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The Existing MoE Organizational Structure Does Not Optimally Support Ongoing Management Efforts and New Initiatives.

• There are an excessive number of senior managers; these managers report to the minister, creating excessive demands relating to day-to-day management of the organization.
• This creates a high level of centralization and weak coordination across directorates.
• A new division of responsibilities would better promote coordination and strategy.

The Existing MoE System for Monitoring School Performance is Ineffective.

• The MoE collects only limited data.
• The quality of those data is insufficient.
• Teachers and principals have only limited to access to the data that are collected, and the MoE does not have systematic structures in place to analyze and use data.
• Plans to use the data for school self-improvement are lacking.

Several Techniques Are Available to Help Monitor the Quality and Encourage the Growth of Private Schools.

• Multiple quantitative and qualitative indicators can be measured annually.
• Schools can perform self-evaluations and develop annual improvement plans.
• Schools can be evaluated by outside inspectors.
• There are several options for incentivizing or supporting private school growth.

Teacher Training Needs Improvement.

• Teachers expressed a need for training in curriculum subject matter content and lesson plans.
• They also complained about classroom conditions, i.e., large class sizes and insufficient class time.
• Many also were teaching outside their area of specialization but were not eligible to take training in those areas.

The Kurdistan Regional Government (KRG) aims to restructure its Ministry of Education, develop a framework and implementation plan for a school quality assurance system, review the effectiveness of its monitoring and support of private schools, and assess the content and quality of in-service teacher training. To help the KRG in their efforts, RAND researchers interviewed Ministry of Education staff and reviewed the current situation; reviewed relevant literature on organization design, school monitoring, and private schools; conducted in-depth case studies of ministries of education, school monitoring, and private schools in other countries; analyzed data on KRG teachers; provided analysis and recommendations; and developed implementation guidelines.

• Chapter One

  Introduction

• Chapter Two

  Reorganizing the KRG Ministry of Education

• Chapter Three

  Developing a School Quality Assurance System

• Chapter Four

  Monitoring Quality and Encouraging Growth of Private Schools in the KRI

• Chapter Five

  Assessing Teacher Training

• Chapter Six

  Conclusion

• Appendix

  Job Descriptions for the Proposed Organization Structure