Desk Manual For Education Mangers - Section 1

AC K N 0 WL E D G E ME N T S
The production of the Desk Manuals has brought to the fore a wonderful
working net-work and relationship that exist in the Ministry of Education.
Officers of·every level, from the Chief Education Officer to a District

Education Supervisor, from the Head Teacher of a School to an Acting Teacher
all worked in close collaboration and selflessly to produce these manuals.
Officers and teachers travelled long distances, responding to short notices
and foregoing important engagements to participate. The actual preparation
revealed a healthy respect for everyone's opinion . There was not a dull
moment. Oh, but long hours!
The efforts of all these officers and teachers, and senior functionaries
of National Centre for Educational Resource Development (NCERD) and Cyril
Potter College of Education (CPCE), of the Permanent Secretary, and senior
Minister of Education are gratefully acknowledged.
The Chief Planning officer (CPO) and her staff for the typing and all
the other Units involved in this activity are also recognised.
The skills and guidance received by the consultant were critical for the
success of the project. The donor agency, UNICEF, is gratefully acknowledged
for making the activities for and the production of the manuals possible.
i
F 0 R E WA R D
All managers need to perform optimally for the success of the

organisation. They have to perform their tasks so that the goals and targets
can be realised. The health of the organisation depends on their skills and
efficiency. They have to know what must be done and how to do it.
The desk manuals provide the guidance to educational administrators with

the requisite knowledge and procedures to effect their tasks. These manuals
do not only help . managers to function efficiently but also with due
consideration for process and human growth and development. The human element
is primary.
Desk manuals have been produced for three levels of managers - floor,
middle and top. But these levels are not mutually exclusive. Their inter-
relationships, inter-dependence and interaction are clear . Their utilisation
will certainly improve effectiveness and efficiency.
ii
PREFACE
The Guyana Government in its quest for improving managerial capability of the
Education system has, with technical assistance from UNICEF, mandated the
development of desk manuals for central and regional education officers and
school administrators.
-\ Methodology
A participative and collaborative approach was used, to ensure the

involvement of key education personnel in the various stages of the
decision-making process. The intent was to make them become
stakeholders of the Desk Manual, the implementation of which should
impact positively on their work performance.
The Process
The process included,

* orientationjsensitisation sessons for the consultant;
* perusal of previous attempts made by officials of the Ministry
over the past years;
* discussions with the Principal Personnel Officers re clarification
of job descriptions;
* one day workshop sessions with senior education officers:
Chief Education Officer and his team of officers at the
Central level;
Regional Education Officers and the Assistant Chief
Education Officer (Georgetown) and representatives of
District Education Officers and Supervisors, from the
respective Departments of Education;
A sample of school Principals (Nursery, Primary, Community
High, and Traditional Secondary) from Regions 2·,3,
Georgetown, 4,5,6,7, and 10. (principals from Regions 1,8,
and 9, were absent.)
* sessions with senior officers at the Central Level who manage

institutions and unit's that are intimately bound up with the
delivery of education. These included the:
Principal of the Cyril Potter College of Education Complex;
Director, of the National Centre for Educational Resource
Deve l opment, and Heads of three of its constituents -
Material Production Unit, Measurement and Evaluation and the
Learning Resource Development Unit;
i ii
Superintendent, Examination Division;
Coordinator School Boards Secretariat;
Coordinator Books Distribution Unit;
Special Projects Officer;
Administrator, Allied Arts Unit;
* Regular clarification and debriefing sessions with the Permanent

Secretary, the Chief Education Officer, the Deputy Chief Education
Officer, and the Principa l Personnel Officer;
* Meeting with the Senior Policy Making Group of the Ministry of

Education to discuss the draft Desk Manual;
The desk manual is a living and an adaptable document which can be
responsive to changes. It has been developed to serve as a guide for
helping education managers at all levels of the system in the execution
of their r .espective functions .
The Manual is not a panacea for healing all the deficiencies observed in
managing the delivery of education, but it should serve as a yardstick
against which education managers can measure their performance
objectively.
Job descriptions have not been changed . Added is the term Functional
Relationships, which serves to emphasise the collective approach to task
completion and problem solving through a process of collaboration ,
consultation, and information sharing in the decision making process.
The outcome envisaged is the development of a corporate culture, where
every one contributes individually, and together to achieve quality
service.
Other supportive elements already established in the education system,
are the Reporting and Communication mechanism which highlights the
functional interrelationships at each echelon of the system, and
Management Information Systems presently in an embryonic stage located
both at the Central Ministry and the Education Departments .
I would like to take this opportunity to acknowledge all the valuable
support I received from the Permanent Secretary, Chief Education
Officer, Principal Personnel Officer, and all those education managers
and school principals with whom I worked.
A special thank you is conveyed to Mr. Ed Ceasar, Deputy Chief Education
Officer (Administrat i on) who has been my counterpart in this exercise.
Dr. Una M. Paul

Consultant with UNICEF
November , 1994.
iv
ACRONYMS
ACEO Assistant Chief Education Officer

AEA Adult Education Association
CAU Central Accounting Unit
CEO Chief Education Officer
CHS Community High School
" CLC Critchlow Labour College
CSHE Carnegie School of Home Economics
CPCE Cyril Potter College of Education
CPO Chief Planning Officer
CPrO Chief Personnel Officer
cxc Caribbean Examination Council
BDU Book Distribution Unit
DCEO Deputy Chief Education Officer
DEO District Education Officer
DES District Education Supervisor
DPS Deputy Permanent Secretary
Educ. Dept. Education Department
ESC Education System Committee
ESSC Education Sub System Committee
GCE General certificate Education
GTEE Guyana Technical Education Examination
GITC Guyana Industrial Training Centre
GTI Georgetown Technical Institute
GTU Guyana Teachers' Union
HOD Head of Department
IACE Adult and Continuing Education
LRDC Learning Resource Development Centre
MINFIN Ministry of Finance
MINLAB Ministry of Labour
MOE CD Ministry of Education & Cultural Development
MPU Materials Production Unit
NATI New Amsterdam Technical Institute
NCERD National centre for Educational Resource Development
NFFAT National Fourth Form Achievement Test
NGO Non Government Organisation
PAC Parent Action Committee
PPO Principal Personnel Officer
PS Permanent Secretary
PSC Public Service Commission
PTA Parent Teacher Association
ROC Regional Democratic Council
REdO Regional Education Officer
RExO Regional Executive Officer
SPMG Senior Policy Management Group
SSMC School System Management Committee
SEEE Secondary School Entrance Examination
SSPE Secondary School Proficiency Examination
SPU Special Projects Unit
TSC Teaching Service Commission
TVET Technical and Vocational Education and Training
UG University of Guyana
v
MANAGING THE DELIVERY OF EDUCATION AT THE CENTRAL LEVEL
TABLE OF CONTENTS
~~
1.0 THE EDUCATION SYSTEM AT A GLANCE 1

1.1 Mission Statements & Functions of the Ministry of Education 1
) 1.2 The Institutional Framework · 2
1.3 Structure of the Education System 6
2.0 JOB DESCRIPTION AND TASK ANALYSES OF KEY PERSONNEL AT THE

CENTRAL LEVEL 8
2.1 The Conceptual Framework 8
3.0 JOB DESCRIPTION OF THE PERMANENT SECRETARY 10

3.1 Task Analyses of Functions 12
3.2 Job Description of the Chief Planning Officer 15

3.2.1 Task Analyses of Functions 16
3.3 Job Description of Chief Personnel Officer 21

4.0 JOB DESCRIPTION OF THE CHIEF EDUCATION OFFICER 27
4.1 Task Analyses of Functions 28
4.2 Job Descriptions of

* Deputy Chief Education Officer (Admin.) 34
* Deputy Chief Education Officer (Technical) 36
* Deputy Chief Education Officer (Dev.) 38
4.3 Job Description of Assistant Chief Education Officer (Insp) 45

4.3.1 Range of Activities 46
4.4 Job Description of Assistant Chief Education Officers

(Nursery, Primary, Secondary & Community High Schools) 49
4.5 Job Description of Coordinator, School Boards 59

4.6 Job Description of Superintendent of Examinations 63

4 . 6.1 Range of Activities 64
4.7 Job Description of Materials Production Officer 74
4.8 Job Description of Coordinator, Book Distribution Unit 76
4.9 Job Description of Special Projects Officer 80
4.9 . 1 Range of Activities 81
vi
r
1.0 THE EDUCATION SYSTEM AT A GLANCE
1.1 MISSION STATEMENT AND FUNCTIONS OF THE MINISTRY OF EDUCATION
1.1.1 Mission
..
The Mission of Education in Guyana is to provide equal
access to all Guyanese children and young people to quality
education.
1.1.2. Broad Areas of Responsibility of the Ministry of Education and Key

Functions
1 Ensure that the Ministry of Education operates within the legal

framework as stipulated in the Education Act;
2 Formul~te, implement, monitor, review and articulate policies and

plans, that will facilitate the sustainability of moral, social,
cultural and economic development of Guyana, as well as provide
individuals with the opportunity to enjoy the benefits of the
cou~try;
3 Ensure the development of relevant curricula, its implementation,

and the provision of a supportive environment that facilitates the
teaching/learning process;
4 Maintain and improve equality of access to educational

opportunities; Accessibility demands too, that educational
opportunities must be provided in an environment that is
supportive to children who are challenged and have special needs.
5 Ensure that the education system produces human resources with the
appropriate knowledge, skills and attitudes to meet their own
personal development and the social, economic and technological
needs of Guyana;
6 Ensure the implementation of a delivery system which is

characterised by a working environment that:
i) is conducive and supportive of a high level of efficiency

and productivity;
ii) allows for effective management performance;
iii) facilitates job satisfaction and high motivation;
7 Ensure that the system is managed by adequately qualified staff,

that it provides opportunities for professional development, and
that it keeps abreast of scientific and technological advances.
8 Manage efficiently and effectively all resources under its

portfolio.
9 Monitor and evaluate the performance of the education system and

access its impact on the achievement of equity;
10 Establish and maintain linkages with the· community at large

(parents,local business, NGOs, regional and international
organisations) in the provision of quality education.
1
1.2 THE INSTITUTIONAL FRAMEWORK
1.2 . 1 Administration
Figure I gives a global view of the Organisation Chart of the

Ministry of Education and Cultural Development.
At the helm of the Ministry of Education and Cultural Development,
is the Permanent Secretary who is responsible for Education, and
the Department of Culture. He is assisted by two Deputy Permenent
Secretaries, a Principal Personnel Officer, and a Chief Planning
Officer.
1 . 2.2 Education
The Chief Education Officer as shown in Figure II has the overall

responsibility for professional matters related to the delivery of
education throughout the system. He is assisted by the Deputy
Chief Education Officer (Administration), Deputy Chief Education
Officer (Development) and the Deputy Chief Education Officer
(Technical) .
The Inspectorate Division is the Chief Education Officer's
instrument for carrying out the relevant statutory functions
relating to the maintenance and improvement of standards in the
school system. This is done through auditing the entire school
system - Nursery, Primary and Secondary.
1.2.3 Regionalisation
The delivery of education has been regionalised so that some of

the authority which formerly resided at the Central Ministry has
been vested in Regional Administrations through Education
Departments.
1.2.3.1 Role of Central Ministry
Central Ministry retains responsibility for the conceptualisation

and formulation of educational policies, for coordinating
monitoring and evaluating education programmes, and for
establishing and maintaining parity among regions .
1.2.3.2 Role of Regional Administrations
The Regional Administrations have the responsibility for the

implementation and monitoring of all aspects of education at the '
nursery, primary and secondary levels in the respective regions.
They are also responsible for the provision and maintenance of
educational facilities.
2
FIGURE I
Ministry of Education and Cultural Development
MINISTER
Permanent - -- - -------i
National Sports
Secretary Commission
GENERAL
EDUCATION ADMINISTRATION
FINANCE
Art Administration
Development Dance Transport Audit
Music BDU
Registry
School Choreography
Administration Projects Maintenance
Drama
Security
Secretariat Folk
Technical Research
/
_; ·
FIGURE II
Organisation Chart of the Ministry of Education
Minister
I
Pennanent
( Secretary
L
I
CEO ) I
f DPS (F) 1 f DPS (A) l
I I CPO 1 H Audit l
DCEO DCEO DCEO
Development
c.=
Administration Technical CPrO H Administration]
( Maintenance 1 ( Projects }-
J~
rl r
ACEO
Inspectorate HTransport )
NCERD CPCE
1 ACEOs Nursery, ( Registty )-
L{ :V::nl ~
Primarv. Secondary.
~ -
H Security ]
( BDU }-
Test Dev
Curr. Dev '
~ oH~.s 1 tA.J> 4-l
-r--.l
[ REdO }
LRDC I I I -I
MPU School ACEO SEO Principals Craft
Dist. Ed. SEQ Tech. Production
Boards Georgetown Admin. Tec/Voc
Allied Arts & Design
School Division
Libraries DEOs!DESs
'
\
I
Principals
Nursery
Primary
Secondary
CHS PIC
• • ..........,'-'1'-L Ill
Structure of the Educational System
<J-- - NUlSEIY0 - - - - -PilMARY- - Q - - - - - SE<ON~RY-- [:::::::::] POST SE<ONOARY 6 UNIVERSITY- - - {)
YEARS II 12 ~-I----til 12 13141 s 16 ~·.....--~--L-__.___..----.--;___.___;-~---L--L-__;-t-t--f Universitie$

Abroad & local
University of Guyana
•
Secondary
LEGEND Departments
of Primary Schools
.()> SSEE Teacher Training
+ SSPE I
(E] SSPE II Community High School of Agriculture
Schools Certificate Diploma
.()> <X</'0' level
8 'A' Level
Tee. Voc. Education Training
\5b Part-thne or Day Release
GTI. NATI Technician
JJJ Senice u a Teaclter Craft
~ Uaiwersity
l-~..J
t----"--- -t$
Grade 1 2 3 4 s 6 7 8 9 10 11 12 13 14 15 16
letel 4 s
IIIIII
6 7 8 9 10 11
IIIII
12 13 14 15 16
IIIII
17 18 19 20 21
5
1.3.0 STRUCTURE OF THE EDUCATI ON SYSTEM
1. 3.1 Formal education which is the responsibility of the state is

provided at the Nursery, Primary, Secondary and Tertiary levels.
Presently there is one private school at the primary level.
1. 3. 2. At the non formal level, education classes are offered by the
Adult Education Association (AEA), the Institute of Adult and
Continuing Education (IACE), The Critchlow Labour College, and
many Non Governmental Organisations.
1. 3. 3 Figure III, The Structure of the System, shows the throughput and
output of students from one level of education to the other and to
the world of work.
1.3.3.1 Nurser y Edu~ation
The two-year programme at the Nursery level is designed to provide

very young children with a learning environment which will
facilitate their physical, social, emotional and intellectual
development as well as the development of basic pre concepts and
desirable attitudes to learning.
Children are admitted to this level at age three years nine months
( 3 yrs. 9 mths. )
1.3.3.2 Prima ry Educat ion
Primary education which is compulsory, provides the foundation for

further schooling and training. Pupils start from five years nine
months (5 yrs. 9 mths.) and continue for a period of six years, at
the end of which they are eligible to write the Secondary Schools
Entrance Examination (SSEE). Performance at this examination
determines allocation to the three types of secondary programmes
offered.
1.3.3.3 Secondary Educat ion
secondary Education is offered in

* Secondary Departments of Primary Schools;
* Community High Schools ;
* General Secondary Schools.
1.3.3.3.1 The Secondary Department of Primary Schools and the Community High
Schools offer a four - year programme geared to provide academic and
pre- vocational programmes. Students are exposed to courses in
Arts, Natural Science, Social Science, Industrial Arts and Crafts.
In the final year students should specialise in a pre-vocational
subject area. Students in this programme write the Secondary
School Proficiency Examination .
1.3.3.3.2 In the General Secondary Schools, students pursue a five-year
programme in a wide range of Arts , Science and Pre-vocational
subject areas. The programmes are more academically oriented. At
the end of five years students write the Caribbean Examinations
Council (CXC) Examination and the General certificate of Education
(London) Ordinary Level Examination (GCE '0' Level).
Outstanding Students at these e xaminations are selected to pursue
studies for the GCE Advanced Level Examination.
6
/
1.3.3.4 Technical and Vocational Education and Training
Technical and Vocational Education is offered in two technical

institutes, an industrial training centre, a school of Home
Economics and a s c hool of Agriculture.
1.3.3.4.1 The Government Technical and the New Amsterdam Technical .

Institutes, offer full-time and part-time courses at the craft and
technician levels. Students are exposed to valuable practical
experiences while serving attachments with i ndustrial
establishments.
1.3.3.4.2 The Guyana Industrial Training Centre offers full time and part
time accelerated training courses, of not more than forty-eight
(48) weeks' duration in craft disciplines.
1.3.3.4 . 3 The Carnegie School of Home Economics provides two-year full time
courses in Household Management and Catering.
Evening classes which are normally of three to six months duration
provide for a variety of home management and craft courses.
1.3.3.4.4 Agricultural education and training at either Certificate and

D.iploma Level , is offered at the Guyana School of Agriculture.
Diploma students are eligible for entry to the University of
Guyana.
1.3.3.5 Teacher Training
1.3 . 3 . 5.1 The Cyril Potter College of Education Complex offers training at
the Nursery, Primary and Secondary (Academic and Pre-vocational)
Levels. Two In-service Training Centres for qualified practising
teachers are located in New Amsterdam and Linden.
1.3.3.5 . 2 The National Centre for Educational Resource Development (NCERD),

embraces a cluster of Units - Curriculum Development, Learning
Resource Development, Materials Development, Measurement and
Evaluation, Distance Education and Information. The Resource
Centre complements the training done at CPCE. It is responsible
for planning and implementing teacher education upgrading
programmes.
1.3.3.6 Uni versity of Guyana
Higher education rs provided at the University of Guyana which

offers courses leading to graduat~ and post graduate degrees,
certificates and diplomas.
The Institute of Adult and Continuing Education is the outreach
arm of the University of Guyana.
7
2.0 JOB DESCRIPTIONS AND TASK ANALYSES OF KEY PERSONNEL
AT THE CENTRAL LEVEL
2.1 THE CONCEPTUAL FRAMEWORK
These chapters are written against a background of a collective approach

to management. A pattern of management is highlighted where the Chief
\ Education Officer involves the senior managers of the Ministry to work
together as a problem solving and planning team to cope with many inter-
related issues and problems of the Ministry. This process of working
together systematically on significant issues helps to build a more
cohesive and effective team.
The Chief Education Officer through to the School Principal, are
perceived as educqtion managers but at differing levels of complexity
and span of control, from senior management decision-making policy level
to the decision-making implementation level. Undergirding the
operations is the concept of inter-relatedness, consultation, pooling of
expertise and experience in the delivery of educational services.
Already in place is a structured reporting/communication system forming
linkages among the various echelons of the Ministry, and between the
Ministry and the Education Departments . This mechanism provided
opportunities for progress reports and feedback on the functioning of
the Ministry and serves as a system of multiple way communication for
both top-down and bottom-up exchanges and recommendations. As a
monitoring mechanism it alleviates the clogging of all channels which
usually produces bottleneck situations.
A management information system, an important tool for facilitating
decision making, has been established. It should, when fully
operationalised, give information on a timely basis that will inform the
decision making process, for planning the future direction of all
aspects of the education service.
2.1.1 Job Descriptions and Task Analyses
Job descriptions and task analyses are given for the

* Permanent Secretary who is the Manager of the Ministry of
Education and Cultural Development of which Education is a
component, Chief Planning Officer who is responsible for long and
short term planning within the Ministry, and Chief Personnel
Officer (CPrO) who has the overall responsibility of Personnel;
* Education officers who manage the delivery of Education at the
Central level. These are the Chief Education Officer, and his
team of managers which include the - Deputy Chief Education
Officers (Administrative, Development and Technical), Assistant
Chief Education Officers (Inspectorate, Nursery, Primary,
Secondcry and Community High School);
Some services are highlighted because they are intimately bound up with
the delivery of education in all schools. These are, the Superintendent
of Examinations, Materials Production Officer, Coordinators of School
Boards Secretariat and Book Distribution Unit and Special Projects
Officer.
8
2.1.2 Task Analyses
An examination of the Task Analyses will reveal that at each level of

the education system, there are empowering relationships where
responsibilities are clearly defined and accountability identified.
2.1.3 Performance Indicators
Performance indicators allow for an objective appraisal of the Expected

Outcomes of each Range of"Activities, also the manager's self analysis
of his/her performance.
2.1.4 Modalit ies
The modalities given for each Activity Component are not definitive.
They are e xamples as to how the task can be done.
9
3.0 Job Title: Permanent Secretary
Reporting
Relationship Minister of Education
Functional
Relationships: Head of the Presidential Secretariat and all Permanent
Secretaries, Chairman, National Sports Commission, Chairman
Nation?~ Library Committee, Chairpersons School Boards, Vice
Chancel lor University of Guyana, Secretary General UNESCO,
Secretary Public Service Commission, President Guyana
Teachers Union.
Span of Control: Deputy Permanent Secretaries (Admin. and Finance), Chief

Education Officer, Chairman, Department of Culture, Chief
Planning Officer, Chief Personnel Officer .
Broad Areas of Responsibility:
Management of the Ministry of Education and Cultural Development;

advisor to the Minister, assistant to the Minister in the formulation of
policy and the preparation of the ministry's annual work programme,
budget and annual report and responses to parliamentary questions and
motions .
Range of Activities:
1. Advises the Minister on the formulation of policies in relation to

the Ministry and its constituent departments, completes policy
submissions at the request of the Minister;
2. Interprets Government Policy, and establishes the requisite

mechanisms to ensure that all members of staff are informed of
such decisions and that they adhere to them;
3. Ensures that (as accounting off i cer) the financial resources

allocated to the Ministry are properly managed, and exercise
strict discipline, accountability, and compliance with all rules
and regulations governing the management of finances;
4. Ensures the effective implementation and monitoring of Government

policy decisions, through consultation with the appropriate Heads
of Department, and interest groups;
5. Ensures that an appropriate organisation structure and operating

procedures are in place to:
i) effect efficient administration of the Ministry 's functions;
ii) execute Government policy with respect to those functions;
iii) implement specific projects and programmes assigned to it;
iv) achieve the sectoral objectives set by the Government;
v) encourage and support innovative ideas;
10
6. Directs the preparation and presentation of the Ministry's Work
Plan/Programme and Budget;
7. Pays strict attention to the management of the resources (human,

material, finance), under his/her control; and ensures that they
are carefully organised and monitored so as to obtain optimal
benefit;
8 In directing and controlling the Ministry's staff, maintain

acceptable levels of discipline, consider their welfare and well-
being, maintain their morale at a high level, oversee staff
development and training plans;
9. Ensures that the Ministry's policies are widely and accurately

disseminated and that public concerns are reported promptly to the
Ministry;
10. Represents the Ministry at national, regional, and international

fora. ·
11
3.1 Task Analyses of Key Functions
3.1.1 Range of Activities: Advises on policy formulation,

interpreting policy decisions &
establishing mechanisms for promulgating
and monitoring, and obtaining feedback
from the public.
Expected Outcomes: Officials are cognizant of government policy and
national objectives as·they relate to the
various Departments of MOECD; a vibrant public
awareness programme.
· Performance Indicators Policies clearly articulated; strategies
identified for implementation and monitoring;
reporting and feedback mechanisms functioning;
concerns of the public articulated and addressed
Activity Component Modality Expected Outcomes
1 Review existing Review of documents, & con- Draft policy statement

policies sultation with Heads of Depts formulated, and broad
and key officials, meeting strategies identified
relevant agencies and for realising them .
interest groups, inviting
comments from the public.
2 Update policies & SPMG meetings; Consultat- Draft updated policy
develop appropriate ions, dialogue with document.
strategies interest groups.
3 Request ratificat- Presentation of document to Formal approval of
ion of draft policy Cabinet by Minister. policies.
document
4 Develop implement- Meetings/workshops with key Schedule for plan &
ation monitoring officials & interest groups; implementation completed
plan discussions with fellow PSs. monitoring/reporting
mechanism formulated.
5 Monitor implement- Meetings/consultations, Effeytive policy
ation of policy reporting sessions; visits implementation, and
decisions and plans to all sections of the functioning monitoring
Ministry. mechanism; policies &
strategies refined
updated; MOECD is more
responsive to changes.
6 Review policy Annual review & planning Plan responsive to
decisions and plans workshops; submissions to changes.
on regular basis SPMG.
12
3.1.1 Range of Activities: Manage the Ministry of Education and
Cultural Development (MOECD)
Expected Outcomes: Ministry of Education efficiently and
effectively managed.
Performance Indicators Judicious allocation & optimal use of available
resources; operational feedback mechanism in
~lace; good communication channels established
for timely exchange of essent ial decisions and
views; a reliable management information system;
expenditure monitored and reviewed on a regular
basis, attainment of the Ministry's objectives
high degree of collaboration and coordination
affected.
1 Review the operat- SPMG meetings/consultations Standard operating

ing procedures of observed of employees at procedures observed
the Ministry work, dialogue with the and modified where
public. appropriate.
2 Coordinate the Strategic planning work- Efficient execution of
preparation of the shops; a series of MOECD goals and
Ministry's annual meetings and consultations objectives, rational-
work programme and with Heads of Departments. isation of resources.
budget
3 Adjust work Meetings of Heads of Work programme adjusted;
programme after Depts.; consultation with cash flow and other
the passing of the the DPS (F) attendant data prepared
national budget and submitted to MINFIN.
4 Monitor the implem- Scrutiny of monthly finan- Work programmes respon-
entation of the cial statements, quarterly sive to changes;
work programme reviews work programmes at accountability hightened
SPMG meetings; consultations early detection of
with interest groups; visits bottle necks; remedial
to all sections of Ministry. action taken where
necessary.
5 Coordinate prepar- Issuing circular for the Annual report submitted
ation of annual preparation of report and on time to cabinet, and
report deadline data; reviewing ratified by parliament.
submissions and drafting
executive summary; discussing
final draft at SPMG;
preparing Cabinet memo .
6 Supervise the pre- Supervising the preparation MOECD financial state-

paration of the of the MOECD financial statements completed by
annual appropriat- ments; certifying statements; March 31 of each year;
ion. discussing responses to report to Auditor
queries from the Auditor General submitted on
General; preparing replies time; public account-
to the Auditor General and ability ensured.
Public Accounts Committee;
attending Public Accounts'
meetings .
13
3.1.3 Range of Activities: Direct and Control the Ministry's staff .
Expected Outcomes: A structured human development programme in

place; staff kept abreast of trends and
developments in his/her sphere of specialty.
Performance Indicators High standard of performance; well informed

staff; good public relations established and
maintained; congenial working environment;
harmonious interpersonal relationships.
1 Delineate respons- Meetings/consultations, Good understanding of

ibilities and invite CPrO to hold job expectation;
functions and meetings on personal improved job performance
explain conditions matters with all sections
of service and of MECOD;
performance
appraisal
2 Review desk manuals Meetings/consultations Ditto
periodically workshops.
3 Oversee staff dev- Meetings with SPMG to consensus re training
elopment training discuss needs-analysis programmes, modus
programmes results and training prog- operandi and their
rammes recommended by Heads scheduled implementat-
of Depts . and CPrO; consult- ion date s .
ation with the Training
Division, PSM, re: long term
training; monitoring of
on-the-job training programmes
through SPMG meetings,
reporting sessions, and
interface with staff .
4 Appraise perform- Observation; feedback Strengths and weaknesses
ance through SPMG on staff identified; guidance
appraisal; interface given where appropriate;
with staff. improved competence in
the execution of duties.
14
3.2 Job Title: Chief Planning Officer
Reporting
Relationship: Permanent Secretary
Functional
Relationships: Chief Education Officer, Deputy Permanent Secretaries,
(Administration and Finance), Deputy Chief Education
Officers, Assistant Chief Education Officers,
Principal Personnel Officers, Regional Education
Officers, Secretary General UNESCO, Representatives of
national, bilateral and multilateral organisations and
agencies .
Span of Control: Staff of the Planning Unit
Area of Responsibility:
Development and modification of education plans, preparation of capital
budget and monitoring of such expenditure, maintaining communication
with external funding agencies, coordinating the preparation of national
project proposals, maintenance of an efficient management information
system, preparation of an annual education statistical digest.
1 Work in close collaboration with key personnel in the Ministryy of
Education in the development and modification of educational plans
in relation to the national needs and consult with such
ministries/agencies that are integral to this process;
2 Liaise with representatives of Regional and International Funding
Agencies, and coordinate the preparation of national project
proposals for external funding;
3 Maintain an efficient information system, and a solid data base in
education that informs:
The decision making process;
Local and International bodies, e.g. UNESCO, NGOs;
4 Bring to the attention of the Ministry of Education any deviations
and abnormalities observed in the school system as a result of
analysing the education statistics;
5 Work in close collaboration with the professional officers of the
Ministry in the preparation of draft capital and recurrent annual
budgets;
6 Coordinate the preparation of the annual statistical digest in
education, and oversee its dissemination;
7 Manage the Planning Unit.
15
3.2.1 Task Analyses of Key Functions
3.2.1.1 Range of Activities: Work in close collaboration with key

education managers in the
development and modification of
education plans.
Expected Outcomes: A flexible and updated roll-over education
development plan.
Performance Indicators Responsive to changes; priorities reflected;
estimated costs realistic; programmes
implementable; schedule for plan-implementation
established.
1 Policy orientation Consultation and Broad priority areas and

& review of work collaboration with SPMG & follow-up action
plans, identifica- ESC, related ministries/ identified .
tion of priorities agencies.
2 Review realistic FAC meetings, workshops Agreement reached on
progs. components coaching, etc. identification of
prepared by the priorities.
ESSC Committees
programmes
3 9oordinate the ESC meetings, coaching, etc. Derivation/modification
inputs of senior of draft plan.
education managers
4 Fine tune first SPMG meetings Plan ready for
draft plan ratification.
5 Review programmes SPMG meetings Regular feedback on
quarterly, & yearly status quo; adjustments/
amendments made as
necessary.
16
3.2.1.2 Range of Activities: Liaise with representat i ves of
regional and international funding
agencies; coordinate the preparation
of national project proposals for
external funding .
Expected Outcomes: Support from lending and donor agencies ·in the
implementation of national education plan.
Performance Indicators Projects proposals accepted by lending/donor
~gencies; inflows of funds and assistance
observed.
\
1 Examine projects Meetings with ESSC, ESC and List of projects requir-
and programmes in SPMG; consultations with DPS ing external assistance
Education Plan, and (F), and MINFIN officials. prepared.
identify where
assistance is
needed.
2 Prepare project Holding meetings with repre- links with local,
proposals for sentatives of agencies; host- national & international
submission to ing visits for persons from agencies strengthened;
various agencies. multilateral agencies; inflows of technical
attending meetings of assistance observed.
organisations.
17
3.2.1.3 Range of Activities: Work in close collaboration with the
professional officers of the
Ministry in the preparation of draft
capital and recurrent annual
budgets .
Expected Outcomes: Budget proposal submitted to SPMG and MINFIN.
Performance Indicators Realistic programmes, projects, activities and
estimated costs prepared in accordance with
priorities agreed on by SPMG and guidelines set
out by the ~inistry of Finance.
1 Facilitate the flow SPMG & FAC meetings, Education personnel are
of information to dissemination of report & kept up-to-date on the
inform budget briefs, and relevant status of on-going progs
preparation education data.
2 Review work SPMG and FAC meetings, Priorities identified &
programmes and examination of financial guidelines given for
expenditure statements. preparation.
patterns over the
past year.
3 Assist in the SPMG meetings, Dialogue with Draft Budget ready for
coordination of the DPS(F), Heads of Depts., submission to MINFIN.
Ministry's budget & MINFIN officials.
its justification
4 Advise in the SPMG/FAC meetings, Dialogue Project profiles
necessary adjust- with the DPS(F), Dept . Head. amended; cash flow
ments after passing prepared for sub-
of the national mission to MINFIN;
budget. amended programme ready
for implementation.
18
3.2.1.4 Range o f Act ivit ies: Maintain an efficient information
system, and a solid data base in
education.
Expected Outcomes: An efficient management information system.
Performance Indicators Reliable data retrieved on a timely basis;
annual education statistical digest completed as
scheduled; responses to international
questionnaires submitted on time; social
indicators available for evaluation.
1 Develop an education Meetings with Regional Linkages established

information network. Education officers, relevant with formal agencies &
agencies & discussions with supportive partners in
formal & non formal educat- education.
ion agencies; building
alliances with colleagues
and education agencies at
the regional and internat-
ional levels.
2 Maintain a Despatching statistical ques- Solid data base
comprehensive data stionnaires to schools on established; annual
base. time; periodic workshops with education statistics
teachers on how to complete digest completed on
questionnaires; tabulation & time; responses to in-
analysis of responses to ternational responses to
questionnaires; notifying CEO questionnaires completed
on any irregularity observed; on time.
computerisation & analysis
of school mapping results;
perusal of related reports
and documents submitted to
SPMG & ESC.
3 Review and update Digest updated and
the digest disseminated annually;
responses to UNESCO
questionnaires submitted
on time .
4 Monitor the Cross checking and cross Accuracy of data
accuracy of data. referencing; visits to a verified and maintained .
sample of schools to check
data submitted .
19
-
3.2.1.5 Range of Activities: Manage the Planning Unit.
Expected Outcomes: Planning Unit efficiently managed; good
interpersonal relations among staff; management
style developed that permits staff to work
together in achieving the Unit's objectives.
Performance Indicators Deadline are met; plans are updated on a regular
basis; management information system
functioning; minimal conflicting situations
observed.
1 Orient personnel to Monthly Unit meetings; Cadre of persons work-

role & functions of counselling, interfacing ing cooperatively to
the Unit, explain with staff members; achieve the objectives
job functions of circulars, memos, organising of the Unit; high staff
each officer and social events. morale.
his\her area of
responsibility, the
Unit system of job
appraised, & standard
operating procedures.
2 Prepare annual work Reviewing previous year's Work programme
programme and budget programme with staff, & submitted to PS for
for the Unit. discussing priorities ratification.
identified by SPMG; allocating
area of responsibility;
coordinating staff efforts and
preparing justification for
the programme.
3 Adjust work Consultation with the DPS Programme adjusted to
programme after the (Finance); Unit meetings. budget changes; cash
passing of the flow prepared and
national budget. submitted to DPS (F)
4 Implement and Unit meeting; observations Early detection of
monitor Unit and spot checks; follow up mistakes & bottlenecks;
programmes responses to questionnaires; remedial action taken
checking tabulation & as required.
analysis of data received.
5 Ensure that staff Long term and on-the-job Efficient execution of
has the relevant training via workshops, Unit's tasks.
skills for the job. seminars, coaching etc.
20
3.3 Job Title: Chief Personnel Officer
Reporting
Functional
Relationships: Chief Education Officer, Deputy Permanent Secretaries,
Finance and Administration, Chief Planning Officer,
Deputy Chief Education Officers, Assistant Chief
Education Officers, Regional Educ ation Officers,
Principal Personnel Officers, Public Service and
Teaching Service Commissions, Regional Executive
Officers.
Span of Control: Principal Personnel and Senior Personnel Officers
Broad Area of Responsibility:

Manage personnel matters with respect to policies and practices for all
Public service and Teaching Service staff, organise, Human resource
development programmes for administrative and ancillary staff; maintain
functional linkages with the Public Service Ministry, the Public Service
and Teaching Service Commissions, and Regional Administrations.
l Supervise the administration of rules and regulations with respect
to conditions of ·service, discipline, benefits etc.; secure
approval and facilitate the grant of leave/allowances/transfers
/retirement/pensions and other personnel matters;
2 Maintain and reinforce a funct.ioning management Information System
on professional and administrative staff, and the teaching force;
3 In collaboration with the PSC and TSC recommend suitably qualified
persons to fill existing vacancies;
4 Liaise with Heads of Departments and Institutions, on matters
related to personnel;
5 Provide, organise and facilitate training programmes to improve
the competence of MOECD's administrative and ancillary staff;
6 Prepare annual work programme and budget for the personnel
division;
7 In collaboration with CEO,DCEO (Admin.) and DPS (Admin.), examine
proposals by the Guyana Teacher's Union, for wages and salaries,
administration and other matters affecting the conditions of
service of teachers .
21
3.3.1 Task Analyses of Key Functions
3.3.1.1 Range of Activities: Supervise the administration of rules and

regulations with respect to conditions of
service, discipline, benefits etc.; secure
approval and facilitates the grant of
leave, allowances, transfers, retirement,
pensions and other personnel matters.
Expected Outcomes: Correct application of rules in the performance
of duties at every level within the system;
implementation and maintenance of conditions of
service that are consistent with existing
regulations; consistent practices and methods
regarding pursuit of disciplinary action.
Perfor mance Indicators Prompt action taken on personnel matters,
anomalies and queries reduced; improved
performance; timely submission of information to
Central Accounting Unit (CAU) to facilitate
payment of staff.
1 Disseminate inform- Circulars/memos; meetings Supervisory staff has

ation on rules, with all sections of MOECD; access to the regul-
regulations and hands-on experience; work- ations & has the
related amendments shops guidance, coaching. ability to apply them .
& train supervisory
staff accordingly.
2 Organise training Visits to Education Depts., Correct application of
programmes in the conducting seminars/work- personnel produres and
application and use shops observing performance; practices; standardised
of functional giving individual coaching approach to storage &
guides and other where necessary retrieval of data.
documents related
to teacher condit-
ions of service.
3 Manage the personnel Planning strategically for Staff satisfaction with
functions of the matters affecting personnel; personnel service;
Ministry ensuring Ministry's personnel; division managed
that the personnel liaising with the relevant efficiently prompt
calendar is followed authorities; discussions settlement of personnel
with Heads of Departments & matters.
Units on matters affecting
staff members; let calendars
& ro~ters function as guides.
22
3.3.1.2 Range of Activities: In collaboration with the PSC and TSC
recommend suitable qualified persons to
fill existing vacancies.
Expected Outcomes: Suitable qualified persons recommended for
filling vacancies; timely payment of salary and
allowances to employees.
Performance Indicators Recommendations submitted on schedule; no
queries re suitability of candidate recommended;
fe.w er delays in the payment of salaries and
allowances to new recruits.

1 Examine requests Perusal of staff inventory; Existing positions
from staff. discussion with supervisor. verified.
2 Advertise vacant Media, Circular. Vacancies published.
positions where
appropriate.
3 Submit recommended Interviews, perusal of Applicants selected
short list of personal files; examination and appointed.
candidates to the of references, etc.
relevant authority.
4 Notify Heads of Preparing and despatching Vacancies filled.
Department of letters of introduction; open
appointment. file on new employee(s).
5 Facilitate payment Submitting personal files Prompt payment of
of salary and with the relevant Government salary to new
allowances to new Order to the Central Account- employee(s).
employee ( s) • ing (CAU).
23
3.3.1.3 Range of Activities: Maintain a functioning management
information system on professional and
administrative staff, and the teaching
force.
Expected Outcomes: Decision making with respect to recommendations
for promotions, transfers appointment is done in
a rational manner; a functional management
information system in place.
Performance Indicators Reliable information retrieved on a timely
basis; significant reduction in incidence of
supersession.
1 Determine the state Checking files; tabulating Accurate data on all

of accuracy on responses to questionnaires employees established.
data of all and recording accurately;
employees. visiting out-stations.
2 Maintain an Establishing systems to Management information
accurate data base ensure proper & systems maintained .
on all employees efficient use of files,
regular checks on filing
of documents; updating data
on employees; encouraging
reporting of problems, and
staff needs; cross checking
with CPO and REDOs re data
on the teaching force.
24
3.3.1.4 Range of Activities; Provide , organi se and facilitate training
programmes.
Expected Outcomes: Effective staff deve l opment programmes in place;
improvement in general staff performance.
Performance Indicators Programmes reflect needs of the employees, and
there i s full participation; fewer mistakes and
errors made by staff; i ncre a s ed positive
comments from the public and schools.

1 Conduct training Compiling t raining requests; Training needs diagnosed
needs. assessing such needs; examin- and analysed, and
ing appraisal reports; talk- rec ommendations made
ing with supervisors, and for training.
individuals.
2 Bring diagnosis to Discussions at SPMG meetings Recommendations amended
the attention of and report i ng sessions. and ratified.
Permanent Secretary,
Chief Education
Officer, & Heads
of Departments.
3 Identify &. recruit Consultation with Training Resources mobi lised for
resource personnel, Division, PSM, Heads of starting programmes.
and identify staff Depar~ments, Director, !ACE,
for training. UG; Principal CLC.
4 organise and In-house training, coaching, Full staff participation
service in and information sharing and acquisition of relevant
local programmes training at the desK, part- skills & attitudes;
for MOECD staff. icipation at local institut- improved performance.
ions, workshops, etc.
5 Evaluate and review Observation of performance at New needs diagnosed,
training programmes programmes and on the job; programme updated,
feedback from employers and workers more competent
trainees, attendance rate, in their respective
self evaluation by trainees. jobs.
25
3.3 . 1.5 Range of Activities: Prepare annual work programme and budget
for the Personnel Division.
Expected Outcomes: Clearly articulated plans for activities
relevant to the Personnel Division and adequate
funds to finance the implementation of its
programme .
Performance Indicators Well executed and implemented programmes and
tasks timely feedback on the overall functioning
of Personnel Division.
1 Review of Programme Discussions of review reports Successes and short

activities of the with personnel officers. falls identified, &
past year. necessary follow up
actions agreed on.
2 Coordinate the Discussions with staff the Agreement reached on
preparation of work priorities identified, plan of action.
progress from all format to be used, the
sections of the schedule of activities, and
Division. the deadline for submission.
3 Review prepared Meetings with staff, dialogue Work programme amended
Work programme and with DPS (Finance). and ready for submission
budget. to the Permanent
Secretary.
4 Adjust work Meetings with DPS (Finance) Work programme in
programme to reflect & staff members. concert with budget
national budgetary allocation, cash flow
allocations. prepared & submitted.
5 Review work Meetings with Staff and Progress monitored
programme and DPS (Finance); perusal & closely; solutions for
expenditure. discussions of monthly follow-up actions
financial statements. identified; revision
done where necessary.
26
Job Titl e: Chi ef Education Officer
Reporting
Functional
Relationships: Deputy Permanent Secretaries,(Finance and
Administration), Chief Planning Officer, Principal
Per~onnel Officer, Dean, Faculty of Education, and
Director Institute of Adult and continuing Education ,
Chairman TSC, Guyana Teachers Union Executive Members.
Span of Control: Deputy Chief Education Officers (Administration ,
Development and Technical) Assistant Chief Education
Officer, (Inspectorate) and Special Assignment
Officer.

Advisor to .the Minister of Education on education policies, practices
and procedures; development, implementation, monitoring, and evaluation
of the national work programme; review, development and installation of
rules, and regulations governing the conduct of education; efficient
function'i ng of the professional arm of the Ministry .
1 Coordinate the examination of issues that inform education
policies, practices and procedures and advise the Minister and
Permanent Secretary on such pertinent issues.
2 Analyse the implications of changes and/or innovations in
education pr ogrammes, procedures and regulations, and advise the
Minister a nd Pe rmanent Secretary in order to facilitate
a ppropria te decisions;
3 Coordinate the preparation and review of the annual work
plan/programme and budget for the education sub sector;
4 Facilitate efficient management and coordination of the delivery
of educa tion, to ensure schedule implementation of policies and
attendant programmes, and adherence to the education law and
regulations;
5 Establish and maintain linkages with the Community at large for
the enhancement of the provisions of educ~tion;
6 Examine pr oposals and submit recommendations for awards and
scholarships;
7 Communicate policies and programmes of the Ministry to the public.
27
4.1 Task Analyses of Key Functions
4.1.1 Range of Activities: Advise the Minister, and Permanent

Secretary on education policies, practices
and procedures, direct the development,
implementation and subsequent evaluation
of such policies .
Expected Outcomes: Education policies are clearly articulated, and
strategies defined for their realisation.
Performance Indicators Key personnel are cognisant of government
policies and national objectives as they relate
to education; improve image of MOECD; improved
relations with partners in education .
1 Review/analyse Review of documents and Clarification of issues.

policy and start- consultations with officials
egies for achiev- from central & regional
ing pol i cies. administrations through ESC
meetings, and discussions
with partners in education.
2 Update policy Review meetings, discussion Draft education state-
decisions, options at ESC meetings; consult- ments and strategies
and s trategies ations. ready for SPMG.
3 Present draft Discussions at SPMG meetings. Amendment/Adoption of
education policies policies and strategies
and strategies of
document.
4 Organise orient- Issuing circulars, arranging Education policies
ation for officers workshops/meetings at each understood.
the teaching force echelon of the reporting
parents, and the mechanism, & public awareness
community at large. programmes .
5 Develop implement- Planning through ESC, Implementation & manit-
ation & monitoring administrative mechanisms for oring mechanisms
mechanisms. implementation & monitoring . installed.
6 Monitor implement- ESC Meetings/consultation/ Policies operationalised
ation of policy reports, visits, interviews; early detection of
directives. feedback from Ministry bottlenecks.
Personnel, the public and
the community.
7 Review annually Annual conferences, seminars; Policies & strategies
education policy consultations, public meet- updated; the education
decisions & options ings audiences with the system more responsive
media. to changes.
28
4.1.2 Range of Ac tivit ies : Analyse the implications of changes and
for innovations and education programmes,
procedures and regulations, and advise the
Minister and Permanent Secretary to
facilitate appropriate decisions.
Expected Outcomes: Explanation given for likely outcomes of
proposed programmes, procedures and regulations
to be introduced into the education system;
education managers and teachers are better
prepared to cope with changes and innovations.
Performance Indicators Information readily available to inform the
decision making process; enhanced performance,
officers kept abreast of developments and trends
in education and their impact on the education
system; changes more readily accepted.
Activity Compone nt Modality Expected Outcomes
1 Delineate trends & Analysis of data & reports Trends and aspects
aspects of changes/ consultations, reviewing identified.
innovations etc. issues at meetings etc .
2 Examine possible Perusal of reports from the Impact ascertained;
impact of changes/ Inspectorate & the Education paper prepared for
innovations. Sub System Committee; feed- presentation to SPMG.
back from the community at
large; visits to schools.
3 Advise the Minister Meeting with Minister & PS; Relevant rules,
and the Permanent Discussing findings at SPMG programmes amended and/
Secretary. meetings. or adopted.
4 Organise implem- Issuing circulars and memos; Strategies identified
entation & relevant education system for implementation;
monitoring of committees meetings; visit - revised where
programmes ing obtaining feedback from appropriate; reports
pegulations/rules. the public. reviewed at SPMG, &
recommendations for
improvement programmes
amended/adopted/
implemented.
29
4.1.3 Range of Activities: Coordinate the preparation and review of
the annual work programme and budget for
the delivery of education at the central
level.
Expected Outcomes: Effective management and coordination of
education programmes; increased efficiency in
resource utilisation and mobilisation.
Performance Indicators Programmes implemented as scheduled; bottlenecks
detected early; timely release of funds;
programmes are integrated & harmonised.
Activity Component Modal ity Exp e c t e d Outc o mes
1 Review previous ESC/SPMG meetings, consult- Priorities identified;

year's programme & .ations with PS, DPS (Finance) guidelines prepared.
identify priorities and CPO and CPrO.
2 Review prepared ESC meetings, interviews, Draft work programmes

work programmes & discussions with individual ready for submission
budget for present- Unit Heads. to SPMG.
ation to SPMG.
3 Justify work SPMG and ESC meetings, Budget adjusted &
programme of the attendance at meeting chaired submitted to Ministry
Education Sector to by MINFIN officials. of Finance.
SPMG and MINFIN.
4 O~ganise the adjust- ESC meetings; consultations Amended programmes
ment to work with DPS (F) and CPO; over- ready for implementation
programme to reflect seeing adjustments made;
budgetary allocation and ensuring that amended
programmes are prepared and
submitted to DPS (F) .
5 Orchestrate monitor- ESC meetings; visits; Adjustments made where
ing the implement- dialogue with DPS (F) and necessary; optimal use
ation of programmes CPO; perusal of monthly made of resources;
financial statements from early detection of
all education sub sectors, hindering factors.
sections and units.
30
4.1.4 Range of Activities: Coordinate the preparation of the Annual
Report of the Education Sector of MOECD.
Expected outcomes: Comprehensive report on the delivery of
education programmes for the previous year.
Performance Indicators Evidence of inputs from all the sub-sectors,
timely submission of report.
1 Announce prepara- ESC meetings; issuance of Agreement reached on

tory activities for circular- etc. schedule of activities
submission of and data for submission.
annual report;
apportion areas of
responsibility;
determine deadline
for submission.
2 Review draft annual ESC meetings and coaching Amendments made where
report and write sessions with individual necessary and
executive summary Heads. agreement reached on
for the education executive summary;
sector. report submitted to the
PS.
31
4.1. 5 Range of Activities: Establish and maintain linkages with the
community at large.
Expected Outcomes: Regional and internati9nal support for
educational programmes increased; community is
more responsive and supportive; quality of
education service improved.
Performance Indicators Increase in resources available for eduGational
programmes; increased participation of community
persons and agencies; wastage in the education
system decreased; links between educational
institutions and the community strengthened;
local involvement in school management.
1 Communicate policies Making maximum use of the Greater public

& programmes to the Distance and Information awareness of education
public. Unit; strengthen linkages programmes; more
with the electronic media; supportive school/home/
random visits to PTA meet- community environment.
ings; open door policy.
2 Arrange for feed- ditto A sensor mechanism in
back from the place re public reaction
public. etc.
3 Encourage community Organising discussions with Areas of participation
participation in community groups and identified.
school activities. individuals.
4 Establish School Supervising the preparation Proposals for school
Boards and for establishing school boards ratified by
monitor their boards and organising for parliament, and
operations. the operations of school operationalised;
boards. progress reports
submitted to ESC and
SPMG.
32
4 . 1. 6 Range of Activities: Examine proposals and submit
recommendations for awards and
scholarships.
Expected Outcomes: Scholarships proposed reflect the priority needs
as identified by the government.
Performance Indicators Rules and criteria for selection adhered to;
proposals submitted on time and accepted.
Activity Coaponent Modality Expected Outcomes
1 Prepare/review Perusal of relevant documents Criteria for selection

criteria for feedback from Education. accepted and circulated.
selection. system Sub-committees, and
Exams. Division, Discuss at
Esc meetings.
2 Invite applicatation Advertise, analyse applicat- Candidates short listed.
for award/scholar- ions, check references.
ships.
3 Organise for the Intervi.ew panels. candidates selected
selection of report written up and
candidates. presented to PS .
33
4.2 Job Title: Deputy Chief Education Officer (Administration)
Reporting
Relationship: Chief Education Officer
Functional
Relationships: Deputy Chief Education Officers (Development,
vocational/Technical) Chief Planning Officer, Deputy
Permanent Secretaries, Directors of Culture and
Sports, Principal Personnel Officer, Director Social
Services, Secretary to the Teaching Service
commission .
Span of Control: Assistant CEOs, Regional Education Officers, Senior
Education Officer (Administration), Coordinators,
School Board Secretariat, Book Distribution Unit,
Allied Arts, School Libraries and Administrative
·officer .

Effective management of the delivery of education at the pre-school,
primary, secondary levels, implementation of approved curricula and co-
curricular activities, and evaluation of same, establishing and
maintaining linkage with the community at large, dissemination of
instructional materials to all regions, monitoring the delivery of
instructional programmes in all schools, functioning of the school
libraries, and local governance of schools.
1 Ensure that education policies related to the school system are
communicated to all education districts, and administrative
mechanisms are in place for the implementation of strategies
developed;
2 Analyse feedback from the Assistant Chief Education Officers, and
Regional Education Officers, and other constituents of School
Administration to determine the impact of education programmes
implemented;
3 Identify long term training needs for staff under his/her
jurisdiction, and also arrange for them to participate in
induction/orientation programmes on appointment to new positions,
and on-the-job training;
4 Coordinate the preparation of;
* Work programmes, budget and their reviews;
* Annual report , and present an executive summary of the same.
34
5 Invite units/institutions under his/her functional responsibility
to meet on a regular basis to:
* Review work programmes and analyse performance

(Success/failure/bottlenecks etc . );
* Monitor expenditure;
* Effect sharing of expertise and experiences and develop a

collective approach to problem sharing;
6 Establish and maintain effective linkage with partners and
interest groups in the provision of quality education services;
35
4.2 Job Title: Deputy Chief Education Offic e r (Tec hnical )
Reporting
Functional
Relationships: Deputy Chief Education Officers School Administration
and Development,Chief Planning Officer, Deputy
Permanent Secretaries, (Finance and Administration),
Principal Personnel Officer, Principal CPCE, Director
NCERD, Superintendant Examinations, Senior Personnel
in Industry and in the Ministry of Labour, and the
Board of Industrial Training.
Span of Control: Principals of GTI, NATI, CSHE; Administrator of GITC,
Senior Education Officers Technical & Work Study;
Chief craft Production and Design Officer.

Give advice on Technical and Vocational education policy; effective
management and supervision of Technical and Vocational Education and
Training, evaluation of instructional programmes, maintain linkage with
communities/industry, and regional (Caribbean) and instructional support
agencies.
1 Ensure the communication of TVET educational policies to all
technical institutions, units and centres, and that administrative
mechanisms are in place for the successful implementation of such
policies;
2 Collaborate with senior TVET officers and the private sector in
the identification of employment needs, oversee the review and
update of curriculum where necessary;
3 Advise on matters pertaining to Technical and Vocational Education
and Training;
4 Coordinate the preparation of;
* Work programmes , the budget and their reviews;
* Annual report~ and present an executive summary of the same.

functional responsibility, and arrange for their participation in
induction/orientat i on programmes on a ppointment to new positions,
and on- the-job training;
6 Establish and maint a in functional linkages and relationships with
the business community and industry;
36
7 Invite institutions, units, centres under his/her functional
responsibility to meet on a regular basis to:

(Success/failure/bottlenecks etc.);

collective approach to problem solving;
8 Analyse the impact of TVET programmes, and make recommendations

where necessary;
9 Represent the Ministry on committees, conferences, etc. on

Technical and Vocational Education and Training.
37
4.2 Job Title: Deputy Chief Education Officer (Development)
Reporting
Functional
Relationships: Deputy Chief Education Officers (School Admin. &
Technical) Deputy Permanent Secretaries, (Admin. &
Finance), Chief Planning Officer , Principal Personnel
Officer, Adult Education Association, Dean Faculty of
Education, UG, and Director, Institute of Adult and
continuing Educat~on, UG. ·
Span of Control : Principal, cyril Potter Cpollege of Education (CPCE),
Director National Centre for Educational Resource
Development (NCERD), Superintendent, Examination
Division.

Teacher Training (initial and on-the-job), curriculum planning and
review, and evaluation, examinations (local & overseas), distance
education/broadcasts to schools, information and public awareness
programmes .
1 Ensure that education policies are communicated to the
constituents under his/her portfolio and oversees the
implementation of strategies aimed at realising such policies;
2 Ensure a fit between curriculum practices and the training of
teachers;
functional responsibility and arrange for their participation in
induction/orientation programmes and on-the-job training ;
4 Coordinate the preparation of:
* Work programmes, the budget and their reviews;
* Annual Report, and submit executive summary of same.

5 Invite units/institutions under his/her functional responsibi lity
to meet on a regular basis to:

(Success/failure/bottlenecks etc.);

collective approach to problem solving;
38
6 Analyse the impact of curriculum implementation, and reform where
applicable;
7 Establish and maintain effective linkages with partners in

Education in the provision of quality education .
39
4.2.1 Task Analyses of Key Functions of Deputy Chief Education
Officer.
4.2.1.1 Range of Activities: Ensure that education policies are

communicated to those constituents under
his/her portfolio, and oversee th~
implementation of strategies aimed at
realising such policies.
Expected Outcomes: Education policies and goals are clearly

established, defined and operable.
Performance Indicators: Programmes identified are in concert with
policies and goals; education personnel at all
levels of the education system understand the
education policies and goals.
Activity Components Modality Expected Outcomes
1. Orient education ESSC meetings, discussion Education mana-

managers under his/ with colleagues; interfac- gers are able to
her portfolio re ing with staff members, interpret
education policies & providing opportunities for policies and
strategies for their further clarifications if explain same to
realisation. needed. those under their
control.
2. Decide act on adminis- ESSC meetings. consensus on
trative decisions re administrative
implementation strategies to im-
strategies. plement policies.
3. Monitor and evaluate. ESSC meetings, spot checks Early detection
observations, interviews, of bottlenecks;
consultations, obtaining appropriate re-
feedback from the public. medial action
taken quickly;
feedback dis-
cussed at ESC
meetings.
40
4.2.1.2 Range of Activities: Identify long term training needs
for staff under his/her functional
responsibility, arrange for staff
induction and orientation
programmes, and on-the-job training.
Expected Outcomes: A structured human resource development

programme in place; improvement in staff per-
formance.
Performance Indicators: T~aining programme reflects prioritized needs of
c9nstituents under each of the DCEOs.
1. Review training needs ESSC meetings; dialogue with Agreement reached

of individual con- the CPrO. on priority
stituents, rank them needs.
in priority.
2. Review training pro- ESSC meetings. Programme out-
gramme outlines sub- lines ready for
mitted by each con- approval by ESC
stituent. and SPMG.
3. Implement programmes Local and overseas training Staff competence
as approved by SPMG. short courses, attachments, improved.
workshops, meetings, coach-
ing.
4. Establish systems for ESSC review meetings; Early detection
monitoring and attendance at sessions; of obstacles;
evaluation. observation of performance; follow-up and re-
discussion with participants. medial actions
taken; programme
amended if necess-
ary.
41
4.2.1.3 Range o f Activit ies: Coordinate the preparati on of work
programaes and the Annual Budget of
constituents under his/ her
por tfolio .
Expected Outcomes: Effective management and coordination of
education programmes.
Performance Indicators: Rationalisation of resources; optimal use made
of resources; improved pe rfor mance; collective
approach to problem solving observed.
Activity Components Modality Expected Outc ome s
1. Orient Heads to ESSC meetings; consultations Priorities for new
policies, review past with colleagues; dialogue year determined &
year's programme, with constituents; feedback rank ordered;
identify and prioritise from interest group and the deadline set for
them rate them in community. submission of work
order of importance. programmes.
2. Review work programmes ESSC meetings; discussions Work programmes
and budgets prepared with DPS (Finance). and budget ready
by each constituent. for submission to
ESC .
3. Adjust work programmes ESSe meetings, meeting with Work programmes in
re national budget DPS (Finance). concert wito
allocation. allocated funds;
cash flow
prepared.
4. Review work programmes ESSC meetings; quarterly Progress is monit-
expenditure. review of work programmes; ored; team
monthly review of expendi- approach to mana-
ture . gement enhanced;
programmes amended
where applicable .
42
4.2.1.4 Range of Activities: Coordinate Annual Reports from each
constituent.
Expected Outcomes: Integrated Report.

Performance Indicators: Executive summary highlighting the achievements
and failures of each constituent, accompanied by
a succinct but comprehensive report of each
constituent.
1. Brief Heads about the ESSC meetings; issuing Activities

main features of the circulars and memos. scheduled; agree-
Annual Report, ment reached on
activities that are submission date.
pertinent to its pre-
paration.
2. Review draft reports ESSC meetings; individual Reports amended.
submitted, and re- coaching; guidance.
commend amendments as
appropriate.
3. Prepare executive Discussing summary at ESSC Reports with
summary of programmes meetings. executive summary
under his/her con- ready for submis-
stituent. sion to ESC.
43
4.2.1.5 Range of Activities: Invite constituent s under his /her
port f o lio to me et on a regular basis
t o discuss s ucces ses and
di f fic ulties and other vari a ble s
t ha t i mpact on their respective
operations .
Expected Outcomes: Team approach to management enhanced; creation
of a supportive environment that encourages
proactive thinking.
Performance Indicators: Better integration and collaboration among Heads
of constituents; collective approach to problem
sharing of expertise and knowledge observed .
Activity Component s Modality Expected Out c ome s
1. Encourage Heads of Discussions at ESSC meetings, Agreement reached
sections units and in- dialogue with individual on the convening
stitutions to hold heads, together develop a of monthly meet -
monthly meetings. broad guideline for holding ings.
such meetings.
2. Convene ESSC meetings Making meeting interesting Environment
as stipulated. by involving Heads in the created for a
planning phases, rotating collective
chairmanship, and venue; approach to pro-
have a mix of professional blem solving and
development, progress re- the sharing of
ports and gripes; avoiding successes.
unduly long agendas.
4. Make constant review of Discussions with members; Improved
process. inviting recommendations for mechanism for
improvement; trying out ideas reporting con-
proposed; encouraging feed- tributions in-
back. creas ed; more
instances of open
discussions.
44
4 .3 J ob Title : Assistant Chief Education Officer (ACEO),
Inspectorate
Reporting Relationship : Chief Education Officer
Functional Relationships : DCEOs Admin, Dev. & TVET, DPSs Admin & Finance,
CPO, CPrO, ACEOs, Director NCERD, REdOs, DEOs,
School Principals.
Span of Control: Staff of the Inspectorate Division.
Br oad Areas of Responsi bility:

Formative and summative evaluation of content, methodology and
assessment procedures; support efforts of Regional Education
Officers/ACEO (Geogretown) and School Principals; facilitate effective
remedial measures as appropriate; examine and analyses reports
originating from the school system, and make recommendations to the
Chief Education Officer.
1. Execute annually a programme of inspection and monitoring to assess the
quality of students/pupils performance and achievement at the nursery,
primary and secondary levels, including practical instruction centres;
2. carry out scheduled and unscheduled inspections of schools to assess the
level and the quality of education delivered to pupils/students, and to
identify deficiencies and the causes of deficiencies.
3. Work closely with Regional Education Officers, Headteachers, teachers,
and parent-teachers and other community groups for the delivery of
quality education;
4. Report on the findings relative to the findings - content, methodology
evaluation procedures used , classroom management - of education
delivered at all three levels of the school system;
5. Provide feedback to teachers and all relevant persons about the
performance of the institutions inspected and suggest remedial action to
correct observe d deficiencies .
45
4.3.1 Range of Activities: Manage the Inspectorate Division
Expected Outcomes: Good team approach evident among the

Inspectorate Team; the relevant statutory
functions relating to the maintenance and
improvement of standards in the school system
carried out; improvement in the delivery of
education services; professional and efficient
inspectorate team.
Performance Indicators: Programmes implemented as scheduled; reports
submitted within the specified time after
inspection; improvement i n school organisation
and management; good interpersonal relations
among staff.
1. Orient team members to Monthly meetings; interfacing Cadre of Officers

rol e and functions of with staff; issuing letters cooperative l y
the Inspectorate team, inviting resource persons execute the
his / her area of res- from the centre and regions functions of the
ponsibil i ty, the to give perceptions of their Inspectorate;
system of job appraisal areas of responsibility as team members have
& standard operating they relate to the delivery a good per-
procedures; the impor- of education. spective of what
tance of maintaining is their role in
good functional re- the system.
lationship.
2. Prepare annual work Attendance at ESC and ESSC Work programme
programme and budget. meetings, evaluation of last submitted to
year's programme; consulta- CEO for ratifica-
tion with relevant education tion.
personnel; harmonising of
each member's schedule of
activities & identification
of resources.
3. Adjust work programme Consultation with CEO & DPS work programme
after passng of the (Finance), Director NCERD, adjusted; cash
national budget. and Departments of Education; flow prepared &
meetings with team members. submitted to
DPS(Finance)
Calendar of
visits (scheduled)
sent to relevant
officers .
4. Implement and monitor Staff meetings, observations Early detection
programmes. & analysis of reports, spot of mistakes &
visits to schools, feedback bottlenecks;
from ACEOs, REdOs, officials follow- up
from NCERD, & the Public. action taken as
required.
s. Ensure that staff has Long term and on-the-job Efficient
the relevant skills for training, workshops/seminars execution of
the job and are kept conferences, attachments. Inspectorate
abreast with new functions.
technologies in their
area of specialty.
46
4.3.2 Range of Activities: Conduct an Inspection
Expected Outcomes: Performance of school assessed; post

conferencing done with school principal and
administrative staff; recommendations; given on
the spot for remedial action.
Performance Indicators: ·strengths and weaknesses identified; report on
inspection documented with recommendations, and
submitted within the specified time to CEO.
1. Prepare for inspection. Dialogue with DPS(Finance) All requisites

re release of funds as stated are in place to
in the cash flow submitted; conduct in-
dialogue with DPS(Admin) re spection.
availability of transporta-
tion; identify team; seek
official approval for release
of those officers who are not
attached to the team; inform
the REdO; hold meeting to
agree on modus operandi.
2. Conduct inspection of In a non threatening enviro- The state of
school organisation nment, examine records as-
and management. teacher attendance re- certained;
gister; explanations
school organisation for non com-
chart; pliance record-
list of duties of Admin ed; recommenda-
staff and teachers; tion given for
Admin staff supervision adhering to
time table; correct pro-
time table for the cedures ; guidance
school; also where appro-
relevant statutory priate.
documentation e.g.
log book, absence re-
turns, etc.
3. Inspect Curriculum and In a non threatening en- Effective delivery
school programme. vironment examining of programme/
teacher's lesson plan, lesson, & teacher/
observing teacher delivery relationship; in-
in classroom and interaction crease frequency
between teacher and student, of marking of
and the teaching/learning pupils' books;
behaviour during the teach- correction pro-
ing act; checking students' cedures re-
work; allowing teachers to commended; skills,
set tests based on pro- concepts and
gramme already delivered~ sequencing of
questions re
levels of taxonomy
ascertained;
guidance
provided.
47
Activity components Modality Expected outcomes
4. Assess state of Examining administrative State of records

records. records, students' admission ascertained;
registers teachers' & guidance given
students' attendance re- where appro-
gisters, financial and all priate.
other records associated
with school keeping.
5. Assess the delivery of In a non threatening Teacher per-
instructional pro- environment, examine formance
grammes. teacher's lesson plan; assessed.
observe teacher delivery in
classroom and interaction
between teacher and student
& the teaching-learning pro-
cess and behaviours during the
teaching act; check students'
work book, & regularity of
the marking of these books;
& correction of work was
done allow teachers to set a
test based on programme
already delivered.
6. Ascertain the level of Discussion with principal Co-curr
co curricular and staff, examination of activities as-
activities done in the relevant records, chat with certained;
school. pupils. facilitating
and hindering
factors dis-
cussed.
7. Appraise school and Discussion with principal State of
working environment and staff, examination of physical con-
(physical, school tone, relevant records, observa- dition and work-
& discipline, sanita- tions. ing environment
tion). noted, and re-
ferred to the re-
levant authority.
8. Assess state of truancy Examination of relevant Incidences of
and absenteeism, & records and discussion with truancy and needs
socio economic teachers. noted for re-
circumstances . ferral to the
Social Services
Department of
MINLAB.
9. Conduct gost-conferenc- Meeting with principal and Strengths &
ing with school staff members. weaknesses dis-
principal and staff. cussed; recommen-
dations given for
improvement.
10. Document outcomes of Meeting among Inspectorate Report written up
the inspection. team. and submitted to
CEO.
48
4.4. Job Title: Assistant Chief Education Officers Nursery,
Primary/Secondary/Community High School .
Reporting Relationship: Deputy Chief Education Officer (Admin)

Functional Relationships: DCEOs Technical and Development, Chief Planning
Officer, ACEO (Inspectorate) ACEO Georgetown,
Regional Education Officers, Deputy Permanent
Secretaries Admin. and Finance, Principal
Personnel Officer, Principal (CPCE), Director
(NCERD), SEO (Work Study), Supt. of Exams.,
Coordinators of Book Distribution Unit and
Schools Board Secretariat, Special Projects
Officer.
Span of Control: A Group of Regional Education Officers.
Advise on policies related to specialist areas in curriculum development

and evaluation; give guidance on methodology and strategy in supervising
the implementation of instructional material; promote professional
growth among teachers; conduct formative and summative evaluation of the
instructional programme; ensure smooth transition from one level to the
other; establish and maintain linkages with the community at large.
Range of Activities (General):
1. Advise on policy related to specialised area and facilitate policy

recommendations by providing support for the development and review of
plans and programmes for the relevant levels of education;
2. Advise on professional matters related to the operation of the school
programme - teaching methodology and strategy, textbooks, teaching
material and multisensory teaching-learning aids, time tabling etc.;
3. Recommend and prepare in conjunction with the Regional Education

Officer, Director of NCERD, Principal CPCE, orientation programmes for
new administrative staff and practicing teachers with view to promoting
professional growth;
4. Ensure that there is continuity of instructional programmes and smooth
transition between levels;
5. Visit schools on a regular basis to monitor the implementation of
instructional programmes and conduct post conferencing where
appropriate;
6. Coordinate activities of Education Departments, Officers and Assistant
Chief Education Officer (Georgetown) towards the completion of work
programmes and budget estimates;
7. Prepare an annual work plan/programme with estimated costs and review of
same on a termly basis;
8. Prepare annual report on the performance of relevant level of education;
9. Establish and maintain linkages with communities and local agencies
regional and international;
49
10. Respond to and initiate public awareness programmes;
'v 11. Participate in communication networking with senior functionaries and

regional education officers.
50
4.4.1 Range of Activities: Ensure the implementation of education
policy and programmes and maintain an
environment that will encourage feedback.
Expected Outcomes: All educational personnel are cognisant of the

relevant education policies and the mechanisms
for policy implementation.
Performance Indicators: Policy decisions on instructional programmes
effectively executed in schools; feedback given
on policy implementation and possible
b~C>ttlenecks.
1. Assist the DCEO(Admin) ESSC meetings; visits to Increased aware-

in orienting Education Regional Education Depart- ness of policy
Department officers on ments; issuing circulars. decisions affect-
policy decisions ing instructional
affecting instructional programmes.
programmes.
2. Advise senior Admin. Workshops and meetings. Common understand-
officers on implementa- ing of administra-
tion plans and tive decisions, &
strategies. the mechanisms for
implementing .
3. Develop a good working Laying the foundation for Environment
relationship with the development of mutual created for free
staff. respect; handling effec- flow of communica-
tively complaints & com- tion and feedback
pliments; shows proactive on policy im-
leadership role; setting plementation and
the pace & example. impact.
4. Monitor and feedback. Meetings with officers and Early detection of
school admin staff; problems & bottle-
scheduled and unscheduled necks, a clear
visits to schools; obser- perspective of
vations and documentation. success & failure.
51
4.4.2 Range of Activities: Prepare work progra-ea with estiaated
costs; iapleaent and review saae.
Expected OUtcomes: Effective implementation of work programme.
Performance Indicators: Optimal use of resources; improved performance;
a collective approach to planning and monitoring
is evident.
Activity Coaponents Modality Expected OUtcoaes
1. Identify priorities SSMC meetings; critical Priorities
and rank order them. analysis of previous year's identified.
work.
2. Prepare work programme Meetings with REdOs and DCEO Work programme
with estimated costs. (Admin), discussion with refined and
DPS (Finance) and CPO. ready for sub-
mission to ESC.
3. Adjust work programme Meetings with DCEO and DPS Programme in
to reflect national Finance. concert with
budgetary allocation. budget alloca-
tion.
4. Review programme and ESC meetings. Progress
expenditure. monitored closely;
agreement reached
on possible
solutions for
follow-up action
to be taken; work
programmes
amended.
52
4.4.3 Range of Activities: Prepare Annual Report
Expected Outcomes: A comprehensive review of instructional

programmes in schools across all regions.
Performance Indicators: Critical analysis given for success/failure;
report reflects all aspects of the work
programme; deadline for s ubmission met.
a
Activity Components Modality Expected outcomes
1. Seek clarification re SSMC/ESSC meeting; dis- Agreement reached

preparation of annual cussion with OCEO Admin, on schedule of
report. REdOs & ACEO Georgetown. activities &
submission date.
2. Prepare draft report. Ditto. Report refined and
ready for sub-
mission to DCEO
Admin for in-
corporation in
his/her report.
53
Range of Activities: Supervise, monitor and review the
implementation of curriculum.
Expected Outcomes: Curricula responsive to the environment;

improved performance in the teaching-learning
environment.
Performance Indicators: Revised curricula reflect changes as identified;
planned curricula adhered to.
1. Establish mechanisms SSMC/ESSC meetings, getting Strengths & weak-

for informal feedback feedback from the public, nesses cited, &
on the student per- PTAs communities & business recommendations
formance at all levels sectors; reports from the given for
of the system in Inspectorate; schedule and corrective
academic, technical, unscheduled visits to measures.
enrichment & co- schools.
curricular subject
areas.
2. Comparison of student Analysis of examination Diagnosis
performance at internal reports; meetings with ascertained.
& external examinations teachers; discussions with
over a period of time . students.
3. Investigate problems Collaborating with NCERD; Curricula up-
highlighted at 1 & 2, & curriculum review committees dated; re-
recommend modifications in the respective subjects commendations
to curriculum where at the various education made re
necessary & implica- levels working with teachers. resources.
tions for implementation.
4. Prepare report for Discussion at ESSC, SSMC, Updated
ratification. ESC & SPMG meetings. curricula
approved.
54
4.4.5 Range of Activities: Organise in service and vacation courses
for practising teachers at the natioual
level.
Expected Outcomes: Courses conducted as planned; teachers equipped

with relevant skills and knowledge.
Performance Indicators: Appropriate methodology used ; effective class

management observed.
1. Identify common areas ESSC meetings; analysis of Weaknesses

of weaknesses in reports from DEOs/DESs, identified &
methodology and ACEOs Inspectorate; observa- action re treat-
attendant areas. tions. ment agreed on .
2. Plan programme to cooperative planning wi th Suitable pro-

satisfy needs . NCERD, CPCE & school grammes devised
principals. to meet needs
diagnosed.
3. Implement plan. Seminars/workshops. Full participa-

tion by teachers.
4. Monitor and evaluate. Visits to schools; observa- Improved teacher

tion; interviews with performance;
participating teachers and follow-up action
students; reports from Heads, informed by feed-
DEOs/DESs, ACEOs back received.
Inspectorate.
55
4.4.6 Range of Activities: Liaise with and coordinate activities of
the Regional Education Officers and ACEO
(Georgetown).
Expected Outcomes: Good coordination and monitoring of programmes

across the education sector.
Performance Indicators: Quarterly reviews of work programmes done.
1. Facilitate preparation ESSC meetings; visits to Knowledge per-

of annual regional work Education Departments. taining to
programmes through national
ventilation of national priorities
highlights. acquired.
2. Monitor preparation of Dialogue with individuals, Work programmes
work programmes. giving feedback etc. ready for sub-
mission to ESC.
3. Prepare calendar of Meetings of ACEOs and SEO Working frame-
events. (Admin). work of activities
in place.
4. Monitor the irnplementa- Scheduled & unscheduled Guided supervis-
tion of work pro- visits to Education Depart- sion given;
gramrnes. ments and schools, post positive actions
conferencing. supported; follow-
up action
identified;
expenditure in
keeping with voted
provisions.
5. Liaise with Regional Visits; Dialogue; Positive and
Administration in correspondence. supportive work-
educational matters . ing relationship
with the region.
56
4.4.7 Range of Activities: Respond to and initiate public awareness
programmes .
Expected Outcomes: A well informed public; free flow of

information; understanding of education policies
and programmes .
Performance Indicators: Regular releases of information; mechanism in
place for soliciting feedback from the public;
attendance at PTAs meetings.
1. Support and promote Attendance at PTA' & Opportunity given to
PTAs and PACs PAGs meetings and give information and
other related school get feedback; mis-
functions. understandings clari-
fied sensitivity to
community concerns.
2. Initiate & participate Making releases; A more informed public.
in TAE and other media debates and panel dis-
information systems cussions; conferences
programme and symposia.
57
4.4.8 Range of Activities: Provide information and support to welfare
matters relating to teachers and children.
Expected Outcomes: Improved teacher and student performance.

Performance Indicators: Improved teacher and student attendance at
work/school.
Activity components Modality Expected Outcomes
1. Provide information Discussions; circulars Improved access to
to teachers and assistance.
parents on where to
obtain assistance.
2. Seek the assistance Discussions; corres- Increased support
of agencies in wel- pondence. from agencies.
fare matters.
3. Facilitate access to Liaise with REdOs/ACEO Provision of exami-
welfare services. (G), Special Projects nation subsidies,
Officer, Chief Social supplementary
Worker MINLAB, Parents, nutrition assistance
NGOs. to necessitous cases.
58
4.5 Job Title: Coordinator, School Boards Secretariat
Reporting Relationship: Deputy Chief Education Officer (Admin)
Functional Relationships: CEO, DCEO (TVET), ACEOs, REdOs/ACEO(G),

Principals CPCE, GTI, NATI, School Principals,
Representatives of the community at large
(Parents, business, etc.).
Span of Control: $ecretariat Staff
Broad Areas of Responsibility
The establishment of School Boards, and facilitating efficient and

effective functioning of same; manage the secretariat.
Range of Activities
1. Prepare/review/update regulations for the establishment of school

boards;
2. Identify board members and seek ratification of membership;
3. Induct the following personnel to their role and functions in the

governance of schools by Boards:
* ·Board members;
* Ministry's/Department's Officials;
* School Principals and Staff;
* Parents and other interest groups.
4. Liaise between the Boards and the Ministry of Education;
5. Monitor the operations of School Boards;
6. Manage the Secretariat.
59
4.5.1 Range of Activities: Prepare/Update/Review regulations for the
establishment of school boards.
Expected Outcomes: Regulations ratified and circulated.

Performance Indicator: Regulations reflect government policies and
directives.
1. Review functioning of Consultation with CEO/ Report written up

boards already estab- DCEO perusal of re- with recommendations.
lished. ports, dialogue with
school staff and board
members of operating
school boards.
2. Prepare/amend regula- Using a task force Draft regulations pre-
tions. approach; soliciting pared.
responses from
officials in and out-
side of the formal
education sector; seek-
ing advise from the
Attorney General Office.
3. Ventilate draft re- Meetings with groups at Final draft regulations
gulations. the various levels of submitted to SPMG for
the Ministry's sub ratification.
committees, a sample of
PTAs, GTU, interest
groups, senior students,
prefect council.
4. Disseminate and Public awareness pro- All concerned are
publicise regulations. grammes, meetings, knowledgeable of the
press releases, regulations.
electronic media etc.
60
4.5.2 Range of Activities: Establish School Boards and monitor
their operations .
Expected Outcomes: School management democratised; bureaucracy

minimised; opportunities given to the community
for information the decision making process;
modalities of cooperation enhanced.
Performance Indicators: Alliances established and maintained with
supportive partners in education; increased
access to people capable of assisting the
school; education services augmented and
improved quantitatively and qualitatively.
1. Coordinate pre- In consultation with List prepared and

requisit.e s prior to CEO/DCEO, REdO, the submitted to ESC
the establishment of School Principal, for informing for
a school board. members o f the short listing.
community and other
interest groups, pre-
pare a list of prospec-
tive members based on
criteria approved by
SPMG; ascertaining from
prospective members their
willingness & availa-
bility to serve on the
board .
2. Seek approval of list Discussion at SPMG Members of board
of members and notify meeting; send out approved &
members. letter of notification publicised.
by post, hand carry.
3. Prepare Board members Orientations re School board
for operationalishing rationale and functions established.
the board. of the board, the
school role & functions,
the Ministry's role and
functions, and the role
and functions of PTAs,
and the Secretariat .
4. Monitor and evaluate Developing a monitoring Clarification of grey
the operations of & feedback mechanism areas; quick detection
school boards. with inputs from all of bottlenecks;
parties concerned; guidance given where
observations through appropriate report
visits to schools; written up and sub-
perusal of reports by mitted to ESC.
ACEOs and REdOs;
attendance at PTAs
meetings; staff
meetings; discussions
with board members;
feedback from the public.
61
4.5.3 Ranqe of Activities: Manage the School Boards Secretariat
Expected Outcomes: School Board Secretariat efficiently and

Performance Indicators: Deadlines are met; School boards are established
as scheduled; documentation and accurate records
kept; positive response received from the
public; good interpersonal relations among
staff.
Activity Components Modality Exptected Outcomes
1. Orient, personnel to Monthly staff meetings; Cadre of persons

role & functions of counselling; interfacing working coopera-
the UNIT; explain job with staff members; tively to achieve
functions of each circulars memos; the objectives of
officer and his/her organising social events. the Secretariat.
area of reeponsibility,
systems of job
appraisal, & standard
operational procedures.
2. Prepare annual work consultations; staff meet- work programme
programme and budget. ings. submitted to DCEO.
3. Adjustment to work Consultation with the DPS Programme adjusted
programme after pass- (Finance); staff meetings . to budget changes
ing of national cash flow sent to
budget. DPS (Finance) .
4. Implement and monitor Staff meetings; observations; Early detection of
work programmes. feedback from boards, ACEOsj mistakes & bottle-
REdOs, School Principals, necks; remedial
PTAs and the Public. action taken as is
required, schedule
adjusted
according.
5. Ensure that staff has Long term and on-the-job Efficient
the relevant skills training, workshops, execution of
for the job. seminars, meetings, coaching, secretariat's
guidance. functions; high
staff morale.
62
4.6. Job Title.: Superintendent of Examination
Reporting Relationship: DCEO (Development)

Functional Relationships: CEO, DPSs (Admin & Finance) ACEOs (Nursery,
Primary, Secondary), DCEO (TVET) Dir. NCERD,
Principal, CPCE, ACEO (Georgetown), REdOs
Education Officers, School Principals ,
Registrars of Overseas Boards, Training Officer
of Guyana Post Office Corporation, Secretary,
Nursing Council.
Span of Control: Staff of the Examination Division
Efficient administration of all examinations local and overseas, local

registrar for overseas examination boards, secretary to the Board of
Examiners and .the advisory committee for the GTEE examination.
1. Prepare and. distribute regulations for local examinations;

2. Distribute regulations and syllabuses for overseas examinations;
3. Prepare and distribute registration materials for all examinations
conducted by the Ministry of Education;
4. Receive and process examination registration materials;
5. Identify and organising training for supervisors, invigilators,
practical and oral examiners;
6. Conduct examinations;
7. Issue and analyse examination results;
8. Prepare annual work programme and budget estimates.
63
4.6.1 Range of Activities: Prepare and distribute regulations
for local examinations
Expected Outcomes: Approved regulations distributed to all schools
and institutions offering the particular
examination.
Performance Indicators: All schools offering examinations receive
regulations specific to the examination on time
specified.
Activity Components Modality Expected Outcome s
1. Prepare update re- use of existing regulations, Derivation of
gulations for SSEE, feedback from schools and in- final draft of re-
GTEE, NFFAT. stitutions, decisions from gulations at
SPMG; least one school
presentation of SSEE & SSPE year prior to
draft regulations to Board of examination date.
Examiners for ratification;
presentation of GTEE and NFFAT
draft regulations to relevant
Advisory Committees for rati-
fication.
2. Disseminate copies of Copies are sent to schools/ All persons tak-
approved regulations institutions directly or ing examinations
to schools. through regional education are cognisant
departments. with the
regulations.
64
4.6.2 Range of Ac t ivities : Distance regulat ions and s y llabus es
etc. for o verse as examinati ons.
Expected Outcomes: For the GCE and CXC examinations, regulations

and syllabuses distributed at least two years
before the examination date .
Performance Indicators: Regulations and syllabuses received by the
relevant institutions and private candidates as
scheduled.
Acti v i ty Components Moda lity Expec t e d Outcomes
1. Request regulations, Preparing and despatch- Materials needed for

syllabuses & other ing requisition forms/ all components of
examination materials. inventories to examin- examinations satisfied.
ing bodies.
2. Receive regulations, Liaising with customs, Materials made available
syllabuses &·other airlines, & shipping for distribution .
examination materials. company.
3. Distribute regulations Preparing packets con- Appropriate regulations
& syllabuses for CXC taining copies of GCE and syllabuses are re-
and GCE. regulations & sylla- ceived by all relevant
buses for each school schools and institutions
offering the examina-
tion;
preparing CXC re-
gulations and syllabuses
(separate documents) for
each schoo l offering the
examination; despatching
packets to schools and/
or through regional de-
partments;
making available at
Examination Division,
copies of the examina-
tion regulations and
syllabuses for re-
ference by private can-
didates.
4. Disseminate informa- Copies of LCC examina- Candidates have access
tion on LCC examination regulations dis - to information on LCC
tion regulations and tributed at the Exam Examination.
syllabuses. Division; syllabuses
made available for
use in the Division .
65
4.6.3 Range of Activities: Distribute registration materials
for all examinations conducted by
the Minist.ry of Education .
Expected Outcomes: Registration materials for all examinations

conducted by the Ministry of Education
distributed.
Performance Indicators: Each school/institution presenting candidates
will receive registration materials well in
advance of the closing date for the receipt of
entries; private candidates will have access to
entry materials before the closing date.
1. Prepare the appro~ Updating format forms Appropriate materials

priate entry and in current use & present to each school.
summary forms for paring a draft; edit-
SSEE, SSPE, GTEE, ing draft; producing
NFFAT, LCC and for & distributing forms
private persons to schools/institut-
offering CXC and ions; selling forms to
GCE exams . private candidates.
2. Distribute entry Identifying staff to Each secondary school
materials for cxc be responsible for receives materials as
and GCE exams to packing materials scheduled. Schools
secondary schools. materials for dis- & parents informed of
tribution. the availability of
subsidies.
3. Prepare and dis- consulting with
tribute financial C.E.O, P.S, and
assistance forms and D.P.S(F), in up-
circulars for grant- dating existing
ing subsidies. circulars where
appropriate.
66
4.6.4 Range of Activities: Receive and process examination
entries
Expected Outcomes: Entry materials received at the examination

Division by the closing date; entries checked
and processed.
Performance Indicators: All tasks in relation to processing and
preparing for the conduct of examinations
C?mpleted on scheduled.
Activity Components Mddality Expected Outcomes
1. Distribute entry Packing labels; des- Entry forms availa-

forms for local and patching entry forms ble for prospective
overseas exam. to schools and Re- candidates.
gional Departments
(for private candi-
dates).
2. Receive entry forms Checking information Entried despatched
for overseas and on forms for accuracy to relevant Over-
local exams. and calculate fees seas Boards.
payable where
necessary.
3. Summarise entries. Checking data on TDU informed of
summary forms and entries received for
calculate totals; local exams. Fees
compute fees payable despatched to Overseas
to Overseas Boards. Boards.
4. Make centre arrange- Grouping entries where All entrants
ments. necessary & identify placed at a centre to
suitable buildings to write the exam.
be used as examination
centres.
5. Prepare timetables for Assigning a candidate Timetable received
local and LCC examina- number to each well in advance of
tions. entrant; write up the examination.
timetables;
despatching timetables
to each school/institu-
tion/private candidate.
6. Issue timetables for Checking timetables Timetables received
CXC & GCE examina- received, and in good time .
tions. attaching necessary
instructions and
identification; des-
patching timetables
to schools/
institutions/private
candidates.
67
7. Make arrangements for Procuring materials Each candidate for

practic al examina- for use at practical practical accom-
tions. examinations e.g. modated at a fully
chemicals, equipment; equipped centre;
identifying suitable candidate informed
premises to conduct about venue for
practicals; grouping practical.
and preparing list
of candidates for
each centre.
8. Arrange for the Supplying schools with Appropriate materials
conduct of school instructions & record received in good time;
based assessment c~c, cards, sheets & assign- assessment forms,
GCE, SSEE, SSPE. ments for the comple- samples assignments
tion of SBA; receiving received by examining
and despatching assess- bodies on time.
ment forms, record
sheets, samples and
assignments.
68
4.6.5 Range of Activities: Identify and organise for the
training of supervisors,
invigilators, practical examiners
and oral examiners.
Expected Outcomes: Competent persons are recruited and trained to

conduct written practical and oral examinations.
Performance Indicators: Supervisors, invigilators practical and oral
examiners conduct examinations in keeping with
~pecified procedures.
1. Advise REdOs to Providing REdOs with re- Persons identi-

identify and train levant examination in- fied fit the
supervisors and information, & criteria for criteria used.
vigilators. selecting supervisors &
invigilators.
2. Identify persons to Processing applications from Adequate number
serve as supervisors . interested persons and those of suitable
recommended by Regional persons re-
Education Departments cruited.
according to criteria set.
3. Arrange for training conducting workshops and Requisite skills
persons recruited. seminars. & knowledge
acquired.
4. Identify technical In collaboration with DEOs All examinations
personnel to conduct & school principals offer- conducted by
practical & oral ing appointments to persons competent per-
examinations. as oral & practical sons.
examiners.
With assistance from re-
source persons conducting
training sessions to
standardise the conduct
of examinations.
69
4.6.6 Range o f Activities: Conduct examina t i ons
Expected Outcomes: All arrangements made for the administration of

examinations as timetabled and for the prompt
collection of scripts after the examinations .
Performance Indicators: Examinations conducted as scheduled without any
irregularities or shortages of materials;
Scripts collected promptly and despatched to
marking centres.
1. Arrange for accommo- Identifying/hiring buildings Suitable building

dation of candidates. and furniture. & comfortable
seating arrange-
ments provided.
2. Prepare stationery. Preparing locally or from Candidates pro-
overseas, examination vided with
boards, stationery to be appropriate
used for each examination; stationery.
packing adequate amount of
stationery for each centre.
3. Prepare work schedules Using lists of identified Centres ade-
for supervisors & supervisors and invigilators quately staffed.
invigilators. and allocating them to
centres for work as per
timetable.
4. Prepare Supervisors' Packing special envelopes Supervisors
envelope. with all requisite materials envelopes ready
manual, work schedules, for distribution.
timetables , registers,
sealing tapes, report forms
etc • • Distribute envelopes
to supervisors.
s. Collect consignments Receiving shipping & Question papers
of question papers & airways documents; preparing received and
other related examina- custom entries; clearing stored secured .
tion materilas. customs; uplifting consign-
ments; receiving question
papers from MPU.
6. Check stocks of Verifying amount of paper Question papers
question papers and against centres and received, in
stationery. number of candidates; keeping with
wrapping question papers entries; papers/
and stationery for dis- materials ready
tribution to outlying for distribution .
centres, arranging papers
for daily distribution in
Georgetown.
70
7. Distribute super- Delivering supervisors' Supervisors

visors' envelopes envelopes to centre equipped with
and stationery. location. information and
materials for con-
ducting
examinations.
8. Distribute question Preparing schedule for Materials de-
papers to Centres. T~ansport Officer; allocat- livered to loca-
ing staff to deliver tions intact; no
question papers; depositing breach in
materials in special boxes security.
at the police stations;
supervisors collecting
papers daily from Examina-
tion Division.
9. Provide transportation Prepare schedules for taxi Supervisors
for supervisors. service to transport arrive at centres
supervisors to centres. on time for
examination.
10. Administer examina- Written oral a nd practical Integrity of

tion. examinations being admini- examinations main-
ster at each centre as tained.
timetabled.
11. Inspect centres . Examination staff and Irregularities
education officers visiting minimised/
centres during the course corrected.
of the exam.
12. Collect scripts & Collecting scripts daily scripts collected
store. from Georgetown, and weekly and stored secure-
from outlying centres; ly awaiting des-
checking and recording data patch to marking
on scripts received. centres .
13. Despatch scripts to Packing scripts for des- Scripts delivered
marking centres and patch; preparing packing to marking
examining bodies. list and consignments centres and
notes; preparing shipping examining bodies
documents; clearing on time.
customs; acquiring des-
patch documents, transport-
ing scripts to port of des-
patch.
71
4 . 6.7 Range of Acti v i ties: Issue and analyse e x ami nation
results
Expected Outcomes: Schools/institutions informed of candidates,

performance; evaluation and comparison of
current performance with past performances .
Performance Indicators: Relevant result received by institutions/private
persons .
1. Receive results from By courier service/post/ Results available

examining bodies. hand delivered. for publication.
2. Issue results. Inform CEO of performance; Results received
distribute results to schools from Exam
institutions & private Division.
candidates .
3. Analyse results. Compiling information , Performance
comparing current national evaluated &
performance with previous shared with
years; analysing results of schools and
a sample of schools ; education
identifying areas of improve- officials;
ment; identifying outstanding prospective
performance. awardee for
incentives/
scholarships
identified.
72
4.6.8 Range of Activities: Manage the Examination Division
Expected Outcomes: Examination Division efficiently and effectively

managed.
Performance Indicators: Deadlines are met, no breach in security
measures, (basis); no complaints from the public
re-conduct of examinations, good i nterpersonal
relations among staff.
1. Orient, personnel to Monthly staff meetings; Cadre of persons

role and functions of counselling; interfacing working coopera-
the Division explain with staff members; tively to achieve
job functions of each circulars, memos. the objectives of
officer and his/her the Division.
area of responsibility,
job appraisal, &
standard operating pro-
cedures.
2. Prepare annual work Consultations; staff meet- Work programme
programme and budget. ings. submitted to ESC.
3. Adjustment to work Consultation with the DPS Programme
programme after passing (Finance), DCEO Admin; adjusted to
of national budget. staff meetings. budget alloca-
tion; cash flow
sent to DPS
(Finance).
4. Implement and monitor Staff meetings; observations Early detection
work programmes. and spot checks; feedback of mistakes &
from resp9nses to question- bottlenecks; re-
naires; reviewing reports; medial action
obtaining feedback from taken as re-
schools and examining boards. quired.
5. Ensure that staff has Long term and on-the-job Efficient
the relevant skills for training. execution of the
the job. tasks of the
Division.
6. Ensure strict security Restricting access to stored Security and
and confidentiality of materials. confidential ity
materials. assured.
7. Ensure that the build- Notifying building officer Building kept in
ing is properly main- of defects and requesting good physical
tained. corrective actions. condition.
8. Oversee the use of Checking accounting books; Strict account-
funds allocated to and monitoring monthly expendi- ability main-
received by division ture. t a ined.
from sales etc.
9. Facilitate good re- Staff meetings; answering Good public re-
lations between the queries promptly, publish- lations evident.
Division and the ing examination results on
public. time; making the public
feel at ease.
73
4.7. Job Title: Materials Production Officer
Reporting Relationship: Director, NCERD

Functional Relationships: Chief Test Development Officer, Curriculum
Development Officer, Superintendent of
Examinations Division.
Span of Control : Staff of the Materials Production Unit
Print examination test booklets, papers for Ministry of Education (CPCE,

SSEE, SSPE, NFFAT, GTEE) and other Ministries (Health) and Public
Service)
Expected Outcomes: Papers are legibly printed, collated, labelled,
packaged and delivered on time as specified.
Performance Indicators: The correct amount of papers is packaged as
requested and despatched on time; security
measures are not breached .
74
4.7.1 Range of Activities
Activity Components Modality Expected Outc omes
1. Prepare annual work Liaising with persons Schedule o f activities

p r ogr amme and budget re quantum of test done & time- lined,
estimates. papers & booklets to costs estimated & pre-
be done for the year; sented to Director
examine stock list; NCERD for ratification.
identify resources
needed.
2. Adjust work programme Meetings with Director Work programme ready

with the passing of the NCERD and DPS Finance . for implementation,
national budget . cash flow prepared &
submitted to DPS(F).
3. Train staff.to use the Demonstrations, in- Staff acquire com-
machines. house sessions, petence in the use of
practice. machines.
4. Acquaint /.remind staff Unit meetings, one to Confidentiality of
of security measures one interface, papers maintained.
and secrecy re printing circulars, memos;
of examination papers. doing security checks
as necessary.
5. Establish a maintenance Contracting out the Machines are always
programme for all service & following serviceable.
machines. maintenance programme.
6. Procure relevant Purchase by relevant All materials are
materials and chemicals staff member. physically in place
for printing. for printing .
7. Print final examination Plates/stencils are Printed materials
test papers/booklets . clearly cut for print- legible.
ing on offset &
duplicating machines;
spoilt papers are
shredded & burnt.
8. Collate test papers/ By machine and check- Papers/booklets
booklets. ing for mistakes. properly compiled
and staples.
9. Dispa tch packages of Supervising packing Packages despatched
test papers/booklets and labelling of re- on t~me; no breach
to rele vant authority . quired amounts for in security measures.
examination centres;
superintendent of
Examinations checking
packages as listed on
despatch sheet .
75
4.8 Job Title: Coordinator, Book Distribution Unit
Reporting Relationship: Deputy Permanent Secretary (Admin)
Functional Relationship: DPS(Finance), DCEO (Admin), CPO, CPrO, Regional
and District Education Officers, School
Principals, Transport Officer.
Span of Control: Staff of the Unit
Distribution of all texts, exercise books and stationery to all schools
and learning institutions of the formal education system, maintaining
proper storage of texts etc., management of Unit.
1. Plan, coordinate and supervise operations for the collection,
storage and distribution of texts, exercise books and stationery
to all schools and learning institutions throughout the country;
2. Supervise, advise and motivate staff; identify training needs of
staff, formulate training programmes, and assist in in-house
training;
3. Ensure that resources allocated to the unit are in working
condit.ion;
4. Ensure that stock- takings are effected on a regular basis, and
proper accountability is implemented;
5. Monitor the supplies of texts, exercise books and stationery in
the regions through field visits;
6. Prepare fortnightly, monthly, quarterly and yearly reports for the.
Ministry and relevant donor agencies;
7. Manage the Unit's operations.
76
4.8.1 Range of Activities: Assess needs requirement
Expected Outcomes: School supplies' needs identified for the entire

education system.
Performance Indicators: There is a record of
stock in place at the unit,
stock at the various schools,
school enrolment at each school
Prompt return of completed stock listings.
1. Prepare/update in- Discussion with staff, Forms embrace every

struments - inventory REdOs CPO, School facet of requirements.
requisition, enrolment Principals.
forms etc.
2. Disseminate forms with Post; Thru' REdOs; Forms are completed by
relevant instructions direct delivery. all schools & submitted
for completion and sub- on time to BDU .
mission deadline.
3. Analyse data and pre- Tabulation, etc. Report prepare on
pare report. discussion with staff, school needs and sub-
DEOs, DESs and School mitted to DCEO for
Principals. ratification at ESSC
Meeting.
77
4. 8 . 2 Range of Activities: Procure a nd Distribute School
Supplies
Expected Outcomes : All schools and learning institutions within the

formal system supplied with their basic school
supplies requirements.
Performance Indicators: Supplies are delive red according to schedule,
acknowledgements re receipt of supplies etc.
Activit y Compo nents Modal ity Expected Outc omes
1. Place orders. Preparing requisition Orders sent out to

lists based on school the relevant publish-
needs' report and pro- ing houses & agencies.
cure through the
designated authority.
2. Receive supplies and Collecting supplies All supplies inven-
gifts. from publishers, torised and stored.
donors, printers,
bookstores; liaising
with DPS Admin re
custom services .
3. Process orders . Preparing issue School supplies
vouchers; packing ready for delivery.
vouchers; packing
boxes according to
request lists .
4. Organise for dissemina- Discussion with Trans- Books distributed as
tion. port Officer re servic- scheduled.
ing of vehicles, etc .
and availability of
drivers, dialogue with
REdOs re storage
facilities in the
Region.
5. Monitor the dis- Visits to the schools, Deficiencies & bottle
tribution of school spot check supplies, necks identified;
supplies and evaluate dialogue with REdOs, corrective action
the operations. DEOs & School taken .
Principals.
78
4 .8 .3 Range of Activities: Manage the Book Distribution Unit
Expected Outcome s : Book Distr i bution Unit efficiently and

Performance Indica tors: Deadlines are met; stock- taking done according
to schedule; supplies disseminated reflect
school needs; good interpersonal relations among
staff .
Ac t ivity Compone nts Modal i t y Expecte d Outcomes
1. Orient , personnel to Monthly unit meetings; Cadre of persons

role and functions of counselling; interfacing working together
the Unit; explain res - with staff; social events; to achieve unit's
ponsibilities of each circulars; encourage mutual objectives.
staff member, system respect among members, etc.
of job appraisal and
standard operating pro-
cedures.
2. Prepare annu~l work Consultations; meetings with Work programme
programme and budget. staff; analysis of costs of submitted to
school supplies etc . DCEO Admin.
3. Adjustment to work Consultation with the DPS Programme adjusted
programme afte r passing (Finance), and DCEO Admin; to budget; cash
of national budge t. Unit meetings. flow sent to DPS
(Finance).
4. Implement and monitor Unit meetings; observations Early detection of ·
Unit pr ogrammes . and spot checks; follow up mistakes & bottle-
re distribution of supplies necks; remedial
discussions with REdOs and action taken as
school principals re opera- required .
tions in the region .
5. Ensure that sta ff ha s Long term and on- the- job Efficient
the releva nt skills training. execution of
fo r the job. Unit's tasks.
79
Job Title: s pec i a l Projects Of f i cer
Reporting Relationship: Deputy Permanent Secretary (Admin)
Functional Relationships: DCEO(Admin) , CPO , CPrO, ACEOs, REdOs, Transport

Officer, School Principals.
Span of Control: Unit Staff
Manage the National School Feeding ~rogramme to ensure effective and

efficient utilisation of supplies.
Range of Activiti es:
1) Planjmake projections for the national operation of the school feeding

programmes;
2) Determine the quantities of raw materials required to facilitate the

programme and arrange for their procurement;
3) Prepare and manage budgetary allocations for operationalising the school

feeding project;
4) Monitor and evaluate the operations of the school feeding programme and
prepare and submit progress reports;
5) Negotiate with local manufacturer terms and conditions for the

production of biscuits and other snacks;
6) Liaise with the representatives of the World Food programme and the
Resident Project Officer, UNICEF re support for the School Feeding
progr amme.
80
4.9 . 1 Range of Activities: Manage the operations of the Unit.
Expected Outcomes : Special Projects Unit efficiently and
Performance Indicators: Work programmes are implemented as scheduled;
projections for identifying needs of unit on
target; necessary raw materials are procured on
time; adequate amount of biscuits manufactured
and delivered on time; vehicles are properly
maintained; good relations with funding agency
maintained; good interpersonal relations among
staff.
1. Orient, personnel to Monthly Unit meetings, Cadre of persons work-
role and functions of counselling, interfacing together to achieve
the Unit; explain res- ing with members, in- the Unit's objectives.
ponsibilities of each viting personnel to
member, discuss job, chat with staff, social
expectations, appraisal events, circulars etc .
system & standard
operating procedures.
2. Project needs of the Rev i ewing last years's School Feeding Programme
programme. programme and outcomes needs known.
of evaluation; con-
sultations re pupil
enrolment, commodity
availability, & Donor
agency orientation.
3. Prepare annual work Consultations; Unit Work programme submitted
programme and budget. meetings. to DPS (Admin).
4. Adjustment to work pro- Consultation with the Programme adjusted to
gramme after passing DPS (Finance); Unit budget; cash flow sent
of national budget. meetings . to DPS {Finance).
5. Implement and monitor Unit meetings, observa- Early detection of
Unit programmes. tions and spot checks, mistakes & bottlenecks;
follow up re response adjustments made to
to questionnaires, improve unit per-
encourage feedback formance.
from REdOs and school
principals, make re-
gular checks on storage
facilities.
6. Ensure that staff has Determine training Efficient execution
the skills for the job . needs; in consultation of Unit's tasks .
with CPrO, & resource
personnel; arrange for
on-the-job t raining via
workshops, short courses.
81
4.9.2 Range of Activities: Procure and Distribute Commodities
Expected Outcomes: Food commodities procured, stored and

distributed to beneficiaries on a timely basis.
Performance Indicators: Schools' acknowledgement of commodities
received; schools provided with necessary
equipment and storage facilities; non
contamination of commodities.
1. Ensure that vehicles Engaging the services Vehicles are serviced

are kept in good con- of technical personnel and in good working
dition . for the maintenance of condition.
the vehicles; ensuring
that servicing takes
place as scheduled;
monitoring the use of
the vehicles.
2. Ascertain the Checking stock levels; The amount of
availability of deciding re-order materials and type
materials and services. levels; holding dis- of services needed
cussions with donor ascertained.
agencies; planning
work schedules.
3. Ensure adequacy of Inspecting Unit and Food commodities
storage facilities for school facilities; stored in healthy
the unit and schools, attending to schools' environment;
and equipment for requests for equip- necessary equip-
schools. ment; fumigating ment received by
against ~odents etc.; schools . Storage
arranging for security facilities properly
for unit storage secured.
facilities.
4. Requisition adequate Preparing and present- Request accepted;
supply of commodities . ing project proposals adequate commodities
to agencies for available.
commodities.
s. Allocate commodities on Apportioning Commodities ready for
the basis of needs. commodities according distribution.
to school needs' list.
6. Prepare a plan for Using feedback from Schedule prepared for
distribution. REdOs, the previous distribution.
year's report,
availability of
vehicles, and liaising
with owners of private
vehicles, work out an
action plan; preparing
contracts for the
services of private
vehicles.
82
Activi ty Components Modality Expected Outcomes
7. Implement & monitor Making visits to Commodities dis-

the operations of the collection and distributed as
plan. tribution points; . scheduled; correct
encouraging feedback amount received;
from all personnel bottlenecks detected
involved in the early, and corrected
operations; meeting action taken.
with REdOs school
principals and
teachers.
83

Desk Manual For Education Mangers - Section 1

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Desk Manual For Education Mangers - Section 1

Diunggah oleh

Hak Cipta:

Format Tersedia

AC K N 0 WL E D G E ME N T S

Officers of·every level, from the Chief Education Officer to a District

All managers need to perform optimally for the success of the

The desk manuals provide the guidance to educational administrators with

A participative and collaborative approach was used, to ensure the

The process included,

* sessions with senior officers at the Central Level who manage

* Regular clarification and debriefing sessions with the Permanent

* Meeting with the Senior Policy Making Group of the Ministry of

Dr. Una M. Paul

ACEO Assistant Chief Education Officer

1.0 THE EDUCATION SYSTEM AT A GLANCE 1

2.0 JOB DESCRIPTION AND TASK ANALYSES OF KEY PERSONNEL AT THE

3.0 JOB DESCRIPTION OF THE PERMANENT SECRETARY 10

3.2 Job Description of the Chief Planning Officer 15

3.3 Job Description of Chief Personnel Officer 21

4.2 Job Descriptions of

4.3 Job Description of Assistant Chief Education Officer (Insp) 45

4.4 Job Description of Assistant Chief Education Officers

4.5 Job Description of Coordinator, School Boards 59

4.6 Job Description of Superintendent of Examinations 63

1.1 MISSION STATEMENT AND FUNCTIONS OF THE MINISTRY OF EDUCATION

1.1.2. Broad Areas of Responsibility of the Ministry of Education and Key

1 Ensure that the Ministry of Education operates within the legal

2 Formul~te, implement, monitor, review and articulate policies and

3 Ensure the development of relevant curricula, its implementation,

4 Maintain and improve equality of access to educational

6 Ensure the implementation of a delivery system which is

i) is conducive and supportive of a high level of efficiency

7 Ensure that the system is managed by adequately qualified staff,

8 Manage efficiently and effectively all resources under its

9 Monitor and evaluate the performance of the education system and

10 Establish and maintain linkages with the· community at large

Figure I gives a global view of the Organisation Chart of the

The Chief Education Officer as shown in Figure II has the overall

The delivery of education has been regionalised so that some of

1.2.3.1 Role of Central Ministry

Central Ministry retains responsibility for the conceptualisation

1.2.3.2 Role of Regional Administrations

The Regional Administrations have the responsibility for the

Ministry of Education and Cultural Development

Organisation Chart of the Ministry of Education

Structure of the Educational System

<J-- - NUlSEIY0 - - - - -PilMARY- - Q - - - - - SE<ON~RY--­ [:::::::::] POST SE<ONOARY 6 UNIVERSITY- - - {)

YEARS II 12 ~-I----til 12 13141 s 16 ~·.....--~--L-__.___..----.--;___.___;-~---L--L-__;-t-t--f Universitie$

1. 3.1 Formal education which is the responsibility of the state is

1.3.3.1 Nurser y Edu~ation

The two-year programme at the Nursery level is designed to provide

1.3.3.2 Prima ry Educat ion

Primary education which is compulsory, provides the foundation for

1.3.3.3 Secondary Educat ion

secondary Education is offered in

Technical and Vocational Education is offered in two technical

1.3.3.4.1 The Government Technical and the New Amsterdam Technical .

1.3.3.4.4 Agricultural education and training at either Certificate and

1.3.3.5 . 2 The National Centre for Educational Resource Development (NCERD),

1.3.3.6 Uni versity of Guyana

Higher education rs provided at the University of Guyana which

2.1 THE CONCEPTUAL FRAMEWORK

These chapters are written against a background of a collective approach

2.1.1 Job Descriptions and Task Analyses

Job descriptions and task analyses are given for the

An examination of the Task Analyses will reveal that at each level of

<J-- - NUlSEIY0 - - - - -PilMARY- - Q - - - - - SE<ON~RY-- [:::::::::] POST SE<ONOARY 6 UNIVERSITY- - - {)

YEARS II 12 ~-I----til 12 13141 s 16 ~·.....--~--L-._..----.--;_._;-~---L--L-__;-t-t--f Universitie$