2013年-世界发展银行全球_Solomon_Islands_School_Autonomy_and_Accountability___SABER_Country_Report_2013_20页_989kb

报告摘要

Solomon Islands: School Autonomy and Accountability Summary

Core Content

The SABER School Autonomy and Accountability report for the Solomon Islands provides an analysis of the country's education policies and practices in relation to school-level decision-making and accountability mechanisms. The report is part of a broader initiative by the World Bank Group to benchmark and improve education systems in the Pacific region.

Main Policy Goals and Status

The report outlines five main policy goals, each with a corresponding status (Latent, Emerging, Established, or Advanced) that reflects the level of development and implementation of the associated policies:

1. Autonomy in Planning and Management of the School Budget – Emerging

Legal authority over the management of the operational budget – Established: The head teacher and School Committee prepare and execute the operational budget, while the MEHRD provides funding through the Solomon Islands Grant Policy (SIGP).
Legal authority over the management of non-teaching staff salaries – Latent: There is no policy that explicitly defines who has the legal authority to manage non-teaching staff salaries.
Legal authority over the management of teacher's salaries – Emerging: The MEHRD has sole responsibility for determining teaching staff salaries, with no community or stakeholder involvement.
Legal authority to raise additional funds for the school – Established: Schools have considerable autonomy to raise additional financial resources through community efforts or private donations.
Collaborative budget planning and preparation – Advanced: The head teacher and School Committee have complete autonomy to determine expenditures in line with the school's vision and local needs.

2. Autonomy in Personnel Management – Emerging

The Education Authority has full autonomy over the appointment, deployment, and transfer of teaching staff.
The MEHRD manages the national registration and database of eligible teaching staff.
There is no clear policy for the appointment and management of non-teaching staff (auxiliary staff), which are managed at the school level.
Salary for teaching staff is managed at the central level, while non-teaching staff are not included in the school's budget and do not have a standardized pay scale.

3. Participation of the School Council in School Governance – Emerging

The School Committee is established through a transparent, democratic approach and represents the school and community.
The School Committee is responsible for developing the Whole School Development Plan (WSDP), annual budgets, and supporting school operations.
However, the School Committee does not have a voice in matters related to learning inputs or curriculum.
Current legislation regarding the establishment and role of School Committees is not fully developed.

4. Assessment of School and Student Performance – Established

Both school assessments and standardized student assessments exist.
There are three types of standardized assessments: diagnostic assessments, national examinations, and school-based assessments (SBA).
Results are shared with Education Authorities (EAs), schools, and parents.
However, assessment results are not mandated to be used for improving school performance.

5. Accountability to Stakeholders – Emerging

Mechanisms for accountability are not well established.
There are policies governing financial and operational accountability, including sanctions for non-compliance.
However, there is no clear system to use assessment results for holding schools and the education system accountable to parents, communities, and the public.

Key Information

Education System Structure: The Solomon Islands education system includes four levels: early childhood education, primary, secondary, and post-secondary.
Education Funding: Education receives 6.05% of GDP and 26% of total government expenditure. The primary level receives the largest share (29.8%), followed by secondary (20.8%).
Student Performance: The primary to secondary transition rate is 96.3%, and the pupil-to-teacher ratio is 35:1. The percentage of grade repeaters in primary schools is 8.8%.
School-Based Management (SBM): SBM is a decentralization approach where schools take on more managerial roles, but it is not fully implemented in the Solomon Islands. The report emphasizes that SBM can only achieve system closure when autonomy, student assessment, and accountability are operationally interrelated.
School Councils: The role of the School Committee is emerging, as they are involved in budget planning, WSDP development, and school operations, but not in curriculum or learning inputs.
Legal Framework: The Education Act 1978, Solomon Islands Redrafted Financial Instruction 2010, and National Coalition for Reform and Advancement Policy Statement 2010 form the legal basis for school budget and personnel management.

Conclusion

The Solomon Islands has made progress in school budget autonomy and personnel management, but system-wide accountability and comprehensive school governance remain underdeveloped. The SABER framework highlights the importance of policy benchmarking and system closure in enhancing educational outcomes. The report suggests that improving the role of school councils, developing clear policies for non-teaching staff management, and enhancing accountability mechanisms based on assessment results could significantly improve the quality and effectiveness of the education system.