Background


The ministry undertakes many initiatives to improve its effectiveness in carrying out its mission. Though by their nature initiatives impact multiple organizational levels, in general, they can be categorized to a primary level.

Below is a list of some of the MOE's initiatives categorized by organizational level. These initiatives are ongoing but documentation has not been formalized.

  • Systemic Level - impacts the whole system.
    • MOE Master Plan 2017-2026: Contains various initiatives such as certifying all teachers by 2025, adding grade K to the elementary schools, reducing teacher workload by streamlining school processes, etc.
    • Schools Consolidation: Undertaken in 1999 by B. Kuartei and in 2009 by M. Emesiochl to adjust the number and location of schools to improve efficiency and maximize resources.
    • Schools Accreditation: Undertaken in the past several years by R. Mechol to improve school outcomes through adoption of best practices and data driven decision making.
    • Instructional Technology: Undertaken by M. Emesiochl from 1987 to his retirement in 2002 to leverage technology to improve student achievement. Continued in subsequent years by MOE management with a more programmatic approach, targetting specific areas in the system.
  • Program Level - impacts a particular program or organizational unit.
    • DRE Unit Profile: An initiative that ran from 2014-2017 that attempted to develop procedures manual for the DRE to improve its capability to evaluate the Palau College Access Challenge Grant program's objectives, and in later years, to handle the evaluation of the 2017-2026 Master Plan. The result was not adopted. However, it could be used as reference if a standard operating procedure for the unit is envisioned in the future.
    • Special Education SSIP: Undertaken in the past three years to formalize special education objectives and performance measures. An MOE task force, started in 2019, is working on this. This could be a systemic level initiative - it has been mentioned that it is meant to affect the whole MOE system.
    • Teachers Laptop Program: Completed in the past two years; provided laptops to all elementary school teachers to enable them to service the objectives of the sponsor grant program.
    • Students Tablet Program: Completed in the past five years; provided tablets to all elementary school students.
    • Classroom Digitization Program: Completed in 2019; provided electronic blackboards and classroom presentation devices for all elementary school classrooms.
  • Process Level - impacts a specific process.
    • Requisitioning App: Undertaken in 2018 and 2019 to digitize the requisitioning process of the MOE such that acquisition and distribution of resources and use of funds can be tracked. The app was completed and used successfully from 2018 to March 2020. Use was suspended when the MOF changed its requisition form and its chart of accounts. The requistion form needs to be fixed for the app to be put back into use.
    • Purchasing and Distribution Initiative: Undertaken 2016 to 2019 to set up a formal structure for resource acquisition and distribution. Positions were created for Receiving and Inventory and modules were built into the Requisitioning App to implement the process. Both positions have dedicated full time staff.
    • MOE Institutional Documentation: A records custodian position was created in 2019 that is intended to establish and maintain the foundational and other formal documents of the MOE. The position has a dedicated full time staff.
    • MAP 2018 Evaluation Project: Undertaken in 2019 to conduct a formal evaluation of the 2018 MOE Management Action Plan to serve as a model for the DRE to perform future MAP evaluations. The report was completed and left with the DRE.