Private Sector Participation Review the education norms, including The revised construction norms are those regarding school construction distributed to private providers of with a view to stimulating the education participation of the private sector in expanding the education system Post Primary Introduction of a new type of Establish the level of deficit in the Plan the entry into service of this Organize new recruitment on the basis of The gross enrollment rate in teachers (voluntary, SND) to number of teachers by subject. specific category of teachers estimated needs post-primary education rises address teacher deficit from 21.8% in 2007 to 35 % in Discuss and adopt the methods of Provide specific training by region and Provide teacher supervision for the new 2011 and 40% in 2015 recruitment of the new type of organize class visits category of teachers personnel in the Council of Expand the training strategy for options in Ministers. Indicators: reduction in the Preparation of modules for a certificate UFR and other specialties Design and agree on a national average student teacher ratio course on the pedagogic skills for the strategy for reducing the deficit of from 54.8:1 in 2006 to 51.1:1 in UFR options and for distance teachers in secondary education. 2011 then to 45.6 in 2020. education: SVT and exact sciences for reduction in the average students in the first two classes of high student/class which will fall school from 44.1 in 2006 to 41.9 in 2011 Mechanisms for more rational Design of a tool to collect Collect and analyze data on the use of Adopt regulations on the use and allocation then to 38 in 2020 utilization of existing teachers information on the actual instruction time by teachers collected by school of teachers and reduction in the cost of time spent per high school teacher directors Deployment of computers for management part-time teachers to schools Produce a synthesis report on the analysis, findings and recommendations of the study The conditions for improving the quality of teaching are put in place Include the conclusions of the study (OCECOS) on teaching time in the action plan Establishing a mechanism for Sign a ministerial which Carry-out a study to identify constraints to arrêté, Monitoring, Evaluation, and technical identifies localities (villages with reducing geographic and girls participation in post primary support of school construction high population density) that can gender disparities education other than availability of schools conducted by technical services of the accommodate new secondary Ministry Responsible for Infrastructure schools; Provide a document which
Private Sector Participation Review the education norms, including those regarding school construction with a view to stimulating the participation of the private sector in expanding the education system The revised construction norms are distributed to private providers of education Post Primary Introduction of a new type of teachers (voluntary, SND) to address teacher deficit Establish the level of deficit in the number of teachers by subject. Discuss and adopt the methods of recruitment of the new type of personnel in the Council of Ministers. Design and agree on a national strategy for reducing the deficit of teachers in secondary education. Plan the entry into service of this specific category of teachers Provide specific training by region and organize class visits Preparation of modules for a certificate course on the pedagogic skills for the UFR options and for distance education: SVT and exact sciences for students in the first two classes of high school Organize new recruitment on the basis of estimated needs Provide teacher supervision for the new category of teachers Expand the training strategy for options in UFR and other specialties The gross enrollment rate in post-primary education rises from 21.8% in 2007 to 35 % in 2011 and 40% in 2015 Indicators: reduction in the average student teacher ratio from 54.8:1 in 2006 to 51.1:1 in 2011 then to 45.6 in 2020. reduction in the average student/class which will fall from 44.1 in 2006 to 41.9 in 2011 then to 38 in 2020 Mechanisms for more rational utilization of existing teachers and reduction in the cost of part-time teachers Design of a tool to collect information on the actual instruction time spent per high school teacher Collect and analyze data on the use of time by teachers collected by school directors Produce a synthesis report on the analysis, findings and recommendations of the study Include the conclusions of the study (OCECOS) on teaching time in the action plan Adopt regulations on the use and allocation of teachers Deployment of computers for management to schools The conditions for improving the quality of teaching are put in place Establishing a mechanism for reducing geographic and gender disparities Sign a ministerial arrêté, which identifies localities (villages with high population density) that can accommodate new secondary schools; Provide a document which Monitoring, Evaluation, and technical support of school construction conducted by technical services of the Ministry Responsible for Infrastructure Carry-out a study to identify constraints to girls participation in post primary education other than availability of schools
662400PGD0P1270ry0FINAL00301902012.docx