• Hon. Minister for Education. Penisimani 'Epenisa Fifita

  • Education

  • Primary School Students

  • Teacher in Action

  • Secondary Students taking the Exam

  • TIOE – Tonga Institute of Education

  • .TIHE - Tonga Institute of Higher Education

  • .TIST - Tonga Institute of Science and Technology

Copyright 2017 - Joomla 3.5 Templates - Ministry of Education and Training

1. INTRODUCTION 

Ministry of Education and Training (MET) for 2017 continued to focus on the objectives, activities and performance targets set out in its Corporate and Annual Management Plans. These plans are based, in turn, on the Tonga Strategic Development Framework Plan (TSDF) 2011-2014, and the Ministry’s Tonga Education Lakalaka Policy Framework 2012-2017. The Ministry’s Budget for the financial years 2012/2013 and 2013/2014 provide the financial resources required for the effective and efficient implementation of these policies, strategies, and plans.


2. LEGISLATION

The Ministry’s responsibilities are administered in accordance with these principal legislation:

  • Education Act 1974 (Chapter 86) and subsequent amendments (1999, 2000, 2002);
  • Education (Schools and General Provisions) Regulations 2002; and,
  • Tonga National Qualifications and Accreditation Board Act 2004; and,
  • Tonga National Qualifications and Accreditation Regulations 2010.

The legal mandate of the Ministry of Education, Women’s Affairs and Culture (its title since 2006) derives from the Education Act 1974. The Ministry is structured in accordance with the functions approved by the Minister of Education under the powers conferred on her by the Education Act 1974 and its functions are stipulated below:

  • To ensure the country is provided with skilled and competent manpower needed for sustainable development;
  • To provide policy advice to the Government on primary, secondary and post-secondary education as well as future directions to meet the challenges of the 21st Century;
  • To ensure the effective, efficient, equitable, relevant, and sustainable implementation of the Education Act, regulations, and other Government policies.

3. EDUCATIONAL OUTCOMES

The Ministry’s work during this period focused on improving educational outcomes by targeting 3 main areas: (1) students’ outcomes, particularly in literacy and numeracy; (2) teachers’ competencies, especially their classroom performances and interactions with Page 12 of 210 students; and, (3) teaching and learning environments. These outcomes include improving student achievements and the performance of providers of education. Factors that limit student achievement were identified, and strategies and mechanisms were implemented to improve performance. The objective was to improve the educational “health” of the system as a whole.


4. POLICY ADVICE AND IMPLEMENTATION

To establish its leadership role and credibility within the public and wider education sectors, the Ministry provided the Minister and the Government with high-quality policy advice and made concerted efforts to implement that policy efficiently and effectively.


5. RESOURCE DELIVERY, MONITORING AND ACCOUNTABILITY

Regulations need to be enabling and to encourage each school to manage children’s education effectively. The regulations need to focus on accountability and quality assurance. The criteria for determination and allocation of resources should be clear. The Ministry’s role is to deliver resources to schools according to the agreed criteria. It should empower people, rather than trying to control them. The Ministry’s emphasis will shift to monitoring and intervening at an early stage to address emerging problems before they get too serious. During this period, the Ministry performed its responsibilities accordingly.


6. LOCAL EMPOWERMENT

Relationships with local education providers are important. The Ministry needs to work with local communities to help them play a stronger role in the education of their children. The Ministry during this period improved its relationships with stakeholders as manifested through its activities in the six programme areas.


7. STRATEGIC RELATIONSHIPS

The Ministry of Education worked constructively with other providers of education. Relationships between the Non-Government education providers (especially the Churches) and the Ministry of Education were fostered. Strong links between the industries, education providers, and the Ministry of Education were developed through many joined activities. All parts of the Ministry have been harmonised as cooperative partners that work closely together to achieve common goals. Services provided by the administrative section contributed to the overall effectiveness and capability of the Ministry. Strong links have been forged between the officers developing and implementing educational policy. Property functions have been managed also to ensure that facilities and equipment are adequate and are well-maintained to serve educational aims and aspirations. Relationships with donors and development partners, such as Australia, China, Japan, New Zealand, and the World Bank, continued to strengthen and the Ministry is most grateful for their continuing generous support and contributions in all areas of education, which include budget support, funding for specific projects and programmes, scholarships, short and longterm training, technical assistance, and resources and teaching and learning materials, among others.