Education

Additionally, the environmental vulnerability of the OECS Member States compounds these concerns, as these small island states are subject to the threat of climate change and natural hazards such as hurricanes, earthquakes, tsunamis and volcanic eruptions.

The OECS Declaration on Education Statement builds on the vision of the OECS Education Sector Strategy 2012-2026 that Every Learner Succeeds and the goal of advancing socio-economic development through quality education that allows all citizens to reach their full potential. This document outlines the twenty-six articles of the declaration across three thematic areas:

1. The OECS vision for education;
2. Harmonisation of education policy;
3. Partnerships and collaboration.

These themes and the related articles were developed from a series of consultations with education stakeholders across the Member States in 2021 and 2022.

This resource handbook on Active Learning for Early Childhood and Primary School teachers was developed with support from UNICEF, a loyal and generous partner and supporter of Early Childhood Development initiatives in the OECS. The OECS Commission is grateful for the contributions of the Technical Working Group to the development of this handbook. This group comprised Early Childhood leaders, representatives from UNICEF and the Caribbean Development Bank (CDB). The Technical Working Group provided content, critical review, and feedback during the development process.

The development of this useful resource would not have been possible without the critical support provided by Early Childhood practitioners, Primary School Teachers, Education Officers and Curriculum Officers from Member States of the OECS. Special thanks to Ms. Cathryn O’Sullivan, the Lead Consultant and author, and to Hashtag Communications Ltd for the final copy editing, design layout and formatting of the handbook for e-publication. The compilation of this handbook on Active Learning for Early Childhood and Primary School teachers was facilitated and coordinated by the Education Development Management Unit (EDMU) at the OECS Commission.

Children’s vulnerabilities and sensitivities make schools susceptible to the impacts of societal and environmental phenomena such as unrest or natural disasters. Who could have anticipated, though, that a health phenomenon, theCOVID-19 pandemic, would have impacted not just schools, but the whole world in the ways that it did? A key lesson emanating from that experience is that to achieve resilience, schools need systems that can be activated to support learning in the face of any interruption — social, environmental, health, or otherwise.

The handbook seeks to promote aspirational standards and enshrines ideals to which all must aspire. It focuses on emerging trends informed by contemporary literature reviews. It seeks to identify themes and contextualize the legal and administrative issues that umbrella the practice. The handbook acknowledges the leadership roles that students play in the youth-driven culture that is common in the sub-region. In this respect, the cultural realities and societal values must be synergized.

A Guide to Regional Integration(Regional Integration is about Building TogetherRegional Integration is about Building Together) in the OECS.

A Detailed Look at School related
Issues

Observations of the St. Lucia Delegation
on the World Bank Study Tour
to Australia, New Zealand and
Singapore

In a search for effective strategies for upgrading the academic achievement of our
students, attention is focused on high-priority educational issues such as the advancement
of teacher preparation, the assessment of teaching competence, and the professional
development of teachers. Teacher evaluation, as a means of having an impact on the
instructional process by ensuring teacher competence and promoting professional growth
or change, is now an issue in the federation as a result of the Project Preparation
Activities for the World Bank Project, specifically the committee charged with a proposal
for a Teacher Appraisal System.

Address to the Grenada National Parent Teacher Association
Seminar on Adopting the New Constitution
Henry Hinds, Curriculum Specialist, OERU
29 November 2002
Today I congratulate this new body, Grenada National Parent Teacher Association (NPTA) in
this expressed willingness to participate in a constructive way in the development of education in
Grenada. This venture today, I am told, deals with the adoption of the new constitution. I am
happy to play this small role by sharing some ideas I have on the matter. The substance of my
short discourse is intended to stimulate your interest in the prospects that may lie ahead.
However, in order that you may be able to play meaningful roles in this organization, first of all
you need to read and understand the Education Act 2002. So challenge number 1 is to become
familiar with the law that governs the provision and process of education in Grenada.

INTRODUCTION

In 2003, the OECS Ministers of Education requested that research be conducted to investigate factors that lead to relatively high rates of indiscipline in school and suggest policy options. This request grew from rising concerns expressed by education system stakeholders in all OECS countries over issues of growing verbal and physical violence and disruptive classroom behaviour, all of which impair the capacity of the education system to effectively accomplish its main aims. In response to this request, the OECS Education Reform Unit (OERU) undertook this comprehensive study, building on its previous research work. The objectives of the study were:

· Describe and analyze the prevalence, nature, and sources of school discipline problems in
OECS schools, with special emphasis on violence (any type of violence involving pupils,
teachers, parents or others that affects the school environment)

· Identify policy implications and formulate recommendations to OECS Ministers of
Education for actions aiming to 1) prevent, 2) reduce opportunities for, and 3) effectively
manage school discipline problems.

Criterion‐referenced
examinations

• 
  • Performance is measured against
  specific objectives, set criteria or
  standards
  • Examinations are offered twice per
  year:
  January : Caribbean Secondary
  Education Certificate (CSEC) only at
  General proficiency

           May/June : CSEC General and Technical
            Proficiency; CAPE

Which curriculum?

The ideal curriculum – what scholars believe should be
taught;
The formal curriculum – what is written down in ministry
documents;
The perceived curriculum – what teachers say they are
teaching;
The operational curriculum – what observers see being
taught in classrooms;
The experiential curriculum – what the students
experience in their learning.