The Education Sector Project II (ESPII) - Samoa

Context and Problem

In Samoa, the education sector was facing many issues. This includes insufficient supply and deployment of well-trained teachers, lack of quality instructional materials, shortages of teachers, poorly maintained school infrastructure in rural areas, and poorly designed primary curriculums. The ESPII, aligned with Samoa’s Education Strategic Policies and Plans (2006-2015), emphasized poverty reduction through improved primary and secondary education access. The program aimed to reduce education inequality, intervene to reduce infrastructure deficits, improve teacher training, and improve capacity for research, monitoring, evaluation, and policy development.

Solution

The solutions had several vital components. First, Curriculum Reform and Assessment Systems. This was done by developing a new bilingual primary curriculum for Years 1-8, creating teacher manuals and instructional materials, and introducing the Samoan National School Assessment Policy Framework. Second, teacher development. This was done by launching the National Teacher Development Framework (NTDF), addressing professional standards, registration, teacher training pathways, and training programs for over 1,150 teachers, principals, and mentors. Third, infrastructure improvements. Nine secondary schools were upgraded, the Ministry of Education, Sport, and Culture (MESC) headquarters was constructed, and teacher housing was created. Additionally, capacity strengthening was carried out, and strategic management was carried out by forming an ESPII secretariat for coordination and oversight.

Impact

The project had a significant impact and had substantial outcomes. Primary Completion rates increased to 97%, transition rates to rural secondary schools rose from 82% to 90%, and SPELL test scores showed modest improvements in English and math but remained low in Samoan. Moreover, there was improved strategic coordination and planning capabilities within MESC, and upgraded school facilities contributed to better learning environments, though maintenance remains a challenge.

The ESPII model offers a replicable framework for educational reform in small island states through understanding the local context, finding common ground with regional leadership, and having continuous funding. It is scalable, potentially expanding teacher training programs and infrastructure improvements to more schools, dependent on adequate funding and community support. The sustainability of such programs will occur if they are community-centric, have continuous monitoring, and are part of the official education system.