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Multi-Year Action Plans
to Promote Education & Overall Development of Children This page briefly describes one of the elements of systems that need to be considered when school and other systems are being rebuilt, renewed or transformed. A multi-year action plan/strategy on the education and overall development of young people (whole child, every child) is needed to implement a whole of government/inter-ministry approach. The plan is the best way to act upon a shared vision and a policy assigning personnel & resources. These plans are crucial for effective governance, as they provide a roadmap for addressing complex issues and achieving long-term societal, economic, and environmental outcomes. Many aspects of a multi-year action plan contribute to promoting inclusive, equitable education and the overall development of children and youth. Having a current and active inter-ministry action plan to implement a shared vision and policy. Identifying and building on the existing strengths or addressing the weaknesses of ministries and agencies will help to identify opportunities or avoid pitfalls. The specific, measurable, achievable, relevant, and time-bound (SMART) goals and annual activities in an action plan can identify actionable and quantifiable objectives related to the vision and policy on child/youth education and development. The plan can estimate and review the financial, human, and technological resources resources to implement the policy and develop a realistic timeline as well as milestones for reporting. A robust monitoring, reporting, evaluation and improvement (MREI) system can assess the effectiveness of the action plan and regularly review progress, identify challenges, and make data-driven adjustments. Public, stakeholder and employee engagement through feedback mechanisms and participatory processes such as regular consultations, surveys and meetings will ensure that the action plan continues to be relevant and supported. . Collaboration with other governments and international organizations can leverage shared knowledge and resources to address challenges. Investments in the development of government agencies and personnel to ensure they have the skills and resources needed for successful plan implementation is also essential. Multi-year action plans can be renewed and referenced in Education and other ministry sector plans and in mandate letters for Ministers which are often prepared for new or confirmed ministerial appointments. Multi-year action plans on the education and development of children & youth will benefit from these good practices that apply to whole of government strategies:
Planning for these pitfalls can help to ensure the sustainability and adaptability of the action plans
Examples of multi-year action plans
Multi-year action plans or strategies are a normal part of ministry operations. The challenges unique to applying this element of systems to a whole of government approach and policy promoting the education an d overall development of children and youth (whole child, every child) will often revolve around the breadth of the plan and its many moving parts. Most current inter-ministry action plans will be focused on specific issues or sub-populations of vulnerable children, families or communities. Weaving those existing and traditional focused plans into a tapestry is a better strategy than trying to create a new over-arching plan. Constant negotiation and discussion among ministers and senior ministry leaders should be expected and welcomed. In complex, large, decentralized and open systems creating coherence and cooperation through vision-making/sharing and timely, strategic "non-rational decision-making" is more effective than traditional "command and control" or top-down decisions. This may seem counter-intuitive to our usual (mis) understanding about government structures and employees. However, it is consistent with what is often described in the research and practice organizational development, systems science and " professional bureaucracies". End Notes [i] National Planning Commission (2014) National Development Plan 2030: Our Future-make it work, Department of the Presidency, Republic of South Africa [ii] Buffalo City Metropolitan Municipality (2017) Child and Youth Development Strategy 2017 – 2021, Buffalo City Metropolitan Municipality, South Africa [iii] Department of Basic Education (2014) Handbook for the provision of an Integrated Package of Care and Support for Learners in South African Schools. DBE, Pretoria (iv) Ministry of Public Service, Youth & Gender (2019) Kenya Youth Development Policy, Kenya Go back to our Introduction to transformation steps and elements or Go back to our page on Transformation Elements |
Transformation Elements
Web links to the brief descriptions of the many Transformation Elements listed in the drop-down menu below will be active when one page summary has been prepared ******** - Whole Government Vision - Whole Government Policy - Government Multi-Year Action Plans - Education Ministry Vision - Education Ministry Mission - Education Sector Plans - Stated Education Ministry Priorities - Schools in other Ministries Missions - School plans in other ministries - School missions in country context - Core pedagogical foundations - Student Centered approach - Student Agency - Teacher/educator agency - Whole child approach - Equity focus for system excellence - Balance in school core purposes - Range of learning opportunities - Balance in required core subjects - Holistic curriculum framework - Extended educational activities - Authorized textbooks, resources - Appropriate use of technologies - Generic student competencies - Curriculum standards/objectives - Student achievement standards - Student assessment policies - System/program assessments - Graduation pathways/accreditation - Support for critical transitions - Early childhood education programs - Early/Head Start Programs - Including special needs students - Transition to secondary school - Transition to work programs - Adult education programs - Technical-vocational programs - Out of school/entrance programs - Attendance/truancy policies - Dropout prevention programs - Structures of levels and grades - Limited streaming of students - Alternative schools - Home schooling policies - Individual education programs - Initial teacher education - Ongoing educator development - Certification Specialized Educators - Certification of other professionals - Support Intersectoral Cooperation - iPPCF Coordination Frameworks - Coordination of student services - Minimum school conditions - Minimum health/life skills curricula - Evidence-based Partnership models - Inter-ministry agreements - Inter-ministry coordinators - Inter-ministry mechanisms - Whole of government strategies - Joint sector plans - Joint sector reviews - Formal improvement systems - Continuous improvement approach - Structured MREI systems - Multiple, reliable indicators - Range of reporting activities - Aligned School Admin Handbooks - Aligned data systems (EMIS) - Range of policy-program surveys - Range of reports on children/youth - Periodic composite progress reports - Workforce plans for all employees - Minimum prof. development for all - Accreditation of initial edr. training - Accreditation of training for others - Basic funding levels for system - Appropriate categorical funding - Project funding builds systems - Inter-ministry program funding - Local authority taxation policies - Local school fees policies - Funding of minority schools - Decentralization policies/plans - Autonomy for local systems - Autonomous. professionals plan - Professional codes of conduct - School-based Management Policies - Distributed leadership approach - Delegated monitoring of standards Back to Transformation Elements page |
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There are many items on this list on the right hand side of this page which describe, in detail, how the many elements that may need to be modified to create, support and sustain change. We have created these detailed lists because we think it is easier to work on small, specific changes rather than being faced with broad, general statements about transforming systems. If you would like to join the volunteer members of the Global Network of Deans of Education in reviewing, commenting on or preparing a one page summary on one or more of these elements, please complete the response form found at the bottom of this web page introducing this section.