CVTLIB - Full-text Database

Permanent URI for this collection

Browse

Recent Submissions

Now showing 1 - 20 of 2480
  • Item
    Right to Education Country Review: Belize
    (Broken Chalk, 2023) Çınar, Müge
    The preamble of the Belize Constitution of 1981 recognises the right to primary education, supported by compulsory education for children aged 6-14, with parents subject to fines if their children routinely refuse to attend school. Furthermore, all pupils under the age of 14 receive free schooling. As a result, from 1990 to 2020, primary school enrollment was extraordinarily high, with one estimate estimating that 94.5% of children aged 5 to 14 attend full-time. Secondary education is different. Because there is no analogous mechanism mandating kids to enrol in secondary school and allowing for free accessible education, net enrolment falls to 68% for 2020, showing a modest rise from 61% in 1990 and 65% in 2011.
  • Item
    Belize Student Success and Well-Being During the COVID-19 Pandemic
    (Minnesota State University, Mankato, 2021) Groen, Ariana; Houlihan, Daniel; Wessels, Jacob
    In response to the global pandemic of COVID-19 and a shift to distance learning, the surveys highlight areas of improvement that can be made to overall education efforts during the COVID-19 pandemic and following the pandemic in Belize. There were two surveys were disseminated in order to collect data regarding students and educators. One survey was provided to Belizean educators and the other shared with parents or guardians to Belizean students. Qualtrics Advanced TextIQ® was utilized to analyze responses for data on themes and patterns within the open-ended responses.
  • Item
    Sustainable Development Goal (SDG) 4 Country Profile: Belize
    (UNESCO, 2019) The United Nations Educational, Scientific and Cultural Organization (UNESCO)
    This item contains statistics on: National Context (this section includes the main demographic and socioeconomic indicators of the country for the last available year); Education system; Free, equitable and quality primary and secondary education; Quality early childhood development, care and preprimary education; Quality TVET and tertiary education; Technical and vocational skills; Youth and adult literacy and numeracy; Education facilities; Scholarships; Qualified teachers.
  • Item
    Covid-19 and Education in Belize
    (Ministry of Education, Belize, 2020) Casildo Flowers, Yvonne
    This item looks at: 1. The general COVID 19 situation and its effect in the education sector in the country. 2. What are national data strategies regarding regular data collection? – Which education data collection activities have been affected? – How are you planning on recording usual aggregate measures (students, teachers, schools closure or changes and learning from home with parents often taking up the role of educator)?
  • Item
    Belize Education Statistics at a Glance 2019-2020
    (Policy, Planning, Research, & Evaluation Unit- Ministry of Education, Youth, Sports and Culture, Belize, 2019) Belize. Ministry of Education, Youth, Sports and Culture, Policy, Planning, Research, & Evaluation Unit
  • Item
    The Evolution of Tertiary Education in Belize and the Impact of COBEC: 1988-2018
    (2018) Aird, Cynthia Eve
    COBEC 1988 is a “bi-national effort recognizing the value of international educational exchange and the benefits of collaborative efforts” which committed its membership to “cooperative development of educational programs and activities in Belize and as well focuses on teacher education as well as on other educational programs.
  • Item
    Support for the Execution of Education Quality Improvement Program II (EQIP II)
    (Inter-American Development Bank (IDB), 2021) Inter-American Development Bank (IDB)
    In 2019, EQIP II was approved to expand the IPP learning approach nationwide to the 50 percent of schools that has not yet benefitted from IPP and school management training. To ensure that the focus on hands-on, student-centered mathematics and science learning continue beyond primary school, EQIP II was also designed to bring the IPP approach to the secondary level of education.
  • Item
    Factors impacting school dropout and criminal activities in Urban Belize
    (Pan-Commonwealth Forum, 2019)
    This research provides insight on teacher’s perception of factors affecting completion rates among disadvantage students in two south side schools in urban Belize, Central America. Previous research on causes for increased criminal activity in Belize suggests that school dropout, lack of parental guidance, and unsupportive school environment are major contributing factors. A convenience sample of teachers from two urban low income communities were included in the study. To assess perceptions for increasing levels of dropout among low income students, a Likert scale instrument and open ended items was also utilized. The results from the Mann Whitney test revealed that there is no significant difference p<0.211 for factors pertaining to completion rates among students from disadvantage communities. Teachers perceived that lack of finances, involvement in non-academic activities, lack of parental guidance and support, low levels of motivation and limited academic skills were primary contributing factors. These findings also suggest the need for interventions to cater to students living in poverty stricken and in criminal infested communities. The general view is that unless immediate mentorship and financial support is forthcoming, youths will continue to drop out of secondary schools, crime rates will increase and the many young persons in Belize will lack the opportunity to live productive lives and contribute positively to society.
  • Item
    Education and public awareness are key for capacity building in Belize
    (The Belize Times, 2018-05-13) Villegas Aguilar, Pedro Julio
    Capacity building, is intricately linked to attainment of almost all of SDGs such as employment, education, health, poverty reduction, gender equality, food security, poverty reduction, climate change to name a few. Capacity building is the cornerstone of Belize’s national implementation plan to achieving the Rio+20 Outcomes and United Nations Sustainable Development Goals by 2030.
  • Item
    Skills for the Future (BL-L1044): Project Profile
    (Inter-American Development Bank (IDB), 2023) Inter-American Development Bank (IDB)
    Aware of the value of skill development, Belize has invested heavily in education, making access at the primary level almost universal and investing in teacher training. Although education reforms take time to translate into achievement gains, some improvements were recorded prior to the COVID-19 pandemic, reducing the skill gap in foundational skills. Between the 2017/18 and 2018/19 academic years, the proportion of 8th grade (standard 6) students who obtained a competent score in English language improved from 17.7% to 21.6%. In mathematics, over the same period the proportion of 8th grade students with a competent score increased from 23.2% to 25.1%. Despite substantive efforts made by the Government of Belize to provide distance learning, COVID-19 related school closures led to a decrease in the rate of learning compared to that of previous years. In line with international trends, large losses were recorded in foundational skills.
  • Item
    Restructuring Paper on a Proposed Project: Restructuring of the Guyana Education Sector Program Project Approved on June 17, 2021 to the Co-operative Republic of Guyana March 13, 2024
    (The World Bank, 2024-03-13) The World Bank
    The objective of the Project is to: (i) improve learning conditions at the nursery level in select areas; (ii) increase use of technology-assisted learning at the primary level in select areas, and (iii) improve functionality of the education management information system nationally.
  • Item
    Summative Evaluation of GPE’s Country-Level Support to Education Batch 2, Country 3: Guyana Final Report
    (Universalia Management Group, 2018-08) Universalia Management Group
    This evaluation is part of a larger GPE study that comprises a total of 22 summative and eight formative country level evaluations (CLE). The overall study is part of GPE’s monitoring and evaluation (M&E) strategy 2016-2020, which calls for a linked set of evaluation studies to explore how well GPE outputs and activities contribute to outcomes and impact10 at the country level. The objective of each summative CLE is to assess (i) GPE contributions to strengthening education systems and, ultimately, the achievement of education results within a partner developing country in the areas of learning, equity, equality and inclusion; and hence (ii) the relevance, efficiency and effectiveness of GPE’s theory of change (ToC) and of its country-level operational model.11 See Box 1.1.
  • Item
    Ministry of Education, Guyana Education Sector Program Project - P174244: Labour Management Procedure
    (Ministry of Education, Guyana, 2021-05) Guyana. Ministry of Education
    The Government of Guyana has prepared a draft Education Sector Plan (ESP) 2020-2024 – Vision 2030. The ESP sets five priorities: (a) Improving governance and accountability; (b) Improving performance at all levels; (c) Improving the efficiency of the education system; (d) Reducing inequities in education; and (e) Contributing to lifelong learning and employability.
  • Item
    Consultancy for Drafting national Standards for the Strategy Framework and workplan for the implementation of the Guyana Safe Schools Programme
    (UNICEF Guyana and Suriname, 2018) UNICEF Guyana and Suriname
    The national consultant will draft the Standards for the Strategy Framework and workplan for the implementation of the Guyana Safe Schools Programme that is in line with the Ministry of Education’s Child Friendly Schools (CFS) programme and the CDEMA led Caribbean Model Safe School Programme. The scope of this consultancy focuses on providing the MoE with standards for Guyana’s Safe School Programme that link directly to existing policies and strategies focusing on resilience building and emergency preparedness and response. The Standards for the Strategy Framework will be drafted by the consultant by: • Conducting a desk review of all existing relevant documents/ instruments in Guyana’s Education Sector relating to Disaster Risk Reduction, Emergency Preparedness and Response, and Sustainable Education for Development; • Conducting field tests/ consultations with students in schools in Regions 1, 2, 8 and 9; and compile feedback; • Draft a Guyana Standard for Safe Schools; • Finalize standards and set strategy for the rolling out of the programme; • Identify human and financial resources required . • Draft a monitoring tool for the Plan The key deliverable will be the Preparation and submission of Strategy Framework and workplan for the implementation of the Guyana Safe Schools Programme. The components will comprise of: • Inception Report- Report on Desk Review of all existing relevant documents/ instruments in Guyana’s Education Sector with an agreed work plan by Ministry of Education and UNICEF • Draft Report scoping standards- Draft of Standards and consultation strategy approved by Steering Committee for consultations with students, Conduct field tests/ consultations with students in schools in Regions 1, 2, 8 and 9; and compile feedback; Submit draft of Standards for final review by Steering Committee • Final Report- Finalisation of Standards approved by Steering Committee.
  • Item
    Consultant to Comprehensive Sexuality Education for the Spotlight Initiative
    (Spotlight inntiative, 2021) Spotlight inntiative
    Under the overall supervision of the Youth and Adolescent Officer of UNICEF, the Consultant will be in close collaboration with the UNICEF team and stakeholders [inclusive of the Ministry of Education and other relevant UN organizations with expertise and interest in CSE, such as UNESCO and UNFPA] and will: 1. provide quantitative and qualitative information of selected HFLE teachers in identified regions on positive life-cycle approach to sexuality, gender equity norms/attitudes and behaviours, gender related violence, CSE and the root cause of violence in Regions 1,4,6,7. 2. develop manuals to be used with 1) teachers and the Cyril Potter College of Education- CPCE , 2) FBOs and CSOs, as well as to develop classroom sessions for children to address positive life-cycle approach to sexuality, gender equity norms/attitudes and behaviors, gender related violence 3. build the capacity of teachers, CSOs and FBOs to apply the positive life-cycle approach to sexuality, gender equity norms/attitudes and behaviors, gender related violence 4. develop programme and community engagement manual for in-school children and out-of-school adolescents and youth on gender equity norms/attitudes and behaviours, gender related violence to address positive life-cycle approach to sexuality, gender equity norms/attitudes and behaviours, gender related and root cause of violence in Regions 1,4,6,7.
  • Item
    Terms of Reference Ministry of Education – Local Education Group (LEG)
    (Ministry of Education, Guyana, 2022) Guyana. Ministry of Education
    The overall strategic purpose of this MOE LEG Terms of Reference (TOR) is to institutionalize this process and to formalize its membership; facilitate effective and coordinated development assistance within the education sector; facilitate efficient, regular, participatory, inclusive and transparent high-level and sub-sectorial strategic dialogue on the education sector. This TOR has been developed to support further aid effectiveness and strengthen coordination within the education sector. Its objectives are to 1) strengthen the implementation of the ESP through the specification of specific roles within the LEG. 2) support modalities and joint mechanisms for review and consultation, and 3) facilitate communication and dissemination of information beyond the scope of the LEG.
  • Item
    Guyana Education Sector Program Project (P174244): Project Information Document (PID)
    (The World Bank, 2020) The World Bank
    The objective of the project is to: (i) improve learning conditions at the Nursery level in select areas; (ii) increase use of technology-assisted learning at the Primary level in select areas, and (iii) improve functionality of the education management system nationally.
  • Item
    OpenEMIS Guyana Census C2 2019
    (Ministry of Education, Guyana, 2019) Guyana. Ministry of Education
    For the first time, Guyana is now utilizing digital education sector plan monitoring. Having previously been on a paper-based system, OpenEMIS will enable the Ministry to pursue work more efficiently and reduce the data reporting cycle, ensuring plans are progressing as projected.
  • Item
    Republic of Guyana: Strengthening Instructional Leadership at District and School Levels (GY-G1009) Project Profile
    (Inter-American Development Bank (IDB), 2022) Inter-American Development Bank (IDB)
    Strengthening instructional and cultural district and school leadership has been identified by the MOE and the Local Education Group (LocaLEG) as a priority reform to complement existing efforts to ensure the successful transformation of Guyana’s education system. This program strategy will be supported by the Global Partnership for Education (GPE) System Transformation Grant (STG),4 and will be managed by the Bank.
  • Item
    Response to Call for Written Submissions: Economic Empowerment of the People of African Descent
    (International Decade for People of African Descent Assembly - Guyana, 2023-05) International Decade for People of African Descent Assembly - Guyana
    An examination of the available data reveals that almost 50% of African Guyanese students drop out of high school to work and contribute to family income. Although disaggregated data is unavailable, anecdotal information and observation suggest that African Guyanese students are over-represented among those who leave the school system without qualifications. IDPADA-G supports two night-schools for secondchance learners in two Regions of the country. The high dropout rate and limited employment, alternative training or second chance opportunities drive a large number of African Guyanese micro entrepreneurs often within underserved communities. Support for these microenterprises, including business training, access to credit, marketing and other assistance is extremely limited for African Guyanese while opportunities are currently directed towards other groups.