regional consultation to facilitate a caribbean...

United Nations Educational, Scientific and Cultural Organisation

Regional Consultation "To Facilitate a Caribbean Contribution to the Work

of The International Commission on Education in the Twenty-first Century"

Administrative Centre Kingstown, SL Vincent & The Grenadines

August 3-5, 1994

CONTENTS

TABLE OF CONTENTS

Preface 3

1. Introduction 4

2. Formal Opening 5

3. Summary - Day One 7

4. Summary - Day Two 11

5. Summary - Day Three 20

6. Closing Session 21

Appendices

I. Feature Address 23

II. Group Reports - Day One 27

III. Group Reports - Day T w o & Three 32

IV. List of Participants 42

V. Conference Agenda 45

Main Papers Presented

Layne - Education for the 21st Century: A Caribbean Perspective 48

Jules - Caribbean Education to the 21st Century: Challenges & Issues 62

CARIBBEAN EDUCATION IN THE 21st CENTURY

- 3 - PREFACE

The two related consultations held by U N E S C O - C A R N E I D in August 1994 provided a unique opportunity for leading educators and policy makers from around the Anglophone Caribbean to undertake a visionary review of the region's educational possibilities. Several consultations have been held before on the educational needs of the region but this was the first time that policy makers had an opportunity to focus - not as m u c h on the problems - as on the imperatives of the n e w millennia and the potential for a more imaginative reconfiguration of the education systems.

The consultations also provided a opportunity to situate the reform efforts currently underway in the O E C S M e m b e r States and in the regional educational organizations (the University of the West Indies and the Caribbean Examinations Council) in the context of the work of the International Conference on Education and the International Commission on Education for the Twenty-first Century.

A c o m m o n emphasis underlying the main presentations as well as the discussions of the working groups was the recognition of the vital role of the school as the fundamental unit within which changes in the educational system must be manifested as well as the need for more effective collaboration a m o n g social agencies. T h e recommendations m a d e by both consultations reflect these concerns and provide a platform for policy makers to broaden the debate on the character and scope of the reform initiatives.


- 4 - INTRODUCTION

INTRODUCTION Officers of the Meeting

T h e meeting, held in St.Vincent and the Grenadines from August 3 to 5, 1994, involved two consultations designed to allow Caribbean educators to m a k e a significant contribution to the work of:

a. T h e 44th session of the International Conference on Education, the theme of which is "Appraisal and Perspectives of Education

for International Understanding".

b. The International Commission on Education for the Twenty-first Century.

T h e meeting facilitated concentrated discussion on issues germane to national and regional planners as they prepare for improving the effectiveness of their education systems for the twenty-first Century.

Participants

Twenty-nine (29) delegates attended. These comprised educationists from the O E C S , Belize, Guyana, Jamaica, the Netherland Antilles, Tórtola, Trinidad and Tobago, the Caribbean Examinations Council, B D D C , the Caribbean Union of Teachers, Barbados Union of Teachers, several United Nations agencies, the University of the West Indies and the National Fo rum on Education, Barbados.

Organisation of W o r k

Both consultations, which occurred concurrently, were organised in plenary and work-group sessions under the themes:

(a) Appraisal and Perspectives of Education for International Understanding.

(b) Education in the Twenty-First Century.

The duties of Chairman and Rapporteur were delegated to individual participants, with assistance from a central on-site secretariat c o m p o s e d of personnel from C A R N E I D and the Ministry of Education, St. Vincent and the Grenadines.


Chairpersons

Mr. Macaulay Peters, Chief Education Officer, St. Vincent and the Grenadines.

M r . Hubert Charles, C A R N E I D / U N E S C O representative, Barbados.

Dr. Michael Louis, Chief Education Officer, St. Lucia.

Rapporteurs

M r s . Valerie Been, Acting Director, Planning and Development, Jamaica.

M r . Ralph Boyce, C E O , Barbados.

M r s . Lorna A.Callender, Permanent Secretary, Ministry of Education, Youth and C o m m u n i t y Affairs, St.Kitts.

M r . Lloyd W . Pujadas, Acting Director of Educational Services, Trinidad and Tobago.

D o c u m e n t s

T h e following papers, which were pre-circulated, formed resource material for the consultations:

* C A R N E I D / C O N S U L T 94/01 - Draft Main Working Document

* C A R N E I D / C O N S U L T 94/02 - Possible Revision of the 1974 Recommendations on International Education

* C A R N E I D / C O N S U L T 94/03 - Preliminary Draft of the Declaration for the Forty-fourth Session of the International Conference on Education

* Information Note Intended for the Regional Preparatory Meetings for the Forty-fourth Session of the International Conference on Education.

- 5 - INTRODUCTION

* Address by M r . Jacques Delors on the occasion of the Twenty-seventh Session of the General Conference of U N E S C O .

* Report by M r . Jacques Delors, Chairman of the Commission.

* Successful Innovation in Commonwealth Caribbean Education by Prof. Errol Miller.

Other documents which informed the consultations were:

* Foundation For The Future: O E C S Education Reform Strategy by the Education Reform Working Group.

* The Future of Education in the Caribbean -Report of the C A R I C O M Advisory Task Force on Education.

Additionally, the following presentations were made:

* Education for the Twenty-first Century: A Caribbean Perspective

- Dr. Anthony Layne of the U . W . I . , Cave Hill Campus.

* Caribbean Education for the Twenty-first Century: Challenges and Issues

- D r Didacus Jules, C A R N E I D consultant.

* Appraisals and Perspectives of Education for International Understanding - Values Education: The Caribbean Experience

- M s . L . Yvonne Holder.

FORMAL OPENING

The official opening ceremony was chaired by M r . Macaulay Peters, Chief Education Officer of St. Vincent and the Grenadines. H e made apologies on behalf of M r . Hubert Charles, w h o was late due to pressing domestic circumstances, and welcomed participants.

M r . Peters outlined the agenda of the three-day consultation, and stated that the focus was two-fold:

1. Preparation of a Caribbean input to U N E S C O ' s Forty-fourth International Conference on Education.

2. Consideration of the needs of Caribbean Education and preparation of an input to the work of the International Commission on Education for the Twenty-first Century:

M r . Peters suggested that this consultation should be seen as a part of the continuing process of dialogue on education in the Caribbean region. H e drew participants' attention to two documents which were crucial to this process of consultation - "The O E C S Reform Strategy" and the report of the C A R I C O M Advisory Task Force on Education entitled "The Future of Education in the Caribbean."

The Feature Address

T h e consultation was officially opened by the Honourable John H o m e , Minister of Education, Culture & W o m e n ' s Affairs, St. Vincent and the Grenadines. The Minister, in his feature address, recognised the rapid global developments which had taken place within the twentieth century, making it eventful both in a positive and negative sense. In this century, he said, the world had seen, among other things, a " N e w Democracy", the dismantling of the Apartheid system, the end of the Cold War, rapid changes in technology, and peace talks between Israel and Palestine. H e noted that global anomalies such as poverty in the urban centres of the major industrialised nations remained, and that in other nations of the world large numbers of people live in ignorance combined with poverty.


- 6 - INTRODUCTION

Honourable John H o m e drew participants' attention to the historical facts of this region. H e recalled that on the eve of independence in our Caribbean states there were large masses of illiterate people. Colonial governments had emphasized primary education with little or no attention given to secondary education.

T h e Minister reviewed s o m e of the international scholarship in education. H e spoke of Robert Moulton, John D e w e y , Phillip C o o m b s and Paulo Freiré. H e informed the audience that all countries were n o w concerned with both the practice and process of education, and that education is no longer being viewed as "schooling", but as "lifelong learning". Minister H o m e noted that the Jomtien International Conference identified education as a "fundamental h u m a n right", challenging nations to widen access and improve quality.

The Minister outlined his vision of education for the twenty-first century as one of w a r m involvement, care and sustained interest with one's creator, fellowman, the natural environment and self. Such an education would be concerned with the whole person, providing the opportunity for a person to develop and extend individual talent for the benefit of all, in a culture of peace. This education process must be sustained by a wide range of partnerships, the Minister explained. H e concluded that this vision fell within the Weberian model of "an ideal" which should be seen as a measuring rod for performance, not as a declared Utopia.

Response

In her response to the Minister's address, Mrs . Eusalyn Lewis , Permanent Secretary in the Ministry of Education of Antigua and Barbuda, graphically drew attention to the concerns which had drawn this gathering together.

The Permanent Secretary mentioned the sometimes confusing changes in the global society (wars, drugs, corruption, media violence, environmental carnage, A I D S ) which challenge parental expectations and oftentimes frustrate attempts to guide children into positive paths.


M r s . Lewis noted that while unemployment increased, the private sector bemoaned the educational institutions' failure to prepare individuals for the job market. The two documents, the O E C S Reform Strategy and the C A R I C O M Advisory Task Force report, were the response to these challenges.

M r s . Lewis drew participants' attention to a statement m a d e twenty years ago in a similar forum, "education cannot only be prescriptive, you have to wade in and be a part of it, become actively involved in it, if you are to effect change". She observed that too often academic experts are isolated.

The Permanent Secretary sounded the positive note that Caribbean people can rise above these trying conditions and find solutions to even their most life-threatening struggles. She identified the K E Y as "working together, knitting the fibres of h u m a n improvement in health, education, agriculture" a m o n g others "into a c o m m o n cloth".

Mrs . Lewis also called for (a) a programme which must m a k e the media a vital tool in the Caribbean's thrust for change, and (b) more attention being paid to gender issues. The Permanent Secretary described the serious decline in the performance of the Caribbean male in the spheres of education and family life and the increase of violent behaviour.

The Permanent Secretary recommended that the young be involved in the planning processes so as to safeguard the success of any initiatives which might be introduced in an education programme dedicated to Peace, H u m a n Rights, and Democracy.

Participants at the opening ceremony were also treated to special music by pan soloist, Lancelot Belgraves and a stirring invocation by Major Denzil Walcott of the Salvation A r m y .

-7j- VALUES EDUCATION

SUMMARY -DAY ONE-3rd AUGUST, 1994

Values Education: The Caribbean Experience

- M r s . Valerie Holder

In the first working session of the meeting, participants discussed in plenary the paper by M r s Yvonne Holder, entitled "Values Education: The Caribbean Experience," and identified the key issues.

The paper began by detailing the ¡mages of violence which are carried via the media throughout the world. M r s . Holder showed that the Caribbean has not been i m m u n e to the horrors of violence. She explained that the Caribbean is also concerned about h o w education can promote "respect for human dignity and values, democracy and liberty."

M r s . Holder outlined the focus of U N E S C O ' S peace action - that is one of "instilling a culture of peace." U N E S C O , through its International Commission on Education in the Twenty-first Century, focussed its enquiry on the type of education needed for the kind of society of tomorrow. M r s . Holder highlighted three principles which continue to guide the Commission and its discussions on this topic:

(i) Education is a basic h u m a n right and a universal value: learning and education are ends in themselves, to be aimed at by both individuals and societies and to be promoted and m a d e available oyer the entire lifetime of each individual.

(ii) While existence of a wide variety of economic, social and cultural situations clearly calls for differing approaches to educational development, all approaches must take into account basic and agreed-upon values and concerns of the international community and of the United Nations system: h u m a n rights, tolerance and understanding, democracy, responsibility, universality, cultural identity, the search for peace, the preservation of the environment, the sharing of knowledge , alleviation of poverty, population control, health.

(iii) Education is the responsibility of the whole of society: all persons involved and all partnerships - in addition to those incumbent on institutions - must be taken fully into account.

She also presented the basic principles which inform U N E S C O ' S strategies:

• the recognition of universally shared underlying values (liberty, equity, justice and solidarity).

• the goals of democracy which evolve from shared h u m a n rights are universal and indivisible.

• the notion of justice cannot be restricted to formal political equality.

• h u m a n development is a basic condition for social harmony.

M r s . Holder posited the view that,

(a) "education must be a shared responsibility in which the media, business, health professionals, the criminal justice field, government officials (elected and appointed), administrators, religious and civic leaders, youth, parents, grand-parents and intergovernmental partners all collaborate."

(b) society must "strengthen the bond of family through spiritual discipline, economic, social and cultural support" as "family life provides the fundamental values and experiences which create capacity for healthy and productive lives." ( U N D C P N G O F o r u m Report, 1994, p.24)

(c) there must be a process of "educational renewal" which must include the skills which reflect the ability to appreciate liberty; nurture systematic thinking; allow for living with uncertainty; enable the resolution of conflicts through dialogue, agreement and negotiation.


- 8 - VALUES EDUCATION

(d) teachers play a critical role in "promoting quality of life education and in effecting the necessary attitudinal changes through approaches which are more affective-oriented\

(e) "to foster the movement from the culture of war to the culture of peace we have to start at the level of the individual; re-examining and replacing our adversarial responses to situations and interrelationships with relevant affirmations of cooperation, mediation, negotiation and communication."

M r s . Holder suggested six issues which the consultations might explore:

(a) W h a t kinds of structural changes should take place in our education system that would allow us to foster values education and appropriate attitudinal changes?

(b) H o w can w e recapture the socialising role that schools once enjoyed?

(c) W h a t approaches should w e adopt at the level of teacher training that will adequately prepare teachers for their expanded roles?

(d) W h a t strategies can w e adopt to promote meaningful educational partnerships?

(e) H o w can w e optimise the communications technology to support educational renewal?

(f) H o w can w e m a k e our region a haven of peace?

Plenary Discussion

S o m e persons m a d e the point that w e should avoid the tendency to see the school as a place to solve all societal problems, hence the need to define what the school can d o . After m u c h discussion the consensus w a s that the school could not escape playing a key role in the socialization process although it could not a s s u m e the total responsibility of all other agencies.

Additionally, it w a s felt that the school had to be properly resourced if it w a s to carry out this "changing role" required of it. There w a s need for the school to collaborate with other agencies including the following: family, c o m m u n i t y , church, clubs, media , individuals, political and other leadership, the w o r k place, and organisers of leisure activities.

T h e point w a s m a d e that there w a s need to review h o w schools were organised and m a n a g e d . Administrative decentralization and c o m m u n i t y participation were identified as key reforms which need to be introduced. A review of the methodologies used by teachers, and hence a re-examination of teacher-training p r o g r a m m e s w a s also identified as a priority, if school is going to keep the students motivated to learn.

T h e group felt there w a s the need to define the values to be inculcated, as there w a s often conflict between the values of the school, the h o m e , and the wider society. Values, it w a s felt, could not be taught as a subject in the curriculum, but had to be taught by example .

T h e n e e d to distinguish b e t w e e n schooling and education in its widest sense w a s emphasized, therefore the need to identify the educative agents in the society w a s essential, as c o m m u n i t y support w a s necessary to reinforce the values being inculcated by the school. T h e need to operationalize the concept of life-long learning w a s also stressed.

T h e participants were then divided into four groups to discuss four m a i n themes:

1. W h a t are the core and c o m m o n values which should inform education for international understanding?

2 . "Re-defining the role of the school and the methodology to achieve this".

3 . T h e collaborative roles of the school and other societal agencies.

4 . T h e implications of education, training and development of teachers, school and system m a c r o - m a n a g e r s , and the reorganisation of the structure of school systems.



Following the small group process, presentations were m a d e at the plenary session and the following key issues were distilled;

I. C O M M O N CORE VALUES

Participants identified the following c o m m o n core values which should inform education for international understanding.

1. Democracy - Democrati sation of the school system through:

a) selection of leaders to ensure the utilisation of the representative process.

b) participation in decision making.

c) acceptance of responsibility and accountability for one's actions.

2 . H u m a n Rights - The preservation of fundamental rights including health, education, jobs and a safe environment.

3. Respect for authority, office, the elderly, property and self.

Respect for a person as a person, since "a human being is a human being because of other human beings". (An African Proverb)

Respect for the value, dignity and sanctity of h u m a n life - thus countering the culture of violence which seems to be engulfing our society.

4 . Justice: This implies that people must have s o m e w a y of arriving at solutions that treat all parties fairly.

Social justice: The search for a society in which people perceive there is fair treatment (equity) and social equality. Further, there should be no denial of equal opportunity for the advancement of the individual.

5. Tolerance: This arises out of a willingness to "put oneself in others' shoes," thereby developing a greater appreciation for others' plights and predicaments.

N o denial of fundamental h u m a n rights.

6. Co-operation and C o m m u n i t y : These concepts embrace sharing a sense of a c o m m o n cultural heritage, and an awareness of being part of an international community of h u m a n beings.

7 . Honesty and consistency of principle.

8. Respect for territorial integrity and sovereignty; it was concluded that the lack of respect in this area represents a major barrier to international understanding. Other areas of respect include respect for cultural, geographical, linguistic sovereignty as well as respect for self.

"Coreness" is defined as the ability to facilitate "peaceful coexistence/international understanding".

If these values are to inform education for international understanding, they should be:

(a) universal, secular, and not tied to any particular religious d o g m a or denominational consideration;

(b) intellectually grasped as well as emotively accepted; and

(c) perceived as 'for the c o m m o n good ' .

There should be a certain willingness on the part of people to act on the agreed values - therefore, w e must clarify the values and set up concrete systems for their realisation.

H. THE ROLE OF THE SCHOOL.

All participants agreed that the school's role is changing and needs to be re-defined.

T h e consensus w a s that the school could not escape playing a key role in the socialization process although



it could not assume the total responsibility of all other agencies.

Participants identified the need for collaboration between the school and the following agencies:

Parents - (PTAs need reshaping to become communi ty-based instead of only school-based);

Churches;

Gang/communi ty leaders - (reform of gangs, care of school property);

C o m m u n i t y groups/Service organisations;

Business Houses (funds, placement of students, ideas for teaching/for curriculum);

Police;

Teachers' Union;

Health and other Government agencies;

Libraries.

III. REVIEW OF ORGANISATION AND M A N A G E M E N T OF SCHOOLS.

In this area, two key necessities were identified:

(i) Administrative decentralization

(ii) C o m m u n i t y participation.

IV. REVIEW OF TEACHERS' METHODOLOGIES

T h e plenary session re-emphasized the need for methodologies which motivate students to learn and for the re-examination of teacher-training programmes which would facilitate this.

(See detailed Group Reports in Appendix II)


- 1 1 - EDUCATION 2000

SUMMARY - DAY 2: AUGUST 4, 1994

Education in the 21st Century

O n the second day, the Consultation began with consideration of a Caribbean input to the work of the International Commission on Education in theTwenty-First Century. M r . Charles explained the absence of Dr . Carole Bishop of the C A R I C O M Secretariat as well as the Right H o n . Michael Manley (a m e m b e r of the Commission) and proposed that the agenda be amended to allow for the

presentations by Dr. Anthony Layne and Dr. Didacus Jules, to be followed by responses from Dr. George Forde and M r . Ralph Boyce.

Education for the Twenty-First Century: A Caribbean Perspective

- Dr. Anthony Layne

In his presentation Dr. Layne provided an overview of the paper which had been distributed earlier. H e emphasized that it represented the view of the C a v e Hill C a m p u s , and not that of the M o n a or St. Augustine Campuses of the University of the West Indies.

T h e central focus of the paper was teacher training, and Dr. Layne treated the topic in the context of the w o r k being done by U N E S C O ' s International Commiss ion on Education in the Twenty-First Century (The Delors Commission).

H e reviewed the three key documents on education in the region - the report of the C A R I C O M Advisory Task Force on Education ( A T F E ) , the document for reform of education in the Organization of Eastern Caribbean States ( O E C S ) produced by the Education Reform Working Group, and the World Bank 's report on Access, Quality and Efficiency in Caribbean Education.

Dr. Layne asserted that the fundamental assumption m a d e in the paper w a s "while an education system normally serves as an agent of social conservation, it also has some leeway to promote change". Further, that "far-reaching structural change within and through an educational system is only possible if it is preceded or accompanied by a major change in power relations."

H e highlighted the four crucial issues in educational policy-planning w h i c h the Delors C o m m i s s i o n considered should be addressed in preparation for the twenty-first century;

(i) the capacity of the educational system to b e c o m e the key factor in development, given the major functions expected of it: "helping to build a qualified and creative work force; advancing knowledge to ensure that economic growth is not accompanied by damage to the physical or human environment; and producing citizens who have "cultural roots" but who at the same time are open to other cultures."

(ii) the ability of educational systems to adapt to n e w trends in society.

(iii) the relations between the educational system and

the state.

(iv) the promotion of the values of peace.

D r . L a y n e submitted that Caribbean educational development planning had to take cognisance of two key considerations:

(a) that the context in which West Indians must take decisions about their future has changed.

(b) that while the region has m a d e substantial educational progress over the last two decades, the on-going struggle for national and regional development requires that policy-makers and planners continue to attach high priority to human resource development.

H e also outlined the development plan of the Cave Hill Campus for the 1990s and the role of the Faculty of Education in the plan.

Dr. Layne was of the opinion that the pre-circulated documents satisfactorily addressed the main issues including the issue of teacher education, the major focus of his paper. These issues include the most cost-effective means for mass teaeher-trainins; the status of teaching and conditions of service for teachers; "the content


-12- EDUCATION 2000

structure of teacher education and the alleged gap between what happens in the Teachers' Colleges and what happens in the classroom."

b) political developments in Latin America

c) N A F T A

Caribbean Education to the Twenty-First Century: Challenges and Issues.

- Dr. Didacus Jules.

T h e main thesis of Dr. Jules' paper was that the challenges w e face in the twenty-first century are so profound, that "nothing less than strategic re-invention of the educational system of the region will place us

where we need to be in order to deal effectively with

the difficulties and to make use of the opportunities life

in a globally competitive and more technologically sophisticated new age will present."

Dr. Jules pointed out that an examination of the critical issues in Caribbean education for the twenty-first century requires analysis and appreciation of the major forces shaping life in the global village of the twenty-first century and analysis of their impact on Caribbean societies.

H e identified the following changes as critical to the Caribbean:

a) structural adjustment programs, resulting in decline, quantitatively and qualitatively, of educational standards (he drew attention to the 1980's as a period of economic and educational reversal quoting from Miller 1992:30).

reduction in teachers' salaries and the abolition of annual merit increments a voluntary termination of employment plan (to reduce public sector employment) imposition of a cess (10% of the real cost of tuition) on university students phasing out of government assistance for the purchase of textbooks cutbacks in funding for school meals cutbacks in funding for teaching and learning material reduction in capital projects

*

d) formation of the Association of Caribbean States.

Dr. Jules said, "These are not just changes in the arrangement of the parts but changes in the parts themselves and their relation to each other".

Dr. Jules drew attention to the 1993 article by Manuel Castells, "The Informational Economy and the N e w International Division of Labour," naming five (5) interrelated features of the new global economy which will preside over economic relations in the twenty-first century.

1. "the sources of productivity (and therefore

economic growth in real terms) are increasingly

dependent on the application of science and technology; as well as upon the quality of

information and management in the processes of production, consumption, distribution and

trade."

1. the shift, in the advanced capitalist countries, from material production to information-processing activity, both in terms of G N P and employment.

3. the profound transformation in the organization of production and of economic activity in general. A m o v e from standardized mass-production to flexible customized products and from vertically integrated large organizations to horizontal networks between units.

4 . the globalization of economies - the inter-penetration of economic activities and national economies m a k e s competition a m o n g enterprises (large and small) both global and instantaneous.

5. the technological revolution centred around information technologies "around which a constellation of major scientific discoveries and applications is transforming the material basis of our world in fewer than twenty years."



H e observed that the major inputs in production today are land, labour, capital and information, and this fact calls for a more educated and technologically competent work force. The most significant regions in today's world economy, he noted, are North America, the E E C and Japan, and this is significant for the Caribbean as,

a. The Caribbean is positioned by geography and history at a point of intersection between these three (3) centres; speaks the major languages of the Americas and Europe - English, French, Spanish, Dutch; is part of the Americas; and is historically linked to Europe.

b. The disadvantage of geographic and market size can be turned to advantage in H u m a n Resource Development ( H R D ) .

c. T h e Caribbean has a basic educational advantage compared to its hemispheric counterparts.

d. T h e Caribbean needs to formulate a comprehensive human resource development strategy directed to optimising the strengths of our basic education system and leap-frogging to higher levels of accomplishment in science and technology.

Dr. Jules identified the following as major educational issues to be confronted in the re-invention of the educational enterprise:

(1) Illiteracy - significant functional illiteracy especially a m o n g Caribbean m e n w h o are manual and productive sector workers (light manufacturing, etc.)

possibilities for worker re-training are severely constrained by illiteracy.

the Caribbean cannot be globally competitive by reliance on a minority educated elite, it must m a k e educational opportunity widespread, upgrade the general work-force so that re-skilling and assimilation of new technologies b e c o m e complementary to the productive process.

(2) Adult and Continuing Education must be seen as a "developmental imperative rather than a remedial necessity".

Voluntary effort invested by communities in adult education needs to be combined with resources available for private sector worker re-training, thus creating an integrated, flexible, responsive system of national training and continuing education.

According to Dr. Jules, reform must involve:

1. articulation of a n e w vision of education

2 . quantitative change

3. emphasis on qualitative improvement at the level of the school as the essential unit.

4 . close articulation of curriculum and instructional methods.

5. assimilation of n e w forms of learning and communica t ion emerging from n e w information processing technologies

Role of Education in the Development Process:

Dr. Jules outlined three (3) broad parameters for Caribbean education in the twenty-first century.

(1) Education as preparation for change, providing the capability for creative innovation, critical thinking and adaptation.

(2) Education for civic accountability and democratic participation.

(3) Education for mastery of science and technology.

H e explained that "education as preparation for change" means education towards developing problem-solving capabilities, teaching "how to" rather than "what to" think; teaching information gathering and analytic skills instead of information; fostering innovation and adaptation; emphasizing art as discipline and a m e d i u m through which creativity is developed and expressed.


- 14- EDUCATION 2000

Education for change also involved flexibility and responsiveness in our education systems.

Dr. Jules noted here that the University of the West Indies is in danger of being marginalized as the premier tertiary institution, due to its inability to overcome excessive bureaucracy and the lack of a speedy response to tertiary level training opportunities, specifically of Caribbean concern.

Considering the second parameter, Dr. Jules explained that the Caribbean is in a battle for civic accountability which is about re-definition of the norms of social interaction, recognition of the responsibilities emanating from one's rights and an average citizen's commitment to the maintenance of law and order.

Dr. Jules called for innovation in education, the return of the imagination, and a rigorous examination of our present reality, i.e. an examination of what has failed and why, and what has worked and w h y ?

D r Jules suggested that there needed to be,

• Modification of teachers' certificate and degree programmes , enabling problem and need-oriented research.

• A Think Tank/commission created to function as a catalytic mechanism for consultation, public/systematic debate and positive engagement a m o n g critical agents - teachers, church, and students.

H e stated that this also involved transmission of positive social and personal values, and for this to be done effectively, pedagogy and school administration had to be redefined.

This calls for - "a pedagogy of participation" placing responsibility on the students' shoulders, challenging him/her to set and achieve personal goals of excellence.

"Educational reform is fundamentally a matter of political will and must begin with articulation of a clearsighted policy of human resource development and direction," according to Dr. Jules.

H e listed the following essential constituents which should be incorporated into any such reform process:

• Role of the state - policy function/regulatory role (standards etc.)

• Cost effectiveness and excellence in education, in order "to expand while we cutback".

Dr. Jules advised a focus on the following major issues and sub-themes:

I. Reassessment of patterns of expenditure and priorities including,

(i) establishment of strategic H R D investment mechanisms, such as an Adult Education Fund , a National E n d o w m e n t for education and community involvement in education

(ii) Private sector partnership for H u m a n Resource Development.

• • tax incentives for staff training

• Role of the private sector - financing/needs definition/making connections with the world of work

^ Role of the family - reinforcement of school/ discipline

• Role of the c o m m u n i t y and c o m m u n i t y organizations (including the Church)

II.

%/ tax deductible in-service training for critical skill areas, in collaboration with government and donor agencies.

H u m a n Resource Development of indigenous world class entrepreneurial capacity, through;

(a) advanced business training for nationals, followed by placement with



international a g e n c i e s / M N C s for , (ii) it should "make learning fun" for experience, but with commitment to children and organise formal and non-serve the home country. formal evening courses for adults

(recreational, skills training,

(b) creative ways to make migration work professional upgrading etc.) for us in the Caribbean. (Through immigration, the O E C S lost a Dr. Jules outlined the objectives of the school, in this

significant percentage of its population changed environment, as follows: - 15% in the 1960's; 14% in 70's and almost 20% in the 80's).

(i) tax deductible sponsorship of Caribbean students' higher education, from the métropole.

(ii) provision of special investment incentive packages for West Indians investing at home .

(c) Conceptualisation of education reform as school-based, utilising "bottom up" as well as "top d o w n " approaches.

This process should,

(a) begin with multi-sector discussions with students, teachers and principals.

(b) involve students and teachers in curriculum reform.

(c) involve teachers and principals in administrative change with a role for "students in m a n a g e m e n t , " i.e. giving responsibility under teachers' guidance.

III. T h e school as "an arena of meaningful c h a n g e " . D r . Jules gave s o m e concrete suggestions for the N E W S C H O O L . H e noted that,

(i) its character must be changed to a community learning resource centre (centre for children's learning by day and adult attainment by night)

to foster a spirit of competitive achievement etc., in a w a y that contributes to individual attainment, while fostering group work and collaboration.

to develop the organizational ability of students and inculcate a strong sense of responsibility for self and school.

to m a k e the school a centre of creative work and exciting activity.

• School assemblies - at least twice a week, to be organized by houses and classes. T h e content of the assembly, to be prepared by the children themselves, could, for example , include prayers, readings and meditations written by the children themselves.

• " N e w s w a t c h " - rotation of responsibility, a m o n g classes, for listening to local, regional and international n e w s and presenting summaries at the assembly. Also, the school can engage in twice-weekly readings of the newspapers. Each week, a different class could be responsible for editing a school newspaper. This would include, not only n e w s on and around the school, but reproduction of good class essays and mode l assignments from RtudentR, i.e. actual h o m e w o r k and class work.

For example, m a k e the house system and the grade structure the major framework for collaborative group and competitive achievement in the school.

Creative school activities, suggested by Dr . Jules,

included:


1

• Class exchanges - organization of half-day exchanges a m o n g different classes in the school, thus providing opportunities for peer counselling and peer study. The higher grades can discuss the challenges and difficulties of school work at another academic level, from the point of view of the student.

\/ School Business Club - formation of school "sou-sou" and investment clubs, to introduce students to thrifty business practices and to develop a keen sense of the world of business. In St. Lucia, for example, in 1986 there were School Thrift Societies in 45 schools, with a total membership of 8,565 students and combined savings of EC$157,048 - an average of $18.34 per student. A saving of $5 per student per month i.e. annual individual savings of $ 2 6 0 or total combined savings of $2,226,900 could form the basis for another level of investment in education - subsidizing school activities, such as field trips and purchase of educational material, consistent with the appeal made earlier in this presentation for creative approaches to educational financing.

• / Peer examinations - preparation of m o c k exams, with students exchanging scripts and marking each other's work, and the teacher doing the final marking. This would give the students an opportunity to critically re-engage the exam and to review it, from the perception of the examiner.

EDUCATION 2000

RESPONSES TO THE PRESENTATIONS

There were two responses made to the papers presented, the first by Dr. George Forde of the O E C S Secretariat and the second by M r . Ralph Boyce, Chief Education Officer, Barbados.

RESPONSE - Dr. George Forde, OECS

Dr. Forde began by urging an examination of educational reform against the background of the economic, political and social changes in the region and their implications. H e recommended a comparative approach and mentioned Pakistan and sub-Saharan Africa, where, in some places, less than 3 in 10 primary-school-aged children were in primary education. Whereas, Dr. Forde explained, in the O E C S there was only 5% of the target population involved in secondary schools.

Internationally, Dr. Forde pointed out, the problems differ. Education was afforded a high priority in the English-speaking Caribbean, as 11-26% of public expenditure was on education. In the O E C S , expenditure in education works out to about $220 million per annum, and attendance by students and teachers is over 90%. However, he called for a reexamination of the education systems, to see what produces the best results. H e made the observation that it was difficult to understand why Jamaica, Trinidad and Tobago, and Guyana were not developed as models for the Caribbean. H e suggested,

(i) a human development approach at all levels, including the non-formal system as this would provide a loop-back mechanism.

(ii) that there be contributions m a d e by other

agencies.

Dr.Forde observed that there were 10-11 thousand hours of schooling provided with "no gusto, vehemence or understanding," and expressed concern that these


-17- EDUCATION 2000

eleven thousand hours needed to be effectively utilised. This meant "enhancement of the teaching profession" as the main issue, with priority given to the C O N T E N T in the core subject areas of Mathematics and Language Arts/Communication Skills.

H e also isolated on-going professional development of teachers, their conditions of service and remuneration as major issues. Dr Forde suggested that the teaching profession needs to be "made attractive to males". H e bemoaned the fact that there were too few male role models in the system; and the low quality of teacher intake through whose hands about Vi million children have already passed in the last 20 years. Dr. Forde explained that the point at which to begin was with "the school" as the central unit of analysis. H e noted that "the Principal" was the key to integrating the issues of instruction and management.

Dr. Forde was emphatic that educators need to remove the mindset which expects only the top 20-30% of students to achieve the educational goals. H e insisted that the vast majority can achieve the curriculum objectives given a challenging, stimulating environment of trust and respect in the schools.

Dr. Forde called for strong, dynamic leadership at the macro- and micro-management levels. H e recommended a review of the traditional methods of selecting educational personnel at macro and micro levels.

In his response, Dr. Forde also made the following recommendations:-

Teacher Training - Institution of a two-year Associate Degree intra-mural programme from " O " level entry to develop a cadre of competent, confident teachers w h o will allow an atmosphere of free discussion in their classes.

Curriculum -On-going systematic student assessment measuring various kinds of intervention.

Education - Education as a "Basic Need" should be emphasized along with "education for work", to encourage critical and creative thinking, and a basic understanding of all peoples and cultures.

Tertiary Education -The University of the West Indies should look at new ways of viewing tertiary education.

Dr. Forde recognised that, although w e are in a time of challenge, there are significant opportunities, created by the new technology, which enable one to access material on the Caribbean, while at h o m e .

RESPONSE - Mr. Ralph Boyce, ACCEO

M r . Ralph Boyce, Chief Education Officer of Barbados and President of the Association of Caribbean Chief Education Officers ( A C C E O ) , responded to Dr. Jules' presentation.

H e commended Dr. Jules on his paper "which spoke for itself and identified that change must take place. M r . Boyce focussed his response on concerns arising from both papers.

H e identified the following as actions which needed to be taken:

1. prioritise the changes which need to be made and identify the funding which must be in place to accomplish them.

2 . manage the changes - are they to be incremental or revolutionary?

3. adjust the curriculum to include not only "education for work" but "education for life".

4 . examine primary and secondary school curriculum. Children should be taught to read, write, understand and be creative.

5. tap the interest of the students, e.g. include repair of small equipment in the curriculum.

6. m a k e research relevant to local on-going problems such as illiteracy. M r . Boyce asked the questions, "How can children spend five years in school and still be illiterate!" "Why is there under-achlevementT'


-18- EDUCATION 2000

7. open education to all social partners (parents, students, the community, the nation) i.e. listen and make more of what students say about how they are treated; parents and students must be seen as the most important partners in the education system. M a k e all education coeducational (both male and female in the same school plant).

8. focus on teacher training. Principals, as managers, should stimulate the on-going professional development of teachers. M r . Boyce suggested an apprenticeship system.

9. review of education management at macro and micro levels. (Mr. Boyce observed that primary schools have remained unchanged for the last two hundred years.)

10. develop regional consensus on issues and action to be taken.

Delegates then participated in a general discussion in plenary. At the end of the day the following nine key issues emerged:

1. Teacher Training/Conditions of Service

The key role of the teacher was emphasized. The challenge identified was h o w to ensure continuous teacher professional development and motivation at all levels.

2. Curriculum Content and Delivery System

The consensus was that children must enjoy learning. Learning should be challenging, stimulate creativity, self-reliance and the development of the c o m m o n core values identified by the society. Concern was expressed on h o w the eleven thousand hours of school time were used. Also, the special challenges of teaching "the

exceptional child," and developing meaningful systematic student assessment are issues for immediate consideration.

3. Management of H u m a n Resource Development in Educational Service

Changes need to be m a d e in H u m a n Resource Management at all levels from central Ministry to school. People with leadership potential need to be found.

4. Information

A regional body of practical strategies ("good practices") based on sound research should be developed to facilitate change.

5. Funding/Finance

Prioritisation among options is necessary so as to improve quality within the financial constraints imposed by governments.

6. G e n d e r Analysis and Education for the Transformation and Transmission of Values.

Analysis of why (i) males are not producing results in schools; (ii) why the system is not retaining male teachers, is a critical need. Gender sensitivity among teachers is also identified as a necessity.

7. The Type of Society Needed in the Caribbean

The "type of society' to which w e are striving must be

identified so as to decide the methodologies to be used

in education.

8. Mechanisms for Implementation of Ideas and Programmes

The need to be "solution-oriented' was identified

9. Integration of Levels and Types of Education

Education should be seen as a 'life-long process'. The challenge identified here is h o w to operationally position "schooling" in the context of "life-long learning". This involves linking the "formal" and the"non-formal" systems.


-19- EDUCATION 2000

The delegates then broke into four work groups, which were called on to identify and elaborate sub-themes, national and international initiatives taken, recommendations not already implemented, and implementation strategies. The groups were also asked to set all these within a back-drop of the values and creative issues raised in these consultations and the"achievability" of the plans suggested.


- 2 0 - WORKING GROUPS

SUMMARY DAY THREE - AUGUST 5, 1994

WORKING GROUPS & RECOMMENDATIONS

O n the third day of the consultation, participants completed the group work intiated on Day T w o . (See Appendix III - Group Reports - Days II and III).

At the end of the group activity, participants met in the final plenary session to summarize the recommendations which are collated below;

SELECTED CONFERENCE RECOMMENDATIONS

Collaborative M a n a g e m e n t

* Re-define the role of the school so as to

emphasize collaboration with other agencies in the process of socialisation and education.

* M a k e schools available for community use.

* De-centralize school systems so as to involve the communi ty and the students in the management and advisory functions.

* Strengthen the Principal's ability to function as a manager in the school.

* Give more autonomy to student groups.

* Develop multi-disciplinary approaches to the analysis of education. E . g . , cost benefit analyses done by educators.

* Compi le , publish and circulate recommendations from various documents on education, done over the years throughout the region (including South American nations such as Belize, and the Dutch Antilles).

* C A R N E I D should organise a process to collate important case studies from each territory and these can be snnred regionally,

Develop and use a computer network - with the creation of a data base - located in C A R I C O M and the O E C S - to make information available to improve planning.

W e should aim at regional educational planning, by the end of the twenty-first century.

Curriculum

Art and values education should be a compulsory part of the curriculum, to help decrease violence and emphasize sensitivity and the development of aesthetic values.

The c o m m o n core values which should inform education for international understanding are: Democracy; H u m a n rights; Respect; Justice; Tolerance; Co-operation and Communi ty ; Honesty and consistency of principles; Respect for territorial integrity and sovereignty.

Efforts should be m a d e to identify the type of society to which w e are striving, in an effort to arrive at appropriate methodologies.

Learning should be fun and focus on problem-solving, creative thinking, as distinct from simply the acquisition of knowledge.

Education should be seen as a life-long process. B y linking the formal and non-formal systems 'schooling' will be operationally positioned in the context of life-long learning.

Education should be provided for children with special needs - the gifted, slow learners and the physically/mentally handicapped.

Develop a n e w selection process to give equal opportunities to all secondary school students, instead of stratifying along class lines through the " C o m m o n Entrance" examination.

In curriculum delivery in the primary school, an inteorated approach rather than a multiplicity of subjects, should be adopted. There should


-21- WORKING GROUPS

be less structured systems for infant levels. Pupils should s p e n d m o r e time on play. Communication skills and numeracy should be emphasized in the curriculum.

Utilize alternative m o d e s of delivering secondary education, including distance education and open learning systems.

Design a core curriculum for secondary education that would produce a graduate w h o is scientifically, technologically and artistically literate.

Broaden C X C ' s examination base, to provide certification to those candidates w h o complete secondary education but are unable to take the present examination.

Rev iew the content and methodology of existing programmes at formal and non-formal levels.

are intended should participate in their planning, development, implementation and evaluation.

* Ensure continuous teacher professional development and motivation, at all times.

* Institutionalize a teacher's professional sabbatical to be taken every four to six years.

* Teachers' conditions of service need to be improved. They need compensation for the sacrifice involved in the profession. Too m a n y retired teachers end up destitute. Attention should be given to providing facilities for teachers to access capital - mortgages, loans, etc.

* Attempts should be m a d e to analyse w h y males are not producing results in schools and w h y the system is not retaining male teachers.

* Establish linkages between the formal and non-formal sectors to facilitate the development and articulation of programmes.

* Develop programmes for particular groups of adults, for example, parents, policy makers and planners, as well as for those w h o have retired, or whose jobs have become redundant, so that these adults can acquire new skills and adjust quickly to new job opportunities.

* Use available communication technologies for expanding programmes offered to adults in the region.

* Develop adult education programmes for delivery by the popular media.

Teachers

* Teacher training programmes should be reexamined.

* Staff development programmes must be an integral part of in-service activities at the school level. The teachers for w h o m the programmes


Closing Session

The closing session of the consultation was chaired by M r . Macaulay Peters, Chief Education Officer of St.Vincent and the Grenadines. H e gave an overview of the three-day consultation and thanked participants for their hard work.

The C A R N E I D Co-ordinator also took the opportunity to outline the process to be followed in ensuring that the views of the sub-region are reflected in the final report of the International Commission for Education in the Twenty-First Century.

The participants expressed their satisfaction at the level of discussions which took place over the period and expressed the hope that the ideas and decisions arising out of the conference would not remain just that - ideas and decisions -but mat they would be implemented by the authorities concerned. In the view of the participants, technocrats could play a m u c h greater role in negotiations to improve education generally, and to improve the conditions of teachers in the region.

At the end of the day's proceedings delegates were invited to see s o m e of the beautiful sights of the island.

APPENDICES


- 2 3 - APPENDIX I

APPENDIX I

Address Delivered by The Honourable John H o m e Minister of Education, Culture and W o m e n ' s Affairs, Government of St. Vincent & the Grenadines.

W e are in the last decade of a century that has been eventful both positively and negatively, and has seen a wide range of events that have changed the face of society and mankind in general.

This century has seen two world wars, the development of a Cold W a r between the Eastern bloc countries and the west, the polarization of economic strategies between the planned economies and the free-market ones.

It has experienced the situation where the dignity of m a n and c o m m o n humanity were severely threatened.

Institutions such as the United Nations and its attendant organisations were developed to protect our humanity, improve our communications, and promote cooperation and the general principle of the interdependence of m a n .

Despite these provisions, the effects of the Cold W a r continued, with each area of local conflict becoming engulfed in the global struggle between East and West as these major world actors sought to assert their power and authority.

In this century the colonised and oppressed persons of the world sought vigorously to secure their independence and despite the numerous countries in Africa gaining their independence, the countries of Southern Africa toiled under the oppressive regime driven by the dastardly principle of apartheid.

The few w h o were alienated during the Second World W a r struggled to secure a homeland and in their struggle alienated the people of Palestine and subsequently became their oppressors in order to protect and sustain their o w n .

T h e world has certainly gone through tremendous changes during this century. At the end of the century the symbol of the East-West conflict - the Berlin Wall -has been removed. The break-up of the Soviet Union, heralding the effective end of the Cold War, has since taken place. The Palestinians and the Jews are locked

in peace talks with clear signals of success. W e have witnessed the dismantling of the vicious apartheid system in South Africa and the ascendancy to the Presidency of Nelson Mandela, a m a n w h o epitomised the whole struggle against apartheid.

The rapid changes in technology, coupled with the sweeping changes in the World Information Order, have had the decisive effect of turning the world into a global village.

The new democracy embracing the world, not only calls for the right to vote and the right to enjoy a good quality life by all mankind, but has highlighted the rights of minority groups, called for the obliteration of racism, the equality of the sexes, in terms of social roles, behaviour patterns and societal priorities.

Despite these advances there are still wars which are devastating and are horrendous in terms of h u m a n suffering.

Large pockets of the world's population live in ignorance, are poor and experience poor health.

T h e carnage and h u m a n suffering, not only in developing countries but also in the ghettos and slums of the rich industrial countries, continues to plague a world that has become a global village and one that would like to enshrine the dignity of m a n .

The threat from environmental destruction and our being the victims of our o w n technological prosperity continue to haunt us day by day.

A s one w h o is concerned with education and one w h o has a commitment to its development and one w h o firmly believes that education has a pivotal role to play in assisting any society to achieve its objectives, the questions that readily c o m e to mind are:

i) Where has education stood in relation to all these developments? and


- 2 4 - APPENDIX I

ii) W h a t kind of education do w e need to chart out into the 21 st century?

Education at the beginning of the century had the influences of the liberal tradition, where the Liberal Art studies formed the basis of an education and anything to do with the development of skills was considered to be outside the domain of education. Consequently an already class-structured society was fuelled by an education which catered mainly for the upper echelon of the society. Skills were to be learnt on-the-job, through various routinised efforts and this w a s considered to be the kind of learning to which the lesser mortals were confined.

Education was classified as schooling, to which the children of the poor had no access. Colonial governments had no interest in educating the masses. A short but brief reflection brings to mind readily the tremendous emphasis placed on primary education to senior level and relatively little in the area of secondary education. O n e could have understood it in those days, in terms of what the colonial power did, and h o w it operated. There was of course the Colonial Post Master, the Colonial Treasurer, the Comptroller of Customs and Excise, and these were areas preserved for persons always earmarked to be sent out from the "mother country".

I need not emphasize the extent to which all that is changed, somewhat dramatically and even before the onset of full independence because w e have experienced several stages of political development.

Nevertheless, even on the eve of independence m a n y countries had vast numbers of their population w h o were illiterate, and a relatively low ratio of graduates to fill senior and middle ranks to achieve the ideals of independence. In our particular neck of the woods, it was the Caribbean Development Bank, with assistance from its m e m b e r bodies including the erstwhile colonial power, that initiated crash courses in project proposal preparation to emphasize the extent to which w e had not been fully prepared ourselves.

All these were despite the fact that at the turn of the century the progressive forces in education had seen education as pivotal to the achievement of the democratic ideals and as vital to the process of economic

development. Famous educationalists outlined various themes.

Robert Moulton, one of the leaders of this open movemen t to education, expounded the thesis that education, being the third revolution - the first and second being religion and politics - had arrived since ordinary m e n can claim their share of education.

John D e w e y expounded the concept of life-long learning and was largely responsible for the paradigm shift from education as schooling to education as lifelong learning.

Phillip C o o m b s examined the trend and put forward the theory of the world educational crisis caused by:

* rising expectations leading to sharp increases

in popular demand for education

* the acute scarcity of resources

* the inherent inertia of education systems which caused them to respond too sluggishly in adapting their internal affairs to n e w external realities, even where resource is not a problem

* the inertia of the very societies themselves. E.g., the heavy weight of traditional attitudes, religious customs and institutional structure which blocked them from making optimum use of education and education manpower to foster national development.

Paulo Freiré and radical reformers of the latter part of this century expounded the theory that education must be conceptualised as the practice of freedom, in which the educator and learners must engage themselves in the process of praxis, continual action based on reflection and reflection on the action.

The state of the art n o w is that all countries of this world are concerned with the practice and processes of education. There is a growing concern that our education systems are experiencing problems. While the Faure report 'LearningTo B e ' consolidated the paradigm shift from education as schooling to education as life-long learning, it is the general feeling that the world over has not found the necessary structures, legal framework


- 2 5 - APPENDIX I

and m a n a g e m e n t practices to operationalise this concept.

The Jomtien Conference on Education For All came about to give effect to the idea that education is a fundamental h u m a n right and was in recognition that access to and quality of education remain a twin problem.

It is therefore timely that w e should be participating in a preparatory workshop that will assist in charting the course for the twenty-first century.

N o meaningful debate on education can take place without first examining the kinds of persons and the kinds of societies w e anticipate at the dawn of the new century.

Let m e be presumptuous and share m y vision of the twenty-first century with you.

I would like to see a new century d a w n in which romance is the order of the day. B y romance, I mean a warm involvement where there is sincere understanding, care, and a sustained interest.

This romance should be fourfold, and although they are not mutually exclusive, I shall seek to separate them to give clarity to m y thoughts.

First of all, there should be a romance with one's creator. There should be a continual searching to understand the mysteries of this earth and to consolidate our Christianity or religions.

Our curriculum in education should reflect Christian values and principles which are so necessary for positive thinking and principled living. I speak in terms of Christianity because of m y o w n personal belief. However, the same idea could be applied to other religions.

Secondly there should be a romance with one's fellowmen. Can w e continue to hate, destroy and cause intense suffering to mankind?

W e need to promote harmonious living, the spirit of sharing and reciprocity. W e need to promote peace

among m e n and have an understanding and tolerance towards our fellowmen.

W e need to show respect one for another, respect authority and foster the principle of the c o m m o n dignity of m a n . W e need to understand diversity in life situations and promote the gains while minimising the ills of diversity.

W e need to inculcate values that will foster such ideals. A romance with one's fellowmen will ensure that situations are provided in which each will have an opportunity to develop and extend his or her individual talent for the benefit of all and society in general.

In a century where there is a romance with one's fellowmen such phenomena as war, poverty, oppression, crime etc., would be things of the past. W e would be champions of peace and the protectors of the disadvantaged. Peace must mean m u c h more than the mere absence of war.

The third type of romance is that with one's environment (natural, m a n - m a d e and cultural). A romance with the natural environment will enable us to appreciate nature without destroying it. Destroying nature, in whatever form, is certainly a self-destructing and self-defeating exercise. W e must learn to protect our environment and sustain it in such a way that successive generations can benefit from the same level of ambience w e n o w experience.

A romance with the m a n - m a d e environment will help us to appreciate and give us a deeper understanding of man's creativity and ingenuity.

A romance with culture will help us to understand the aesthetic beauties of living and heighten our awareness both of self and our commitment to our society.

Lastly, w e must have a romance with ourselves. W e need to have a deep awareness of self. W e need to recognise our mortality and the fact that the greatest pleasure could be derived from being of service to others. W e need to understand when w e ourselves, because of our personalities, become a block or a noise factor in the whole communication process.


- 2 6 - APPENDIX I

W e need to develop principled and disciplined lifestyles. W e need to keep abreast with our ambit in without allowing it to run ahead of us.

A romance with self will allow us not to rest on our laurels. A s in the words of Louise Bourgeois, the great French American sculptress of this century, 'We must not go back to our memories, but rather let them come to us.' Letting our memories c o m e to us serves as an inspiration for achieving greater heights. W e need a thorough understanding of whence w e came , for only then would w e be able to identify where w e are and where w e are going.

In view of these, our education for the twenty-first century must be concerned with the whole person and must cater for the spiritual, social, academic, affective, as well as psychomotor needs.

In so doing w e are likely to develop in persons, not only skills suited for the demands of the job but rather, a new dynamism that can collectively transform the society of mankind. W e recognise that such an education cannot be the pre-occupation of any one institution.

A n education founded on such a basis would call for a wide range of partnerships to achieve these ideals.

S o m e skeptics m a y sneer at m y vision as being Utopian. I contend that it is not Utopian but rather the Weberian model of the ideal type of analysis. W e have set up an ideal. W e m a y not achieve it, but w e can surely measure our success in future, according to h o w close w e get to these ideals. This is the spirit in which I expect the conference to proceed. I wish you every success in your deliberations and it is m y fervent hope that the result of this meeting will bring a n e w thinking to education for the d a w n of the n e w century.


- 2 7 - APPENDIX II APPENDIX II

GROUP REPORTS - DAY ONE

G R O U P I: Dr. Didacus Jules, M r . Mathew Farley, Dr. Carol Keller, M s . Irene Walter, M r . Elvet Hughes, M r . Stanley Hodge.

T O P I C : What are the core and c o m m o n values which should inform education for international understanding?

1. Firstly the defining characteristics and manifestations of these c o r e / c o m m o n values to inform education for international understanding were examined. It w a s acknowledged that values are:

a. complex b. polar

c. hierarchical

With respect to the hierarchical nature of values, it w a s noted that there is a certain d y n a m i s m and fluidity, within the values hierarchy, which dictate changing positions within the hierarchy. It w a s noted that if these values are to inform education for international understanding:

a) they should be universally acknowledged and secular and not tied to particular religious d o g m a or denominational considerations;

b) they should be intellectually grasped as well as emotively accepted;

c) there should be a certain willingness, on the part of people, to act on the agreed values -and as such, not only must values be clarified but situations for their concretization should be set up;

d) the values should be such that their realization must be 'for the c o m m o n good'and should be perceived as such - thus answering questions like;

a) whose values?

b) whose justice? CARIBBEAN EDUCATION IN THE 21st CENTURY

2 . T h e values identified are:

a) Respect for territorial integrity and sovereignty: it w a s concluded that the lack of respect, in this area, represents a major barrier to international understanding; Other areas of "respect" include respect for cultural, geographical, linguistic sovereignty as well as respect for self;.

b) Co-operation a n d C o m m u n i t y : These concepts embrace sharing a sense of a c o m m o n cultural heritage and an awareness of being part of an international c o m m u n i t y of h u m a n beings;

c) Honesty and consistency of principle;

d) Tolerance: this arises out of a willingness to put oneself in others' shoes, thereby developing a greater appreciation for others' plights and predicaments;

e) Justice: this implies that people mus t value s o m e w a y of arriving at solutions that treat all parties fairly;

f) Respect for a person as a person, since ' a human being is a human being because of other

human beings1; ( A n African Proverb)

g) Respect for the value, dignity and sanctity of h u m a n life - thus countering the culture of violence which seems to be engulfing our society.

3 . Methodologies that could be used to transmit the abovement ioned values in the context of education for international understanding:

a) Since values are complex entities they cannot be taught through didactic m e a n s but through the explorations of their contradictions and polarities;

b) Methodologies should be informed by international declarations and conventions which offer m u c h scope for examining core

- 2 8 - APPENDIX II

values at work; international cases and events can be used to examine the origins and development of misunderstandings etc.;

c) Methodologies must incorporate role-playing,

drama, debates etc. This means that the teaching

of values must pervade all activities of the

teaching-learning environment and must also

extend to other socialising agencies. This, it

w a s agreed, will necessitate training of

personnel in these agencies. Such an approach

also moves us away from the artificial w a y in

which schools are organised and managed and

h o w they teach values;

d) Reinforcement of these values could be

achieved through a diversity of methodologies

which can assist in the transmission of the core/

c o m m o n values.

In conclusion, the essence of the 'coreness' and

commonality of these values is in the extent to which

their acceptance facilitates "peaceful co-existence" or,

put differently, international understanding.

G R O U P 2: M r . Lloyd Pujadas, Mrs . Lorna A . Callender, Mrs . Eusalyn Lewis, Dr. Kay Polydore, M s . Daneile Brady.

T O P I C : Redefining the role of the school

Role of School:

It is responsible for transmitting knowledge

It is a transmitting agent of values

A change agent

A socialising agent

A n agent of preparing students for tomorrow.

The school is "the future in miniature"

Specialising agent in matters of intellect

T h e group felt that other agents (family, media,

community, peer group) transmit values. Knowledge is formal and informal. There 1« also 'incidental education'.

Overall, school is there to prepare persons for the society w e want, but w h o states what kind of society w e want?

Society, with all the partners in education, must

collaborate and define the society w e want and society

as a whole must help to formulate the education policy

and the role of the school.

The policy must result from the needs of the school

and the society as a whole. The different agents or

partners must be responsible for education.

In preparing for tomorrow and in implementing policy

w e must recognise that there must be a new paradigm

as the society is in transition - in a state of flux and

hence the search for new methods is necessary.

Partnerships must be forged to help schools to achieve

the goals of education.

It is noted that:

1. Early childhood care has become an important

part of schooling and in the shaping of values

school can play a greater socialising function

(at age 3).

2 . School has a greater pastoral role as it takes

over the function of pastor. Teachers are no

longer "in loco parentis" but have become

parents.

3. School has become a "home-care facility".

Methodology:

Schools must be more in touch with community, feed

the community and be fed by partnerships in community

- there must always be this shared responsibility.

Teachers - must be focal point in new methodology

School as employer/recruitment to be carefully done/

kinds of persons chosen is very important.

Prestige and value of teachers must be enhanced. Government must look after teachers in m u c h the same way as they want teachers to look after the nations' children. Teachers' attitude very important. Training


- 2 9 - APPENDIX II

in human development necessary for teachers. The school must not just teach for getting jobs, but must teach survival and adaptation skills. School must establish a culture - one of identity and of belonging.

School must not lose contact with youth. Margaret Mead states "You were never young in the age/world in which your children are young". The island/country must become the classroom.

Transmission of knowledge must be done so that it is relevant and meaningful.

W e must strive to be solution-oriented, instead of being problem-oriented.

G R O U P 3: Dr. Kathleen B . Drayton, Mrs. Nellie Brennen, Dr. Michael Louis, M r . Joseph Mahase, M r . Francis Sookram.

T O P I C : Collaborative roles of school and other social agencies

I. Rationale for collaboration

1. Schools are no longer seen as part of the community. Rapid change has caused schools to be isolated within communities. Teachers, Headteachers, are no longer part of community - they are not in touch with people and problems of the community. There is an alienation of community from the school and of school from the community. •

2. Schools must (a) be available to the community for use and (b) must be able to access community for their needs.

3. Schools n o w target only children. Should be opened up to community - (better use of plant) i.e to adults for continuing education programs which should be self-supporting. To attack the problem of values the alienation of the school from the community must first be addressed.


4 . School must understand the specific context in which it is operating, each context different and set up appropriate mechanisms for collaboration to meet identified needs.

II. H o w collaboration should be achieved

1. This collaboration must take place on issues,

e.g.: - drugs - violence - teenage pregnancies and school drop-outs

- S T D / A I D S

2. Issues should be identified by students as well as by adults and administrators.

3. Decentralisation - important to process of creating collaboration Decentralisation should empower schools and community.

4 . The particular issue identified might/should determine which agencies will be more active with the school to treat the issue.

5. A linking mechanism would have to be set up.

For example,

Decentralised Boards of Management C o m m u n i t y Education Advisory Boards

6. Schools must begin by looking "within". There is not only the problem of shifting norms and values but also the problem of groups with very different values and value systems. Exploration of different values must be undertaken.

Essential to begin the dialogue with children in school -"rap sessions", students' councils. Rapid technological changes have affected children's values and attitudes (TV, Videos and video games , families, each m e m b e r in isolation in the home) . School must define its purposes. Mission statements are necessary.

- 3 0 - APPENDIX II

7. Essential to democratise schools - democratise education. This process m a y make school more meaningful to children.

III. Societal Agencies

These already exist but they m a y not be "well accessed"

S o m e are:

Parents

P T A s need re-shaping (community - PTAs) instead of only school based PTAs) Churches

Gang/community leaders - (reform of gangs, care of school property)

Communi ty groups/Service organisations Business Houses - funds, placement of students ideas for teaching/for curriculum Police Teachers' Union

Health and other Government Agencies

1. 2 .

3. 4.

5. 6.

7. 8. 9. 10. Libraries

Organisations that are active in the community of each school are the ones with which schools should seek collaboration.

T h e effective teaching of values requires that the problem of alienation of schools from communities be addressed.

G R O U P 4 : Dr. Leyland Maison, Dr. George Forde, Dr. Anthony Layne, M r . Cools Vanloo, M r . Gilberto Chulin, M r . Tyrone Burke.

T O P I C : The implications of education, training, and development of teachers, school and system (micro) managers, and reorganization of the structure of school systems.

Some Common Core Values

1. Democracy - Démocratisation of the school system through

(i) Selection of leaders to ensure the utilisation

of the representative process.

(ii) Participation in decision-making

(iii) Acceptance of responsibility and

accountability for one's actions.

2. H u m a n Rights - T h e preservation of

fundamental rights including health, education,

jobs and a safe environment.

3. Social Justice - The search for a society in which people perceive there is fair treatment (equity) and social equality. Further, there should be no denial of equal opportunity for the advancement of the individual.

4 . Tolerance - There is not a denial of fundamental human rights.

5. C o m m i t m e n t to the alleviation of poverty in

the world.

6. C o m m i t m e n t to peace.

7. Respect for authority, office, the elderly, property and self.


-31 - APPENDIX II

Strategies/Methodologies for Inculcation/ Transmission

1. The system must provide for each of the groups identified, the opportunities to explore and comprehend what these values signify in different societies or environments, and what are the implications - whether the consequences of practising them are beneficial or harmful.

2 . Teacher education p r o g r a m m e s have a responsibility to develop the notion that international understanding is necessary to facilitate a wider understanding of the universality of these values.

All teachers, especially those w h o teach Social Studies, should develop in students the ability to critically analyse, interpret, and evaluate situations that arise.

3. There should be opportunities, through the use of formal training, workshops, seminars, public lectures, appropriate literature, role playing, use of the regular media, to stimulate reflection and interaction a m o n g teachers and their colleagues on issues relating to these values.

4 . All schools must be organised to ensure that these values/principles are demonstrated or exhibited. Principals, at all levels of the formal school system, should undergo professional training to ensure this through in-service programmes, regional conferences and the introduction of regular sabbaticals, for example, during which there are visits to other educational jurisdictions.

5. In terms of systems development, schools' performance reviews should be regularly conducted. These should focus not only on academic issues, but also on the extent to which the values identified above (and others) are incorporated or put into practice.

6. Staff development programmes must be an integral part of in-service activities at the school level. T h e teachers for w h o m the programmes

are intended must participate in their planning, development, implementation, and evaluation.

7 . In terms of the reorganisation of systems, opportunities should be seized to encourage c o m m u n i t y and student participation in important aspects of decision-making at the school level and within the sector.

8. O n c e appropriate k n o w l e d g e , skills and opportunities for professional development and appropriate incentives are provided, flexibility must be allowed and ministry authorities should provide encouragement and support for implementation of the programmes that were developed.


- 3 2 - APPENDIX III

GROUP REPORTS - DAYS T W O & THREE

G R O U P I: M r s . Eusalyn Lewis, M s . Daniele Brady, Dr. K a y Polydore, M r s . Lorna Callender, M r s . Nellie Brennan, Dr. Didacus Jules.

T O P I C : Teacher Training/ Conditions of Service

The group felt that s o m e of the themes did not require

further elaboration and identified the following issues:

I S S U E # 1 . Teacher Education and Professional E n h a n c e m e n t . This spans the gamut of training, welfare and professionalisation of teachers.

Initiatives

T h e territories in the O E C S have taken initiatives regarding teacher training.

- Basic Education Project with World Bank

- involves a dimension of Teacher Education

(St. Lucia, St. Vincent and Dominica)

- O C O D s u m m e r programme and individual Ministry of Education programmes.

- C T T P - Comprehensive Teacher Training

Project organised by O C O D in collaboration with Ministries of Education

- OECS.

- C O L (Commonwealth of Learning) Project

in Distance Education. Being used by teachers in St. Kitts/Nevis to upgrade themselves.

- U W I D I T E - offering Certificate in Education

- L a n g u a g e Arts; Curriculum and Evaluation; Education Administration.

B A H A M A S - initiated summer programmes for long service unqualified teachers - professional upgrading.

- Pre-service p rogramme for high school leavers to encourage them to pursue teaching careers.

- offers cash incentives for persons with G C E

and other qualifications to join teaching service. Scholarship awards increased.

- B Ed. Course ( U W I programme administered

locally) in English and History offered. Full-time administration over three years in collaboration with College of Bahamas.

- Off-shore universities (University of Miami,

University of St. Benedict, N o v a University) offer teacher training programmes with lecturers being flown d o w n or through interim s u m m e r programmes. St. Benedict accepts College of thee Bahamas credits.

- There are many options available in Bahamas

but m a n y teachers have pursued their professional development at the expense of their classrooms. This led to some discussion in the group over the merits and demerits of in-service modalities for teacher training.

- Programme for nurturing of all first grade

teachers at primary school. In-service

training with withdrawal component.

S T . K I T T S - Conducts annual Test of Standards. Based on the weak areas identified in the analysis of the results, upgrading for teachers is organized.

- Monthly Principals meetings at which they

identify areas for training/upgrading.

A N T I G U A - Set professional days for various zones and workshops organized according to needs identified.

- C T T P improves content/OCOD with content

and methodology.

- M a n y of these p r o g r a m m e s do not concentrate enough on major content areas.

Issues in Teacher Education

* Need to train teachers to make the pedagogy of the school different.



* Need to m a k e learning fun - kids need to be involved; more concentration on learning by doing; more activity orientation.

* Delivery System - children are finding school boring - evident that the instructional methods need to be changed.

* Teachers' Conditions of Service - teachers need compensationfor the sacrifice involved in the profession. Too many retired teachers end up destitute. Remuneration packages are not competitive - need for facility to help teachers access capital.

The critical issue is for society to place greater value on the service provided by teachers and this should be reflected in the remuneration.

Problem of teachers having to do multiple jobs - to augment salaries, teachers run a variety of devices to create a market for supplementing teaching (short changing the day-time curriculum and teaching full programmes at night/selling of goods to students).

* Sabbaticals - need for teachers to be refreshed after 4-6 years. In Barbados every 4 years teachers are entitled to sabbatical leave. In some territories, there is a passage grant available after long periods of service.

* Group called for institution of a true sabbatical so that teachers can spend this time doing a refresher course/upgrading themselves.

* Reference made to the O E C S draft legislation and its provision for improved conditions of service.

* In some territories, an incremental system is still in place. Feeling however is that a meritorious bonus should be offered. Incremental system not working effectively since all teachers are r e c o m m e n d e d for increments by principals.

* In Dominica, assessment of pupils and schools by district, followed by awards ceremony to recognise the best principals, teachers, schools.

Recognition of excellence but feeling that the awards given should be meaningful - e.g. provide tours/exchanges for these outstanding teachers to visit other territories in the region to broaden their exposure.

* School Performance Review - started in St. Lucia. Plans to introduce in Dominica, positive feedback from experimental application in Antigua.

* In Bahamas, career pattern for teachers is well defined so that good classroom teachers can find appropriate mobility within the system without being lost to the classroom.

* Need to look at the structure of the school -ensure that schools have Deputy H e a d s (Dominica has deputy heads with nominal allowance for this).

* Quantum of physical plant, security of school plant - all related to conditions of service. Poor working conditions affect levels of productivity of teachers. Hygiene is also a critical dimension of physical plant.

Issue #2 - Curriculum Content and Delivery Systems.

Initiatives

S T . K I T T S - Established a Curriculum Unit in the Ministry to determine content, delivery mechanisms and focus on the new technologies.

A Basic Skills Curriculum Officer is looking at remedial reading in schools.

A N T I G U A - Has a specialized unit with specialists in some subject areas. Individual remedial reading centres.

All O E C S territories have Curriculum Units and are still involved in the O A S Curriculum Project.

World B a n k Basic Education Project include Curriculum Development in Mathematics, Science,



Language, Social Studies (including environmental evaluation).

Discussions of the merits/demerits of the Fusion method in the curriculum of the primary school.

Curriculum

Pre-School Initiatives around the region tended to be the same - service is private but with support from government in collaboration with donor agencies.

G o v e r n m e n t co-ordination facilitates c o m m o n curriculum. S o m e level of training is provided by teachers and support staff works with parents. Concern expressed about parents' expectations and what is desirable for children at this level. Supervision allowed for the transition from pre-school to primary.

Primary - Noted that the curriculum is overloaded and recommended an integrated approach to delivering information children ought to have, instead of a multiplicity of subjects. Less structured systems for infant levels. M o r e time on play.

Student Assessment

Students should be involved in their assessment. Efforts should be m a d e to provide some students with a National School Leaving Certificate - slow students w h o cannot proceed to write the C X C examinations.

Setting of norms or standards for various grades.

St. Kitts operates continuous assessment in Grades 5

and 6.

Bahamas assessment in Grades 3, 6 and 8

Instructional Time

Various factors impinge on the use of contact time.

fund-raising activities teacher attendance

sports holidays teacher absenteeism withdrawal of teachers for workshops

Curriculum - communication skills and numeracy Recommendations should be emphasized.

Secondary Level

M o r e student participation in the institutional process.

Master teacher to provide help with methodology for other teachers.

Initiatives

* Supply teachers to cope with teacher

absenteeism on workshops.

* Revise Civil Service regulation about the hiring of substitutes only after 28 days absence of incumbents.

* Substitutes to be monitored by the Master

teacher.

Project Teachers

Projects

Greater collaboration between Curriculum Unit and Teacher Training. Chief Education Officer responsible for initiating this process. Subject Leaders to meet and discuss what they are doing in an effort to learn from each other.

* Recruitment of more males for they do not take

maternity leave.

* Better supervision by principals to ensure that

teachers report to classes on time.

* Train students to m a k e each other work.

* Principals should fulfil their instructional responsibility for reviewing teacher preparedness and m o d e of delivery.



Exceptional Child

- Use of setting - Accelerated promotion

G R O U P II: Dr. George Forde, M r . Cools Vanloo, M r . Francis Sookram, M r . Matthew Farley, M r s . Valerie Been.

T O P I C : (a) Management of human resource development in educational service

(b) Funding/Financing

S u b - T h e m e s Structure

Micro-level

Teachers, Principals, Ancillary staff, School boards, P T A ' s , Social partners.

Macro-level

C . E . O . , planning capability, Permanent Secretary, Education Officer, Advisory Council, National Reform Council, Curriculum Officers, Support Staff, Administration and Accounting Staff, Support and Welfare Staff, Maintenance Staff, Project Officer/Coordinator.

Initiatives already taken at the National and S u b -Regional level

- others have systematic and ad hoc school-based professional development activities.

- very little training at the tertiary level.

Recommendations not already implemented

- In-service teacher training

- Training of principals and other senior teachers to be expanded

- Review and re-structure formal training

programmes in view of the changing

context of education

Facilitate the bringing together of professionals and practitioners regionally to reflect on educational problems and practices.

- Support for sabbatical with attachments to

institutions for the purpose of research and professional development

- Improve the planning capability of territories

- Systematic induction courses organised at both the Ministry and schools levels

- Closer working relationships between school

and community and utilising the resources in the community.

N . B . Community does not necessarily refer to the immediate environment, but can be extended to all w h o have a vested interest in the school.

Teachers all institutionalised primary teacher training

territories have Implementation Strategies

- a few territories also have secondary teacher

training as well as distance teacher training programmes.

- some territories have systematic re-training programmes.

Establish appropriate planning mechanism

Establish and strengthen collaborative structures and mechanisms for h u m a n resource development at the national, regional, sub-regional, and international levels, both within and outside the field of education



- establish time lines and a system of accountability

- define, re-define and clarify roles, responsibilities, functions and relationships to ensure effective implementation of h u m a n resource development strategies

- establish mechanisms for the implementation,

monitoring and evaluation of h u m a n resource development

- prepare implementation plan

Funding/Financing

Sub-themes

increase resources

more efficient use of current resources

Increase resources

Increase public resources

increase direct private resources

increase other private resources

Initiatives already taken

s o m e countries have introduced education levies and taxes

tax incentives for donations to education

parents buy books and school supplies in some territories

reduced levels of subsidies and targeting welfare programmes

subsidised student transportation

reducing staff levels in schools

amalgamating schools programmes

rationalisation of school curricula

centralising high school facilities

Recommendations

develop appropriate planning and information systems

carry out cost studies in education

greater collaboration with private sector for the establishment of effective training programme

recurrent public budget should be objective

based

H u m a n resource development efforts should aim at

developing the following qualities, in personnel in the

education system;

Values

reliability, flexibility, responsibility, commitment to self, country, region, service and full development of potential.

capacity to co-operate

drive for excellence

capability for reflection

trainable and adaptable


- 3 7 - APPENDIX ill

G R O U P I H : Dr. Kathleen Drayton, M r . Elvet Hughes, M r . Gilberto Chulin, M r . Stanley Hodge, Dr. Carol Keller, M r . Lloyd Pujadas.

TOPICS 1. Gender analysis of education for transformation and transmission of values. 2. The type of society needed in the Caribbean

Computer literate

PREAMBLE

The society w e envisage will be cognisant of:

1. the vulnerability attendant on the kind of economic, political and technological developments which create in developing states:

rising interest rates recession brought on by falling

commodity prices increased indebtedness economic mismanagement greater equality in the distribution of wealth.

2 . the rights of adults and children to be protected and the need to develop sensitivity to obligations.

The society must be literate. In order for our citizens to fully utilise the larger amount of information, in addition to functional literacy, they should be able to participate meaningfully in a democratic society. They should therefore be:

Culturally literate people w h o recognise what is vital in the culture which sustains us.

Visually literate

be able to enter and use the world of i n f o r m a t i o n technology.

be able to interpret i n f o r m a t i o n presented visually.

be able to evaluate information critically.

A good general education should emphasize problem-solving and creative skills which allow them to adapt to change and to be re-trained.

Respect for the physical, human and social environment and due regard for demographic concerns and the welfare of human life.

D u e regard for integrity in government and measures should be put in place to develop a political culture that is sensitive to the protection of fundamental h u m a n rights and one in which the principle of recall is emphasized.

3. Ability to regulate relationship with others -colleagues, family, etc., appreciation of racial and ethnic differences. N o group should feel alienated. Every creed and race will find an equal place.

4 . Should put value high on caring, sharing, and

nurturing.

5. There should be identity with the region. Citizens should see themselves as part of Caribbean Community at h o m e and abroad as well as citizens of the world (global citizens).

6. Citizens should aim for high standard of excellence which must be articulated with clearly defined criteria.

7 . A sense of co-operation and team spirit should be exhibited throughout society instead of individuality.


- 38 - APPENDIX III

8 . Society should have the ability to integrate findings into politics.

9 . Citizens should have the ability to adapt to the changes in society which result from internal as well as external influences.

10 . Indigenous people must not be marginalised -their rights should be recognised.

GENDER EQUITY:

T h e present struggle is part of the long h u m a n struggle for equality in society. It includes equal opportunities and access to all levels of schooling, occupations, and to resources, but m o r e than this it requires a transformation of relations between the sexes.

T h e following gender issues mus t be examined for education:

1. T h e host of reasons for the present status of male/female in the society and for socially constructed ma le and female roles.

2 . T h e reasons for the antagonism and hostility between the sexes, related to sex and gender roles which too often lead to violence.

3 . T h e economic status of w o m e n in society and h o w this is part of the larger economic system.

Implementat ion Strategies

Given that teachers are recruited from the education system, there is need for,

a) improving the system

b) life-long and continuing education for teachers

c) exposure of teachers to multiple roles so that they will better appreciate the whole process

d) compulsory gender education in all teacher education programmes, designed with the help of gender unit at U . W . I .


e) the need for Ministries of Education to require and facilitate text revisions to remove stereotypes and to m a k e this culturally acceptable

f) recognising the enormous expense that is m a d e

o n texts, government must call on publishers

to revise texts in accordance with the regional

society.

g) the setting up of a c o m p a n y to publish textbooks

h) disaggregation of data by sex, age, geographic area and ethnicity

i) introduction of M . S . to be used in schools for the use of student/teacher

j) developing effective appraisal of teachers to

evaluate practices

Initiatives

Initiatives in the region are found in the following

documents .

a) C A R I C O M Task Force - T ime for action -

economic issues.

b) Access, Quality and Efficiency - World Bank

c) O E C S Reform Strategy-The type of Caribbean

Society

d) Gender and Caribbean Development and other

publications of I S E R

e) W o m e n , gender and development studies

WAND

0 Trinidad & Tobago Task Force Report

g) Language policy of the Dutch Antilles

- 39 - APPENDIX III

Recommendations 4 . Supervision is at a m i n i m u m .

1. Access to and resource centres for students.

2 . Early attention must be given to the setting up of a Caribbean Publishing House to publish text books to keep within the region the enormous sums of m o n e y (over US$20 ,000 ,000 per annum) remitted to publishers abroad.

3. Greater use of art forum and sport to promote Caribbean one-ness.

5. In terms of facilitating and controlling implementation there must be systematised management of the expenditure of time and resources.

6. T h e development of appropriate rules, regulations, guidelines, goals, standards and schedules.

7. Modification to reflect operational constraints.

4 . Media should design and produce programmes P R E A M B L E which are culturally relevant.

T h e feasibility of plans 5. Study of instructional material in the region for

gender, ethnic and cultural biases. A plan's feasibility depends on its educational strength, its economic feasibility, its political viability, its

6. Curricula should be developed to reflect all potential for spill over, and its moral acceptability, values outlined above.

Factors to consider:

G R O U P IV: Dr. Anthony Layne, M s . Irene Walter, Dr. Leyland Maison, Dr. Michael Louis, M r . Joseph Mahase, M r . Elroy Turnbull, M r . Tyrone Burke.

TOPIC: Mechanisms for Implementation of Policies and Programmes.

The participating view, which requires involvement of all persons concerned, is preferred to the classical view in which implementation is perceived as the exercise of authority.

1. Communication must have two directions -bottom up and top d o w n .

2 . M a n a g e m e n t is decentralised - decisionmaking authority is dispersed throughout the system.

1. Fidelity:

the extent to which the proposed alternative is faithful to existing legislation, established goals and larger scale m e g a policies, and attends to the educational needs of the cohort for which the plan was developed.

2 . Economic feasibility

the extent to which the chosen plan has benefits which are likely to outweigh costs and the extent to which its installation is likely to be more productive than any other alternative.

3. Political viability

an estimate of the attractiveness of the alternative in the political arena.

4 . Spill-over effects

the risks that m a y be ascribed to the proposed alternative in terms of its potential to have unintended consequences.

3. Policy makers, managers and staff members are 5. Moral acceptability cooperatively and collaboratively involved in problem solving and policy making.

the extent to which the chosen plan is or is not acceptable in the light of society's ethical norms, values, standards, etc.


- 40 - APPENDIX III

The group identified life-long education as the idea on which it would base the development of mechanisms for implementation. It also stated, as sub-themes, lifelong learning which would reflect individual needs and lifelong education which was interpreted to mean the educational provision needed to respond to the individual needs. Under the sub-theme 'lifelong learning' the following categories were identified:

( 1 ) Pre-school to cover ages 3 and 4

(2) Primary Education - ages 5 to 11 years

(3) Secondary Education - 12 to 16 years

(4) Out of school youth; and

(5) Adults 18 years and over.

The group considered learning provisions under the formal headings - formal education and non-formal education.under the sub-themes community based, state provision, private sector initiatives. Preschool - the formal provision. This was considered generally very limited throughout the region but note was taken that there was provision in the constitution of Guyana for universal preschool education for its population.

Non-formal

C o m m u n i t y based - considered generally limited, however, Jamaica was seen as an exception since there was extensive provision. In excess of 80% of the age cohort were not in community based pre-schools.

State primary - very limited

Private Sector - provision was available in pockets within the region, for example, Montessori schools for this cohort existed in Jamaica and Barbados.

Recommendations

It was noted that the weight of world-wide opinion seemed to favour increasing government provision for pre-schoolers.

(1) The group recommended that governments in the territories should promote and subsidise communi ty-based and private sector operations.

(2) A curriculum should be developed which would bridge the home/school environment. The curriculum should, however, de-emphasize intellectual preparation for primary schools.

Primary 5 to 11 years - formal

The group noted that there was very good coverage almost universal. Very good access, but variable quality.

Non-formal Both community based and state provision were limited and the quality of the offerings variable.

Private Sector Generally limited involvement by the private sector in the territories, but extensive provision in Jamaica where private primary schools were generally available.

Recommendations

Upgrade the competence of the trainers of primary school teachers using appropriate technology and adult education methods.

Modernise school plants in order to m a k e available modern technologies, improved library facilities, classrooms with adequate storage space, sports facilities, improved sanitation and other facilities for students and staff.

Improve the training of primary school principals so that they acquire increased competence in instructional supervision and curriculum management.

Secondary A g e 12 to 16 years - formal

There was availability within a range of 40 to 100% of the age cohort in different territories. T h e quality was variable.


- 41 - APPENDIX III

Non-formal Community based Generally there was limited provision. However, a good example of community-based provision could be seen in the S E R V O L Programme in Trinidad & Tobago.

State Provision Generally limited, however, fairly extensive in Jamaica where provision in the formal sector was between 40 and 55%. Examples of such provision could be seen in the establishment of trade training centres and the H E A R T Programme.

Private Sector Limited provision.

Recommendations

Utilise alternative modes of delivering secondary education, including distance education and open learning systems.

Design a core curriculum for secondary education that would produce a graduate w h o is scientifically, technologically and artistically literate.

Broaden C X C ' s examination base to provide certification to those candidates w h o complete secondary education but are unable to take the present examinations.

Out of school Youth Formal - very limited. Non-formal community based - limited. S o m e provision in Jamaica for teenage pregnant girls.

State Provision Limited reform schools and youth service schemes.

Private Sector Almost non-existent.

Recommendations

The following needs were identified:

(1) To broaden the concept of formal education to include provision for the needs of special

groups e.g. the pregnant student, the non-achiever, the juvenile delinquent.

(2) To make provision and offer opportunities to out of school, primary age group to return to the main stream formal system through a relevant equivalent parallel curriculum utilising non-formal methodologies.

Adults 18+

Access limited - range good. Non-formal community-based - limited number of community education programmes.

State Provision Mainly literacy programmes and skill training schemes.

Private Sector Extensive provision, good variety but very variable quality.

Recommendations Review the content and methodology of existing programmes at formal and non-formal levels.

Establish linkages between the formal and non-formal sectors to facilitate the development and articulation of programmes.

Develop programmes for particular groups of adults, for example, parents, policy makers and planners, as well as for those w h o have retired, or whose jobs have become redundant, so that these adults can acquire n e w skills and adjust quickly to new job opportunities.

Use available communication technologies for expanding programmes offered to adults in the region.

Develop adult education programmes for delivery by the popular media.


- 4 2 - APPENDIX IV APPENDIX IV

LIST OF PARTICIPANTS

ANGUILLA 1. M r . Elvet Hughes

Chief Education Officer Ministry of Education The Valley Anguilla

Mrs. Irene L . Walter Registrar (Ag.)

Caribbean Examinations Council The Garrison St. Michael 20

Barbados

Tel: 809-497-2875/4 Fax: 809-497-2908

Tel: 809-436-6261 Fax: 809-429-5421

ANTIGUA & BARBUDA 2. Mrs. J . M . Eusalyn Lewis

Permanent Secretary Ministry of Education Church Street St. John's Antigua

Tel: 809-462-4959/2387 Fax: 809-462-4970

BAHAMAS 3. Mrs. Nellie Brennen

Chief Librarian Ministry of Education P.O. Box N-3913/14 Nassau Bahamas

Tel: 809-393-5379 Fax: 809-322-8491

BARBADOS M r . Ralph Boyce Chief Education Officer Ministry of Education & Culture Jemmotts Lane, St. Michael BARBADOS

Tel: 809-426-0629 Fax: 809-436-2411

Dr. Anthony Layne

Dean Faculty of Education University of the West Indies

Cave Hill Barbados

Tel: 809-438-0162

Fax: 809-425-1327

M r . Lee Farnum-Badley United Nations Development Programme

Jemmots Lane St. Michael

Barbados

Tel: 809-429-2521

Fax: 809-429-2448

Dr. Kevin M . Lillis Regional Education Adviser

BDDC Lower Collymore Rock St. Michael

Barbados

Tel: 809-436-9873 Fax: 809-436-2194

M r . Hubert J. Charles U N E S C O representative N o . 7 Garrison St. Michael Barbados

Tel: 809-427-4771/6 Fax: 809-436-0094


- 4 3 - APPENDIX IV

BELIZE 10. Mr . Gilberto Chulin

Principal Education Officer Ministry of Education Belmopan Belize, C . A .

Tel: 08-22380

Fax: 08-23389

GUYANA 14. Dr. Leyland Maison

Chief Education Officer Ministry of Education 26 Brickdam Georgetown Guyana

Tel: 02-56329 Fax:02-58511

BRITISH VIRGIN ISLANDS 11. Mr . Elroy Turnbull

Chief Education Officer P.O. Box 72 Road Town Tórtola, B V I

Tel: 809-494-3701 Ext. 2150 Fax: 809-494-5421

15. M s . Daniele Brady U N I C E F 72 Brickdam Georgetown Guyana

Tel: 592-277585 Fax: 592-265894

DOMINICA 12. Dr. Kay Polydore

Tertiary Education Adviser Ministry of Education Roseau Dominica

Tel: 809- 448-2401 Ext 3286

Fax: 809-448-0080

JAMAICA 16. Mrs. Valerie Been

Acting Director Planning & Development Division 2 National Heroes Circle P.O. Box 498 Kingston Jamaica

Tel: 809-922-3784

GRENADA 13. Mr . Francis Sookram

Senior Education Officer Ministry of Education Young Street St. George's Grenada

NETHERLANDS ANTILLES 17. Mr . Stanley Hodge R .

Director of Education - Windward Islands E . Camille Richardson St. Philipsburg, St. Maarten P.O. Box 356 Netherlands Antilles

Tel: 809-440-3461 Tel: 5995-23296/23458 Fax: 5995-23191


-44- APPENDIX IV

ST. KITTS-NEVIS 18. Mrs. Lorna A . Callender

Permanent Secretary Ministry of Education.Youth & Community Affairs P .O . Box 333 Cayon Street, Basseterre St. Kitts

Tel: 809-465-2521

Fax: 809-465-9069

ST. LUCIA 19. Dr. Michael Louis

Chief Education Officer Ministry of Education,Culture & Labour Castries

St. Lucia

Tel: 809-452-6123 Fax; 809-453-2299

20. Dr. Didacus Jules H R D Consultant Creative Solutions Ltd. P .O . Box 26 Castries

St. Lucia

ST. VINCENT & THE GRENADINES 22. M r . Cools Vanloo

Education Planner Ministry of Education & W o m e n ' s Affairs Kingstown St. Vincent & the Grenadines

Tel: 809-457-1104 Fax: 809-457-1114

23. M r . Macaulay Peters Chief Education Officer Ministry of Education Kingstown

St. Vincent & the Grenadines

Tel: 809-457- 1104 Fax:809-457-1114

24. Mr . Tyrone Burke 3rd Vice President Caribbean Union of Teachers c/o S V G T U , Box 304 McKies Hill, Kingstown St. Vincent & the Grenadines

Tel: 809-457-1062

Fax: 809-456-1098

Tel: 809-452-1767 voice/fax

21. Dr. George Forde Director

O E C S Education Reform Unit O E C S Secretariat Castries St. Lucia

Tel: 809-452-2082 (voice/fax)

TRINIDAD & TOBAGO 25. Mr . Lloyd W . Pujadas

A g . Director of Educational Services Ministry of Education Hayes St., St. Clair Trinidad & Tobago

Tel: 809-622-2281/622-1964

Fax: 809-628-7818/673-2575

26. Dr. Carol Keller Deputy Dean Faculty of Education University of the West Indies St. Augustine

Trinidad & Tobago

Tel: 809-662-4279 Ext. 2116 or 3406 Fax: 809-663-9684


- 4 5 - APPENDIX V

APPENDIX V

D À Y 1

Draft Conference Agenda

10.05 - 10.35 a.m.

09.30 - 10.30 a.m.

10.45 - 11.00 a.m.

11.00 - 12.45 p .m.

Offiü' Welcome Ceremony

BREAK

Election of Officers of the Meeting.

APPRAISAL AND PERSPECTIVES OF EDUCATION FOR INTERNATIONAL UNDERSTANDING

Presentaion of Paper - Values Education: T h e Caribbean Experience, by M r s . Yvonne Holder

Discussion in Plenary and identification of key issues

12.45 - 02.00 p . m .

02.00 - 02.15 p . m .

02.15 - 04.15 p . m .

04.15 - 04.30 p . m .

04.30 - 05.30 p . m .

LUNCH

Clarification of task to be undertaken by the work groups

W o r k group session -Further elaboration of key issues

BREAK

Report and Discussion - Facilitated by M r s . Yvonne Holder

DAY 2

EDUCATION IN THE TWENTY-FIRST CENTURY

09.00 - 09.10 a.m.

09.10 - 10.00 a.m.

Introduction

Update of the Work of the International Commission on Education in the 21stCentury - H o n . Michael Manley, M e m b e r of the Commission

10.35 - 10.50 a.m.

10.50 - 11.15 a.m.

11.20 - 11.55 a.m.

12.00 - 01.00 p . m .

LUNCH

02.00 - 03.45 p . m .

03.45 -04.00 p . m .

04.00 -05.00 p . m .

D i s c u s s i o n / Clarification

- BREAK

Presentation of First Paper - Member of the Faculty of Education, U W I , Cave Hill

Presentation of Second Paper - Key Issues and Implications for the Caribbean Network of Educational Innovation for Development (CARNEID) - Dr. Didacus Jules

Responses:

1. Dr. Carole Bishop ( C A R I C O M ) Regional Plans/Programmes

2. Dr. George Forde (OECS) - Education Planning Perspective

3. M r . Ralph Boyce -Chief Education Officer, Barbados, and President of the Association of Caribbean Chief Education Officers (ACCEO) Implications for the Delivery System

Discussion and distillation of key issues - Honourable Michael Manley

B R E A K

Work Group session


- 4 6 - APPENDIX V

DAY 3

EDUCATION IN THE TWENTY-FIRST CENTURY

09.00 - 10.45 a .m. - Continuation of Work Group session

10.45 - 11.00 a .m. - B R E A K

11.00 - 12.00 p . m . - Presentation of Group reports and Distillation of Key R e c o m m e n d ations by the C A R I C O M Representative

12.00 -01.00 p . m . - Adoption of Recommendations and Presentation of Initial Report focussing on Implications for Civic Society and Governments

Formal Closure


PAPERS PRESENTED


- 4 8 - PAPERS PRESENTED

EDUCATION FOR THE TWENTY-FIRST CENTURY:

A CARIBBEAN PERSPECTIVE

by Anthony Layne, Ph.D.

Senior Lecturer and Dean • Faculty of Education

The University of the West Indies Cave Hill Campus

Paper prepared at the invitation of U N E S C O for the Regional Consultation of the International Commission on Education for the Twenty-First Century, St Vincent and the Grenadines, August 3-5,1994

EDUCATION F O R T H E 21 CENTURY: A CARIBBEAN PERSPECTIVE

Introduction

This paper deals with the topic of education for the 21st century in the Caribbean. It does so against the backdrop of the work which is being done by U N E S C O ' s International Commission on Education for the Twenty-first Century. This commission is referred to in the remainder of this paper as the Delores Commission -its popular name after its Chairman, Jacques Delores -or simply as the Commission. The paper does not deal with the topic for the entire Caribbean. It is limited to an examination of the topic as it relates to the Commonwealth Caribbean or the M e m b e r States of the Caribbean Community ( C A R I C O M ) .

The author of this paper was charged with the responsibility of reviewing the key documents on education produced by the C A R I C O M Advisory Task Force on Education (ATFE or the Task Force) and the Organization of Eastern Caribbean States ( O E C S ) Education Reform Strategy. A recent (1992) study by the World Bank of Access, Quality and Efficiency in Caribbean Education will also form part of the required review. The three sets of documents will be reviewed to determine whether they address the issues which, in the opinion of the Faculty of Education, would be critical to the internal efficiency of the educational systems of the English-speaking Caribbean and the contribution of those systems to the socio-economic viability of the region. The paper reflects the opinion of the Faculty of Education at Cave Hill, and not necessarily the opinion of the Faculty of Education at St. Augustine or M o n a .

The paper has two major sections. The first contains contextual information for situating the review. It provides information on the work of the Delores Commission, and on the challenge of development confronting the M e m b e r States of C A R I C O M as seen mainly through the eyes of the West Indian Commission (1992) which was set up by the C A R I C O M Heads of Government to examine the future of the region as it enters the 21st century. The second section deals with the actual review.



Before w e proceed with the business in hand, it should be m a d e clear which of the different views on the relationship between schools and society it the one which is accepted in this paper. There are two principal views of the world on the subject (Levin, 1976). O n e approach assumes that the schools exist as an agent of social reform and that the limits of their ability to change society are conditioned only by the limits of our imagination and the difficulties of obtaining consensus. From this perspective, it is the duty of educators and citizens to use schools as the major lever to create a fair and productive society. Although these assumptions are not always stated explicitly, they appear to be values that undergird the literature and debate on educational reform.

The other principal view is that school exists as an agent of the larger social, economic and political context which fosters them. Accordingly, they correspond to the institutions of the larger society and serve the functions assigned to them for reproducing the social, economic and political relationship reflected by the prevailing institutions and ideologies. F r o m this perspective, school serve society. They are dominated by society rather than dominate society as is suggested by the former view.

This paper rejects any theory of education and society which holds that educational systems can virtually single-handedly transform society. It also rejects any theoretical perspective in which educational systems are viewed as being there simply to reproduce mechanically the existing social order. The paper makes the fundamental assumption that while an education system normally serves as an agent of social conservation, it also has some leeway to promote change since it is m a d e up of and run by h u m a n beings and not by inanimate objects or robots posing as people. At the same time, the paper accepts that far-reaching structural change within and through an educational system is only possible if it is preceded or accompanied by a major change in power relations. Bearing these in mind, w e m a y n o w proceed with the business in hand, starting with a c o m m e n t on the w o r k of the Delores Commission.


The Work of the Delores Commission

The Delores Commission was up by U N E S C O last year ( 1993) to examine the question of education for the 21 st century and to submit its report by 1995. It was set up s o m e 21 year after another important U N E S C O Commission, the International Commission on the Development of Education, submitted to the Director-General or U N E S C O what has c o m e to be k n o w as the Faure Report (1972). The Faure Report was for several years the subject of heated debate in international circles. O n the one hand, it was hailed as a report on international educational reform which demonstrated a deep concern on the part of the authors for people and their welfare. O n the other hand, it was criticized by some radical scholars for avoiding some of the basic issues in economic and social development, for placing excessive emphasis on science and technology as the solution to social problems, and for seeking to find "universal truths" which would interpersonal conflicts by ignoring that those relationships exist in the real world (see for example, Carnoy and Levin, 1976)

The Delores Commission has evidently been aware of the mixed reaction to the Faure Report, and it apparently seeking to c o m e up with a document with would be useful in practical terms for policy-planning. In his report to the first session of the Commission, Chairman Delores grappled with the question of whether education could purport to be universal (Delores Commission, 1993a). H e seems to have taken the position that it is possible to devise an educational policy which would convey a universal message, once people were prepared to "rid their minds of certain concepts and learn to engage more readily in dialogue" (1993a:4). This sounds somewhat like the language of the Faure Report, as does the observation by Chairman Delores that if the end-purposes of education are to be fulfilled, opportunities must be provided for education throughout life as advocated in Learning to Be . However, it was m a d e very clear during the First Session that the role of the Commission is to provide educational policy-makers and planners with facts to help them draw up educational policies, and not just to conduct a purely descriptive exercise or to outline a philosophy of education systems.

The Delores Commission rightly believes that while education can m a k e an important contribution to national, regional and global development, education


is not by itself a panacea for all of society's ills. Mindful of its mandate to "study and reelect on the challenges facing education in the coming years and to formulate suggestions and recommendations in the form of a report which can serve as an agenda for renewal and action for policy-makers and officials at the highest leveF', the Commissions has identified what it considers to be the four crucial issues in educational reform and policy-planning.

The first of these issues is the capacity of the educational system to become the key factor in development, given that the educational system is expected to perform several major functions. These functions include: helping to build a qualified and creative work force; advancing knowledge to ensure that economic growth is not accompanied by damage to the physical or human environment; and producing citizens w h o have "cultural roots" but w h o at the same time are open to other cultures.

The second crucial issue identified by the Commission is the ability of educational systems to adapt to new treads in society. These trends range from changes in values, family structure, and the role of w o m e n , to changes in the status of minorities and the physical environment.

T h e third issue is that of relations between the educational system and the State. According to the Commission, crucial matters here include the devolution by the State of some of its powers to local authorities, the interface between public and private education, and soon.

The fourth issue is the promotion of the values of peace. The concern here is with h o w to get the educational system to take account of different traditions and cultures and to promote mutual understanding. N o w that w e have familiarized ourselves with w h y the Commission was set up and what it hopes to achieve, w e can shift our focus to the Caribbean and make some observation on the challenge of development facing that region in a world of change.

Caribbean Development in a World of Change

In the report which it submitted to the C A R I C O M Heads of Government for their meeting in July 1992, the West Indian Commission did an excellent job in describing the transformation which have been taking place in the world and in the Commonweal th Caribbean since the establishment of C A R I C O M in 1973, and in discussing the entirely changed context in which West Indians must make decisions about their Commission drew attention to such major changes as: the end of the Cold W a r and the concomitant marginalization of small developing countries, including those in the C o m m o n w e a l t h Caribbean; the growth of democratic movements and political pluralism throughout the world and the need to be sensitive to this change as an element in all policymaking; the tightening grip of supranational and transitional forces and organization on policy-making in virtually every country; the growing plague of unemployment and under-employment; environmental degradation and the placing of environmental sustainability on the agenda of all countries; the new priorities for aid and investment on the part of the industrialized Western countries and the consequential d im outlook for development finance in small developing countries; and the domination of the international scene by pervasive technological change - including the emergence of entirely n e w technologies in fields such as bio-technology and micro-electronics.

Emphatically, then the context in which West Indians must m a k e decisions about their future has changed. With the end of the Cold W a r , the region has lost any geo-political significance which it m a y have had, and will n o w have to draw more heavily than ever on the resourcefulness of its people. This point has been made by the West Indian Commission, which m a y usefully be cited at this stage:

Developing countries, more particularly including our small and vulnerable West Indies, are on their own. Their, and our salvation will reside simply in how successfully we can harness what assets we have and how skillfully we can deploy those assets in whichever sectors of the


- 51 - PAPERS PRESENTED

world we can best find a useful and acceptable place.

(1992:65)

T h e factors constraining development in the Commonwealth Caribbean are numerous. A s identified by the West Indian Commission (1992), these factors include: the special vulnerability of small states in international affairs; the low priority which has been attached to overcoming geographical separateness; the problem of economies in the doldrums, with unemployment remaining the most stubborn problem for the region; the harshly negative impact which the exigencies of economic failure and adjustment programs have had on w o m e n in particular, including w o m e n with their o w n young children, the relatively little attention that is being given to environmental issues; the failure to the quality and frequency of the kind of education which is on offer to measure up to what is required for a future in which the people of the Commonweal th Caribbean can compete; and the emergence of a cult of pure materialism, with an accompanying loss of the "traditional" value of hard work, discipline, honesty and striving on behalf of others.

Since our main concern is this paper is with using the educational system to help prepare the region for the 21st century, it will be useful to elaborate on the West Indian Commission's claim that there is a gap between what is on offer and what is required. In this connection, that Commission observed that (1) the achievement of universal literacy and numeracy at the primary level is dropping out of sight, (2) examination results at the secondary level are extremely disappointing nearly everywhere and in nearly every subject; and (3) the proportion of the relevant age group which has access to tertiary education is too low. The Commission rightly stressed that improved education and training both increase production capabilities and raises people's quality of life. It deemed the enhancement of education and training at the technical level to be of absolutely crucial importance since technological innovation and the ability to master the techniques of entirely n e w businesses hold the key to the productive future of the people of the region.

The West Indian Commission was careful to point our that while "It is better that we should be our own most

vigorous critics and bring to light our failings before time discovers them and a response is then in other hands as much as ours", the "blessings, the achievements, the success, the creativity must be recorded too to form the picture". (1992: 68) The credits which were identified comprised the following: the small states of the Caribbean do not suffer from the inhuman overcrowding, foetid pollution, and cluttered and high-pressured lives of many large urban societies; the region has a treasure of natural resources which it has hardly begun to exploit; the educational systems of the region compare favorably with those in developing countries and provide a basis on which to build rapidly; the societies of C A R I C O M are open, practicing democracies based on the rule of law and the protection of human rights; they are located at the junction of the Americas and are at the center of a potential hive of financial activity; and West Indian creativity has gone far afield and m a d e its mark in a multitude of ways -literature and the arts, music and sport, international diplomacy and so on.

Enough has been said then by w a y of providing a development context for the review of the three sets of documents before us. Let us m o v e on to the second major section of this paper and begin with the question of h o w the University and the Faculty of Education see their role in the region.

E D U C A T I O N F O R T H E 21ST C E N T U R Y IN T H E C A R I B B E A N

Development Plan of the Cave Hill Campus

The Cave Hill C a m p u s of the University of the West Indies currently has an enrollment of about 2,500 students in the six Faculties of Arts and General Studies, Education, L a w , Medical Sciences (Clinical). Natural Sciences and Social Sciences. In its Development Plan 1990-2000, the Cave Hill C a m p u s has pointed out that like the University as a whole, it faces the challenge of responding to the "urgent needs of the region for rapid economic growth and transformation based on human resources and organization as critical elements in the development process". (1990:1) The Campus has taken the position th»t teaching end reneareh of the hiahest quality must be central to that response and that there



is a need for rapid and significant expansion in its output of graduates. T h e Plan contains the following pointed statement about the relationship which the C a m p u s see itself as having with the non-Campus countries of the Eastern Caribbean.

Given its special relationship and proximity to the non-Campus Countries of the Eastern Caribbean, this Campus in particular, is also challenged to respond directly to the human resource development needs of this sub-region. This requires that is should seek to achieve a significant increase in student enrollment from the OECS States. It will therefore be obliged to impact directly on the Secondary and Tertiary level Institutions in this region to expand its pool of persons qualified for University entry, especially in English, mathematics and Science, and to offer teaching and research programs relevant to a pattern of economic and social resource development which in these Island micro-states is inevitably based on external trade and services and fragile ecosystems.

(1990:1)

The C a m p u s has also observed in the said Plan that it will answer the challenge to achieve these objectives in a manner which "recognizes and reflects the Region's common history, its rich culture and creativity and its quest for a secure sovereignty pattern of development". (1990:1)

T h e C a m p u s plans to increase its enrollment to 2,770 students by the year 2000, an increase of 500 students of 2 2 % over the figure for 1989/90. It hopes to reach that target through the utilization of at least the following strategies:

(i) Direct intervention in the Secondary School System by measures identified particularly by the Faculty of Education to increase and upgrade the number of qualified teachers especially in the areas of English, Mathematics and Science in the N o n - C a m p u s Countries of

the Eastern Caribbean. T h e bulk of the expansion in the enrollment in the Faculty of Education is expected to be achieved through off-Campus and In-Service teacher training and upgrading in the N o n - C a m p u s Countries.

(ii) Improved articulation arrangements with the Tertiary Level Institutions, and a more flexible accreditation policy in relation to non-traditional qualification. This is expected to lead to an increase in the number of entrants with advanced standing.

(iii) M o r e flexible p rog ramming to provide increased opportunities for part-time, work/ study, and s u m m e r programs.

(iv) The introduction of n e w degree majors and minors and Certificate and Diploma Programs which are directly relevant to the n e w and expanding areas of social and economic activities in the region.

(v) Attracting a larger number of graduates for retraining, upgrading and continuing education programs.

(vi) Expanding the scope for advanced study and

research.

(vii) Significant increase in the number and level of scholarship and other forms of financial assistance to qualified persons, especially those from the N o n - C a m p u s Countries of the Eastern Caribbean; and also for training and research.

T h e Faculty of Education is expected to play an important part in the C a v e Hill campus ' outreach program in the Eastern Caribbean in the area of human development. It is expected to:

• provide In-Service Programs for non-graduate teachers in the secondary schools;

• provide Distance Teaching Education packages for use in the training of secondary school teachers and school principals, both primary and secondary;



• produce modules in core areas to be used in the mass upgrading of teachers in the O E C S w h o do not have m i n i m u m requirements for entry to Teacher Training Colleges;

•" mount short/summer courses in areas of choice, which special reference to the N o n - C a m p u s Countries, in order to assist in upgrading teacher skills as well as the skills of the trainers in the Teachers' Colleges;

i/ mount one-year Certificate Programs to be delivered by distance teaching.

The Faculty, then, identifies with the view that h u m a n resource development is critical to the region's development, and believes that it has an important role to play in this regard through the provision of meaningful teacher education programs, the training of the trainers in the Teachers' Colleges, the training of school principals and Education Officers, and the carrying out of research, including policy-oriented research, in collaboration with persons in the Tertiary Level Institutions (TLIs). Let us n o w turn to the documents to be reviewed, beginning with the A T F E Report.

The ATFE Report

TheTask Force dealt with a very wide range of concerns and issues in education in the M e m b e r States of C A R I C O M , and it will not be possible to deal with all of them in detail in this paper. In reviewing the Task Force's Report, and indeed the other documents before us, w e will pay special attention to the issues related to teacher education. Since teacher education is the area in which the Faculty is most heavily involved.

The A T F E Report is a very valuable document on the future of education in the M e m b e r States of C A R I C O M . W e will not spend too m u c h time on the history of this document. Suffice to state the following by w a y of background information:

1) the A T F E w a s appointed by the Secretary-General of C A R I C O M to extend and deepen the thinking which had been initiated at the First Regional Consultation of Education which was held in Jamaica in 1989.

2) its members were appointed in their individual capacities and were drawn mainly from regional institutions and organization;

3) the Regional Policy on Education proposed in the Report was considered and endorsed at a Special Meeting of the Standing Committee of Ministers Responsible for Education ( S C M E ) which was held in Antigua and Barbuda in September, 1993.

4) the A T F E and the O E C S Working Group worked closely to avoid duplication of effort since they had been mandated to deal with similar issues and concerns;

5) the A T F E had a significant input into the West Indian Commission's Report; and

6) theATFE interacted with the World BankTeam which carried out the study on "Access, Quality and Efficiency in Caribbean Education".

Teacher Educat ion

O n the specific matter to teacher education, the Task Force was of the view that the major issues related to (1) the relevance of the programs for teaching, (2) the relationship between teacher institutions and schools, (3) the availability of suitable candidates, (4) the socioeconomic, and the term and conditions of service of teachers. O n the first matter - the relevance of the teacher training programs to the reality of the classroom situation - the Task Force charged that a great deal of the knowledge and skills which teachers acquire in college is not transferable to the classroom party because in m a n y instances the relationship between the teacher training college and the school is limited to occasional visits and teaching practices. T h e problem is that the Task Force did not go on to provide any real indication of what the nature of the relationship between the training colleges and the school should be. If indeed a gap is not necessarily reduced or removed by increasing the number of visits of training college personnel to the school. Admittedly, training programs for teachers should seek to help the teacher to cope with a changing environment, and to be creative in dealing with student problems which are somet imes manifested as aggression, violence and withdrawal. However, the



school should not be expected to solve such problems single-handedly. It can do its part, but it can only do so successfully if it is assisted by other major agents of socialization such as the family.

The Task Force is on strong ground in its contention that there is a storage of suitably qualified applicants for teacher training programs in the training colleges and Universities of the Region. In this connection, it has usefully pointed out that the practice at some times of recruiting graduates of these institutions to teach at higher levels in the system than that strengthening the distance education programs. Currently, the Faculty is involved in a school-based distance program for the training of non-graduate secondary school teachers in the O E C S . This project has been m a d e possible through the European Development Fund ( E D F ) of the E E C . Discussions are underway to introduce, with possible funding from the British Development Division in the Caribbean, a major distance education program for the training of primary school teachers in the O E C S . T h e strengthening of distance education programs is a m o n g the top priorities of the University as a whole which is committed to becoming a dual m o d e institution.

While the Faculty agrees with the Task Force about the importance which should be attached to distance education programs and methodologies, it would caution against any notion that all teacher training should be school-based. The Task Force had this to say as far as future directions for teacher education in the Region are concerned:

A place to start is with the institutional arrangements for teacher training. Changes are required to enable more persons to receive training and to make the training more relevant to the demands of the classroom. A shift from institution to school-based training should therefore be considered.

The Task Force saw the school-based approach as having the following advantages:

(i) School would not have to find substitute teachers in order to release teachers for training.

(ii) Student teachers would be able to attend classes at the colleges during vacation time and avoid any disruption at the school.

(iii) Teacher training would be taking place in the same context in which the teacher has to operate.

(iv) M o r e teachers could be trained since a training environment would be created with the school.

(v) T h e teacher trainers would be assisted by experienced teachers in the school w h o could serve as Master Teachers and by the Principal and Education Officers w h o could assist with the supervision of trainees.

(vi) Trainees would be challenged to evaluate their o w n performance and so would be developing skills that are necessary to monitor their professional development after the training period.

(v) Trainees would be able to develop research skills since their interaction with supervisors and teacher trainers would be based on data collected by them using the classroom as a laboratory.

(1993:58)

The problem is that while school-based teacher training m a y have the advantages which have just been listed, intra-mural training provides opportunities for trainees to interact with other university and college students with all of the cross-fertilization of ideas that implies. T h e governments of the Region have not been unaware of this. The original discussions between the Faculty of Education and the British Development Division in the Caribbean regarding a possible Primary Teacher Training Project for the O E C S centered around a school-based project. Ministries of Education in the O E C S have since indicated that they wish to keep their options open at this stage and would not want to be tied d o w n to an exclusively school-based approach to teacher training. Let us turn to the O E C S Education Reform Strategy.


-55- PAPERS PRESENTED

T h e O E C S Education R e f o r m Strategy

A s has previously been mentioned, the Task Force worked closely with the O E C S Working group since the two groups had been mandated to deal with similar issues and concerns. The O E C S Working group itself was established in March 1991, as a result of a decision which was taken at the Fourth Annual Consultation of O E C S Ministers of Education to devise an Education Reform Strategy. It was set up with financial assistance from the Canadian International Development Agency (CIDA). Its membership was drawn almost entirely from among O E C S professional educators. Its Report, which was entitled Foundations for the Future: O E C S Education Reform Strategy, was broadly reviewed by the O E C S Ministers of Education at their annual meeting which was held in Dominica in October 1991.

The mandate and the mission of the Working group, as set out in the Terms of Reference, included, but were not confined to:

1. Reviewing the relevant literature and documentation on the state of education in the sub-region and other relevant issues.

2. Developing a conceptual strategy for an educational reform strategy for the sub-region, identifying all the elements of the education systems that should be addressed.

3. Ensuring that due consideration was given in the designing of a sub-regional strategy to current and foreseeable demographic tends.

4 . Giving due consideration to the possibilities for the application of the concept of "Centers of Excellence" in the overall reform of the education sector.

5. Taking into consideration in pursuance of its mandate the exercise which was being conducted by the C A R I C O M Advisory Task Force on Education in the effort to arrive at the most effective strategy for education reform in the O E C S sub-region.

If w e may highlight a few of the things mentioned by Miller and his team in their overall assessment of

education in the O E C S , attention should perhaps be

drawn to the following:

•" Poor coverage at the tertiary level, as universal primary education and mass secondary schooling have only culminated in minuscule opportunities at this level.

• The secondary schools are not as efficient as the primary schools. At the secondary level, there is a high degree of wastage in terms of the proportion of students w h o fail to achieve the prescribed standards in the G C E and C X C in some countries.

• Educational costs in the sub-region appear modest and effective, particularly at the primary level, in terms of government expenditures on education.

Miller and his team came up with some 65 strategies for improving the quality of education and training in the O E C S . They presented those Reform Strategies under the following nine headings:

1. Harmonizing the Education System of the Sub-

region

2. Early Childhood Education

3. Primary Education

4 . Secondary Education

5. Tertiary and Adult Education

6. Terms and Conditions of Service of Teachers

7. Management and Administration of Education

8. The Financing of Education

9. The Process of Reform.

(Miller et al, 1991)

Under the heading 'Terms and Conditions of Service" (#6 above), the Working Group made a number of observations on the question of teacher education in



the O E C S . It pointed to the low morale in the teaching profession in most countries in the sub-region, the public perception of teaching as a profession that has its status, the low salaries for teachers, and the poor formal qualifications in several instances (p. 86). Strategies 41-43 called for an improvement in the salaries, benefits and working conditions of teachers, as well as for a reorientation of programs of teacher-education to make them student and classroom-oriented program of teacher education. However, the Working Group seems to have been more sensitive than the Task Force to the importance of improving the working environment as means of making teachers more effective in the classroom.

• straightening the capacity of Ministries to manage the reform at the local level;

• improvement to teacher/development capacity;

A curriculum reform;

A promotion of key development issues at the tertiary level, including T V E T ;

A harmonization of the legal framework;

A promotion of Adult and Continuing Education;

and

Strategy 44 deals with the issue of expansion of opportunities for teacher training. It notes that in the O E C S countries between 30-38 per cent of the teacher in primary schools and 17.6-78.3 per cent in the secondary school are professionally trained. It also notes that the majority of the qualified teachers at secondary schools are trained to teach at the primary level - a point also made by the Task Force. To deal with the shortage of trained teachers, Strategy 44 calls for an expansion of teacher training to achieve 90 per cent trained teachers at primary and secondary levels by the year 2002. Unlike the Task Force, the Working Group did not get carried away with school-based teacher training as the virtual sole answer as to the m o d e of delivery for training teachers. It was of the view that in order to increase the teacher education capacities of the O E C S countries, several different modes of delivering teacher education would need to be developed. It suggested a variety of modes including full-time enrollment in college, part-time evening, vacation, distance teaching, day release and so on. The Faculty of Education at Cave Hill also fully agrees with the Working Group that there should be (1) a national quota for teachers to be trained annually, and (2) the introduction of requirement for teachers to refresh themselves professionally at least every 5 to 7 years.

The Miller Report was reviewed at the request of the O E C S Secretariat, and as a result ofthat review process initiated by that body, the 65 strategies were reduced to nine critical program areas (See Forde, 1993a). The nine areas in question are as follows:

A management of the reform at the regional level;


A improving an expanding special education

initiatives.

O n the basis of (a) the recommendation that the 65 strategies be reduced to the nine areas listed above, (b) significant country consultations during the first half of 1993, and (c) a commissioned review of the literature on education reform, the O E C S Secretariat submitted to the O E C S Ministry of Education at their meeting in Montserrat in 1993 an implementation plan for the O E C S Education Re fo rm Strategy. The implementation plan which was forward, and which has been endorsed by the Ministers, has been organized around 12 inter-related projects or areas of focus. The 12 project areas are shown in Table 1. Since our main focus is on teacher education, let us say something about Project 3, which concerns staff development.

Project 3 has three components: Teacher Education and Training (3A), School Management (3B), and System Management (3C). Given the space limitation and our focus on Teacher Education, w e will not deal with Project 3 C even though it is an important and needed project. W e will concentrate on Project 3 A and 3 B , and especially on 3 A .

The O E C S Secretariat has m a d e the following pointed

comment in relation to the proposed Project 3 A :

Fundamental to the reform effort is the recognition that teachers represent an underdeveloped resource in relatively large supply in member states and that given the tight budge situation in all


OECS countries that [sic] improving the quality of teaching (along with school management and macro management) is the key to improving education. There is a general feeling across member states that with [sic] the current Teacher Education and Training Program needs to be urgently reviewed. It is proposed that Teacher Education be reviewed with in the next academic year and that appropriate programs and monitoring mechanisms be put in place by 1994-95... The OECS Reform Unit will coordinate the Teacher Education review activities and in association with member states assist in the implementation of recommended strategies

(Forde Secretariat, 1993:v)

The Faculty of Education accepts that teacher education programs - or any programs for that matter - should be subjected to periodic review. For this reason, the Faculty has mounted its o w n review of its teacher education program in the O E C S . It is expected that any review which m a y be conducted under the auspices of the O E C S Secretariat would be done collaboratively with the Faculty of Education rather than as an isolated or competitive effort.

Table 1. List of Project Areas included in the Implementation Plan for the O E C S Education Reform Strategy

PROJECT N O .

1. Upgrading Primary School Plant

2 . Expansion/Upgrading of Secondary School Plant

3. Staff Development A . Teachers B . Principals C . Ministry Officials

4 . Curriculum Development

- Development/Monitoring Activities Development of an O E C S Curriculum

Center

5. Development of Teacher Resource Centers in all M e m b e r States

6. A . Management and Coordination of T V E T , Adult and Continuing Education.

B . Development of Multi-Purpose Training Centers

C . Management and Coordination of Adult and Continuing Education.

7 . Development of Tertiary-Level Programs, Structures and Facilities

8. Systematic Student Assessment

9. Establishment of Education Reform Unit (Management of Reform)

10. Distance Education Initiatives

11. Harmonization of Legislation

12. Development of an Education Management Information System (EMIS) for the O E C S .

Source: Forde, 1993b

T h e School M a n a g e m e n t Project (Project 3 B ) is definitely needed for at least two reasons which have be mentioned by the O E C S Secretariat. Firstly, school principals in the sub-region generally came from the ranks of teachers, with no training in the management of organization. Secondly, in the O E C S only about 8 % of the primary school principals have University training. The proposed project would include school management training, to certificate level, and on-going systematic professional development. The Faculty endorses such a project and would be more than happy to participate in the training exercise. It is currently trying to do something about the situation through the UWI/Lakehead University Project on the training of school principals in the O E C S .



The World Bank Study

The last study to be reviewed, the World Bank's study on Access, Quality and Efficiency in Caribbean Education (1992), was carried out for a very specific purpose. In the Bank's o w n worlds:

The study responds directly to a request

from the Ministers of Finance during

early and mid-1990 meetings of the

CGCED, for the World Bank to

produce a report on the current status

of education and training systems,

highlighting key issues related thereto

which could assist CGCED member

governments in their efforts to

formulate a Caribbean human

resource development strategy.

(P.l)

It was explicitly stated in the Foreword that the overall emphasis in the study was not to provide a detailed blueprint for each country or set of institutions, but to highlight

the strong commonality of education

sector issues across the Region, and

to discuss successful on-going

initiatives, as well as outline promising

new policy and investment options

meriting further exploration to

enhance access to, and the quality and

efficiency of education.

(1992:i)

The World Bank T e a m had some contact with the University in the preparation of its Report. Its initial consultations included a meeting with the members of the C A R I C O M A T F E , some of w h o m were attached to the University even though they were serving on the Task Force in their individual capacities. In addition, two of the major consultative meeting were chaired by the University's Vice-Chancellor, SirAlister Mclntyre.

The Report covers a wide range of topics. Chapter 1 deals with education and the external environment (Demographic trends and emigration, economic performance and fiscal austerity small country dimension and the regional perspective). Chapter 2

focuses on costs and financing of education, which Chapter 3 concentrates on regional challenges and issues in education in relation to (a) coverage and access, (b) quality and effectiveness, (c) resources and their use, and (d) benefits from educational investment. These three Chapter take up about a quarter of the Report. Roughly two-thirds of the Report is devoted to an analysis of the four levels of the educational system (pre-primary, primary, secondary and tertiary) in terms of the four dimensions which have just been listed for Chapter 3 as well as in terms of policy options. The remainder of the Report deals with the management of resources (managing national systems, regional cooperation and increasing donor effectiveness).

The Report has confirmed what w e already know: that according to most conventional indicators of educational development the C o m m o n w e a l t h Caribbean countries are well above the average for all countries at levels of economic development similar to those in the Region. The reference here is to the fact that primary schooling is nearly universal in the Region, that enrollment ratios for pre-school and secondary education are generally above the average for middle-income countries, and that overall literacy rates are high. However, the World Bank's Report also makes the point which was defensibly m a d e by the C A R I C O M Task Force and the O E C S Reform Working Group that while substantial education progress has been taking place, the Region should continue to give high priority to h u m a n resource development.

T h e reasons advanced by the Bank for taking the

position that the Region should continue to accord high

priority to human resource development include the

following:

a) given the Region's uncertain economic future, an accelerated development of the Region's education and training systems is necessary if the Region to compete in an environment of potential new economic paths which include already expanding service industries that are highly dependent on technical and managerial capacity;

b) the existence of a strong linkage between h u m a n resource development and the reduction of poverty;



c) the link between educational attainment, fertility and infant mortality;

d) the link between educational attainment and the development of a positive self-image; and

e) the widespread belief that education can contribute to self-reliance, nation-building and regional integration.

The main issues which are discussed in the Report as they relate to the four levels of the education system include; the need to expend opportunities for pre-schooling so as to promote the social and cognitive development of children and increase their readiness for primary education; the need for improvements in basic and in-service preparation of teacher at the preschool level and in the availability of suitable educational materials; the need to raise the quality of the education which is offered in the primary schools, especially in reading, writing and numeracy, and to increase efficiency in the use of educational resource; ensuring high levels of access to generalized, high-quality secondary education rather than to various forms of post-primary education; completion of the transformation of the secondary school system to one which serves all qualified students rather than a privileged few; determination of the optimum curricular mix between general and vocational skills training and increasing the cost-effectiveness of such training; determination of the extent of, and h o w to increase, the overall comparatively low enrollment rates at the tertiary level while maintaining or increasing equity; the appropriate relationship between U W I and the Region's other tertiary institutions; the ability to reduce unit costs an diversify sources of finance in university education; attracting and sustaining qualified youth from low-income families in universities.

There can be no doubt that of all the studies which have recently been on the future of education in the Commonwealth Caribbean, the study by the World Bank is the one which has dealt with the widest range of issues. Regrettably, the World Bank T e a m seems to have been so preoccupied with "investment" - related matters that it hardly gave any attention to the matter of teacher education. It is only on page 106 of the Report that this matter is give more the passing attention.


Let us see what the World Bank T e a m had to say on this matter which of vital importance for the Faculty.

According to the World Bank, teacher effectiveness depends on the access of teachers to basic facilities and educational materials, as well as on their training and morale. W e have no difficulty with this; w e take it as a given. W e also accept the point m a d e by the B a n k that the smaller member-states of C A R I C O M suffer from an acute shortage of teachers with adequate subject knowledge and training and the until O E C S representation at U W I increases, most n e w teachers will be trained within in multidisciplinary colleges which are being created. T h e World Bank's position that the current problems of providing substitutes to enable existing teachers to attend full-time courses is also in line with the thinking of the O E C S Reform Strategy Working Group that a variety of part-time in-service programs m a y need to be put in place. N o r does the Faculty have any difficulty with the Bank's observation that the physical condition of school facilities must be improved if teachers and students are to have a pleasant and productive environment in which to teach and learn.

Conclusion

This paper has sought to examine the extent to which selected studies conducted on behalf of C A R I C O M , the O E C S and the World Bank have addressed the issues which, in the opinion of the Faculty of Education at Cave Hill, are critical to the internal efficiency of the educational systems of the English-speaking Caribbean and the contribution of those systems to the socioeconomic viability of the Region. T h e paper dealt primarily with issues and concerns related to teacher education since this is the area in which the Faculty is most heavily involved.

W e began by stating explicitly the assumption about the relationship between education and society which undergirds this paper. Next, w e provided a development context for the review, starting with the work of the Dolores C o m m i s s i o n and highlighting wha t the Commission considers to be the four crucial issues in education policy-planning which planning which should be addressed in preparation for the 21 st century. The spotlight was then turned on the Caribbean. T w o key points were m a d e in this connection: (a) that the


context in which West Indians must m a k e decisions about their future has changed; and (b) that while the region has made substantial educational progress over the two decades, the ongoing struggle for national and regional development requires that policy-makers and planners continue to attach high priority to h u m a n resource development.

The second part of the paper dealt with the Development Plan of the Cave Hill C a m p u s for the decade of the nineties, the role which the Faculty of Education is expected to play in the plan, especially as it relates to human resource development, and the documents which were specifically the subject of the review. O n the basis of the information which w a s examined, it m a y reasonably be concluded that the studies in question have generally done a good job in addressing the issues, including the issues with which this paper was primarily concerned, issues related to teacher education.

O n the matter of teacher education, the documents which w e have reviewed have tended to recommend, whether explicitly or implicitly that emphasis be given to achieving the most cost-effective means of rapidly training the greatest number of teachers so that the Region m a y enter the 21st century with the h u m a n resources which it needs for sustainable social and economic development. Admittedly, w e should not ignore that the education of our young people and the training of our teachers cost money , and that the government of our Region are financially-strapped. However, w e should never become so preoccupied with the cost side of the cost effectiveness equation that w e forget that "the right of every person to an education is

not just the right to sit on a bench in front of a teacher

for a given number of years, but the right to become an

educated person with the skills to contribute usefully to society" (Avalos, 1991:5). In other words, the quality of teachers becomes as m u c h a requirement for the educational system to help take our region into the 21st century as the provision of teachers in sufficient numbers. It is clear, however, that teacher training policies in those countries where there is a serious shortage of teachers will be limited in the extent to which they can address issues of quality within parameters similar to those of countries where the current situation is not as serious.

A second set of issues which were raised in the literature reviewed had to do with the status of teaching and conditions of service for teachers as factors affecting the supply, retention and performance of teachers. The conditions of service include salaries, housing, pupil/ teacher ratios and working environment. There can be no doubt that status is linked to salaries. However, the low status of teachers, particularly primary school teachers, is also the result of lower entry requirements and shorter training periods than exist in top professions. This is an issue that governments need to address. They cannot expect to eat their cake and have it too. It is true that the documents reviewed revealed some recognition on the part of the authors that the process of teacher training will not alone contribute to improved quality of the education which is offered in our schools. However, this consideration should have figured most prominently in the documents, and should not have been lost among the other points.

The final matter to which attention should be drawn is that of the content structure of teacher education and the alleged gap between what happens in the Teachers' Colleges and what happens in the classroom. It cannot be denied that some teachers in the Region have an insufficient knowledge base. To rectify this problem, w e need to examine h o w m u c h a teacher actually knows when that teacher begins a teacher training program. There are two options if the knowledge base is poor. (Avalos, 1991). O n e is to improve the base through the training program. The other is to improve secondary education. Ideally, the second option should be the preferred one. However, if the upper secondary school system is so small that it would take a long time before trainee teachers could be recruited from a m o n g secondary school-leavers with twelve years of education, there m a y be few immediate options but to lengthen the teacher training period. The knowledge base of practicing teachers m a y also be improved through structured forms of in-service training, especially where it would be difficult to lengthen period of initial training because of cost and other resource limitations.



REFERENCES

A V O L O S , Beatrice (1991) Approaches to Teacher Education: Initial Teacher Training. London: Commonwealth Secretariat

C A R N O Y , Martin (1976) "International Educational Reform: The Ideology of Efficiency." The Limits of Educational Reform. Martin Carnoy and Henry Levin (eds.). New York, David Mckay Co. Inc.

D E L O R E S , Jacques (1993a) Report of the First Session of the International Commission on Education for the Twenty-first Century, Paris, UNESCO

(1993b) Address by the Chairman of the International Commission on Education for the Twenty-first Century on the occasion of the 27th session of the General Conference of U N E S C O . Paris, UNESCO

CARIBBEAN COMMUNITY SECRETARIAT (1993a). The Future of Education in the Caribbean: C A R I C O M Regional Education Policy. Georgetown, Guyana: C A R I C O M Secretariat

(1993b) Report of the Special Meeting of the Standing Committee of Ministers responsible for Education, Antigua and Barbuda 9-10 September 1993. Georgetown, Guyana: C A R I C O M Secretariat

FAURE, Edgar et al ( 1972) Learning to Be: The World of Education Today and Tomorrow. Paris U N E S C O

F O R D E , George (1993a) Interim Report - O E C S Education Reform Strategy: Beginning the Implementation Process. Castries, St. Lucia: OECS Secretariat

F O R D E , George (1993b) Draft Report - O E C S Education Reform Strategy: Beginning the Implementation Process. Castries, St. Lucia: OECS Secretariat

LEVIN, Henry M . (1976) "Educational Reform: Its Meaning?" The Limits of Educational Reform. Martin Camoy and Henry Levin (eds.). New York: David Mckay Co. Inc.

MILLER, Errol et al (1991) Foundation for the Future: O E C S Education Reform Strategy. Castries, St. Lucia: OECS Secretariat

T H E UNIVERSITY O F T H E W E S T INDIES (1990). The Cave Hill Campus Development Plan 1990-2000 A . D . Cave Hill, Barbados: The University of the West Indies

W E S T INDIAN COMMISSION (1992) Time for Action: The Report of the West Indian Commission. Black Rock, Barbados: The West Indian Commission

W O R L D B A N K (1992) Access, Quality and Efficiency in Caribbean Education: A Regional Study. Washington, D . C . : World Bank.



CARIBBEAN EDUCATION TO THE 21 CENTURY:

CHALLENGES & ISSUES

by Didacus Jules, Ph.D.

HRD Consultant Creative Solutions Ltd.

St. Lucia

Paper prepared at the invitation of U N E S C O for the Regional Consultation of the International Commission on Education for the Twenty-First Century, St. Vincent and the Grenadines, August 3-5,1994

CARIBBEAN EDUCATION T O T H E 21 CENTURY: CHALLENGES & ISSUES

Introduction - The Global Challenge

A great deal has been said and written recently about the challenges of the future for Caribbean education. Most of this reflection however has been predicated mainly on the resolution of existing deficits of the education systems of the region and their prescriptions for the future have been based on amelioration or reform of the present day educational systems without questioning some of their fundamental premises. I will argue in this paper that, so profound are the challenges which w e have to face in the 21st Century, nothing less than a strategic re-invention of the educational systems of the region will place us where w e need to be in order, not only to deal effectively with the difficulties but also to m a k e use of the opportunities that life in a globally competitive and more technologically sophisticated new age will present.

A n y examination of the critical issues facing Caribbean education in the 21st Century must first of all locate itself in the changing character of the global economy and the exponential transformation of the structures of knowledge themselves that has been occurring in the past 10 years or more. Essential to the arguments of this paper is the belief that Caribbean societies have historically been shaped in fundamental ways by global forces and that these influences have throughout the history of this region, circumscribed the limits of action. To talk about the challenges to Caribbean education in the 21st Century would therefore require more of a visionary than an empirical stance, although any vision of where w e ought to be must necessarily be tempered by a concrete understanding of where w e n o w stand. It requires an appreciation of the major forces shaping life in the global village of the 21st Century and an analysis of h o w they might impact on Caribbean societies.

In the past decade the region has experienced significant changes in the performance of national economies and their insertion in the global economy. The so-called "More Developed Countries" ( M D C s ) have all suffered contractions that have led to the prescription of structural adjustment programs by international lending



agencies. This has resulted in reduced expenditure by the State on social and educational programs and, as w e shall see later, a decline in both quantitative and qualitative terms of educational standards in several territories of the region. At the same time that these changes and indeed reversals have occurred in the region, at another level there have been other developments which are far m o r e strategically significant in terms of their potential to reorder our economic relations and so m a n y other aspects of life in the hemisphere. Developments in the Latin American region (the restoration of elected civilian government, the positive economic changes in several Latin American countries), the passage of N A F T A , the recent formation of the Association of Caribbean States all constitute part of the global current that is re-configuring economies and changing the w a y that w e do things. Change has been a constant in every period in history but what is different about the changes that w e are currently experiencing is that they are not simply modifications of the usual categories but transformations of the categories themselves. In other words these changes are not just changes in the arrangement of the parts but changes in the parts themselves and in their relation to each other.

units.

4 . the globalization of economies - the interpénétration of economic activities and national economies makes competition a m o n g enterprises (large and small) both global and instantaneous.

5. the technological revolution centered around information technologies "around which a constellation of major scientific discoveries and applications is transforming the material basis of our world in fewer than twenty years."

W h e n w e studied economics up to ten years ago, one was taught that the major inputs into production were land, labor and capital. It is evident that in today's economy, information is increasingly becoming a fourth vital input. This assumes a m o r e educated and technologically competent workforce than ever before. While this creates a n e w basis for inequity (the former Eastern Bloc countries are well placed with their highly developed human resources to take advantage of this situation), it also creates n e w opportunities for countries prepared to m a k e the investment in training and education. A s Castells (1993: 37) observes:

M a n u e l Castells (1993) in an article o n " T h e Informational E c o n o m y and the N e w International Division of Labor" identifies 5 fundamental and interrelated features of the n e w global economy that is emerging and which will preside over economic relations in the 21st Century:

1. "the sources of productivity (and therefore economic growth in real terms) are increasingly dependent on the application of science and technology; as well as upon the quality of information and management in the processes of production, consumption, distribution and trade."

2. the shift in the advanced capitalist countries from material production to information-processing activity, both in terms of G N P and employment.

3. the profound transformation in the organization of production and of economic activity in general. A m o v e from standardized mass production to flexible customized products and from vertically integrated large organization to horizontal networks between

"What is at issue here is not only that national economies are heavily indebted, that economic growth is sluggish or even negative, and that a substantial proportion of the population is fighting for survival every day. The critical point is that the current dramatic transformation of the world economy into a dynamic, highly integrated system could bypass entire countries or the majority of their population. The more economic growth depends on high-value-added inputs and expansion in the core markets, then the less relevant become those economies which offer limited, difficult markets and primary commodities that are either being replaced by new materials or devalued with respect to their overall contribution to the production process... Within the framework of the new informational economy, a



significant part of the world population is shifting from a structural position of exploitation to a structural position of irrelevance." (my emphasis)

W h e n the implications of these changes are applied to the Caribbean context, w e observe the extent to which our region has failed to take advantage of the opportunities created in the global shift. The three most significant regions in the world economy are the North America, the E E C and Japan. These three blocs exert tremendous influence on the direction and movement of world trade "to the extent" Castells (1993: 24) notes "that the rest of the world seems to be increasingly

dependent upon its ability to link with these centers of

capital, technology and market potential."

The Caribbean is fortuitously positioned by reason of geography and history to be a point of intersection of two of the three global centers. The region speaks the major languages of the Americas and of Europe (English, French, Spanish and Dutch) ; it is geographically part of the Americas; it is historically linked to Europe with strong residual ties to former colonial centers.

W e need to recognize that notwithstanding the liberalizing logic of the economic globalization process, there are at the same time, strong hegemonic tendencies fueling global competitiveness which pit the trading blocs of the Pacific, North America and Europe against each other. Given its geographic location and historical ties, the Caribbean is well positioned to become a point of intersection between North America and Europe. It has also been predicted that within the next ten years, Latin America will constitute a trading zone of great importance to the Caribbean. T h e hegemonic tendencies will favor the consolidation of markets within the hemisphere bloc which will open n e w possibilities for Caribbean economies - if they are positioned to take advantage of them. The factor of small size militates against the region exercising decisive influence within the hemispheric bloc but it m a y be possible that the disadvantage of geographic and market size could conceivably be turned to advantage in hu man resource development.

Notwithstanding the problems and deficiencies which


they experience, Caribbean basic educational systems are comparatively advantaged in relation to their hemispheric counterparts. Our comparative advantage might well lie in the formulation of a comprehensive human resource development strategy that is directed to optimizing the strengths of our basic education systems and leap-frogging to higher levels of accomplishment in science and technology. To achieve this w e will necessarily have to confront in a decisive manner some of the persistent deficits in the existing systems and in the process, reinvent the entire educational experience so that it is consonant with the requirements of survival in the global economy.

Educational problems & issues confronting

the Caribbean

W h a t are the major educational problems/issues confronting Caribbean education systems which need to be confronted as a first priority in the re-invention of our educational enterprise?

Illiteracy - inspite of the gains of basic education, significant percentages of Caribbean people remain functionally illiterate. W h a t is noteworthy is that the incidence of illiteracy is higher among Caribbean m e n and it is prevalent among manual workers and workers in the productive sectors (light manufacturing etc.)

In St. Lucia for example, it has been estimated that at least 30,000 St. Lucians are functionally illiterate and most of these persons are agricultural, construction, light manufacturing workers.

With the uncertainty affecting the banana industry and the absorptive employment capacity of the tourism sector reaching near saturation, what are the options open to the functionally illiterate worker? The possibilities for worker re-training are severely constrained by illiteracy and consequently, the country's productive capacity is hamstrung. W e cannot


become globally competitive through reliance on a minority educated elite. W e can only achieve this by making educational opportunity widespread and by significantly upgrading the general quality of the workforce to the extent that re-skilling and the assimilation of n e w technologies become complementary elements of the production process.

Adult Continuing Education and Training - in most territories scant official attention has been paid to continuing education as a developmental imperative rather than a remedial necessity. The tremendous voluntary effort invested by communities in adult education needs to be combined with the resources available for worker training in the private sector to create an integrated, flexible and responsive system of national training and continuing education.

Reform of the formal education systems - starting from an articulation of a n e w vision of education in a changing Caribbean. Such a reform effort should build on the existing strengths of the system but should not hesitate to re-configure or even re conceptualize elements of the system in accordance with the n e w philosophy of education. The focus of the reform initiative should be on both quantitative and qualitative improvement and should involve closer articulation of curriculum with instructional methods so that the reform is attained at the most basic level of the classroom.

Meaningful change and progress in education is no longer a simple matter of building more schools, or creating more school places and expanding the curriculum along traditional lines. It n o w requires the assimilation of n e w

forms of learning and communication emerging from n e w technologies of information processing (in particular the computer), the generation of a n e w mindset, a more integrated conception of learning. In other words , educational progress in the Twenty-first Century will be measured not by the number of new school places that are built (as necessary as that is) but by the quality of the educational product. This is resulting in a n e w emphasis on the school as the essential unit of the educational system and the central location in which changes in quality must happen.

The 1980's constituted a period of reversal in Caribbean education as a consequence of debt and economic recession. Miller (1992:30) identified the consequences of economic recession on education in the region. They included:

• reduction in teachers' salaries and the abolition of annual merit raises

• a voluntary termination of employment plan (to reduce public sector employment)

• imposition of a cess (10% of the real cost of tuition) on university students

• phasing out of government assistance for textbook purchase.

• cutbacks in funding for school meals

• cutbacks in funding for teaching and learning material

• reduction in capital projects

Structural adjustment has generally meant a curtailment of plans for the improvement of the educational system in both quantitative as well as qualitative terms.

T h e role of education in the d e v e l o p m e n t

process

The power shift that is occurring in the world today requires a paradigm shift in our thinking about education in relation to development in the Caribbean. W e need to re-conceptualize development and education.


There ought to be, I believe, 3 broad parameters for


Caribbean education in the 21st Century:

a. education as preparation for change, as providing the capability for creative innovation, critical thinking and adaptation

b. education for civic accountability and democratic participation

c. education for mastery of science & technology

Education as preparation for change.

The Caribbean position paper presented to the Inter-Agency Commission on Education for All (1989) noted that "education in the future should be oriented, among

other things, toward developing problem-solving capabilities, teaching how to think rather than what to

think, teaching information gathering and analytic skills rather than information, fostering innovation and

adaptation, emphasizing art as a discipline and medium

through which creativity is developed and expressed." This statement captures some of what I believe the essence of Caribbean education ought to be as w e m o v e to the 21st Century.

With the knowledge base changing so rapidly, learning can no longer be considered to be the assimilation of fact but the mastery of the processes of retrieval and research, and the application of critical postures to the information obtained. This requires a degree of flexibility and responsiveness in our educational institutions if they are to remain on the cutting edge. W h y , for example, is it still such an event when U W I Cave Hill campus offers a course on West Indies cricket? A s laudable as such an initiative is, the organization of such innovative courses should be a hallmark of the University's service to the region. U W I is still in danger of being marginalized as the premier tertiary institution as a result of its inability to overcome excessive bureaucracy and to respond with speed to the opportunities for tertiary level training related to specifically Caribbean concerns.

Education for civic accountability and democratic participation.

It has long been recognized that education is central to the transmission of values but the increasing criminality

in Caribbean societies points to the emergence of a culture of terminality which is n o w becoming pervasive a m o n g the youth. T h e use of education in the transmission of positive social and personal values will therefore require new and different methodologies. Wha t is at stake here is no longer the simple notion of the "good citizen" but an integral struggle over the quality of life in the Caribbean. The battle for civic accountability is about the re-definition of the norms of social interaction, the recognition of the responsibilities that emanate from our rights, and a commitment on the part of the average citizen to the maintenance of law and order in society.

This parameter necessitates the re-definition of the pedagogy and administration of the school. Civic accountability and participation can only be effectively inculcated if they constitute part of the formation of youth and the school is a critical site for the transmission of these experiences. The authoritarian pedagogy must be replaced by a pedagogy of participation which places responsibility on the shoulders of the student and challenges him/her to set and achieve personal goals of excellence.

A n educational reform strategy - h o p e for the

future?

In order for Caribbean educational systems to reflect these new imperatives in the 21 st Century, a far-reaching and comprehensive educational reform will have to be undertaken. All educational reform is fundamentally a matter of political will which has to begin with the articulation of a clear-sighted policy of human resource development and national direction.

Our conventional experience with so-called educational reform initiatives in the region have been the institution of "piece-meal" or very localized measures more often directed to crisis management of problematic parts of the educational system than to strategic modifications of educational goals. The fundamental changes in the organization of h u m a n society which are being experienced as w e m o v e to the 21st Century require more holistic and comprehensive conceptions of educational change itself. This is necessary as education constitutes both a mechanism for the management of change as well as a constitutive element of the changes



themselves. A s w e saw earlier, the changes in the knowledge base are central to the changes in the sphere of production and production relations: in the 21st Century, education is transformation ! The vital question is "can the Caribbean participate in those transformations relying on educational systems whose fundamental premises have remained unquestioned since the 19th CenturyV

Educational reform cannot be conceived as a series of project initiatives (usually predicated on donor priorities) which are expected to incrementally yield systemic change. Educational reform cannot properly be viewed as simply making significant improvement to the system or merely introducing greater efficiency.

Educational Reform has to incorporate the essential constituencies currently engaged in educational provision in the region and must clarify and specify their roles and relationships. It must for example deal with:

The role of the State - asserting its policy functions and reinforcing its regulatory role (the establishment of standards at all levels including forms of certification etc.).

The role of the Private Sector - which is already becoming a significant provider of tertiary education and vocational training but in a currently unregulated and uncoordinated manner. The potential ofthat sector in a Caribbean context for educational financing, for definition of human resource needs and for making connections with the world of work through n e w modalities of training in partnership with the State needs to be explored.

The role of the Family - as a primary agent of socialization needs to be creatively re-asserted. W e have been experiencing what many have referred to as a "break-down of the family" in the region that has been acerbated by the dramatic increase of teenage parents. N e w forms of alliance between family and school need to be fashioned in which the family could assist in the reinforcement of school and discipline and the school participate in the resuscitation of the family.

T h e role of the c o m m u n i t y and c o m m u n i t y organizations (including the Church) - community


organizations of a certain type such as the Church have traditionally been major actors in educational provision in the region but even so their role and function have always been subject to contestation (even where Church-State accords exist). The only other form of community organization which has found s o m e structural (yet ill-defined) accommodation with the school has been the Parent-Teacher Association or, in s o m e cases, the School Board. T h e question of redefining the role of community organizations in relation to the school really involves the broader challenge of redefining the School in relation to the community. The demands of the information and knowledge revolution require that every opportunity to maximize and optimize the limited resources of the small state must be seized - and the school (in terms of physical plant and as cultural institution), is one resource to which such scrutiny ought to be directed. Later in this paper I will discuss some initial ideas on the school as a community resource and the implications of this for the re-configuration of the educational system.

Based on what has been said before therefore, the most essential characteristic of a regional education reform thrust is innovation in educational planning and thinking. In other fora, I have framed this as a call for the return of the Imagination in education since the approach that is required in face of the magnitude of the challenge, is a visionary re-invention of the educational system (would "system" still be an accurate descriptor for the resulting paradigm or would the concept of open-architecture - borrowed from the informatics field - be a more realistic metaphor?).

This approach would necessarily begin from a rigorous examination of our present reality - involving not simply a critique of the failures but equally importantly the strengths and achievements of the existing systems: W h a t has failed and w h y ? ; W h a t has worked and w h y ?

A s simple as these questions are, w e are not able at the momen t to adequately answer them because w e lack the quantitative and qualitative data on which to m a k e empirical assessments. The absence of reliable data upon which one can draw significant conclusions and make informed decisions is one of the grave deficiencies of educational management in most m e m b e r states of the region. The kind of strategic decision-making that has been advocated in this paper is not one which can


be facilitated by the implementation of traditional programs of research - it requires an approach that is participatory, which harnesses the experience and the insights of all major actors in the educational arena. The constituencies described earlier have to become involved in the articulation of the research agenda since this constitutes a first step towards the shaping of a n e w educational order. T h e State's involvement in educational research in this context, is the creation of an amplified framework which will encourage civic input, facilitate the empirical exploration of solutions to our problems and foster the identification of n e w opportunities. The private sector can be drawn into a more active engagement with both problems and opportunities helping to sharpen the articulation between the world of school and the world of work, especially in terms of the practical application of n e w forms of knowledge (at the cutting edge of the modern private sector in the informatics revolution, there is a thin divide between product innovation and the generation of new knowledge).

If educational research is to be a catalytic element in a n e w educational reform agenda for the region, one of the most important constituencies which must be integrally involved is teaching force. Teachers are at the front lines of the educational challenge and the use of their knowledge of their classrooms, the necessity of cultivating in them a self-reflexive and self-critical posture in relation to their o w n educational practice, their involvement in the formulation of a different pedagogy can only be realized through a commitment to this research agenda. T h e Teacher's Unions are well placed in their dual role as professional body and as worker 's organization to enable the structured participation of the profession. This participation can be further deepened if the University and other professional certifying bodies modify their programs to ensure that applied research is conducted as part of that certification process.

Another mechanism by which this framework for meaningful research and policy formulation can be established is the creation of Think Tanks or Commissions whose function would be to serve as a permanent catalyst of creative thinking in the system. Note that I have characterized their function as being that of a catalyst - in other words, not a body of "wise m e n " but a mechanism for public and systematic debate,

for consultation and engagement of critical constituencies (teachers, church, students) in major policy debates. C A R N E I D as a regional instrument charged with the responsibility of promoting research and the dissemination of innovation, can work toward the realization of such as concept by continuing to organize fora such as this consultation (on Education for the 21st Century) in which key decision makers and representatives of teacher organizations c o m e together to reflect imaginatively on our educational possibilities. T o o often w h e n w e meet in regional fora, the preoccupation is on the problems and the search for what often turns out to be crisis management measures to deal with them - w e also need, (what is not "the luxury"), of imaginative visualization of our potential and possibilities.

Another critical consideration in the educational reform project ought to be concern over cost effectiveness and excellence in education. A n inescapable dimension of educational financing in our region is today is that of reduced resources from donor sources; increasingly w e will be faced with the imperative of achieving our goals in the face of this reality. S o m e territories (such as Barbados, Trinidad & Tobago and Barbados) have already had to adopt externally prescribed structural adjustment programs. Given this reality, can the other member states anticipate (or more accurately - pre-empt) structural adjustment by the early institution of cost recovery devices, expense reduction initiatives, etc. within a conception of improved services and delivery in the education system?

It is interesting to note that the C A R I C O M Position paper on the "World Bank Study on Access, Quality and Efficiency in Caribbean Education" concluded that:

"education programs must be conceived of and created with the same level of concern and priority as is at present accorded the preservation of the environment. It considers that mechanisms for the protection and enhancement of the education effort must be built into all programs, including programs of structural adjustment, as it is only through this approach that sustainability can be assured."^



You m a y ask "How do we expand while we cut back?"

I a m not advocating immediate and drastic cut-backs in educational expenditure but the careful re-assessment of what w e have been doing and what it costs to do this. Pre-empting structural adjustment will m e a n having to develop n e w mechanisms for generating revenue for educational provision, finding different ways of saving on expenditure (and innovative ways of doing things must necessarily be expense reducing ways) and ensuring that the reform initiatives are financed by sustainable means. There are several things that can be done to achieve this. The following are some brief examples of some measures which can be taken:

• the establishment of strategic human resource development investment mechanisms such as:

an Adult Education fund a National Endowment for Education (an initiative which has already been taken in Antigua and Dominica), and community involvement in education

(through the provision/donation of services to schools by professionals and tradespersons, and the general assistance by the community in the maintenance of the school).

• the development of Private Sector partnerships for human resource development through a variety of measures which include:

- provision of tax incentives for certificated staff training undertaken by the private sector;

encouragement of (tax deductible) in-service training for critical skill areas in collaboration with Government, Private Sector and donor agencies. This should be concentrated especially in specialized areas aimed at developing management capacity (middle and top management) and technical skills for niche industries.

• the development of an indigenous "world-class" entrepreneurial capacity. W e have routinely paid lip service to the notion that "our people are our most vital resource" but this has

not been substantiated in tangible policies which seek to cultivate this potential and utilize it in a competitive global arena.

W e can do this by seeking opportunities in every sphere in the developed industrialized countries for Caribbean nationals to obtain training and exposure to international currents and practices in business, international diplomacy, science & technology, medicine, agriculture and other fields. Caribbean governments could for example, seek M B A and other advanced business training for (carefully selected) nationals followed by placement with international agencies/business corporations for experience. They should in turn, require a commitment on the part of these individuals to serve their country - whether this be by returning to work at h o m e or (recognizing the seductions of higher overseas remuneration) at least in a representational capacity, continuing to work abroad but making one's expertise available to the country as needed.

The imperative for the 21st Century is that w e need to find creative ways of reversing the Brain Drain and also making migration work to our benefit. T h e Caribbean has since the 1950's suffered a hemorrhage of its best minds to the developed countries. It has been estimated that the O E C S lost nearly 1 5 % of its population through net migration in the decade of the 60's, another 14% in the 70's and almost 2 0 % in the 80's. M a n y of these persons are unable to return to the land of their birth because the opportunities for utilizing their skills do not exist or do not offer the s a m e inducements. The challenge therefore is h o w best to mobilize the intellectual, business and financial resources represented by West Indians in the Diaspora?

Again, there are many ways - with the exercise of some vision and the requisite political will - Caribbean governments can achieve this. O n e area most severely affected by the cuts in donor financing in education in the region has been the tertiary sector. Foreign aid scholarships are no longer available in the s a m e quantities as before. O n e of the major donors the Canadian International Development Agency ( C I D A ) has substantially reduced its support in this area. Given the large numbers of Caribbean citizens in the Diaspora, w h y can't w e have our o w n C I D A ? - a Caribbean International Development Assistance, a development



fund financed by tax deductible contributions of Caribbean people in the U S , Canada , Europe. Caribbean people in the Diaspora would welcome an opportunity to pay less tax in their adopted countries and at the same time, contribute to the development of their native lands.

The significant levels of savings accumulated by these Caribbean migrants can also be productively accessed through the provision of special investment incentive packages for West Indians investing at h o m e . Such investment incentives should go beyond those provided to expatriate investors since investors of Caribbean origin are less likely to relocate their operations at the end of a tax holiday as foreign investors are wont to do.

Bringing it d o w n to reality - T h e Car ibbean

school in the 21st Century

In concluding, I would like to "bring all of what has been said d o w n to reality" by focusing on the school. Educational reforms go nowhere if they do not ultimately translate into change in the school itself and consequently in the type of student w h o is "produced". W e need to conceptualize education reform as a school based phenomenon so that the reform effort proceeds from a "bottom up" as well as the "top d o w n " approach. A s has been repeatedly stressed in this paper, the design of this process should involve consultation at different levels within the system.

At the level of the school, a negotiated degree of autonomy should be implemented and the reform process should begin with multi-sector discussions with students, teachers, and principal. This process should:

* involve students and teachers in curriculum reform (we might well have to consider essentializing the curriculum to achieve a renewed focus on the fundamentals which will nonetheless provide a broader scope. T h e "teaching" or practice of thinking skills as well as the arts to develop the analytic as well as the creative abilities will have to be included).

* involve teachers and principal in administrative change and should shape a role for students in

the management of the school. W e are not talking about students "running the school" (as traditionalists might object) but it is imperative to realize that if school is to prepare for life, this preparation must involve the devolution of responsibility by students (with teachers playing the role of guides).

Reform effort has to be integrated, multi-faceted - and

must find expression in : * school curricula * classroom instructional methodology

* school administrative structures and processes.

Having stressed the importance of the school being a central location for the enactment of reform, w e need to explicitly caution that one cannot however continue to place the burden for the solution of all social ills on the school. Too often the school functions as an arena of symbolic action - where people fail to act on root social causes, the school and the curriculum become a high profile arena for substitute action and the easy solution is to "give it to the schools" or "include it in the curriculum".

W h a t then is the vision of the Caribbean school in the

21st Century?

T h e School as an Arena of Meaningful Change

The school is the fundamental unit of the educational system - it is the point at which educational ideology becomes reality; it is the stage upon which the high purpose and goals of education are dramatized and acted out.

It is also the place where the contradictions of the education system are most clearly revealed. All of the lofty rhetoric concerning the goals and philosophy of education of the state are brought down to transparent reality in the school.

W e can measure these goals and this philosophy against the condition of the school: the level of training and preparation of its teachers; the methods of teaching and learning utilized; the quality of administration and pedagogic guidance provided; the ratio of students to teachers and so on. The real challenge for Caribbean



Schools in the 21st Century is not a simply assessment against these "technical" yardsticks; rather the challenge lies in the extent to which the Caribbean school is able to reflect in its structure and processes a fresh vision of Caribbean possibility and point to n e w directions for Caribbean society.

Let us explore therefore some concrete ideas about what the n e w Caribbean school might be.

It is first of all necessary to change the character of the school from a place where children leam during the day to a C o m m u n i t y learning and resource center. W e ought to maximize and rationalize the use of school plant and infrastructure in the communities by making the school serve as a center for children's learning by day and adult attainment at night.

This new conception of the school can conceivably result in a school in which the functions of formal education, vocational training, adult continuing education, cultural expression and information repository (library/multi-media/computer center) are all combined and in which these services are available to the community virtually on a 24 hour basis. The implication of this for educational management is that the school would require more precise and professional attention to the management of educational institutions and to the staffing of the institution - allowing for a more variegated pattern of staffing. The staffing of the school would comprise of more than "just teachers" - it would include trained management , information specialists (now classified as librarians), community development personnel, technical training specialists, cultural activists, extension personnel in various fields (health, agriculture). All of these specialists would however be, in the final analysis, teachers.

The n e w school will have to undertake the organization of evening courses - formal and non-formal - for adults, provide vocational and skills training, professional upgrading as well as courses demanded by the community on the basis of a need for information on some subject.

A s far as the education of children is concerned, I believe that the fundamental goal of educational reform at the level of the school should be simply: "making learning fun".

The objectives of the school reform should be:

to foster a spirit of competitive achievement and to develop good team spirit and collaborative work habits

to develop the organizational ability of students and inculcate a strong sense of responsibility for self and school

to m a k e the school a center of creative work, and exciting activity

Competitiveness has always been a strong driving force in elitist educational systems. A n element of competition is important to inculcate the drive to excel and the desire to explore the outer limits of personal possibility but our systems have traditionally placed greater emphasis on competition than on cooperation. Cooperation is as important to achievement as is competition and the socially beneficial balance has to be restored. W e need to introduce competitiveness in a way that contributes to individual attainment but fosters group work and collaboration. O n e challenge for the school is to find appropriate forms of organization of students which could facilitate this. W e could, for example, make the House system and the grade structure the major framework for collaborative group work and competitive achievement in the school. Within these structures, w e can m a k e individual performance contribute to group attainment by creating supporting peer environments for individual attainment and for redirecting competition towards group motivation. The important factor here (in terms of the socializing function of education for small island states) is for our youth to understand competition as something intense which demands individual endurance and discipline but that excellence is not achieved at the cost of others in the peer group; through the support of the group - in other words what you apparently achieve by yourself is not solely the product of your personal capacity but also the result of a broader net of support.

Another dimension of the n e w school is a complete reworking of the activities conducted as part of the school program. A s a general principle, students should assume the responsibility for their o w n learning and the productive organization of their time. These activities could include, for example, the organization



of School Assemblies - at least twice a week to be organized by houses and classes. The content of the assembly can be prepared by the children themselves. It could for example, include prayers, readings and meditations written by the children themselves. It could include something like a "Newswatch" - in which the responsibility for listening to local, regional and international news and presenting summaries to the Assembly is rotated among classes. It could involve activities geared towards strengthening sustained reading habits and ensuring that students keep abreast of developments in their social environment. This could involve the production of a school newspaper with a different class taking the responsibility for editing a school wall newspaper each week. T h e newspaper could include not only news on and around the school but it could also reproduce good class essays and model assignments from students actual homework and class work as a means of emulating outstanding effort.

Another kind of activity that could easily be organized at no cost but which could m a k e a dramatic impact on the social environment of the school is Class Exchanges - the organization of half day exchanges among different classes in the school. This provides an opportunity for peer counseling, and peer study. The higher Grades can discuss the challenges and difficulties of school work at another academic level from the point of view of students with their colleagues from the lower Grades. Class exchanges fit easily with another activity having both pedagogical and strategic value in the system -peer examinations. At the level of the class, m o c k exams can be prepared with students exchanging scripts and marking each other's work. The teacher does the final marking. Participation in such a challenge gives the student an opportunity to critically re-engage the exam and to review it from the perception of the examiner while at the same time testing their o w n knowledge of the subject (in a far more profound w a y because they are being called upon not only to sit the exam but to apply their knowledge to the assessment of other's demonstration of their knowledge).

A s w e noted earlier one of the great challenges of the coming new era to developing countries and small island states in particular, is the incubation of a m o r e innovative entrepreneurial spirit. T h e school can contribute to this through the organization of school Business Clubs which are focused on savings and


productive investment. In our cultural context, these clubs would really function as student susu and investment organizations - in other words, business ventures with a social outlook, which again reinforce the traditional values of cooperation for economic progress. It is interesting to note that in St. Lucia for example, there were School Thrift Societies in 45 schools in 1986 with a total membership of 8,565 students and combined savings of EC$157,048 - an average of $ 18.34 per student. While the mere existence of such an economic institution within the school system is positive, these statistics reveal both the potential of such initiatives and expose the lack of seriousness with which they are treated. Should the School Thrift Societies set themselves an easy savings target of $5 per student per month, an annual individual saving portfolio of $260 can be accumulated. This represents a total combined savings of $2,226,900 in one year! This could form the basis for another level of investment in education - subsidizing school activities such as field trips and the purchase of educational material. This example reinforces the point made earlier of the need for creative approaches to educational financing and it demonstrates h o w easy it is to miss initiatives of great transformative potential which remain at an embryonic stage due to the failure of vision and imagination.

T h e nexus of continuing education and the workplace

If, as w e suggested earlier, the character of the school will have to be transformed so that the school becomes a community educational and cultural resource center, this implies that the relationship between the world of school and the world of work will also have to change. The structural relationship between both "worlds" will have to be transformed and this transformation cannot be achieved without at the same time re-engineering the curriculum so that it becomes a learning adventure into real life problems and processes. For the education of both children and adults, this would mean work-study and work attachments to workplaces in the community and beyond and the application of academic knowledge to real world problems.

The informatics revolution and the changes in the nature of power occurring globally as w e m o v e to the 21st Century increasingly m e a n that even the formal educational process as w e k n o w it will have to experience a fundamental paradigm shift. Education


will no longer be something that is pursued within a distinct age cohort and then abandoned for the world of work. A new nexus will be required between education as a continuous process of knowledge acquisition and a permanent posture of inquiry and the world of work. For small island states, with serious economic and other resource constraints, the transformation of the school into a general community resource serving both adult and youth populations might well be the most cost-effective response.

State regulation and private provision

Another implication of this transformation is the necessity of realizing that the State will no longer be the primary or sole educational provider. In fact, not only will private provision show substantial increase but the technology of the coming era is itself changing the nature of provision. In the region, w e already have access to distance tertiary education through the U W I D I T E Satellite Network and this has broadened the scope of tertiary education in the Caribbean. The installation by Cable & Wireless of one of the world's longest unrepealed fiber-optic telecommunications networks by 1996 in the Caribbean coupled with the exponential growth of m o d e m s and personal computers will open new and unprecedented vistas for distance education - in both a formal and a non-formal modality. It will also create different challenges for the regulatory role of the State in the determination of quality and the control of standards.

At this point one cannot venture to m a k e specific predictions about the types of changes in the regulatory powers of the State that would be necessitated by these developments. Wha t is clear is that this regulatory function will definitely exceed its traditional educational parameters and will have to incorporate fresh thinking on related issues such as copyright, telecommunications policy and provision. It will result in an even closer insertion of our educational processes into the international educational-information complex.

T h e role of networking in a process of

educational innovation a n d change

The bewildering changes that have been outlined in this paper can impact on Caribbean education in one of three ways:

a. our educational systems can remain locked in traditional legacies and b e c o m e totally marginalized by the transformation of the structures and of knowledge;

b. some sections of our educational systems can attempt to m o v e with the currents of the times leaving the rest of the system mired in its o w n inertia. This will lead eventually to a more elitist and more highly stratified educational system than w e n o w have - and one can be sure that the losers in this further dichotomization of the educational system would be the children of the poor.

c. the third option is for the reforms suggested earlier to be attempted throughout the entire educational system with a resolute political will to create the mental capacity in the region to participate on a more equitable basis in the global future.

The key to coping with the bewildering changes that are inexorably bearing in is, while undertaking the reforms, to develop a strong and functional networking capacity that will enable us to identify, deconstruct, study and replicate educational innovations as they occur both within our region and beyond. There are no blue prints for the education of the future but the navigation of its uncertainties requires powerful lookouts for the things that appear to be working well on our o w n ship as well on other ships.

It is in this context that I would like to end by focusing on the experience and the role of C A R N E I D .

T h e experience of C A R N E I D a n d its potential

for the future

The Caribbean Network for Educational Innovation for Development w a s established by U N E S C O as a responsive mechanism to the crisis in education first noted in the 1960's. The Caribbean Network was characterized by four features which m a d e it different from other regional networks set up elsewhere. The first has been the regional network of individuals through w h o m the commitment to innovation is promoted. T h e second is the establishment of a



Documentation Center specializing in material on Caribbean innovation in education. T h e third feature is the commitment to communication across the English, French, Spanish and Dutch region and fourthly its partnerships with other regional and international educational agencies.

C A R N E I D ' s focus has been on h u m a n resource development through the provision of training for technical personnel of the Ministries of Education; it has emphasized the generation of long term educational planning; highlighted the importance of research, the preparation and dissemination of case studies and collaboration with development agencies and institutions operating both within and outside the region.

W h a t should be the future focus of C A R N E I D in the scenario described for the 21st Century?

I believe that in this rapidly changing environment C A R N E I D ' s mission should be focused on the cutting edge. Despite a general recognition of its value to effective decision-making and to strategic planning, research is still not a systematic activity in most Ministries of Education and where it is conducted in academic institutions, it is still not articulated with the pre-occupations of policy and management . A n essential role for C A R N E I D is the facilitation of research on innovations and the systemafization of the innovative experiences so that they m a y inflect policy formation.

Another unique function of C A R N E I D is that of a repository of information on educational innovation. C A R N E I D should continue to identify, research and document n e w approaches designed to make education more relevant to Caribbean reality. Dissemination of these studies could be done though a research publication series which should also be endorsed by Ministries of Education andTeacher training institutions so that the material m a y be utilized at both policy levels and at the level of professional formation. Dissemination of innovative experiences should also be done through the medium of video - as a complement to the published series, a video series should be prepared which should document the innovation in audio-visual format to m a k e it widely accessible to educators and community personnel.

C A R N E I D ' s initiative in establishing a database of regional expertise should be intensified. T h e identification of this expertise in a range of specialization can provide an invaluable service to address the educational and information processing needs of m e m b e r states and this will facilitate the exchange of experience a m o n g those engaged in the conceptualization and implementation of the n e w ideas.

This information sharing function can be enhanced by the development of an on-line facility for accessing information since Ministries and other educational institutions are increasingly making use of the computer as a daily work tool. C A R N E I D can greatly facilitate the exchange of information in the region by producing for example abstracts and collating regional educational statistics and indexes.

C A R N E I D also has to find a w a y of strengthening its national presence in m e m b e r states. T h e original formula - the formation of National Development Groups - has not worked as effectively as originally conceived. It is also evident that C A R N E I D has been able to reach out to a loose but highly motivated group of individual educators interested in innovation. Consideration should be given to maintaining close links with such individuals both within the educational systems and in the private sector and to their closer incorporation into C A R N E I D ' s work. Only by pooling visionary perspectives and harnessing the native imagination can C A R N E I D continue to stimulate debate and point to opportunities and possibilities that lie inherent in what n o w appears to be an insurmountable array of problems.

BIBLIOGRAPHY

Miller, Errol. Education for All: Caribbean Perspectives and Imperatives. 1992: Washington.

Castells, Manuel "The Informational Economy and the N e w International Division of Labor" in Carnoy, M . ; Castello, M . , Cohen, S., Cardoso F. The N e w Global Economy in the Information Age. 1993: Pennsylvania.

' C A R I C O M Position Paper by the Sub-Committee of the Standing Committee of Ministers Responsible for Education ( S C M E ) on "Ae»em»i Quality »ml Fiffieieney in Caribbean fidiwatinn" - A Study Commissioned by the World Bank. Guyana: April 1992. Pagevii.


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