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Education Caribbean RMRP: Education Sector Background Notes
(2020-07) Response for Venezualans (R4V)
In recent years, increased numbers of Venezuelans have continued to flee to the Caribbean due to serious threats to their lives, freedom, safety and limited access to their basic human rights, including health care, medicines, education and food. By the first quarter of 2020, an estimated 113,500 Venezuelans sought refuge in the Caribbean, including 17,000 in Aruba, 16,500 in Curaçao, 34,000 in Dominican Republic, 22,000 in Guyana, and 24,000 in Trinidad and Tobago. A significant segment of the Venezuelan population in the above-mentioned host countries are school-aged children. For instance, in Trinidad and Tobago, as of 31 May 2020, there were 1,966 children aged 5 to 17 out of 15,965 Venezuelans registered with UNHCR, which represented 12% of the registered population. In Guyana, among 2,090 Venezuelan refugees and migrants biometrically registered in late 2019 and early 2020, there are 652 children between the age of 5 and 17, that being 31% of the total.1 Once settled, Venezuelan migrant and refugee children and youth encounter challenges in accessing education throughout the Caribbean sub-region, particularly in non-Spanish speaking countries such as Aruba, Curaçao, Guyana and Trinidad & Tobago. Although Caribbean countries are bound by international legal obligations to provide education to all children, in practice accessing formalized and accredited education remains a challenge.2 Even in countries where official access is granted for public primary and secondary schooling, Venezuelan children and youth face administrative, financial, language and cultural barriers to quality education and limitations on accessing tertiary education not to mention the occasional xenophobia which has translated into cases of bullying at school.
Generation Unlimited: the Well-being of Young People in Trinidad and Tobago Fact Sheet
(UNICEF Office for the Eastern Caribbean Area, 2021-07) UNICEF
The age from 10-24 is an important transitional period in the life cycle of young people: from dependence to independence; from childhood to adulthood; from primary to secondary school and onto tertiary education and/ or the labour market; and from pre-pubescence to sexual maturity. Few young people are likely to pass through this period without some reversals or feelings of uncertainty, such as: not doing well at school; examination failures; parental discord; problems with friends and partners; and/or difficulties in finding their first job. In most cases, these experiences will be transitory and have little influence on their future lives. But for others, these experiences can be more severe and have long-lasting impacts on one’s well-being, on that of their families and, if widespread, on national, social and economic development. In 2020 and 2021, the COVID-19 global pandemic and its economic and social impacts have disrupted nearly all aspects of life for all groups in society, but young people, and especially for vulnerable youth, the COVID-19 crisis poses considerable risks to their education, employment, mental health and disposable income. While young people will shoulder much of the long-term economic and social consequences of the crisis, their well-being may be superseded by short-term economic and equity considerations.
Inquiry into the Right to Equal Access to Education with specific focus on the Underperformance of Schools in the Port-of Spain and Environs District with respect to Performance in Terminal Examinations
(Joint Select Committee on Human Rights, Equality and Diversity, Office of the Parliament, 2021) Joint Select Committee on Human Rights, Equality and Diversity
At its Second Meeting held on December 04, 2020, the Committee resolved to inquire into ‘The Right to Equal Access to Education with specific focus on the Under-performance of Schools in the Port-of Spain and Environs District with respect to Performance in Terminal Examinations.’ It was agreed that the following objectives would guide the inquiry:  Objective 1: To determine the root causes for the underachievement of schools in the Port-of- Spain and Environs District.  Objective 2: To examine methods to address the underachievement of schools in the Port-of-Spain and Environs District.
Education Policy Paper 2017-2022 (White Paper)
(Ministry of Education, Trinidad and Tobago, 2022) Trinidad and Tobago. Ministry of Education
The Ministry of Education is committed to achieving its mandate of building the human resource capacity of Trinidad and Tobago, in pursuit of sustainable national development. As such, this Education Policy Paper will guide the actions of the Ministry of Education in order to advance educational development in Trinidad and Tobago and treat with current challenges within the education system. The Policy will provide the Ministry of Education with the strategic direction to guide its programmes, projects and action plans for the ECCE, Primary, Secondary, Technical and Vocational and Tertiary sub-sectors for the period 2017-2022. The Ministry, through internal processes, utilised a multifaceted approach to develop the White Paper in alignment with:  National, regional and international reports and background papers;  Reports prepared by various consultants on education-specific topics such as testing and assessment including benchmarking of selected policy areas;  Reports prepared internally by the Ministry, such as the Report on the National Consultation on Education subsequent to the hosting of same;  In-depth analysis of various countries’ policy documents including education reform and best practice;  Outcomes of brainstorming sessions considering both the external and internal environments, the macro-context, as well as the Ministry’s capacity, management and processes, and core resources; and  Conclusions from meetings with various education stakeholders and internal clients, including senior technical staff and Heads of Divisions/Units.
Belize 2018-2019 Education Quick Facts
(Ministry of Education, Culture, Science and Technology - Policy, Planning, Research and Evaluation Unit, 2019) Belize. Ministry of Education, Culture, Science and Technology - Policy, Planning, Research and Evaluation Unit
Belize Education Statistics at a Glance 2018-2019
(Policy Planning Research and Evaluation Unit, Ministry of Education, Youth and Sports Culture, Belize, 2019) Belize. Ministry of Education, Youth and Sports Culture, Policy Planning Research and Evaluation Unit
Belize 2019-2020 Education Quick Facts
(Policy Planning Research and Evaluation Unit, Ministry of Education, Belize, 2020) Belize. Ministry of Education, Policy Planning Research and Evaluation Unit
Abstract of education statistics 2022-2023
(Policy, Planning, Research & Evaluation Unit, Ministry of Education, Belize, 2023) Belize. Ministry of Education, Policy, Planning, Research & Evaluation Unit
The policy objectives are: 1. Increase the capacity of the MoECST to respond efficiently and effectively to the needs of students and the nation by rationalizing, modernizing and restructuring its services and organizational model. 2. Achieve greater value for money through finance reform that assures equitable access to funding for students in need, incentivizes quality teaching and leadership and ensures accountability for public funds. 3. Improve efficiency and effectiveness in the management and delivery of education services by strengthening the legislative, regulatory and policy frameworks and structures which govern the education system. 4. Improve the relevance and quality of education by reforming the national curriculum to ensure that students develop the knowledge, skills, values and attitudes needed to participate in national development and lead productive and meaningful lives. 5. Modernize the education system by building a robust education technology infrastructure and by harnessing the power of modern technology to transform teaching and learning in and out of the classroom. 6. Build a culture of continuous improvement by establishing a system of formative, diagnostic and standardized tests which can be used to inform and implement practices and policies for improved student learning at the classroom, school and system levels. Abstract of Education Statistics 2022-2023 1 7. Improve student achievement and well-being by increasing the effectiveness and professionalism of the teaching force through innovative teacher education and professional development and support programs. 8. Increase access to quality early childhood education by expanding services to underserved communities and implementing relevant legislative, regulatory and policy reforms. 9. Improve the inclusion and experience of students with special education needs by providing adequate resources and establishing relevant legislation, regulations and policies. 10. Expand the availability of relevant skills in the workforce by partnering with industries and the private sector to improve the governance, infrastructure, relevance and quality of technical and vocational education in the country. 11. Increase the quality and relevance of the higher education sector by creating the enabling environment and building the capacity of tertiary institutions to deliver quality, relevant education programs and research services. 12. Improve the capacity of the Belizean workforce and the quality of life of the adult population by implementing and supporting nation-wide adult learning and continuing education programs in literacy, numeracy, life skills, technology and technical and vocational education.
Guyana Education Sector Improvement Project: Indigenous Peoples Plan
(Ministry of Education, Guyana, 2017-02-04) Guyana. Ministry of Education
The objectives of the Guyana Education Sector Improvement Project are to support the Government in improving (i) the curricula and teaching quality at the pre-primary, primary, and lower secondary levels and (ii) learning environment in the Faculty of Health Science at The University of Guyana (UG). The direct Project beneficiaries would be: (i) about 146,000 nursery, primary and lower secondary school students in Guyana, 760 students in University of Guyana (UG) Health Sciences Department; (ii) approximately 8,700 nursery, primary and lower secondary school teachers, 821 faculty members of UG Health Sciences Department; and (iii) the Ministry of Education, which would benefit through improving capacity in curriculum design. Given current enrollment shares between males and females in these regions, 50 percent of the student beneficiaries in nursery to lower secondary levels would be female. 560 out of 760 (more than 70%) of the UG Health and Sciences student beneficiaries are female.
Cooperative Republic of Guyana Secondary Education Improvement Project Project ID Number: P147924 The World Bank: Environmental Assessment and Management Plan (EAMP) Revised Version - March 2018
(The Ministry of Education, Guyana, 2018-03) Guyana. The Ministry of Education
The Ministry of Education (MoE) has set the attainment of quality Universal Secondary Education (USE) as a major objective in its current Education Strategic Plan (ESP). The MoE is currently implementing the Guyana Secondary Education Improvement Project (GSEIP) with support from the World Bank to assist in meeting this objective. The objective of the GSEIP is to increase the number of students with access to secondary school mathematics teachers benefiting from continuous professional development nationwide and, to increase the number of students in secondary schools with improved learning conditions in targeted regions. The Project comprises of three components; the second component focuses on expansion of general secondary school facilities in underserved areas of Regions 3 and 4. This includes new school construction and provision of furniture and equipment for these schools.
STEAM Secondary Education to Increase Learning and Skills Development for Students in Belize
(Innovations for Poverty Action, 2022) Emma Naslund-Hadley; Juan Hernández-Agramonte
Researchers are partnering with IPA to conduct a randomized evaluation to measure whether Itz’at STEAM Academy’s STEAM curriculum improves students’ practical skills development and holistic learning experiences. For the 2023 cohort, 124 applicants to Itz’at Academy were randomly selected to either be admitted to the school or not be admitted and serve as the comparison group. For the 2024 cohort, 145 applicants were randomly selected to either be admitted to the school or not be admitted and serve as the comparison group. IPA will be collecting data to measure indicators including academic performance, growth mindset, teamwork skills, confidence in math and science, socio-emotional outcomes, learning styles, and other demographic characteristics. Results will be available in 2025.
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.
Annual Technical Report of The Ministry of Education, Culture, Science And Technology
(The Ministry of Education, Culture, Science And Technology, Belize, 2022) Belize. The Ministry of Education, Culture, Science And Technology
This report will outline the details of those achievements and the Ministry’s performance in implementing its Objectives and Actions, as well as the planned Next Steps and relevance of these activities to National, Regional, and International Development Plans. The MoECST will continue to foster productive relationships and champion the realization of the Next Steps projected for 2023.
Quality improvements in the Jamaican education system: Chief Inspector's findings
(National Education Inspectorate, 2020) National Education Inspectorate
The Inspection Report covers 653 schools; comprising 554 primary and 199 secondary schools inspected between September 2015 and June 2019. The results indicate improvements in all the performance indicators. Students overall performance in the Caribbean Examinations Council (CXC) examinations continue to be low, especially in mathematics, which is vital in developing problem-solving and critical thinking skills. To offset this, many high schools offer opportunities for certification in English and mathematics from other external examining bodies, such as City and Guilds. A similar pattern exists at the primary level. For example, of the cohort that sat the Primary Exit Profile (PEP), only 40 per cent were proficient and above in mathematics, with the remaining 60 per cent categorised, as developing or below. This trend was relatively consistent across the four subject areas.
Jamaica: Tracing good and emerging practices on the right to higher education; policy initiatives on the right to higher education in Jamaica
(UNESCO & IESALC, 2023) Barrett, Shermaine A.; UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC)
Jamaica’s ambition is to increase the percentage of its population that has access to and completes higher education to a range of between 50 and 70% by 2030. However, the country continues to struggle to meet this goal: the gross enrolment ratio has decreased to just under 30% and one of the main challenges is the persistent inequity in access to quality secondary level education that prepares graduates to access further education and training, including higher education. Another challenge is lack of access to funding for higher education. Against this backdrop, the government’s plan to address the primary barriers to accessing higher education includes developing alternative pathways into higher education, which is directly linked to the development of the National Qualifications Framework of Jamaica (NQF-J) and the related Flexible Pathways policy. Parallel to this, the government’s Tertiary Students Assistance Programme (TSAP) has been increasing higher education financing (via scholarships and grants) to eligible students. Through these policies, the country seeks to provide an education system, including higher education, that is equitable and accessible by all Jamaicans.
TVET Policy Framework: Framework for Guyana National TVET Policy Formulation
(Ministry of Education, Guyana, 2023-11-14) Guyana. Ministry of Education; Baffour-Awuah, D.
This document will address issues associated with coordination and governance, current labor market relevance, skills development, private sector engagement and the perception of the TVET sub-sector. In keeping with the Government of Guyana’s development agenda, which places TVET equally among its top priorities, and the Sustainable Development Goal 4, target 4.3 ‘Ensure equal access for women and men to affordable and quality, TVET’, the Ministry of Education (MoE) is embarking on the development of a costed TVET policy which will span 10 years. As such, this policy framework is developed to guide the development and identification of important pillars for the upcoming TVET policy and tool for engagement with key stakeholders.
School Feeding Programme Menus and Protocols
(Ministry of Education, Culture, Science, and Technology, Belize, 2023) Belize. Ministry of Education, Culture, Science and Technology
The school feeding programme menus require the establishment of appropriate nutritional standards to guarantee a sufficient intake of calories, protein, carbohydrates, fats, vitamins, and minerals. The Food Based Dietary Guidelines of Belize was used as a guide to promote healthy eating, as well as the National Menus for School Feeding Programme.
Abstract of Education Statistics 2020/21
(Policy, Planning, Research, & Evaluation Unit Ministry of Education, Culture, Science & Technology, 2021) Belize. Ministry of Education
The Belize National Curriculum Framework
(Ministry of Education, Culture and Science and Technology, Belize, 2022-07) Belize. Ministry of Education, Culture, Science and Technology
The main purpose of this National Curriculum Framework is to promote a consistent, high-quality, competency-based education via policies and practices that set standards across the curriculum system to achieve the best possible outcomes for our students. It functions as a guide to curriculum writers, teachers, administrators, managements, parents, and other education stakeholders. Its components include a common vision, aims and objectives, values and principles, philosophy of teaching and learning, the overall architecture, the importance of competency, the subject areas of learning and cross curricular areas of learning, methodologies and strategies, assessments, and monitoring and evaluation. It is more than just a curriculum – it is the overarching document of the curriculum system.
CARICOM standards for the teaching profession: Teachers, educational leaders and teacher educators
(CARICOM Secretariat, 2020) CARICOM Secretariat
The CARICOM Standards for the Teaching Profession is an aspirational collection of statements of performance and value expectations for members of the teaching profession in the CARICOM region. It is designed based on the following principles: 1. That being stirred into the profession of teaching is developmental and occurs within communities of practices. As such, no individual is fully developed as a teacher upon graduation from teacher training and the potential for growth should be aligned with career development. 2. That even before teachers graduate from their teacher education programme they are focused on the progression of their career. However, it is important to note that there is no clear and direct path to progression in the teaching service since teachers enter the teaching service at different competency levels. Therefore, the single trajectory of individuals will vary. In this regard, this document offers guidelines to assist with career progression in the teaching service. While it is important to acknowledge that years of focus to career progression. service provide significant experience toward teacher progression, factors such as competence to perform the tasks expressed in this document, knowledge and attitude as well as feedback from performance appraisals and colleagues must be of central 3. That good classroom teachers are not automatically good leaders; as such their leadership development must begin at the point of being a teacher candidate in training, through to the classroom and be sustained throughout their leadership career. 4. That the expectations for teacher educators must be aligned with those for effective and innovative classroom teachers and entrepreneurial school leaders. More so, teacher educators play a key role in developing and nurturing evidence-based practices in teaching. As such, teacher educators carry the burden of mentoring scholastic leadership. 5. That students, parents and the wider community should be fully aware of, and come to an agreement around, the sets of expectations a society should have for members of its teaching force; while ensuring the wellbeing of the teaching profession. Thus, the standards are deliberately written in an accessible manner that is aimed at holding the teacher accountable for the cultural and political obligations that s/he carries for the society. Thus, while the standards for classroom teachers, educational leaders and teacher educators, can be read in isolation, it is recommended that the document be considered in its entirety. The document should be used as a guide for education systems to develop professional standards where none exist and where they do exist it is a reference framework that can be used to strengthen existing policies and procedures that govern assessing teaching quality.

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