Browsing by Author "Jamaica. Ministry of Education, Youth and Information"

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    Curriculum Focus & Guidelines for Modification and Adaptation
    (Ministry of Education, Youth and Information, Jamaica, 2020) Jamaica. Ministry of Education, Youth and Information
    This document will be used by various stakeholders including school leaders, teachers and parents to streamline and simplify their workload while ensuring that all students have access to quality education that is informed by the national curriculum, regardless of the Education in Emergencies (EiE) Model that is adopted. It provides information regarding the required focus of the curriculum for selected subject areas and suggests modifications and adaptations at the school level for reaching all students. The alignment between curriculum and instruction will be helpful to teachers so that they can make better use of those practices that will help students to be meaningfully engaged, while enjoying the changes made to the teaching approach, scope of content and the environmental conditions for learning. To support efforts to plan for teaching and learning in the current context, the document presents guidelines for ascertaining the curriculum focus for various subject areas and recommendations for effective use of the formal curriculum to support teaching and learning. Specific information may be obtained about the following elements of the curriculum: The essential objectives to guide instruction (cognitive and other domains) The related content (skills, themes, strands etc.) for the objectives indicated Suggestions for ensuring alignment and appropriate modification of elements such as learning activities, assessment practices and learning resources are also included. It is expected that at the school level, modifications and adaptation strategies will be used to ensure that the EiE Model that is adopted is adequately catering for all students. Based on the diverse and dynamic nature of school contexts, modification of elements of the curriculum must be relevant to the current realities and in particular the profile (background, ability and affective characteristics) of the learners.
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    Curriculum Focus & Guidelines for Modification and Adaptation: 2nd Edition
    (Ministry of Education, Youth and Information, Jamaica, 2021-08) Jamaica. Ministry of Education, Youth and Information
    This document will be used by various stakeholders including school leaders, teachers and parents to streamline and simplify their workload while ensuring that all students have access to quality education that is informed by the national curriculum, regardless of the Education in Emergencies (EiE) Model that is adopted. It provides information regarding the required focus of the curriculum for selected subject areas and suggests modifications and adaptations at the school level for reaching all students.
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    Education in emergencies: A manual for the re-opening of educational institutes: Version 1
    (Ministry of Education, Youth and Information, Jamaica, 2020-05-26) Jamaica. Ministry of Education, Youth and Information
    This Manual has been developed to establish standards and provide guidelines which will guide the actions of the MoEYI and Administrators of all education institutions as they prepare for and manage the operations of their institutions for the partial reopening of schools scheduled for June 2020 or full reopening as scheduled for September 2020.
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    Education in Emergencies: Models of Curriculum Implementation for the Reopening of Schools: 2nd Edition
    (Ministry of Education, Youth and Information, Jamaica, 2021-08) Jamaica. Ministry of Education, Youth and Information
    This document presents as a guide, models of curriculum implementation considered critical to the reorganization of learning amidst the physical distancing requirements. The alignment of each area with national curriculum focus was informed by its espoused values and principles and the general learner centred practice required for a quality education programme even in the context of Education in Emergencies (EiE). The Blended/Distance Education Model adopted should allow for all students to benefit from meaningful and appropriate learning experiences bearing in mind the need to cater to the development of the whole person, especially as the crisis situation continues to bring to the fore the interdependent nature of each domain of human development. Additionally, education in the current context requires serious attention to practices that are inclusive and encourage a lifelong learning focus, as conveyed by national policies, strategic frameworks and plans. This is because the crisis has been revealing the need to adopt an approach to distance learning that will help learners to become more selfdirected learners who are able to work collaboratively with others as critical thinkers and creative problem solvers.
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    Education Statistics 2018-2019
    (Ministry of Education, Youth and Information, Jamaica, 2019-07) Jamaica. Ministry of Education, Youth and Information
    Jamaica’s Education Statistics 2018/2019 is the 43rd in a series of annual publications for the Ministry of Education, Youth and Information. This edition of the Education Statistics will provide data on the academic year, exploring the changes that have taken place in the formal education system, from the infant to the tertiary level for the academic year 2018/2019 and also include trend data over the last 10 years. The publication is divided into four sections, Teacher, Student, Examination and Finance. Each section provides statistical overview of the Jamaican education system with a focus on the public education sector. The publication utilizes data collected from the annual school Census which is referenced to October 08, 2018 known as Census Day. Consequently, student and teacher data presented, relate to the status of the education system as at Census day. However, the Examinations, Financial and some Tertiary data are for the academic year 2018-2019. The report also captures private schools data from 178 kindergarten, preparatory and independent secondary schools, as well as selected independent tertiary institutions.