principals and teachers) is essential in order to improve teacher quality and the implementation of the new school curriculum.
samoa-school-fees-grant-scheme-evaluation.docx