The education sector plays a crucial role in the social and economic development of a nation (Federal Ministry for Economic Cooperation and Development, nd,), fundamental to the fulfilment to individual basic needs A country’s education is seen as a reflection of its “institutional and ideological framework of the its society” (McNeely, 1995, p. 489). Therefore, the development clear policies and plans are vital in the attainment of the goal of Education for all (UNESCO, 2012, para. 1). Policies refer to expressed or implied statements which describe the principles and rules that are guides and constraints for an organization, and are usually put together by the executive arm (Davis, 1951, cited in UWIOC, 2013, p.3). Educational policies therefore, are statements articulated by the relevant educational authority to guide the thinking and action within the sector (UWIOC, 2013, p. 4). Policy making describes a “political activity characterised by self-interest, political bargaining, value judgement and multiple rationalities, and within the education sector, this entails harmonising differing demands, and petitioning the support and or tolerance from stakeholders who are interested in education (Haddad, 1995, p. 23). Education planning is the ability to convert policy statements into actions that can be accomplished, assessable and accountable (UWIOC, 2013, p. 49). With the apparent broadening scope of educational planning to include both formal and informal settings, there is emphasis on growth and expansion which is complemented by concerns for the quality of the educational process and the control of its results (Haddad, 1995, p. 5). Consequently, the concern for capacity becomes imperative. According to the UNESCO’s International Institute for Educational Planning, “without capacity, there is no development” (2013). This essay will report on the capacity for education policy and planning within the Ministry of Education in Grenada by analysing the technical skills, managerial skills, existing data system and their quality, technology that is available, fiscal resources that are available and the institutional experiences, and will also state the conclusion and some recommendations. The information gathered was through a face to face interview with an education officer, who has been employed with the ministry for over twenty years. Technical Skills
Technical skills “are performance objectives and competencies required by a specific occupation (Centre for Remediation Design, 1991, cited in Stone, 2009, p. 21) and describe the responsibilities needed for competent performance and a description of the knowledge and skills necessary to carry out those responsibilities (Stone, 2009, p. 21). Within the Ministry of Education, the relevant personnel who are most likely to be involved in the education planning process and suitably qualified for their roles. Many of them possess degrees in management, early childhood, general education, counselling and so on. The Minister of Education is trained in the area of economics and planning. They are all aware of their roles in terms of being able to influence policy decisions, monitoring and evaluating. Officers are employed based on their possession of the required skills and competence. Managerial Skills
The managerial aspect of policy capacity is an area that is constantly analysed through the support of UNESCO, (UNESCO, 2013). Managerial skills refer to the skills that the hierarchy of any organization use in order to accomplish the goals of the organization and will include abilities, knowledge base, experiences and perspectives (Education Portal, 2013). According to the IIEP (2013), sustainable development is dependent on “internal capacity and leadership”. The Ministry of Education is headed by the Minister, followed Permanent Secretary who is the administrative head and is responsibility for the over overall functioning of the ministry. The education section...
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