Our vision is for a Bahamian education system that promotes the highest standards and produces students who are intellectually curious, compassionate, responsible and capable of making a meaningful contribution to the countrys productivity, prosperity and peace.

The Literacy Campaign carried out in Cuba constitutes an event typically Cuban, because of the historical and revolutionary circumstances in which it was accomplished. But, setting aside the particular phenomenon which it represents, the Cuban experience shows ideas and examples which can inspire the teaching of reading and writing to adults and adult education. The Campaign was not a miracle, but rather a difficult conquest obtained through work, techique and organization. Before the Revolution, 50% of school age Cuban Children did not attend school. On the 1st of January, 1959, the Revolutonary Army entered Havana. In March of the same year, the Ministery of Education created the National Literacy and Basic Education Commission, made up of a Minister of Education and five other members.The first task of the Literacy and Basic Education Commission was to organize in Havana, a 15 day course for 1300 voluntary teachers, on the techniques of teaching adults how to read and write. Stating from September that year, it was possible to gather the first official statistics on the work to abolish illiteracy began in each province.The struggle against illiteracy continued in 1961. The great Literacy Campaign was announced by the head of the Cuban Government, Comandante Fidel Castro, at the United Nations Assembly to be officially stated in Cuba on January 1st 1961, period called Year of education. The people should teach the people was the inspiring principle of the Campaign.

On December 27, 1971, when the great Campaign had scarcely ended, a brief course had been organized already to train the teaching personnel how to handel the technical problems of the follow-up courses on the national and provicial levels. The whole month had been devoted to intensive organization and planning of the work. Meanwhile, the ministry of Education had created the Department of Worker-Farmer Education. The purpose of the main course was to raise the level of the new readers and those persons with low schooling to that of 3rd grade.It was recommended to the teacher to take into account the life and surroundings of the pupil so that he/she bases this teaching on the practical problems of life and on the events taking place in the nation.. In Sptember 1961 the first results were tabulated: 102710 pupils from the junior high school took the final exam.

The workers preparatory college- There were schools created for workers who have been left jobless. Their objective is to give these workers new qualifications and possibilities for a new job through the acquisition of technical and cultural knowledge.

Education for women

The most urgent problem was presented by the farm women, who constituted the major part of women on island. One of the objectives of the Cuban Revolution is to guarantee the economic, political and social equality of men and women. In order to integrate these women into the industrial and agricultural revolution, is was necessary to improve theirs cultural and technical education and, besides, to find them a work adapted to their ability. With this aim in mind, in addition to worker-farmer education, the School for Women/s Educational improvement was created in order to face the problem of women in the Cuban society more rapidly.We in the Commonwealth of the Bahamas wish to deserve to live in a land where the quality of life experienced is comparable to developed. We need to build a society where people are appropriately educated and socialized leading to the creation of a safe and prosperous country.

In many respects, the Bahamian education system has been transformed! With a student-teacher ratio now at 14 to 1, well resourced classrooms outfitted with adequate furniture and tuition equipment and supplies, specialised classrooms and laboratories, well qualified teachers and trained school administrators, todays students in the public school system have greater opportunities to realise their potential. With improved classroom conditions, best teaching practices and access to modern technologies such as interactive white-boards, the 21st century Bahamian student will perform more effectively.

If the Bahamian education system is to provide an improved quality of life for all, it will require all persons to demonstrate that they are competent, productive and honest workers. Many in the past have worked arduosly in the field of education and their efforts have not been in vain. While we wish to thank them for the many successes, the Ministry of Education is well aware that we must improve upon these past achievements. . If education is to provide the kind of support twenty-first century development in The Bahamas needs, then we must focus our attention on targets and standards relevant to curriculum content and pedagogy, teacher training, resource development, management of our schools and indeed the education system. This focused attention mandates deliberate, rational planning and a sustained investment in our human, material and physical resources.We are open to receiving additional suggestions from others who have a vested interest in the educational advancement of our nation, and efforts will be made to involve more of our Family Islanders.I wish to thank everyone who worked diligently to compile and disseminate this Ten Year Education Plan. I also encourage all sectors of the society to commit to its implementation. In working together, we can bring life to this plan leading to the creation of an education system which produces citizens who are well equipped to contribute to the future growth and development of The Bahamas.Guided by the universal principles of truth, justice, honesty, diligence and respect for the individual, the Ministry will provide all persons in The Bahamas with opportunities to receive quality education equipping them with the knowledge, skills, beliefs, values and attitudes required to work and live in an interdependent, changing world.The twenty-first century requires persons with the necessary academic standards and relevant skills to meet the demands of the modern work force. Additionally, high school graduates wishing to pursue further studies must be adequately prepared. This calls for ongoing curriculum development and effective instructional practices. Moreover, there is a need for interdisciplinary learning and extensive character building which will encourage creativity and personal initiative important ingredients for a productive society.Respect for self and others, love for community and country and a desire to participate fully in all facets of national life provide the foundation for genuine national pride, committed civic responsibility and strong work ethic. These positive behaviours must be instilled at an early age. Ministry of Education will continue to integrate key elements of character building and respect for self, others and country in the national curriculum.All schools must be committed to meeting the diverse needs of students. Therefore efforts must be made to supply appropriate resources and necessary conditions that meet the needs of students, regardless of their social and cultural backgrounds or their abilities.Due to the forces of globalisation, greater demands are being placed on persons in the work place to acquire the knowledge, skills and attitudes needed to perform at internationally acceptable standards. If Bahamians are to compete successfully in this more demanding work environment, they must receive a good quality tertiary education. Because of this increased demand, it is imperative that all tertiary institutions provide students with instruction designed to meet international standards.