90114 Solomon Islands SABER Country Report SCHOOL AUTONOMY AND ACCOUNTABILITY 2013 Policy Goals Status 1. Autonomy in Planning and Management of the School Budget The Ministry of Education and Human Resource Development (MEHRD) manages the Solomon Islands Grant Policy, which constitutes the largest share of education financing at the school level. The head teacher and School Committee, in collaboration with the community, are responsible for preparing and executing the operational budget and have the ability to raise additional funding. Salary for teaching staff is managed at the central level. 2. Autonomy in Personnel Management The Education Authority has complete autonomy over the appointment, deployment, and transfer of teaching staff; the MEHRD sets standards and entry requirements for teaching staff. There is no clear policy that explicitly states who has the legal authority to appoint and deploy non-teaching staff. 3. Participation of the School Council in School Governance The School Committee is representative of the school and community and is established through a transparent, democratic approach for three-year terms. Main responsibilities pertain to developing the Whole School Development Plan, annual budgets, and supporting school operations. The School Committee does not have a voice on matters such as learning inputs or curriculum. 4. Assessment of School and Student Performance Both school and standardized student assessments exist in Solomon Islands and results can be used to inform and enhance pedagogy and school operations, however policy is not specific. Results are to be shared with Education Authorities (EAs), schools, and parents. 5. Accountability to Stakeholders Mechanisms are not well established to enable stakeholders to demand accountability through use of school and standardized student assessment results. Policy exists to govern school operations and use of financial resources, including implementing sanctions for inappropriate use or incompliance. THE WORLD BANK SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 Introduction Country Overview In 2011, the World Bank Group commenced a multi- The Solomon Islands consists of over 900 islands – 300 year program designed to support countries in of which are inhabited – and a total landmass of 28,369 systematically examining and strengthening the square kilometres. The country, which is home to performance of their education systems. Part of the 531,000 people, is divided into nine provinces, and its World Bank’s new Education Sector Strategy, 1 this capital city is Honiara. The country’s population is quite evidence based initiative, called SABER (Systems young, with nearly 57 percent aged 24 or younger. Approach for Better Education Results), is building a Solomon Islands is a multicultural, multi-ethnic society toolkit of diagnostics for examining education systems with more than a hundred different indigenous and their component policy domains against global languages. Over 73 percent of the population are standards, best practices, and in comparison with the Protestant, of which the Church of Melanesia has the policies and practices of countries around the world. By largest congregation at nearly 33 percent. The second leveraging this global knowledge, the SABER tools fill a largest organized religion is Roman Catholic, which gap in the availability of data and evidence on what accounts for 19 percent of the population. matters most to improve the quality of education and Self-government was achieved in 1976 and Solomon achievement of better results. Islands gained independence in 1978. The country’s SABER School Autonomy and Accountability is the first type of government is a parliamentary democracy, with of three SABER domains to be implemented as part of elections held every four years. phase two of the Pacific Benchmarking for Education Economically, more than 75 percent of the labour force Results (PaBER) initiative. Funded by AusAID, the PaBER is engaged in subsistence farming or fishing. The initiative aims to link policy with implementation to country is rich in natural resources, including timber identify areas to strengthen policy, improve knowledge and commodities such as canned tuna, palm oil, copra, dissemination, and improve the quality of education and cocoa. The country is home to pockets of and student performance across the Pacific. Specifically, undeveloped minerals, including lead, zinc, nickel and the PaBER project focuses on the primary level of an gold. The Central Bank estimates a 4 to 5 percent rate of education system. The project concept and economic growth in 2013. determination of three pilot countries – Samoa, the Solomon Islands, and Papua New Guinea – was agreed Like many of the Pacific island countries, Solomon upon at the Pacific Forum Education Ministers Meeting Islands is prone to major natural disasters. Tropical of October 11-13, 2010. The project is being cyclones are increasing in frequency, causing extensive coordinated through the Secretariat of the Pacific Board and recurring flooding and wind damage in some parts for Educational Assessment (SPBEA). of the country. In February 2013, an earthquake and tsunami struck the eastern shores of Solomon Islands. I. Education in the Solomon Islands The Education Act 1978 is the foundational legislation that establishes the structure, mandate, and responsibilities of the education sector and the actors within. Specifically, the Education Act establishes the three levels of governance within the education system: Ministry of Education and Human Resources Development (MEHRD), which is the central authority; Education Authorities (EAs), which are the sub-national authorities; and, schools. The Education Authorities 1 The World Bank Education Sector Strategy 2020: Learning (EAs) are approved by the MEHRD and are responsible for All (2011), which outlines an agenda for achieving for managing their respective schools (namely private, “Learning for All” in the developing world over the next public, and mission schools). There is at least one EA per decade. 2 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 province, and an EA can have schools in multiple Table 2 presents select education indicators for provinces. Solomon Islands. As a percentage of GDP, the country allocates 6.05 percent of public expenditure to The strategic vision and direction of the education education, or some 26 percent of total government system is captured by the MEHRD’s longer-term expenditure. The primary and secondary levels of Education Strategic Framework 2007-2015, as well as education receive the largest share of education the associated three-year National Education Action funding, nearly 30 percent and 21 percent, respectively. Plan (NEAP). 2 This framework guides operations and The country has achieved near universal net enrollment underpins donor support, which is mainly channelled at the primary level, and at 96 percent the transition through the Education Sector Wide Program. rate from primary to secondary school is high. Solomon The MEHRD consists of 12 divisions/units: Islands has an average pupil-to-teacher ratio of 35 to 1, • Curriculum Development Division; and the percentage of students who repeat grades in • Early Childhood Education Division; primary schools is nearly 9 percent. • Education Inspectorate Monitoring Unit; Table 2: Selected Education Indicators, 2010 • Education Resource Unit; Public Expenditure on Education • National Examinations and Standards Unit; As percentage of GDP 6.05 • Planning, Coordination and Research Unit; As percentage of total Government Expenditure 26 • Primary Division; Distribution of Public Expenditure per Level (%) • Secondary Division; Early Childhood Education 1.8 • Support Division (Administration & Accounts); Primary 29.8 • Teaching Service Division; Secondary 20.8 • Teacher Training Development Division; Tertiary 10.8 • Technical and Vocational Education and Pupil/Teacher ratio in Primary 35:1 Training. Percentage of repeaters in Primary 8.8 Primary to Secondary transition rate, 2007 96.3 Presented in Table 1, the education system consists of Source: MEHRD Performance Assessment Framework 2009-2011 four levels: early childhood education; primary school; secondary school; and post secondary school education and training. Table 1: Solomon Islands School System Structure Level of Education Age Grade/Year Early Childhood Pre-school 3–5 Education Primary School 6-13 Grade 1 to Grade 6 Secondary School 14+ Forms 1 - 6 Post Secondary School Form 7, TVET, 19+ Education & Training college and university Source: MEHRD Performance Assessment Framework 2009-2011 2 MEHRD National Education Action Plan 2007-2009; MEHRD National Education Action Plan 2010-2012; and MEHRD National Education Action Plan 2013-2015. 3 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 II. The Case for School Autonomy commitment to student learning, and promote more and School Accountability efficient use of scarce school resources. To be effective, school autonomy must function on the School autonomy and accountability are key basis of compatible incentives, taking into account components of an education system that ensure national education policies, including incentives for the educational quality. The transfer of core managerial implementation of those policies. Having more managerial responsibilities to schools promotes local responsibilities at the school level automatically implies accountability; helps reflect local priorities, values, and needs; and gives teachers the opportunity to establish a that a school must also be accountable to local personal commitment to students and their parents stakeholders as well as national and local authorities. The (Box 1). Benchmarking and monitoring indicators of empirical evidence from education systems in which school autonomy and accountability allows any country schools enjoy managerial autonomy is that autonomy is to rapidly assess its education system, setting the stage beneficial for restoring the social contract between parents and schools and instrumental in setting in motion for improving policy planning and implementation. policies to improve student learning. Box 1: What are School Autonomy and The progression in school autonomy in the last two Accountability? decades has led to the conceptualization of School- School autonomy is a form of school management in Based Management (SBM) as a form of decentralization which schools are given decision-making authority in which the school is in charge of most managerial over their operations, including the hiring and firing of decisions but with the participation of parents and the personnel, and the assessment of teachers and community through school councils (Barrera, Fasih and pedagogical practices. School management under Patrinos 2009). SBM is not a set of predetermined autonomy may give an important role to the School policies and procedures, but a continuum of activities Council, representing the interests of parents, in and policies put into place to improve the functioning of budget planning and approval, as well as a voice/vote schools, allowing parents and teachers to focus on in personnel decisions. By including the School improvements in learning. As such, SBM should foster a Council in school management, school autonomy new social contract between teachers and their fosters accountability (Di Gropello 2004, 2006; community in which local cooperation and local Barrera, Fasih and Patrinos 2009). accountability drive improvements in professional and personal performance by teachers (Patrinos 2010). In its basic form accountability is defined as the acceptance of responsibility and being answerable for The empirical evidence from SBM shows that it can take one’s actions. In school management, accountability many forms or combine many activities (Barrera et al. may take other additional meanings: (i) the act of 2009) with differing degrees of success (see Box 2). compliance with the rules and regulations of school Unless SBM activities contribute to system closure, they governance; (ii) reporting to those with oversight are just a collection of isolated managerial decisions. authority over the school; and (iii) linking rewards and Therefore, the indicators of SBM that relate to school sanctions to expected results (Heim 1996; Rechebei quality must conform to the concept of a system, in 2010). which the presence or absence of some critical components within the system allow or preclude system closure. School autonomy is a form of a decentralized education system in which school personnel are in charge of As components of a managerial system, SBM activities making most managerial decisions, frequently in may behave as mediating variables: they produce an partnership with parents and the community. More enabling environment for teachers and students, local control helps create better conditions for allowing for pedagogical variables, school inputs, and improving student learning in a sustainable way, since it personal effort to work as intended. gives teachers and parents more opportunities to develop common goals, increase their mutual 4 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 variables that when working together can improve Box 2: Different paths to School-Based Management system performance. If an SBM system is unable to are fine as long as they allow for system closure close, are partial solutions effective? Yes, in a broad In many countries the implementation of SBM has sense, in which schools can still function but their increased student enrollment, student and teacher degree of effectiveness and efficiency would be lower attendance, and parent involvement. However, the than if the system closes. In this regard, SBM can empirical evidence from Latin America shows very few achieve closure when it enforces enough autonomy to cases in which SBM has made a significant difference in evaluate its results and use those results to hold learning outcomes (Patrinos 2010), while in Europe someone accountable. there is substantial evidence showing a positive impact of school autonomy on learning (Eurydice 2007). Both This last conclusion is very important because it means the grassroots-based approach taken in Latin America, that SBM can achieve system closure when autonomy, where the institutional structure was weak or service student assessment, and accountability, are delivery was hampered due to internal conflict, and operationally interrelated through the functions of the the operational efficiency approach taken in Europe school councils, the policies for improving teacher where institutions were stronger, coincide in applying quality, and Education Management Information managerial principles to promote better education Systems (see Figure 1). quality, but driven by two different modes of accountability to parents and the community. One in Latin America where schools render accounts through participatory school-based management (Di Gropello 2004) and another in Europe where accountability is based on trust in schools and their teachers, (Arcia, Patrinos, Porta and Macdonald 2011). In either case, school autonomy has begun to transform traditional education from a system based on processes and inputs into one driven by results (Hood 2001). When do SMB components become critical for learning? The improper functioning of a school or a school system Source: Arcia and others 2011. can be a substantial barrier to success. The managerial Note: EMIS – Education Management Information System. component of a school system is a necessary but In managerial terms it is clear that the point of contact insufficient condition for learning. One can fix some between autonomous schools and their clients is managerial components and obtain no results or alter primarily through the school council (Corrales, 2006). some other components and obtain good results. What Similarly, school assessments are the vehicles used by combination of components is crucial for success are schools to determine their needs for changes in still under study, but the emerging body of practice pedagogical practices and to determine the training point to a set of variables that foster managerial needs of their teachers. Both, pedagogical changes and autonomy, the assessment of results, and the use of teacher training are determinant factors of teacher the assessment to promote accountability among all quality (Vegas 2001). Finally, the role of EMIS on stakeholders (Bruns, Filmer and Patrinos 2011). When accountability has been well established and it is bound these three components are in balance with each other, to increase as technology makes it easier to report on they form a “closed system.” indicators of internal efficiency and on standardized test Defining a managerial system that can achieve closure is scores (Bruns, Filmer, and Patrinos 2011). conceptually important for school based management, Results on the Programme for International Student since it transforms its components from a list of Assessment (PISA) suggest that, when autonomy and managerial activities to a set of interconnected accountability are intelligently combined, they tend to 5 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 be associated with better student performance (OECD, education system’s policies that enable school 2011). The experience of high-performing countries 3 on autonomy and accountability: PISA indicates that: 1. School Autonomy in the Planning and Management of the School Budget • Education systems in which schools have more 2. School Autonomy in Personnel Management autonomy over teaching content and student 3. Role of the School Council in School Governance assessment tend to perform better. 4. School and Student Assessments • Education systems in which schools have more 5. Accountability autonomy over resource allocation and that publish test results perform better than schools with less Each of these indicators has a set of sub-indicators that autonomy. make it possible to judge how far along an education • Education systems in which many schools compete system’s policies are in enabling school autonomy and for students do not systematically score higher on accountability. Each indicator and sub-indicator is PISA. scored on the basis of its status and the results • Education systems with standardized student classified as Latent, Emerging, Established, or Advanced: assessment tend to do better than those without such assessments. Latent Emerging Established Advanced     • PISA scores among schools with students from Reflects Reflects some Reflects Reflects different social backgrounds differ less in education policy not in good practice; good internation systems that use standardized student assessments place or policy work practice, al best than in systems that do not. limited still in with some practice As of now, the empirical evidence from countries that engagement progress limitations have implemented school autonomy suggests that a A Latent score signifies that the policy behind the certain set of policies and practices are effective in indicator is not yet in place or that there is limited fostering managerial autonomy, assessment of results, engagement in developing the related education policy. and the use of assessments to promote accountability. An Emerging score indicates that the policy in place Benchmarking the policy intent of these variables using reflects some good practice but that policy SABER can be very useful for any country interested in development is still in progress. An Established score improving the performance of its education system. indicates that the program or policy reflects good SABER School Autonomy and practice and meets the minimum standards but there may be some limitations in its content and scope. An Accountability: Analyzing Performance Advanced score indicates that the program or policy The SABER School Autonomy and Accountability tool reflects best practice and it can be considered on par assists in analyzing how well developed the set of with international standards. policies are in a given country to foster managerial autonomy, assess results, and use information from assessments to promote accountability. Below are the five main policy goals that can help benchmark an 3 Examples of high performing countries that have implemented school-based management policies and frameworks include the Netherlands, Canada, and New Zealand among others. 6 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 III. Solomon Island’s Performance: A 1. Autonomy in the Planning and Management of the School Budget is Emerging Summary of Results This policy goal focuses on the degree of autonomy that A summary of the results of the benchmarking exercise schools have in planning and managing their budgets. In for Solomon Islands is shown below, followed by a order to evaluate policy intent, the scoring rubric makes breakdown by Policy Goal and indicator. clear which areas should be backed by laws, regulations, and/or official rules in the public record. School Summary. Budgetary autonomy is Emerging. Through autonomy in the planning and management of the the head teacher and School Committee, development school budget is considered desirable because it can and execution of the operational budget takes place at increase the efficiency of financial resources, give the school level. The school also has some authority to schools more flexibility in budget management, and raise additional financial resources. The largest share of give parents the opportunity to have more voice on school financing is received through the Solomon budget planning and execution. Islands Grant Policy (SIGP), which is managed by the Ministry of Education and Human Development The Solomon Islands Grant Policy (SIGP), which is (MEHRD). The MEHRD is also responsible for designed and managed solely by the MEHRD, is the determining the salary chart for teaching staff and primary source of financing for school operations. The paying their salaries. Personnel management is legal foundation for the approach is provided through Emerging. Appointment, deployment, and transfer of the: Education Act 1978; Solomon Islands Redrafted teaching staff is the sole responsibility of the Education Financial Instruction 2010; and the National Coalition Authority (EA). The MEHRD manages national for Reform and Advancement Policy Statement 2010. registration and the database of eligible teaching staff. Through the SIGP, the school receives a financial Appointment and management of non-teaching staff stipend per child. Additionally the SIGP provides a (known as auxiliary staff) takes place at the school level. school-level stipend to assist with administrative and Participation of the School Committee is Emerging. operating costs, as well as an additional allowance to Current legislation and policy regarding the schools located in remote locations. establishment and role of School Committees need to Determining how resources are to be used is guided by be developed to make them clearer. The School the three-year Whole School Development Plan (WSDP) Committee plays an active role in preparing the Whole and the associated Annual Management Plans (AMP) School Development Plan (WSDP), annual budgets, and for each year of the WSDP (see Box 3). The MEHRD supports school operations. The School Committee does provides guidelines for preparation of the operational not have a voice regarding learning inputs such as budget entitled School Financial Management materials and curriculum. School and student Guidelines & Manual. The head teacher acts as the assessment is Established. The Whole School Inspection accounting officer. The main role of this function is to is a comprehensive approach, however in practice it is ensure that full and accurate record of funds are not implemented every year nor in every school. There received, paid, and maintained in accordance to the are three types of standardized student assessments: regulations for complying with WSDP rules of financial diagnostic assessments, national examinations, and management. school-based assessments (SBA); results are not mandated to be used to enhance school performance. In Solomon Islands non-teaching staff are referred to as Accountability to stakeholders is Emerging. There are auxiliary staff, and include positions such as security, regulations in place for complying with rules for janitorial services, and administration. As explained in financial and school operations accountability. more detail in Policy Goal 2, current legislation does not However, mechanisms are not well established to clearly state who has authority for appointing and distribute assessment results and be used to hold managing auxiliary staff. In practice, individual schools schools and the education system accountable for their fulfill this responsibility and pay salary for auxiliary staff performance to parents and communities as well as the through their operational budget. There is not an public. established pay scale, and auxiliary staff are not considered public servants like teaching staff are. 7 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 However, schools are required to adhere to the Ministry authorities, and therefore are not included in the of Labour's General Minimal Wage Law. school’s annual budget. Box 3: The Whole School Development Plan (WSDP) With the approval of the School Committee (see Policy Goal 3 for more information), schools may also raise The WSDP initiative was introduced by the MEHRD in additional funding through alternative means, such as 2008 to improve quality and management of education. community fundraisers and donations from private Through a collaborative approach that leverages input businesses or local Non-government Organizations from teachers, students, parents, and community (NGOs). It is important to note, however, that the members, each school determines its own strategic school may not implement tuition fees or refuse a direction, objectives, and operating plans, which are reflected in a three-year WSDP and associated Annual child’s access to education for financial reasons. In Management Plans. The WSDP cycle consists of the some schools, the SIGP constitutes 100 percent of the following seven stages: school's budget, whereas in other schools the SIGP 1) The school establishes a School Committee (or represents the largest share of financial resources. school board for secondary level); Although the community is actively engaged in 2) In collaboration with students, teachers and the development of the WSDP, there are no specific community, the School Committee conducts a self- consultations with the community regarding the assessment by evaluating the school’s current preparation, approval, and execution of the budget. policies and comparing them against established Rather, the head teacher and School Committee are standards; solely tasked with the responsibility of preparing and 3) In consultation with community stakeholders, the executing the school budget on an annual basis. School Committee identifies the priority areas of focus and the vision for the school; 1. Legal authority over the planning and management of 4) From the determined areas of focus, the School the school budget is Emerging Committee prepares the WSDP to articulate the Indicator Score Justification school improvement activities and operations; costs Head teacher and School activities, develops budget for the WSDP and Legal authority Committee prepare and prepares AMPs for each year of the WSDP; over Established execute operational 5) The School Committee helps implements the WSDP management of  budget; MEHRD provides and AMPs; the operational financing through grant 6) The School Committee monitors the budget system. implementation of the WSDP and meets at least Legal authority every three months; There is no policy stating over the Latent who has authority over 7) The WSDP and associated AMP are evaluated by the management of  non-teaching staff and School Committee and community stakeholders and non-teaching their salaries. results disseminated. staff salaries MEHRD is solely Legal authority responsible for over the Emerging Salary expenditure for teaching staff is treated determining teaching management of  separately from that of non-teaching staff in Solomon staff salary and teacher’s salaries Islands. The MEHRD has the legal authority to associated pay scale. determine all teaching salaries. Specifically, the Legal authority to Schools have raise additional Established considerable autonomy Teaching Service Handbook 2011 states that salaries for funds for the  to raise additional teachers within the approved teacher establishment school funding. shall be paid in accordance with the Scheme of Services Head teacher and School and the Unified Salary Structure approved by Cabinet. Committee have There is no consultation with parents, community Collaborative Advanced complete autonomy to budget planning members or other education stakeholders to determine  determine expenditure in and preparation the salary levels. Salaries are paid centrally by the line with school’s vision Government Treasury on behalf of education and local needs. 8 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 2. School Autonomy in Personnel Management is EA must receive a brief report on the teacher along with Emerging all relevant records and information. This policy goal measures policy intent in the The EA is also responsible for the evaluation of the management of school personnel, which includes the school principal. It determines the principal’s tenure, principal, teachers, and non-teaching staff. In Solomon transfer or removal, and is mandated to keep the TSC Islands, appointing and deploying principals and informed of all decisions. teachers can be centralized, or it can be the The responsibility for managing non-teaching or responsibility of regional or municipal governments. In auxiliary staff is not adequately documented in decentralized education systems, schools have legislation. The MEHRD National Education Action Plan autonomy in teacher hiring and firing decisions. 2007-2009 states that the school is responsible for Budgetary autonomy includes giving schools matters that pertain to school operations, however this responsibility for negotiating and setting the salaries of does not explicitly refer to auxiliary staff. In practice, its teaching and non-teaching staff, and using monetary the head teacher and School Committee are responsible and non-monetary bonuses as rewards for good for appointing and deploying auxiliary staff to align with performance. In centralized systems, teachers are paid the school’s local needs. The prominence of auxiliary directly by the Ministry of Education or the Ministry of staff varies from school to school, and tends to be less Finance under union or civil service agreements. As a numerous in rural locations where communities have a result, in centralized systems schools have less influence more active role in school operations. over teacher performance because they have no financial leverage over teachers. Inversely, if a school negotiates teachers’ salaries, as private schools 2. School autonomy in personnel management is routinely do, it may be able to motivate teachers Emerging directly with rewards for a job well done. Indicator Score Justification Autonomy in In Solomon Islands, all teaching staff (including head Education authorities teacher teachers and other positions of responsibility) must be Emerging have legal authority to appointment registered with the Teaching Service Office (TSO) within  appoint, deploy, and and deployment the Teacher Service Commission (TSC). transfer teaching staff. decisions Legal authority to appoint and deploy teachers resides Autonomy in non-teaching No policy adequately with EAs. According to the MEHRD Teaching Service staff Emerging states the responsibility Handbook 2011, each EA is required to advertise, appointment  for managing non- interview, and select candidates for vacant teaching and deployment teaching staff. posts. During this process the EA is mandated to inform decisions the TSC of all advertisements of positions and conduct Autonomy in Similar to teaching staff, in the recruitment process, including verifying that the school principal appointment and Established applicants are registered teachers prior to interviewing appointment  deployment of head them. Upon selection of the successful candidate, the and deployment teacher is managed by application package is submitted to the TSC. The TSC decisions. Education Authorities. has 30 days to accept or reject the appointment based 3. Participation of the School Council in School on whether the candidate has suitable credentials for Governance is Emerging the position. The participation of the School Council/Committee in Legal authority to transfer teaching staff also resides school administration is very important because it with the EA. Each EA can transfer staff within their enables parents to exercise their real power as clients of jurisdiction, provided that the TSC is informed of the the education system. If the committee has to cosign move. Teaching staff can also be transferred from one payments, it automatically has purchasing power. The EA to another. To do this, the transfer must be use of a detailed operational manual is extremely approved by both participating EAs, and the recipient important in this area, since it allows committee members to adequately monitor school management 9 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 performance, help the principal with cash flow While the MEHRD determines the amount of transfers decisions, and become a catalyst for seeking additional to schools and has financial oversight authority, the funds from the community. The use of such manuals by School Committee does have legal authority to have a the School Committee is thus a good vehicle for voice on budget issues. Within the framework of the promoting increased accountability and Grant Policy, the School Committee has a role in institutionalizing autonomy. planning and executing expenditures for non-salary budget items at the school level. Final responsibility for It is important to note that change management studies preparation of the expenditure aspect of the have provided evidence that bringing stakeholders operational budget is the head teacher in collaboration together to plan and implement meaningful activities with the School Committee. also contributes to behavioral change in institutions— and schools in particular. Collective school planning Outlined in the MEHRD Teaching Service Handbook activities can provide a mutual vision and shared sense 2011, the School Committee does not have legal of accountability for parents and school staff. It aligns authority to voice an opinion on personnel decisions, expectations with regards to how both parties commit including appointment, deployment, or transfer of staff. to supporting the school. These processes provide an This responsibility lies at the sub-national level with the enabling environment for better governance. EAs. In practice, School Committees can liaise with the EA to inform and advocate for the best teachers in their Although the School Committee is bestowed schools. responsibility in Solomon Island’s education system, the legal underpinning of the School Committee is not Outside of the WSDP, the MEHRD has not developed embedded in the Education Act 1978. Rather, the formal instructions or manuals for organizing existence, role, and responsibilities of the School community volunteers to participate in school activities. Committee are noted across three policy documents: (i) More proactive schools articulate the role of the PTA the MEHRD Policy Statement and Guidelines for Basic and stipulate guidelines for its role in formal Education in Solomon Islands 2009, (ii) the National documentation. Education Action Plan 2007-2009, and (iii) the Teaching The aforementioned three policy documents outlining Service Handbook 2011. However these documents do the role of the School Committee do not establish legal not provide the full range of details, nor is there a single authority or voice for the School Committee on learning manual or policy document that School Committee inputs to the classroom, such as textbooks, core and members can readily refer to. To address these non-core subjects, or teaching and learning inputs. shortcomings, the MEHRD recently established a taskforce to review and update the Education Act 1978. The MEHRD Manual for School Committee or Board Formal inclusion and documentation of the School Training provides for transparency in community Committee will be examined as part of this process. participation. Policy indicates that the School Committee should be comprised of 7 to 11 members, Each school is required to have a school constitution, and membership should not exceed two professional detailing the roles and responsibilities of the School (teaching) staff, four students, and five community Committee. The School Committee partakes in the members. There must be gender balance among male planning of the WSDP, which includes determining the and female members and students. Open elections for vision and direction of the school, costing the plan and adult members must be held every three years to preparing annual budgets corresponding to their school correspond with the development of the WSDP. grant allocation, and monitoring the use of the school's Student representation is determined annually through funds. The School Committee also promotes community student elections (Year 6 for primary level). While policy support for the school, liaises with the MEHRD and EA says that a minimum of four meetings of the School and co-monitors the implementation of the national Committee should be held in a year and details the way curriculum, school operations, and compliance with they should be conducted, it does not provide standards and policies. guidelines or mandate the calling of general assemblies for reporting to the wider community. 10 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 3. Participation of the School Council in School In Solomon Islands there are two methods used to Governance is Emerging assess schools. First is the Whole School Inspection Indicator Score Justification (WSI), which is a holistic approach that evaluates all Participation of School Committee is aspects of a school’s performance and is articulated in the School responsible for the Whole School Inspection Handbook for School Established Inspectors. To apply this method, a group of inspectors Council in determining expenditure  budget budget with school. from the MEHRD observe a school in action to preparation determine the quality of the education the school School Committee provides. 4 The WSI serves as an avenue for improving Participation in Established determines annual school performance by identifying areas of strength and financial  expenditure budget with aspects of the school that require improvement. oversight school. Findings from the WSI are presented in report form by The School Committee the MEHRD. The second assessment method is Teacher Participation in has no legal authority on Latent Appraisal and is outlined in the Teacher Appraisal Personnel appointment, Management  deployment, or transfer Handbook. The basis of the teacher appraisal is the matters of teaching staff. teacher’s Terms of Reference, self-review report, and No clear guidelines are agreed appraisal objectives for the year. Historically, provided except for the school inspectors from the MEHRD have conducted Community National Action Plan Teacher Appraisal. Latent participation in 2007-2009 that articulates school activities  the role of community The Whole School Inspection Handbook for School and parents in school Inspectors and the Teacher Appraisal Handbook outline activities. the use of the results from the two assessments to School Committee has no make school adjustments. According to policy for the Community Latent legal oversight or Whole School Inspection, the head teacher and School participation in  authority on learning Committee must prepare an Improvement Action Plan learning inputs inputs. that articulates the activities to be carried out over the School Committee next 12 months to enhance the school’s performance. members serve three-year Activities will vary from school to school, depending on Transparency in Advanced terms; elections and clear need; yet the Improvement Action Plan could include community  guidelines facilitate participation pedagogical, operational, and personnel adjustments, transparent structure approach. as necessary. In practice, the MEHRD lacks the requisite human and financial resources to implement the WSI 4. Assessment of School and Student across all schools. For Teacher Appraisal, the teacher Performance is Established and head teacher use results to develop and implement a set of improvement activities to strengthen areas of School assessments can have a significant impact on need, such as introduction of new teaching methods or school performance because they encourage parents strategies. The nature of the intervention is more and teachers to agree on scoring rules and ways to keep track of them. Measuring student assessment is another important way to determine if a school is effective in improving learning. A key aspect of school autonomy is the regular measurement of student learning, with the intent of using the results to inform parents and 4 community members, and to make adjustments to The WSI process includes classroom observations, review of managerial and pedagogical practices. Without a school records and documents, interviews with key stakeholders (including head teacher, teachers, students, regular assessment of learning outcomes school School Committee members, and community members). For accountability is reduced and, improving education further information about the WSI and process, refer to the quality becomes less certain. Whole School Inspection Handbook for School Inspectors in Solomon Islands, August 2012. 11 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 specific to pedagogical improvement rather than communicated with education stakeholders. Rather, the operational and personnel. In addition to the above MEHRD Policy Statement and Guidelines for Learner's noted specific policies, the MEHRD Policy Statement Assessment in Schools states that results are to be and Guidelines for Learners’ Assessment in Schools shared with EAs, schools, parents/guardians (for provides guidelines for the use of school assessments, students’ individual results) and other key stakeholders. however it is not specific to the WSI or Teacher In practice, anecdotal evidence suggests there is a Appraisal. Collectively, these policies do not clearly disconnect between policy and implementation of articulate that results must be used to make operational assessment strategies. Some schools report that they and pedagogical improvements, and both the frequency do not receive results in a timely manner, and that this and intensity of the two assessments are limited. ultimately diminishes their ability to use them as an There are three types of standardized tests used to 4. School and Student Assessment is Established assess students: diagnostic assessments, national Indicator Score Justification examinations, and school-based assessments (SBA). The School assessment diagnostic assessment, Solomon Islands’ Standardized Existence and consists of Whole School Test of Achievement (SISTA), is implemented on a frequency of Established Inspection and teacher three-year cycle at Year 4 and Year 6 of the primary school  appraisal, both of which school level and is sample-based. It assesses the level of assessments are administered literacy and numeracy of students, and helps identify annually. trends in student performance. The only national Policies do not clearly examination administered at the primary level is the Use of school articulate that results year 6 Solomon Islands Secondary Entrance (SISE). The assessments for Emerging must be used to make other two, Solomon Islands Form Three (SIF3) and making school  school adjustments Solomon Islands School Certificate (SISC), are adjustments (pedagogical, operational, administered at Year 9 and Year 11, respectively. The or personnel). Diagnostic assessments SBA includes standardized course work, tests, and Existence and are implemented every projects, and is administered at the school level. Results frequency of Advanced three years; national are combined with the national examination results standardized  examinations and School- using national weighting guidelines to form a final mark. student based Assessment every National examinations and SBA are implemented assessments year. annually. Policy does not clearly Use of state that results must be Similar to classroom assessment, the MEHRD Policy standardized used, but rather Statement and Guidelines for Learner's Assessment in student Emerging articulates that the Schools 2010 provides a brief overview of the type and assessments for purpose of standardized purpose of standardized student assessment and pedagogical,  student assessments is to provides general guidelines on how the results can operational, inform school operations and personnel inform classroom and school improvements. For and improve learning adjustments instance, the results may be used to identify methods to environment. improve student learning and teacher training, monitor Results are to be shared learners' achievement in subject areas, or inform with EA, school and learners, parents, employers, and schools about parents/guardians, Publication of Established however policy does not learning achievements. However, the MEHRD does not student  clearly distinguish by type mandate that results must be used to make classroom assessments of results and and school enhancements. The National Examinations standardized student and Standard Unit (NESU) analyze standardized student assessment. results. avenue to enhance student performance. Policy does not clearly stipulate how results from each type of standardized student assessment should be 12 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 5. School Accountability to Stakeholders is both the head teacher and the treasurer, chairman, or Emerging another member of the School Committee must sign. Accountability is at the heart of school-based Additionally, all expenditures must be considered management (SBM). The systemic connection between eligible by the abovementioned guidelines, and the budgetary and personnel autonomy, parent school must submit financial statements and participation in the financial and operational aspects of retirements (receipts) to their EA twice per year a school, and the measurement of learning outcomes (deadlines are June 30 and December 15). The EA is are all aimed to reinforce accountability. Only by being responsible for reviewing and ensuring that the use of accountable to parents can schools create a sustainable funds are appropriate and aligned with the WSDP. The and high-quality educational system. The following EA submits consolidated reports for each school to the indicators below address aspects of accountability that MEHRD. Schools that do not comply with the rules and can be implemented within the framework of SBM. regulations are subject to strict sanctions, and under certain circumstances future transfer installments of Standardized student assessments provide a lens into budget funds may be withheld. school performance, and therefore can be a valuable tool to achieve accountability. However, in Solomon The MEHRD does not have a program in place to reward Islands, the MEHRD Policy Statement and Guidelines for schools that demonstrate efficient and effective use of Learner’s Assessment in Schools focuses on how to financial resources, although it is considering implement standardized student assessments, and does introducing one in the coming years. not provide guidelines for the use of results. For this There are some regulations in place to enforce reason, there is not a strong accountability mechanism accountability in school operations. For instance, to ensure effective use of results to improve student schools must adhere to the Health and Safety learning and performance. Standards, and the WSI looks at operational issues In regards to analysis of school and student pertaining to schools, including access, quality and performance, the MEHRD Policy Statement and management. In 2012, the MEHRD also developed the Guidelines for Learner’s Assessment in Schools does Policy Statement and Guidelines for School provide a general statement that MEHRD will regularly Infrastructure in Solomon Islands; however, the specific report about assessment results and comparable standards for the guidelines have yet to be finalized. standards of attainment across the country, provinces, There are no regulations to link rewards for best and EAs. However, the policy does not clearly state the practice and compliance. Schools that do not comply requirements for the MEHRD to conduct comparative with regulations face sanctions, including possible analysis of student assessment results across EAs, closure (depending on the severity of the violation). geographical regions, or for previous years. As a result, Solomon Islands do not perform well in the area of the data collected from the standardized student learning accountability. The reason for this is that there assessments cannot be fully utilized. are no requirements to simplify and explain results of For the purpose of financial accountability, the assessments to the public (aside from individual results, Government of Solomon Islands established the which are provided to the student and guardians). In Financial Management Regulations, which (i) govern the order to utilize student assessment results to enhance use of monies at each level of the education system, learning outcomes, a system must be in place to ensure and (ii) articulate compliance and reporting that parents and education stakeholders are provided requirements. In addition, the MEHRD Up-dated Policy the results and afforded the opportunity to voice their Statement and Guidelines for Grants to Schools in opinion and provide feedback. Solomon Islands 2012 and the School Financial Management Guidelines and Manual 2009 establish specific requirements at the school level pertaining to the development and execution of the school budget. For example, all cheques, which are the primary means for schools to make payments, require two signatories; 13 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 5. Accountability to Stakeholders is Emerging IV. Enhancing Education Quality: Policy Indicator Score Justification recommendations for Solomon Islands Guidelines for There are no concrete the use of results Latent guidelines for the use of 1. Autonomy over planning and management of the of student  results of student school budget (Emerging) assessments assessments. A primary objective of policy is to ensure consistency Comparative analysis of and quality across schools by providing clear and Analysis of student assessments objective guidance. Currently, there is no policy on school and Emerging conducted nationally student  hiring and management of auxiliary staff at schools. and for EAs; results not performance distributed to parents. Anecdotal evidence suggests that there may be large Degree of discrepancies across schools in how auxiliary staff are Financial accountability managed and utilized, and it is possible that in some financial mechanisms regulate instances the use of non-teaching staff does not adhere accountability at Established use of resources at each the central,  to best practice. It is recommended to formally state in level of education regional, and policy that schools have the authority to hire and system. school level manage non-teaching staff. Some regulations for Degree of Furthermore, there are no standards for compensation accountability in school accountability in Established of auxiliary staff. Transparency is also an important operations are in place, school  element of a contractual agreement, and without but do not link rewards operations to performance. knowledge of how other schools operate there are No requirements to likely large disparities across the education system in Degree of Latent explain results of terms of remuneration. To address this issue, one learning  student assessments to possible policy recommendation is for the MEHRD to accountability the public. leverage its central convening power to collect data across all schools. With this data, the MEHRD can develop policy documents to inform schools of the decision-making authority over non-teaching staff, the appropriate pay scale, the relative importance of auxiliary staff in light of their local context, and provide standard Terms of Reference for positions. The MEHRD should develop the aforementioned policy documents and be responsible for ongoing policy development and coordination with schools and EAs in this area. Another policy recommendation pertains to community involvement regarding the preparation, approval, and execution of the operational budget. The WSDP aims to achieve high collaboration between education stakeholders at the school level, however the WSDP does not clearly state the role of the community. The MEHRD should consider revising the WSDP to articulate the specific role of the community at each stage of the WSDP. 2. Autonomy in Personnel Management (Emerging) Despite the decentralized approach to education service delivery, the school level does not have a strong voice in teacher management, including appointment, deployment, and transfer of teaching staff. According to 14 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 policy, this area is the responsibility of the EAs. In clear guidelines on how to engage the wider community practice, the schools and EAs may demonstrate a more in school activities including how to organize collaborative approach than is documented in policy, volunteers, plan, implement, and even evaluate but the level of collaboration will vary from school to activities. It should also include the calling of general school. In this area, a framework should be developed assemblies and for reporting progress and relevant that leads to better collaboration between EAs and the information pertaining to school operations and school level, and includes a formal channel for the ongoing development to the wider community. schools to have input. Through the head teacher and Lastly, the MEHRD should give consideration to the School Committee, the school level is well positioned to composition of the School Committee. As the primary know their needs for teachers and as such could be stakeholder and recipient of education, involving better engaged as part of the recruitment, deployment, students in the School Committee is commendable. and transfer process. However, as currently structured, 2-4 students can be 3. Role of School Committee on School Governance part of the process, which may account for upwards of (Emerging) 20-45 percent of voting rights. This may represent an As part of the planned review and update of the area where a modified approach is required to reflect Education Act 1978, it is recommended to consolidate the age and contributions of the student contingency. the policies establishing the existence, role, and One policy option is the mandatory formation of a responsibilities of the School Committee which are student council in each school to ensure that students currently spread out across three policy documents. In are able to voice their opinions without being full addition, the MEHRD should consider expanding the members of the School Committee. functions of the School Committee to increase 4. School and Student Assessment (Established) involvement in school operations and activities. The Whole School Inspection (WSI) is a holistic Personnel decisions currently rest at the sub-national approach to that assesses all aspects of a school’s level and this may be appropriate. However, the performance. However, due to insufficient human and Ministry could consider a policy to allow the School financial resources, the WSI is only applied in a small Committee a voice in the appointment, transfer, and subset of schools. The majority of school’s are not removal of teachers. The legal authority would still rest inspected and there are no data to indicate whether at the sub-national level. This will contribute to schools’ meet established safety and operations effective placement of human resources to meet the standards. In light of limited resources, the MEHRD requirements and context of the school. should consider devising a policy that places greater Currently, the School Committee has no legal authority emphasis on the expansion and utilization of the WSI as to voice an opinion or oversee learning inputs, such as a tool to ensure that schools are operating at a high choice of textbooks and classroom materials. In some level and to equip the MEHRD will sufficient data to cases, the School Committee does liaise with MEHRD craft strategies to improve operations of poorly and Education Authorities to co-monitor the performing schools. appropriate implementation of the curriculum, school In addition to expanding the breadth of the WSI, to reap hours and infrastructure, and health and environmental the full benefits of school and student assessments, standards. To ensure that a school is able to utilize the data must be accurately analyzed and incorporated into most applicable inputs to maximize student learning, a the education system to continually make adjustments policy allowing School Committees authority to at least to enhance learning outcomes. Policies surrounding the voice an opinion on a variety of learning inputs is use of student assessment could be strengthened to recommended. mandate schools to utilize results to make pedagogical, Another policy recommendation, which supports the operational, and personnel adjustments. Specifically, a recent training, is to provide schools with a feasible and impactful policy recommendation is to comprehensive manual that outlines the responsibilities mandate that results from student assessment be used and roles of the School Committee that would serve as to assist school head teachers in the strategic a valuable reference guide. The manual should provide placement of teachers within the school as well as to 15 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 enhance pedagogy. The result is better matching of V. Comparison Solomon Islands Level of teachers’ skillset with classroom needs and pedagogy to support areas that require improvement. School Autonomy and Accountability with Papua New Guinea and Samoa Along with the aforementioned approaches to improve upon school and student assessment, policy pertaining Table 3, below, presents the comparison of results from to the publication of student assessment results could the SABER-SAA policy assessment. Both Papua New be strengthened. Specifically, policy could stipulate a Guinea (PNG) and Samoa achieve an Established rating reasonable timeframe for the MEHRD to process data in autonomy in budget planning and approval, whereas and provide to EAs and schools. This would embed an Solomon Islands is rated as Emerging in this policy goal. accountability mechanism and provide greater Each of the three countries employs a student fee transparency to lead to receipt of student assessment scheme that is administered at the central level. The results in a timely manner. school level, in partnership with the associated Board of Management/School Committee, determines how 5. Accountability to Stakeholders (Emerging) resources are used. The primary reason for Solomon Student and school assessments can be effective tools Islands Emerging rating is the absence of adequate to inform education stakeholders and the public at large documentation in financial management of non- as to the efficacy of the education system and provide a teaching staff. tool to demand accountability in the education system. It is recommended to include in the MEHRD Policy PNG and Solomon Islands, which received a rating of Statement and Guidelines for Learner’s Assessment in Emerging for policy goal 2, both have subnational levels Schools, guidelines for the use and dissemination of of government – Provincial Department of Education student assessment results. This would assist in and Education Authority, respectively – which are strengthening the accountability mechanism to ensure responsible for determining the recruitment and effective use of results to improve student learning and deployment of teaching staff. In Samoa this function is performance. The MEHRD should consider making managed by the central Ministry of Education, Sport assessment information publically available, including a and Culture, however the education system has a two- comparative analysis of data at the national level level format consisting of the central ministry and against previous years and also across education school level. authorities. Analysis of results at the national level will Although PNG and Samoa are both rated as Established shed light on the trajectory of the education system and in Policy Goal 3 on the participation of the school the achievements of recent policies and interventions. council in school governance, the two countries have At the sub-national level, the approach should not be very different systems. Through the School Learning designed to shame poorly performing EAs, but rather to Improvement Plan (SLIP) initiative in Papua New utilize the available evidence to document areas for Guinea, two entities – the SLIP committee and the improvement and possibly to enable research into what Board of Management (BoM) – operate within the factors contribute to better performing EAs and their scope of the school council in school governance. The schools. SLIP committee is tasked with developing the vision and In terms of financial accountability, Solomon Islands has strategic objectives of the school, and the BoM is strong policies and procedures in place. While responsible for quality assurance. In Samoa the School sanctions are in place for misconduct, the introduction Committee – comprised of the school principal and local of rewards to schools that demonstrate efficient and community members – plays an active role in setting effective use of financial resources would be a good the vision of the school and in ongoing school next step. There are some regulations in place to operations. The MESC provides some support to equip enforce accountability in school operations. Some policy committee members with the requisite skills and strengthening in this area would be warranted as well competencies to perform their duties, although these as the introduction of regulations to link rewards for tend to focus on financial management issues and less best practice and compliance. on quality education inputs and methods. 16 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 In Solomon Islands participation of the School performance policy goal and Emerging for Committee – comprised of the head teacher, teaching accountability to stakeholders policy goal. The biggest staff, community members and students – is Emerging. area for improvement relates to the dissemination of The committee plays an active role in preparing the results, lack of analysis, and use of school performance Whole School Development Plan (WSDP), annual results by the public for better accountability. budgets and supports school operations, however policy documentation is not well developed. Furthermore, the School Committee has limited involvement in the non-financial input and operations of schools. Each of the three countries has achieved an Established rating in the assessment of school and student Table 3: Level of Development of Policy Goals Across Three Pacific Countries SAA Policy Goals Level of Development Papua New Guinea Samoa Solomon Islands 1. Autonomy in Budget Planning Established Established Emerging and Approval    2. Autonomy in Personnel Emerging Latent Emerging Management    3. Participation of the School Established Established Emerging Council in School Governance    4. Assessment of School and Established Established Established Student Performance    5. Accountability to Stakeholders Emerging Emerging Emerging    17 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 Acknowledgements References This report was prepared by Clark Matthews Arcia, Gustavo, Kevin Macdonald, Harry Anthony (Consultant), under the supervision of Angela Demas Patrinos, and Emilio Porta. April 27, 2011. “School (Senior Education Specialist, Human Development Autonomy and Accountability.” Systems Approach for Network) and Kazuro Shibuya (Senior Education Better Education Results (SABER). Human Development Specialist, Human Development Network) who both Network, The World Bank, Washington D.C provided technical analysis and feedback. The report Arcia, Gustavo, Harry Anthony Patrinos, Emilio Porta, benefitted from the data collection efforts and insight and Kevin Macdonald. 2011. “School Autonomy and of Adrian Alamu (PaBER Assessment Officer, Secretariat Accountability in Context: Application of Benchmarking of the Pacific Board for Educational Assessment) and Indicators in Selected European Countries.” Systems Seema Prasad (PaBER Assessment Officer, Secretariat of Approach for Better Education Results (SABER). Human the Pacific Board for Educational Assessment). The Development Network, The World Bank, Washington author is grateful to the Ministry of Education and D.C. Human Resource Development for their input, support, and validation of data. The data cited in this report are Barrera, Felipe, Tazeen Fasih, and Harry Patrinos, with based on reviews of official laws, regulations, decrees, Lucrecia Santibáñez, 2009. “Decentralized Decision- and other policy documents. For further information on Making in Schools. The theory and evidence on School- the SABER Initiative and SABER SAA, see based management.” The World Bank, Washington D.C. http://saber.worldbank.org/index.cfm. Bruns, Barbara, Deon Filmer, and Harry Anthony Patrinos, 2011. “Making Schools Work: New Evidence Acronyms on Accountability Reforms”. Washington, DC: The World AMP Annual Management Plan Bank. EA Education Authority Corrales, Javier, 2006. “Does Parental Participation in MEHRD Ministry of Education and Human Resource Schools Empower or Strain Civil Society? The Case of Development Community-managed Schools in Central America.” NEAP National Education Action Plan Social Policy & Administration 40 (4): 450-470 NESU National Examinations & Standard Unit PaBER Pacific Benchmarking for Education Results Di Gropello, Emanuela, 2004. “Education SBA School-based Assessment Decentralization and Accountability Relationships in SBM School-based Management Latin America.” World Bank Policy Research Working SIGP Solomon Islands Grant Policy Paper 3453. Washington, DC. TSC Teaching Service Commission TSO Teaching Service Office Di Gropello, Emanuela, 2006. “A Comparative Analysis WSI Whole School Inspection of School-Based Management in Central America.” WSDP Whole School Development Plan World Bank Working Paper No. 72. Washington DC. Education Act 1978. Eurydice. 2007. “School Autonomy in Europe. Policies and Measures.” Brussels: Eurydice. Heim, Michael. 1996. “Accountability in Education: A primer for school leaders.” Pacific Resources for Education and Learning, Hawaii Department of Education. Honolulu, Hawaii. Hood, C. 2001. “New Public Management, In N.J. Smelser, P.B. Baltes (eds), International Encyclopedia of the Social and Behavorial sciences.” Amsterdam: Elsevier. 18 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS SOLOMON ISLANDS ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 MEHRD, 2013. National Education Action Plan 2013- 2015 MEHRD, 2013. National Education Action Plan 2013- 2015 Consolidated Implementation Plans Budget MEHRD, 2012. Manual Financial Management Education Sector MEHRD, 2012. National Curriculum Statement MEHRD, 2012. Policy and guidelines for grants to schools MEHRD, 2012. Up-dated Policy Statement and Guidelines for Grants to Schools in Solomon Islands MEHRD, 2012. Whole School Development Planning Manual MEHRD, 2012. Whole School Inspection Handbook for School Inspectors in Solomon Islands MEHRD, 2011. Manual for School Committee and Board Training MEHRD, 2011. Solomon Islands Teaching Service Handbook MEHRD, 2011. Teacher Appraisal Handbook MEHRD, 2010. Policy Statement and Guidelines for Learners’ Assessment in Schools MEHRD, 2010. Policy Statement and Guidelines for School Infrastructure in Solomon Islands MEHRD, 2009. School Financial Management Guidelines and Manual Patrinos, Harry Anthony. 2010. “School-Based Management.” In Bruns, B., D. Filmer, and H.A. Patrinos (2011), Making Schools Work: New Evidence on Accountability Reforms. Washington, DC: World Bank. Rechebei, Elizabeth. 2010. Accountability and Reality. Who Should Do What? and Who Should Be Accountable? Research Into Practice Series, Pacific Resources for Education and Learning, Hawaii Department of Education. Honolulu, Hawaii. OECD. 2011. School Autonomy and Accountability: Are They Related to Student Performance? PISA in Focus. Vegas, Emiliana. 2001. “School Choice, Student Performance, and Teacher and School Characteristics: The Chilean Case.” Development Research Group. Washington, DC: The World Bank. 19 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS COUNTRY NAME ǀ SCHOOL AUTONOMY AND ACCOUNTABILITY SABER COUNTRY REPORT |2013 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative collects data on the policies and institutions of education systems around the world and benchmarks them against practices associated with student learning. SABER aims to give all parties with a stake in educational results—from students, administrators, teachers, and parents to policymakers and business people—an accessible, detailed, objective snapshot of how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of School Autonomy and Accountability. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. THE WORLD BANK 20 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS