Education

1. The OECS Commission (the Recipient) will implement its respective part of the OECS - Skills and Innovation Project (the Project), as set out in the Financing Agreement. The International Development Association (the Association) has agreed to provide financing for the Project, as set out in the referred agreement.
2. The Recipient shall ensure that the Project is carried out in accordance with the Environmental and Social Standards (ESSs) and this Environmental and Social Commitment Plan (ESCP), in a manner acceptable to the Association. The ESCP is a part of the Financing Agreement. Unless otherwise defined in this ESCP, capitalized terms used in this ESCP have the meanings ascribed to them in the referred agreement.
3. Without limitation to the foregoing, this ESCP sets out material measures and actions that the Recipient shall carry out or cause to be carried out, including, as applicable, the timeframes of the actions and measures, institutional, staffing, training, monitoring and reporting arrangements, and grievance management. The ESCP also sets out the environmental and social (E&S) instruments that shall be adopted and implemented under the Project, all of which shall be subject to prior consultation and disclosure, consistent with the ESS, and in form and substance, and in a manner acceptable to the Association. Once adopted, said E&S instruments may be revised from time to time with prior written agreement by the Association.
4. As agreed by the Association and the Recipient, this ESCP will be revised from time to time if necessary, during Project implementation, to reflect adaptive management of Project changes and unforeseen circumstances or in response to Project performance. In such circumstances, the Recipient and the Association agree to update the ESCP to reflect these changes through an exchange of letters signed between the Association and the Recipient’s Education Development Management Unit (EDMU) Program Director. The Recipient shall promptly disclose the updated ESCP.

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

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

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

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

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

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

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

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

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

A Detailed Look at School related
Issues

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

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

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