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8/12/2019 MyrnaPresentatoin (CARICOM)
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Challenges to Education
in the Caribbean
Workshop for the CaribbeanEducational Sector on the OAS
Horizontal Cooperation Program ,Miami, Florida July 14 -18Presenter - Myrna Bernard
CARICOM Secretariat
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The Changing Environment
This increasingly important role ofknowledge as a factor of production
Emergence of new economic activitiesbased on information and knowledge
Demand for higher quality of goods andservices to enable competition in theglobal market
New jobs associated with highertechnology occupations requiring higherentry-level skills.
Rapidly changing skill sets required forjobs
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The Changing Environment
Changing nature of organisations and thenature and organisation of work flexible, problem oriented, and
collaborative in contrast to thetraditional work place in which work isrepetitive, routinised, and organizedhierarchically.
Changed life plans of individualsnolonger linear, educationwork- leisure
Imperative of re-training/ lifelong learning Erosion of values Receding influence of family, more
reliance on schools for inculcation of
values
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Some Realities: Youth Unemployment
Youth unemployment is a prominentfeature of Caribbean labour markets
Rates among 15 24 age group in the
region is about or above 30% Unemployment rates among young
women are higher than among males
Unemployment exists alongside skillshortages in key areas of theeconomy
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Some Societal Realities
Illicit drugs valued approx. US$3.3Bn / yr produced in S.America - the Caribbean used as conduit
Increasing incidence of unemployed youth /schooldropouts lured into illicit drug activities by drug barons
Increasing incidence of youth involved in violent crimesassociated with drugs and drug trafficking
An estimated 2% of secondary school students using drugs(mainly marijuana)
HIV/AIDS - leading cause of death among 1545 age groupin the region, irrespective of sex
- Females in the 1019 yr age group particularlyvulnerable
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Regional Integration
CARICOM Single Market andEconomy
A single enlarged economic space achievedby:
free movement of goods, services,
capital technology and labour non-discriminatory access to the
regions resources and markets forCARICOM nationals
common external trade policy
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Main focus of the CSME
The CSME is intended to provide the framework for:
greater opportunities for employment,investment, production and trade
competitive products of better quality and prices improved services provided by enterprises and
individuals
greater opportunity for travel for nationals to
study and work in CARICOM countries increased employment and improved standards
of living
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The Education System
composed of inter-related subsystems open system:
- it is in continual contact with its environment,exchanging information, energy or material
a transformation system
inflow of resources, energy and information istransformed by the system into products, services,human satisfaction, economic growth andsocial benefit. These are fed back into the system asinputs to ensure the sustainability.
a socio-technical system.
- social system is anchored in the attitudes,perceptions, beliefs, motivations andexpectations of human beings.
- social-technical system integrates human activityaround various technologies
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A Surviving System
A survivingsystem isone
which providesacceptable
and relevantoutput to its
environmentalsupra- system
Relevance:
The capacity of the educationalsystems and of the institutions to
respond to the needs of theirlocality, region or country, and tothe demands of the new worldorder, with diverse outlooks,
instruments and modalities.
The CRESALC/UNESCOPlan of Action for the Transformationof Higher Education in Latin Americaand the Caribbean (1998)
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The Desired Output
Students must demonstrate:
Critical thinking Ability to access and systematise
information Competence in the use of new
technologies
Commitment to continuous learning Openess to new experiences
Creativity and adaptability
Positive work ethic
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The Desired Output (contd)
Strong appreciation of family and kinshipvalues, community cohesion, and moralissues including responsibility for andaccountability to self and community
Emotionally security with a high level of selfconfidence and self esteem
Multiple literacies
Problem solving skills
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involves
LEARNINGTO LEARN
DEVELOPING
AND USINGDifferent
ValueSystems
DifferentIntelligences
Differentskills
Differentknowledge
frameworks
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CHALLENGES
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Imperatives
Re-tooling and re-configuration of education andtraining at all levels
Development of literacies beyond the traditionalliteracy and numeracy
Promoting equity at all levels
Integration of essential employability skills asintegral components of education programmes
Development of relevant life skills
Addressing issues such as HFLE, drug
education, relationships and emotional health,conflict resolution etc
Integrated learning experiences for full range ofabilities
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System should be as flexible and adaptable
as the workforce it is seeking to prepare
Imperatives (contd)
Commitment to lifelong learning andcontinual retooling of the workforce at alllevels
Diversification of content and deliverymodalities, especially at the tertiary levelto address access and external efficiencyissues
Research
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Targets / Priorities set by 18thHGC
15 % enrolment of the post secondarycohort in tertiary programmes by 2005
Universal secondary education by2005
Setting of target dates for fullenrolment of the pre- primarycohort in ECED
programmes
Learning outcomes for primary level
Male under achievement to beaddressed
Increased focus on TVET
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Re-focusing operations to meet these imperatives involves:
Educating for citizenship of the Community ratherthan country
Becoming more inclusive, flexible and dynamic.
Curriculum becoming more holistic
Fostering closer relationships among school,parents and the wider community.
Promoting positive academic ANDsocialoutcomes for students
Building the foundations for lifelong learning
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USE OF NEW ICTs
The effective integration of new ICTs intoall aspects of education provision mustbe seen as one of the most pressing
challenges facing systems
This is one area in which intra-regionaland inter-regional collaboration can beof great benefit
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Early Childhood Development
Specific concerns: Absence of common national vision for
ECED among parents, practitioners andstakeholders
- consequent ad hoc programmingwithout required linkages andsupports
insufficient resources allocated to thesector
lack of human and institutional capacity,and lack of priority accorded to thesector.
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Early Childhood Development Imperatives
Mainstreaming ECD into socio-economicprogramming at national and regionallevels
Articulation of National and RegionalVision for ECD
Development of a Structured Approach toECD programming
Advocacy and public sensitisation
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Issues in Primary Education
Most countries have achieveduniversal, or close to universalaccess
Insufficient levels of literacy andnumeracy after 6 years of schooling
Development of quality standards
and indices of attainment Integration of technology into
curricula
Development of more rounded
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Universal Secondary Education
Entrants without the required levels of literacyand numeracy to benefit optimally fromsecondary education
Development of curricula suitable for the full
range of aptitudes and abilities Certification for wider range of abilities, interests
and learning styles
- CXC addresses the needs of approximately one
half of the relevant age cohort and of these, only50% leave with acceptable levels of certification
- This situation is likely to be even more obviousas more students actually attending secondaryschools leave uncertified
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Technical and VocationalEducation and Training
Articulation of TVET Policies
Attracting better qualified entrants to copewith new challenges
Re - orientation to competency basedapproaches
Development of regionally standardised
vocational qualifications Credentialing of already employed workers
Facilitation of free movement of labour
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Teacher Education & Prof. Development
The new learning paradigm means that therole of the teacher has changed. Theteacher now needs to become, in ter al ia:
a creator of learning environments an independent professional, open-
minded and critical
an active co-operator and collaborator
a mediator between learners and whatthey need to know
Comfortable with the use of new
technologies
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New Vision for Teacher Development
Teacher development as a continuum made up ofpre-service programme, induction, andcontinuing career-long professional development
Dominant training model - focused primarily on
expanding an individual repertoire of well-definedand skillful classroom practice--is not adequateto deal with the ambitious visions of teaching andschooling embedded in present reform initiatives
Shift from a deficit model of teacher development, emphasising remediation to a developmentalmodel, emphasising growth
Development of standards of competence for
teachers
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MAINSTREAMING GENDER
Specific concerns: Under-participation and achievement by males
Continuing curriculum segregation
Need for gender training for teacher trainees andpractising teachers
Gender justice in schools
Need for gender sensitive learning materials
Addressing gender directly within the curriculum
-Actively promoting studentsunderstandingof the construction of gender and the ways inwhich gender stereotypes may inhibit thelearning and subsequent life choices of bothsexes
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Tertiary Education
Expansion of offerings More flexible pathways for students
Operationalisation of regional integratedqualifications framework
Quality assurance issues Articulation and accreditation issues
Expansion and rationalisation of provisionin the Community College system
Use of distance education modalities toexpand access
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Capacity Building at all Levels
Training and orientation in managementof change for
- policy makers
- administrators of institutions
Capacity building at the community levelfor effective participation
Education for parenting Sensitisation of the media
Engaging unions and employers
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Education as Part of a Larger HRD System
Strategic objective of HRD
The equipping of people tocontribute to, and to benefit
from development through anenhanced quality of life
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CONTOURS OF HRD
Core Elements
Education/Training
Health
Labour
Complementary Elements
Youth Development
Drug Demand Reduction
Sport Development
Stakeholder participation
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Integrated Planning
Imperative to address the challengesof Human Resource Development
within the logic of a holistic,coherent, inter-sectoral operation, inorder to reduce inefficiencies, takeadvantage of the synergies thatmight be created and consequently,increase impact
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Partnerships
Advantages of collaborative planningand action
Countries / regions at different levels ofdevelopment
Leapfrogging
Efficient use of technical resources
Forums such as this one provide an excellentopportunity for sharing and learning together!
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