Education

What are the key "Take‐Away" messages from this
workshop in relation to Curriculum Development: (a)
generally; and (b) specifically in the OECS?

2.What are the Curriculum Development challenges for
the OECS? Differentiate regional and country level
challenges. What should be the policy responses to
address these challenges?

What are the key "Take‐Away" messages from this
workshop in relation to Skill Development in the
OECS? Which of these should be incorporated in the
OECS Education Strategy?

2.What are the Skill Development challenges for the
OECS? What should be the policy responses to
address each of these challenges? What are the likely
bottlenecks to implementation?

INTRODUCTION

Information and Communication Technology (ICT) permeates the business environment and underpins the success of modern corporations while providing governments with cost efficient civil service systems. At the same time, the tools and techniques of ICT are of value in the processes of learning, and in the organisation and magement of learning institutions.

For countries to be able to benefit from these technological developments they
must equip both teachers and students with the ICT knowledge, skills and tools
to become competitive in an increasingly global work place.

Points to Address

•Educational change and inclusive education, an
evolving relationship

•Discussion points and the symbiosis between
educational and curricular change

Inclusive Education: An Evolving Concept

153 member states declared that “a broadened concept of inclusive education can be viewed as a
general guiding principle to strengthen education for sustainable development, lifelong learning for all and
equal access of all levels of society to learning opportunities so as to implement the principles of
inclusive education.” (ICE Conclusions and Recommendations, 2008).

General messages in relation to
Curriculum Development

• Need to focus on teacher quality as we seek to improve the teaching‐learning experience
in the classroom

• Need to pay more attention to quality and
mastery as opposed to quantity i.e. Teach
Less, Learn More

PURPOSE OF EDUCATION

• Work to change the mind set and perception of TVET
• Build strong partnerships with all stakeholders
• Involve employers in all areas (attachments,
  STW experience etc.)
• Ensure TVET is well resourced (human &
  financial)
  
  
  

Knowledge Sharing on Universal Access to Secondary Education:
Learning Support Systems

(Summary [revised] of a report of a workshop St. Kitts and Nevis 21 – 22 September 2006)
The report consists of five main segments that correspond to the major issues considered in
the workshop:

? Mechanism for transition of students from primary to secondary education;
? Learning support systems to reduce disparity in student performance;
? Teacher development and support;
? Curricular and instructional adjustment; and
? Common principles and strategies for proposed harmonization of implementation
and sustainability.

Preface

The development of learning outcomes for the core curriculum in OECS primary and lower secondary schools is an essential part of the harmonization of OECS educational systems. The curriculum harmonization process commenced a decade ago with discussions between the OECS Education Reform Unit (OERU) and educational personnel in all member countries (See Eastern Caribbean Education Reform Project: Initiative on curriculum and remediation – Design Mission report, February 1998).

Preface

The development of learning outcomes for the core curriculum in OECS
primary and lower secondary schools is an essential part of the
harmonization of OECS educational systems. The curriculum harmonization
process commenced a decade ago with discussions between the OECS
Education Reform Unit (OERU) and educational personnel in all member
countries (See Eastern Caribbean Education Reform Project: Initiative on
curriculum and remediation – Design Mission report, February 1998).

Preface

The development of learning outcomes for the core curriculum in OECS primary and lower secondary schools is an essential part of the harmonization of OECS educational systems. The curriculum harmonization process commenced a decade ago with discussions between the OECS Education Reform Unit (OERU) and educational personnel in all member countries (See Eastern Caribbean Education Reform Project: Initiative on curriculum and remediation – Design Mission report, February 1998).

Preface

The development of learning outcomes for the core curriculum in OECS primary and lower secondary schools is an essential part of the harmonization of OECS educational systems. The curriculum harmonization process commenced a decade ago with discussions between the OECS Education Reform Unit (OERU) and educational personnel in all member countries (See Eastern Caribbean Education Reform Project: Initiative on curriculum and remediation – Design Mission report, February 1998).

Preface

The development of learning outcomes for the core curriculum in OECS primary and
lower secondary schools is an essential part of the harmonization of OECS
educational systems. The curriculum harmonization process commenced a decade
ago with discussions between the OECS Education Reform Unit (OERU) and
educational personnel in all member countries (See Eastern Caribbean Education
Reform Project: Initiative on curriculum and remediation – Design Mission report,
February 1998).

Preface

The development of learning outcomes for the core curriculum in OECS primary and lower secondary schools is an essential part of the harmonization of OECS educational systems. The curriculum harmonization process commenced a decade ago with discussions between the OECS Education Reform Unit (OERU) and educational personnel in all member countries (See Eastern Caribbean Education Reform Project: Initiative on curriculum and remediation – Design Mission report, February 1998).

Preface

The development of learning outcomes for the core curriculum in OECS primary and lower secondary schools is an essential part of the harmonization of OECS educational systems. The curriculum harmonization process commenced a decade ago with discussions between the OECS Education Reform Unit (OERU) and educational personnel in all member countries (See Eastern Caribbean Education
Reform Project: Initiative on curriculum and remediation – Design Mission report,
February 1998).

Preface

The development of learning outcomes for the core curriculum in OECS primary and lower secondary schools is an essential part of the harmonization of OECS educational systems. The curriculum harmonization process commenced a decade ago with discussions between the OECS Education Reform Unit (OERU) and educational personnel in all member countries (See Eastern Caribbean Education Reform Project: Initiative on curriculum and remediation – Design Mission report, February 1998).

Preface
The development of learning outcomes for the core curriculum in OECS primary and lower secondary schools is an essential part of the harmonization of OECS educational systems. The curriculum harmonization process commenced a decade ago with discussions between the OECS Education Reform Unit (OERU) and educational personnel in all member countries (See Eastern Caribbean Education Reform Project: Initiative on curriculum and remediation – Design Mission report, February 1998).