Education

Introduction: The Policy Landscape
Formal education at the primary and secondary levels is firmly entrenched in the sociocultural
fabric of OECS and Caribbean countries. The provision of primary education at a
social cost to the population of OECS countries accords with the United Nations
Declaration on the Rights of the Child. The following Articles 28 and 29 summarized read:

(28) -The child has the right to education; …
(29) -The child’s education should be directed to the development of the child’s personality, talents and mental
and physical abilities to their fullest potential (UN, 1989).

INTRODUCTION

The Organization of Eastern Caribbean States (OECS) Education Reform Unit (OERU) has
coordinated the design and development of this course in "Information and Communication
Technology (ICT) for Teachers of the OECS region. This training is seen as an essential
prerequisite for the successful introduction of ICT into the education systems of the Eastern
Caribbean States.

Introduction

The OECS Education Reform Unit is undertaking a comprehensive sub-regional project for development
of tertiary education in its member countries: Antigua-Barbuda, Dominica, Grenada, Montserrat, St. Kitts-
Nevis, Anguilla, St. Lucia, St. Vincent and the British Virgin Islands.
One component of the OERU project is the setting up of Centres of Specialisation for study, research and
development relating to key industries or sectors in which the countries and colleges have a demonstrated comparative advantage. The primary sectors identified are marine studies, tourism/hospitality, information and communications technology` and agriculture.

Background

In October 1998, the members of the then Island Representative Committee (IRC) observed that
many of the member states were proceeding to introduce computers into secondary and, in some
cases, primary schools. Although, these interventions of ICT in the classroom were welcomed,
there were worries, however, that these developments were occurring in the absence of a carefully
thought-out plan and guiding policies and strategies. The OERU was therefore requested to assist
the Ministries of Education by preparing generic guidelines, a model policy and strategy that could
then be used by individual Ministries in developing their own individual policies and implementation
plans.

OECS Software Evaluation Manual

1. Objectives of the Workshop Series

The primary objective of this workshop series, as described under the Eastern
Caribbean Education Reform Project (WBS 4400: Support Development of IT in
Education), is to:

“Plan and facilitate a one-week sub-regional course on the
effective use of computers in education, with special emphasis on
an approach for the evaluation of instructional software for use in
classrooms.”

EXECUTIVE SUMMARY
BACKGROUND

In 1997, the OERU initiated a number of activities in accordance with the
Implementation Plan for the Electronic Networking of the OECS education community.
These activities were aimed at developing the capacity of the OERU, the Ministries of
Education (MOEs) and the schools of the OECS to use information and communication
technologies (ICT) as essential tools for the management of their education systems and
the implementation of education reform.
Approximately four years later, the OERU, also in accordance with the above-named
implementation plan, has commissioned this consultancy assignment in order to review
the progress made in respect to the electronic networking initiative.

Report on the OECS EMIS Project: 1998 - 2002


1.0 Introduction and Background

This report provides a historical perspective of the events that has characterized the efforts of the OECS Education Reform Unit towards the establishment of a harmonized Education Management Information System (EMIS) within the subregion. It draws from several reports such as the EMIS System Review – November 1998 and, most recently the OECS Pilot Evaluation Report of December 2001.

 INTRODUCTION

Throughout the world, information and communications technologies (ICTs) are changing the face of
education. It is believed that, fundamentally, there are two distinct factors propelling this change:
(1) ICTs are changing the nature of work and the workplace. The “knowledge revolution”, combined
with economic globalization, has created conditions in which countries that have focused on
knowledge-based industries have been able to reap significant rewards. Knowledge-based
industries require an educated labour force of computer-literate individuals who themselves
understand and can harness the power of ICT. In response to the demands for producing such a
labour force, many countries have changed the objectives of their education system and have
directed much of their attention to the development of ICT skills in schools.

RATIONALE AND BACKGROUND

According to UNESCO1,

Information and Communication Technology (ICT) permeates the business environment and underpins
the success of modern corporations as well as providing government 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 organization and management of learning institutions. The Internet is a driving force,
interconnecting both developed and developing countries. Countries must be able to benefit from the
technological developments. To be able to do so, a cadre of professionals has to be educated with a
sound ICT-background, independent of specific computer platforms or software environments.

   Tribute to Dr. Lucy Steward,

                        Registrar, Caribbean Examinations Council

Dr. Lucy Steward, Registrar, Caribbean Examinations Council, has given exemplary service to the educational systems of OECS member states. During her tenure she has worked consistently to maintain and improve the standards of the various examinations prepared, administered and graded by the Caribbean Examinations Council.

INTRODUCTION

This curriculum guide provides information on the focus of mathematics teaching and learning at the Grade 1 level. The document includes a brief rationale for the mathematics curriculum at the primary level, the learning outcomes to be deve loped at the Grade 1 level, some suggestions for teaching/learning activities and assessment strategies. Also included are the attainment criteria for this grade level and an Appendix.

PREFACE

The development of learning outcomes for the core curriculum in OECS primary schools is an
essential part of the harmonization of OECS educational systems. The curriculum harmonization
process commenced 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).
Subsequent to the preparation of the report curriculum officers, teacher educators and evaluation
officers, in a sub-regional workshop in Antigua and Barbuda, developed basic principles for
mathematics in the primary school. All mathematics curricula from member countries were
examined during the workshop. The Report of proceedings: sub-regional curriculum and
remedial planning workshop held on October 25-30, 1998 presents a full account of the
decisions taken at the workshop.

PREFACE

The development of learning outcomes for the core curriculum in OECS primary schools is
an essential part of the harmonization of OECS educational systems. The curriculum
harmonization process commenced 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). Subsequent to the preparation of the report curriculum officers,
teacher educators and evaluation officers, in a sub-regional workshop in Antigua and
Barbuda, developed basic principles for mathematics in the primary school. All mathematics
curricula from member countries were examined during the workshop. The Report of
proceedings: sub-regional curriculum and remedial planning workshop held on October 25-
30, 1998 presents a full account of the decisions taken at the workshop.

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 seven years 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 seven years 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 seven years 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 seven years 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).